Toobarafi

|Baseline Survey Report |
|Pakistan Pinedabad Education Project |
|January 1 2012-December 31 2015 |

Contents
List of Figures and Tables 3
List of Abbreviations 4
Executive Summary 5
Chapter 1- Introduction 7
1.1 Background of the Organization and Projects 7
1.2 Purpose and Scope of the study 7
1.3 Study Area 7
1.4 Timeframe of the study 7
1.5 Sample of the Study 7
1.5.1 Quantitative Sample 8
1.5.2 Qualitative Sample 8
1.6 Methodology 8
1.6.1 Introductory Meeting 8
1.6.2 Desk Review 8
1.6.3 Pretesting of Tools 9
1.6.4 Selection and Training of Enumerators 9
1.6.5 Data Collection and Validation 9
1.6.6 Data Entry and Analysis 9
1.6.7 Presentation of Top Line Findings 9
2.1 Introduction of the Target Area 10
2.2 Population 10
2.3 Religion and Ethnicity 11
2.4 Occupation 11
2.5 Disability 12
2.6 Education Status 12
Chapter 3– Baseline study findings: 14
3.1 Findings related to the Quality Education and Role of Education Department: Improved Accountability of Government Department and Service Provider with Regard to Education Policy and Implementation Gap 14
3.1.1 Knowledge about the Importance of Education 14
3.1.2 Perceptions on Education Policy 14
3.1.3 Perceptions on School Development Plan (SDP) 15
3.1.4 School Dropout Rate of Boys and Girls 16
3.1.5 Common Causes of Non Enrolment of Children 17
3.1.6 Accountability and Complaint Redressal Mechanism 19
1. Accountability of Service Providers 19
2. Participation of Government Officials in Schools 21
3. NGOs role in Monitoring 22
3.2 Findings related to the Safe and Enabling School Environment 22
3.2.1 Safe and Enabling Environment 22
3.2.2 School Safety 22
3.2.3 Enabling Environment 23
3.2.4 School Facilities 24
3.2.5 Class Room Discipline 25
3.2.6 Role of School Management Committee (SMC) 26
3.3 Findings related to Teacher’s Capacity 27
3.3.1 Types of Teachers 27
3.3.2 Teacher Capacity Building 28
3.3.3 Teacher’s Regularity 28
3.3.4 Teaching Methodology 30
3.3.5 Teaching Aides 31
3.3.6 Learning Aides 31
3.4 Findings related to Disaster Risk Reduction (DRR) 32
3.4.1 Awareness Level on DRR 32
3.4.2 Training on DRR 33
3.4.3 Awareness on School Disaster Preparedness Plans 33
3.5 Findings related to EGRA 34
3.5.1 Letter Name Knowledge of Students in English/Urdu 34
3.5.2 Initial Sound Identification of Students in English/Urdu 34
3.5.3 Proficiency of Students with Word Reading both in English/Urdu 34
3.5.4 Reading pictures, calendar, watch and maps 34
3.5.5 Oral Passage Reading and Comprehension in English /Urdu 35
3.5.6 Additional Findings 35
Chapter4: Issues and Challenges likely to affect Project Implementation 36
Chapter 5- Recommendations 38
Annex-1: Project Summary 40
Annex-2: Detail of villages and sub villages and people met in the field 43
Annex-3: People met during field visit 1
Annex-4: Tools of the Baseline Study 3
Annex- 5: Extra Graphs and Tables 35

List of Figures and Tables

Figure 1: Male to Female Ratio of Respondents 11
Figure 2: Occupation of the Populace Error! Bookmark not defined.
Figure 3: Percentage of Disabilities 11
Figure 4: Education Status 11
Figure 5: Parents' Perception on Importance of Education 12
Figure 6: Awareness of Locals on School Development PlanA 13
Figure 7: Reasons for School Drop Out amongst Girls 15
Figure 8: Reasons for School Drop Out among Boys 15
Figure 9: Causes of Non Enrolment of Boys 17
Figure 10: Causes of Non-Enrolment of Girls 16
Figure 11: Parents Visiting Schools 17
Figure 12: Instances of Complaint against Teachers Code of Conduct 18
Figure 13: Response Received by Parents against Formal Complaints 20
Figure 14: Parents Perceptions about Education Department Involvement with Schools 19
Figure 15: Parents Perception on Students Safety on their Way to Schools 21
Figure 16: Students' Participation in Co-Curriculum Activities in Schools 21
Figure 17: Teachers Share Importance of Discipline with Students 23
Figure 18: Use of Corporal Punishment in Class Rooms 25
Figure 19: Meeting Frequency of SMCs 25
Figure 20: Awareness level of Parents on SMCs 25
Figure 21: Ratio of Permanent to Substitute Teachers 26
Figure 22: Perception of Parents on Teachers' Regularity 28
Figure 23: Main Reasons of Male Teacher Irregularity 28
Figure 24: Main Reasons of Female Teacher Irregularity 29
Figure 25: Basic Learning Aides 31
Figure 26: Awareness level of Parents on the Imminent Threats of a Disaster at School 31
Figure 27: Parents Training on DRR 31
Figure 28: Parents Knowledge about School Disaster Preparedness Plan 32
Figure 29: Letter Name Knowledge out of 100 words/minute 33
Figure 30: Initial Sound Identification of Alphabets in both English and Urdu 33
Figure 31: Familiarity of Students with Word Reading in English and Urdu 33
Figure 32: Ability to Comprehend Pictures, Calendar, Watches and Maps 34
Figure 33: Oral Passage Reading and Comprehension in English and Urdu 35

Table 1: Details of Schools Studied 8
Table 2: Population of Muzzafargarh, Jatoi and Kot Addu 10
Table 3: Percentage of Students Drop Out Rates 15
Table 4: Facilities in the Class Room/School 23
Table 5: Facilities in Schools 23
Table 6: Teaching Methodologies 30
Table 7: Teaching Aides used while Teaching 31

List of Abbreviations

|ADM |Area Development Manager |
|AIP |Area Integrated Programme |
|CPOs |Community Programme Officers |
|DM&EC |Design Monitoring & Evaluation Coordinator |
|DNA |Detailed Need Assessment |
|DTE |District Teachers Education |
|EGRA |Early Grade Reading Assessment |
|FGDs |Focus Group Discussion |
|HH |Household |
|INGO |International Non-Governmental Organization |
|ITT |Indicator Tracking Table |
|KII |Key Informant Interviews |
|M & E |Monitoring & Evaluation |
|PDC |Programme Development Coordinator |
|PPEP |Pakistan Pinedabad Education Project |
|RNA |Rapid Need Assessment |
|SMC |School Management Committee |
|SPSS |Statistical Packages for Social Sciences |
|TORs |Term of Reference |
|UC |Union Council |
|WVP |World Vision Pakistan |
Executive Summary

This report presents the findings of the baseline survey designed and carried out by CTC in September- October 2012 for a project of World Vision Pakistan titled ‘Pakistan Pinedabad Education Project’ (PPEP) on people‘s understanding and attitudes towards children’s education in three target tehsils of Kot Addu, Jatoi and Muzzafargarh. Moreover the project also aims at educating the populace on disasters and measures to mitigate these hazards in the context of educational system of the three tehsils. Without considerable and sustained efforts, the flood damage to the school infrastructure and peoples livelihoods is likely to have a generational impact.

The parents of the three tehsils of Kot Addu, Jatoi and Muzzafargarh realized how important a good education is for their children. According to them education is important for girls and boys alike since it ensures the provision of good job opportunities for boys and in helping out the husbands financially and teaching their children for girls. Education improves a person’s general outlook towards life. Statistical data showed that 100% of the parents in Jatoi, 98.7% of them in Kot Addu and 99.4% of the parents in Muzzafargarh deemed education a basic right of their children.

In spite of this realization in tehsils Muzzafargarh, Jatoi and Kot Addu lack of finances, long distances from the school, teacher absenteeism and corporal punishment at schools caused many children to drop out of schools every year. There are still more children who have never been enrolled in a school in their lives because the financial situation of the household compels the children to labour for wages instead of acquiring an education. Muzzafargarh has the highest trend of children drop outs with 24.1% drop outs in males and 18.1% in females whereas Jatoi has the least number of children drop out of schools i.e. 5.4% for males and 2.3% for females.

Lack of a safe and secure environment further dampens the chance of quality education for children of the target areas. 54.3% parents think their children are not safe on their way to schools in Jatoi. The percentage of such parents in Kot Addu is 77.9% and 75.1% in Muzzafargarh. Moreover, lack of facilities proves a further hinderance in the deliverance of quality educational environment. It is noteworthy that none of the schools in all three tehsils have any chairs or desks save for Jatoi. Other facilities like play grounds, basic teaching aides, a secure school building or electricity etc. are seldom found in schools of the targeted area. A little less than 50% of the schools out of the total sample of schools taken for the study had a complete boundary wall i.e. one school in Kot Addu and one school in Muzzafargarh.

Further the poor condition of the education system in the area can also be attributed to the fact that teachers posted to rural schools from urban areas often do not attend school regularly. As a result, the students and the community do not accept them as good teachers, and local untrained “volunteer” substitutes can be the norm. The gender disparity in teacher attendance in rural areas often disappears when the female teacher is appointed locally, as female teachers are often absent due to reasons like, additional domestic responsibilities, maternity leaves and long distances from home to school. Local teachers can be absent frequently due to family illness – especially children in the rural areas.

Thus absent and untrained teachers, local unqualified substitute teachers, vacant teaching positions, missing essential facilities and use of corporal punishment are significant contributors to poor learning, poor student enrolment and attendance as well as high drop-out rates. The trend of using corporeal punishment especially has been found as more prevelent in tehsil Jatoi, almost 67%, as compared to Tehsil Muzzafargarh, 46% as per the parents perceptions.

In such conditions there is a strong need for sound monitoring and complaint mechanisms. This mechanism is provided by the education department, at the district government level. SMCs are also playing a supportive role in order to ensure quality education and it exists in all three tehsils. The body of SMC’s role is to identify the schools problems and ensure the teacher attendance and missing facilities. The SMCs also play their part in monitoring teacher’s attendance where they not only talk to teachers on the importance of regular attendance but also submit a written complaint to education department in case of irregularity. Most teachers however show resentment at being monitored by the SMC.

There is no mechanism in place that demands accountability from the government officials and leaders however the representatives of NGOs who were interviewed for the purpose of this study expressed a possibility of non-government organizations filling the gap by formulating a district level common forum for all of the civil society working in the area.

To remedy the situation it is of essense that an increased awareness level is attained on education policy, extensive mobilization campaigns be launched to convince the population on the importance of educating their children and financial help be provided to households with large family sizes.

Chapter 1- Introduction

1.1 Background of the Organization and Projects

World Vision is an international humanitarian organization working actively in emergency relief and long-term development programmes in nearly 100 countries through a policy mission to serve all people, regardless of religion, race, ethnicity, or gender. The organization is especially dedicated to working with children, families and their communities worldwide to reach their full potential by tackling the causes of poverty and injustice. Established in 1950, World Vision has been present in Pakistan since 1992 where the organization works in areas of humanitarian aid, long-term development, and advocacy.

World Vision in Pakistan is strongly focused on community empowerment and ensuring accountability. As such, it does not see its role in duplicating or taking on services but rather to involve itself in supplementing gaps, capacity building and modelling for further replication by duty bearers.

One such project, the Pakistan Pinedabad Education Project (PPEP) aims at working on increasing teachers’ professionalism and communities’ expectations in three tehsils of district Muzzafargarh, Pakistan by involving the communities to work towards their own betterment.

1.2 Purpose and Scope of the study

This study aims at establishment of baseline for a project titled ‘Pakistan Pinedabad Education Project’, an initiative of WVP, in selected UCs of district Muzzafargarh. Specific objectives of the study are as under; • Assess the situation of the Pakistan Pinedabad Education Project WV Pakistan / project goal and outcome indicators. • Identify major issues that will likely affect project implementation and draw constructive lessons for the future. Estimate and update baseline values for each indicator mainly for output and generally for outcome levels at the beginning of the project to help determine achievement and support evaluation at the end. • Update the ITT outcomes and outputs with baseline data.

1.3 Study Area

The geographic focus of the study was three selected tehsils; Muzzafargarh, Jatoi and Kot Addu of district Muzzafargarh.

1.4 Timeframe of the study

Total timeframe of the study is of 30 days, from 10th September to 10th October 2012. This time was broken down into different phases for planning and tools development, data collection, data entry and analysis and report writing.

1.5 Sample of the Study

Since both quantitative and qualitative approaches have been used in the study therefore keeping in view the research approaches, two types of samples were drawn. Quantitative and qualitative sample selection and its details are as under:

1.5.1 Quantitative Sample

In total, 400 households (HHs) were surveyed from the selected three tehsils of district Muzzafargarh. The breakup of 400 HHs is such that 173 HH were taken from tehsil Muzzafargarh, 78 HH from tehsil Jatoi and 149 HH from tehsil Kot Addu. These samples were taken adhering to the following criterion: ➢ The selection should be representative of the population of all three tehsils ➢ It should be representative of the UCs affected during the flood of 2010 ➢ The sample should have a balanced representation of boys and girls schools ➢ Pre-existence of an integrated WV project in the area

In addition to that, five schools (two boys & three girls’ schools) were selected for School Assessment. The details of these schools are as under:

|Sr. No. |Name of School |Tehsil |Distance from WV Regional Office |
|1. |GPS Nawan Akhtarabad |Muzzafargarh |29 km |
|2. |GGPS Jhandir Wala |Muzzafargarh |25 km |
|3. |GGPS Aqaida Abbass |Kot Addu |39 km |
|4. |GGPS Binda Meharban |Jatoi |60 km |
|5. |GPS Bekani |Jatoi |45 km |

Table 1: Details of Schools Studied

Four children in each school were randomly selected for EGRA. A total number of 21 girls and boys were assessed for reading and identification of different pictures.

1.5.2 Qualitative Sample

In total, 12 Focus Group Discussions (FGDs) were held, out of which three were conducted with parents, three with teachers in the area, three with students and three with School Management Committees (SMCs) to have rich information on the education systems in the target area and related practices common with the community as well as in schools. An additional five key informant interviews (KII) were carried out with the Education Department officials, Chief Executive of Roshni, which is a local NGO, community representatives and religious leaders.

1.6 Methodology

1.6.1 Introductory Meeting

Prior to the initiation of the study, CTC held introductory meetings with the concerned staff members of WVI in Islamabad. The meeting’s aim was to develop a common understanding of the study, its TORs and to give CTC an idea of the project background. Besides conceptual clarity, logistical arrangements for fieldwork were also decided upon in these meetings.

1.6.2 Desk Review

Documents like project proposal, Indicators Tracking Table (ITT), logical framework of the project and village matrix were thoroughly reviewed to obtain a good insight of the project and its implementation methodology. Moreover, the baseline study and its tools were also designed and shared with World Vision Pakistan, edited in view of their comments and finalized.

1.6.3 Pretesting of Tools

A pretesting of the tools was arranged to assess the practical applicability of the designed tools. The tools were put to a pretest in Islamabad and questions were revised as per findings of the pretest.

1.6.4 Selection and Training of Enumerators

A team of qualified enumerators was constituted and trained before taking them out to the field in order to ensure the quality of the survey. The team comprised of six enumerators (three males and three females). A day’s training was conducted in order to enable them to orient them on the project and the area as well as to sharpen their skills to conduct interviews, fill questionnaires correctly and conduct FDGs. Furthermore, the enumerators were briefed on the questionnaires in detail to ensure their understanding of the tools.

1.6.5 Data Collection and Validation

CTC employed different type of tools to generate required data. These included • HH questionnaire - to document relevant quantitative values • Focus Group Discussion (FDGs) - to get a grip on popular perceptions of different strata in the community • Key Informant Interviews (KII) - to generate qualitative data • Schools Assessment – to assess the state of affairs at schools • Early Grade Reading Assessment (EGRA) - to assess comprehension abilities of the students in both languages English and Urdu

Pictures and observations were also recorded. The tools are annexed for reference.

Once the data was collected, it was reviewed by the technical WVP project staff in Multan for any discrepancies. In case of an inconsistency in the data, it was removed in consultation with the project staff and the enumerators.

1.6.6 Data Entry and Analysis

The structured questionnaires were properly coded to facilitate electronic data processing and ensure that questionnaires could be located easily. The data entry was done using MS Excel. The data was then analyzed using standard statistical methods and arranged into tables and graphs.

1.6.7 Presentation of Top Line Findings

A report has been drawn on the basis of the analysed data where outcome based findings are presented. In the existing sector based situation, context analysis and sustainability of the project have also been covered in this report.
Chapter 2: Demographics

2.1 Introduction to the Target Area (http://doaba.org.pk/MuzaffargarhProfile.aspx)

The project is implemented in district Muzzafargarh, which is situated at a distance of 343 km from the main city of Lahore and about 34 km away from Multan. Muzzafargarh is one of the most underdeveloped regions in Pakistan with little social and physical infrastructure to promote development. The people of the region are deprived of basic facilities of life and there is little social cohesion among them due to alienation from the rest of the country during the colonial period and the stranglehold of feudalism since independence.

The district has an approximate population of 3.5 million spread over an area of 8435 square Km with a population density of 320 people per square kilometres. The district is rural in nature as some 88% of the population lives in rural areas. Geographically, it forms a strip of land between the river Chenab on its east and Indus on its West. According to the 1998 census of Pakistan, the population of the district was 2,635,903 of which, 12.75% is urban.

Administratively, the district contains four tehsils namely Alipur, Muzzafargarh, Kot Addu and Jatoi and these tehsils are further sub-divided into 93 union councils. Of the four tehsils the latter three were focused for the purpose of this baseline study.

2.2 Population

The total population of the three tehsils amounts to 3,330,547 people of which 1,485,681 live in Muzzafargarh, 652,609 persons are residents of Jatoi and 1,192,257 are located in Kot Addu. Tehsil wise tabulated population figure is presented as follow:

|Name of Tehsil |Total Population |
|Muzzafargarh |1,485,681 |
|Jatoi |652,609 |
|Kot Addu |1,192,257 |
|Total |3,330,547 |

Table 2: Population of Muzzafargarh, Jatoi and Kot Addu

Poverty estimates for Pakistan indicate today that 24% of the total population is living below the poverty line. These figures when combined with vulnerability groups escalate to higher percentages of poor and vulnerable. These are the groups who can only afford public sector schooling and are at risk of not going to school or dropping out. Amongst these, girls and women remain even more vulnerable particularly in the southern districts of Punjab with large landholdings belonging to landowners holding on to feudal and rigidly patriarchal mind set. The Southern Districts of Punjab are also well known for landmark cases in violence against women, sectarianism and expansion of extremist groups.[1]

The figure 1 draws a picture of male to female ratio of respondents in this study in each of the tehsils.

2.3 Religion and Ethnicity

Almost all the population of the district is Muslim with only 0.6% population belonging to minority groups. In rural areas 90% of the population speaks Siraiki followed by 6.6% who speak Punjabi. [2]

2.4 Disability

There are a small number of people who are disabled in the three tehsils. Cases of physical handicap and visual impairment have been found in Jatoi and Muzzafargarh. In Kot Addu some cases of physical impairment were reported.

2.6 Education Status

The household survey revealed that there are a large number of people, in all three tehsils, who are not educated. Muzzafargarh showed the highest percentages in this regard (67.1%) followed by Kot Addu (55%) and then Jatoi (50%). Majority of the residents of the three tehsils have attained education till primary level which is mainly because of the availability of primary schools.
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Chapter 3– Baseline study findings:

3.1 Findings related to the Quality Education and Role of Education Department: Improved Accountability of Government Department and Service Provider with Regard to Education Policy and Implementation Gap

3.1.1 Knowledge about the Importance of Education

Education is the most important factor, which plays a leading role in human development. It promotes a productive and informed citizenry and creates opportunities for the socially and economically underprivileged sections of society. Moreover, education is considered to have a strong correlation with social and economic development. In contemporary times when the focus is on the 'knowledge economy' the role of education becomes all the more important in the development of human capital.

Both the FDGs and the HH survey signified that parents in all three tehsils attached a high level of importance to educating their children. 100% of the parents of Jatoi, 98.7% in Kot Addu and 99.4% in Muzzafargarh considered education to be of utmost importance as can also be seen from figure 5.
Parents are of the opinion that a good education can ensure good job opportunities in government and private sectors for their male children and help girls support their husbands financially and in teaching their children. Moreover, education, they opined, can improve their general outlook towards life as well.

It was also observed that people will welcome and support any initiative for comprehensive/universal primary education.

3.1.2 Perceptions on Education Policy

Awareness on education policy was seen to be low throughout the three tehsils as revealed by the FGDs conducted with teachers, parents, SMC members and students. Some of the teachers and SMC members did identify the clauses on education in the 18th amendment, and Article 25, which ensures a free and compulsory education, the number of such people was however very small.
SMC members have no understanding about the educational policy however they have clarity about the administrative rule and regulation of education department for instance collection of PRs. 20/- per student, free books for students and primary education for all children.

Some of the teachers were familiar with the educational policies pointed out the following gaps in their implementation. • Absence of any follow up implementation on the government approved act on education. • Failure on the part of the government to provide schools for the required infrastructure which assists them towards effective implementation • Inability of parents to afford a PKR 20 fee, as made compulsory by the Punjab Education Reforms of 2010. • Lack of a proper social mobilization mechanism to advocate increased attendance and enrolment in schools.

Communities, at large, also divulged their ignorance about any educational policy and suggested that any policy on education should be formulated while keeping in consideration the socio-economic conditions of the population.

The relevant government officials conceded to the government’s weakness in effective implementation of the policies.

3.1.3 Perceptions on School Development Plan (SDP)

School Development Plan is a document that developed for school improvement in terms of students’ enrolment, quality education and infrastructure and sustainability.

The schools teachers reported that some of the schools still do not have any School Development Plans. Still in schools, which have prepared School Development Plans, they have done so in consultation with parents.

Inspite of this a low percentage of population is aware of the existance of School Development Plan. The percentage of population aware of SDPs is highest in Kot Addu with 14.1% and lowest in Jatoi with 1.3% of the people haning knowledge of it.

3.1.4 School Dropout Rate of Boys and Girls

As it is clearly shown in the Table-3 the trend of children dropping out of schools was seen the most rampant in Muzzafargarh with 24.1% drop out rates in boys and 18.1% drop out rates for girls. Jatoi has the least number of people dropping out of schools i.e. 5.4% for boys and 2.3% for girls.

|Percentage of Students Drop Out Rates |
|Tehsil |Boys |Girls |Boys % |Girls % |
|Jatoi |56 |22 |5.4% |2.3% |
|Kot Addu |57 |92 |26.3% |5.4% |
|Muzzafargarh |87 |83 |24.1% |18.1% |

Table 3: Percentage of Students Drop Out Rates

Some of the major reasons shared for children dropping out of schools are lack of finances, lack of interest of parents, long distances from the school, teachers’ absenteeism and corporal punishment at schools. Other reasons may include harvesting in agriculture season, cultural constraints, home chores and child labour.

The below figure 7 shows that un-affordability is among the major causes of drop out of girls from schools as 53.7%, 48% and 46.2% in Kot Addu, Muzzafargarh and Jatoi respectively. The second most prevalent reason is lack of interest of parents with 24.8% responses in Kot Addu, 16.2% in Muzzafargarh and 12.8% in Jatoi. Similarly challenge to access schools due to long distances is another cause for drop out of girls. Respondents from Jatoi (21.8%) Muzzafargarh (9.8%) and Kot Addu (2.7%) reported this to be one of the major hindrances to education. This can be attributed to the cultural norms of the area, which discourage girls’ presence outside of the houses for longer periods of time or without a chaperone.
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Figure 7: Reasons for School Drop Out amongst Girls
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Similarly for boys, the major reason for dropping out of schools is unaffordability of school expenses for parents with 53.7% in Kot Addu, 53.2% in Muzzafargarh and 46.2% such responses in Jatoi; followed by lack of parent’s interest in boys education with 26.2% in Kot Addu, 14.1% in Jatoi and 13.3% in Muzzafargarh. It is interesting to note that Jatoi also has the highest percent of responses counting school inaccessibility due to longer distances a problem for boys education.

It was learnt that SMCs have been trying to address this as a priority issue however no positive impacts of these efforts were reported to have beared any friut yet.

3.1.5 Common Causes of Non Enrolment of Children

The most common cause for parents not being able to enrol their children in schools is non-affordability of educational expenses. Other reasons include parents not according enough importance to education and/or parents not thinking education can provide good income prospects. The figures 9 and 10 showed a detailed review of the causes of non-enrolment of boys and girls separately.

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Figure 9: Causes of Non Enrolment of Boys

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Figure 10 presents household chores and social reasons as major causes of not sending girl students to schools. 59.7% respondents in Kot Addu, 57.7% in Jatoi and 52.6% In Muzzafargarh mentioned involvement of girl’s household’s chores as the major cause of not sending them to schools. Besides, other reasons included lack of permission from elders and non-affordability of educational expenses. Additionally, there are very little secondary or high schools existent nearby rural areas due to which girls are unable to pursue their education any further than primary.

The SMC as well as teachers are independently trying to counter these reasons by regularly discussing the issue in their meetings. With the help of the SMC, teachers in all three tehsils are trying to communicate their message to those parents who have not yet enrolled their children in schools. Despite the incessant efforts however, it still is a challenge to convince unlettered parents of the importance of education in the absence of a proper mechanism for disseminating awareness.

Practically it is the NGOs that have taken a lead in mobilization for enhancement of enrolment in the area however their efforts are still but unsystematic and their mechanisms lack maturity.

3.1.6 Accountability and Complaint Redressal Mechanism

Accountability of Service Providers

The following mechanisms have been put in place to ensure accountability of service providers

• Parent Teacher Meetings • Teachers’ Code of Conduct

Parent Teacher Meetings

At large, parents often do not visit schools to inquire about their children’s progress from the teachers in Jatoi and Muzzafargarh, neither do teachers contact parents. Parents from Kot Addu (69.1%) however are more regular in their meetings with the teachers to discuss their children’s issues. Parents usually meet teachers if a student complains about teachers or school authorities employing physical torture as a means to maintain class room discipline.

According to the teachers, some of the concerns discussed in these meetings includes parents’ not putting in enough effort on their children’s education, lack of a follow up mechanism on absenteeism of students and teachers, low frequency of parent teacher meetings and parents failure to ensure that their children are completing their homework given from schools.

Teachers reported to have low expectations from parents and expected them to at least check the bags of students to ensure they have essential books and stationary.

The teachers are united on the importance of SMCs meetings and are of the view these meetings will provide them with an opportunity to reflect on school performance and other problems that the schools face.

Teachers Code of Conduct

When talking about teacher’s code of conduct it is generally understood to be the general behaviour of teachers and the way they conduct themselves particularly while dealing with their students. This may include the regularity of the teacher, his/her attitude towards students and commitment level.

Generally there is a low awareness level on what should be code of conduct for teachers amongst the communities. Instances of a complaint against teachers misconducts have been significantly less as can be seen from figure 12, which supports the fact that the community is unaware of the standard code of conduct of teachers. It is also because they do not know how to process the lodging of a complaint or or how to approach the education department. Many parents would not complain for lack of will or hope of a positive response.

The figure illustrates that the parents in Muzzafargarh registered the most complains (8.1%) where as Jatoi has the least numeber of complaints (3.8%). It is imerative to take note of the fact that the reason behind high percentages of parents not registering complaints is due to their unawareness.

The most common complaints against teacchers was about them not taking enough interest in the welfare of the children and their education, irregularity of teachers, use of corporal punishment, etc.

The teacher’s regularity, conduct with students, teaching standards and other related matters of the sort are monitored by the District Teachers Educator (DTE) under the Provincial Government Education Department. The mechanism works such that concerned person can lodge a complaint with the authorities at the DTE and DTE sends its officials to check up on the complaint.

The School Management Committees (SMCs), an association of teachers, parents also visits the schools regularly and checks on the attendance register regularly. It was noted that majority of the teachers except head teachers in surveyed schools showed resentment on being monitored by the SMC since they didn’t recognise the committee’s authority in doing so.
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Figure 13: Response Received by Parents against Formal Complaints

Figure 13 shows, response to the complaints the education department did not give any reply to people in Jatoi where as Muzafargarh saw the highest number of responses. However even in case of a response the complainant were often not found satisfied from the action taken by concerned authorities.

Participation of Government Officials in Schools

Teachers, parents and SMC members alike have no practical ties with the education department office with the exception of the school head teacher, who stays in regular contact. Moreover, it is observed that the monitoring team of the Education Department makes frequent visits to the school. DTE assesses schools and trainings and reports its feedback to the education department.

Figure 14 presents, parents were aware about the education department’s visit to schools.

There is no mechanism in place that can monitor the government officials at the local level. However, the NGO representatives were of the view that the NGO network may fill this gap if given a fair chance.

In case of any complaint that the teachers want to bring to the notice of the officials, they report the complaint with their respective Head Teachers. There is a good understanding among teachers about how to launch any complaint. However, they have never received any satisfactory response.

NGOs role in Monitoring

After the floods of 2010, NGOs played an important role in the rehabilitation of affected schools. They joined hands with Education Department to bring the children back to schools. Initiatives like temporary incentive to bring back children to schools were appreciated in particular for their successes. Owing to these positive interventions, the NGOs working in the area enjoy a great importance in the context of education and it is monitoring in education activities District Muzzafargarh.

NGOs in practice have taken lead in mobilizing locals for the cause of education and some NGO have also signed MOUs with the education department to activate the schools committees. Further they have also been working on capacity building of SMCs.

The role of the NGOs has room to be greatly enhanced to have a more effective monitoring and social mobilization system.

3.2 Findings related to the Safe and Enabling School Environment

3.2.1 Safe and Enabling Environment

A safe and enabling environment is fundamentally important for the well-being and development of people especially children. It is an environment, which gives the students a sense of calmness and relaxation which is achieved only when the threats of the environment are removed and the freedom to avail opportunities is open to all. An enabling environment allows the students to enhance their strengths and work upon their weaknesses. Learning is seriously impaired in an insecure environment.

3.2.2 School Safety

Safety of their children, both on their way and in schools, is a major concern for the parents living in the target area. When asked about the safety hazards their children were exposed to on their way to schools, they responded that the children had to cover long distances to reach school.

Qualitative data of focus group discussions with parents identified the following as major threats to their children on their way to and from schools; • Road accidents • Unsafe paths • Harassment • Sexual Harassment, especially for girls • Unsafe transportation means • Kidnappings

Figure 15 represents the concerns of parents on the safety of their children on their way to schools. An overwhelming majority (77.9% and 75.1% of parents in Kot Addu and Muzzargarh respectively) shared that their children are vulnerable. Where as 54.3% parents were found worried on the same.

Vulnerability of the children doesn’t end once they enter the schools as the schools fail to provide them with a safe environment. Three out of five schools in the sample did not have boundary walls and lacked of safe water.

3.2.3 Enabling Environment

The best initiative is likely to fail in the absence of an “enabling environment”. The environment plays a key role in supporting and extending children’s development and learning. Enabling environments encourages young children to play because they feel relaxed, comfortable and ‘at home’ in them. When children feel emotionally safe and secure, they are able to explore and learn more effectively.

All schools reported of conducting co curriculum activities such as Naat [3]competitions, drama and speech compitions to engage the students. Figure 16 shows that in Jatoi 25.6% students were said to be participating in such activities where as 49.7% and 26% students in Kot Addu and Muzzafargarh actively take part in these acivities.

It is also to be noted that students in Kot Addu have been found to be most active in co curriculum activities where as most students in schools of Jatoi expressed their ignorance of any such activities taking place. This can be attributed to the fact that one of the two sample schools from Jatoi had a low trend towards holding such events for the students due to a lack of commitment of the teachers.

Moreover it was observed that teachers maintain a friendly relationship with the students which helps the students see their teachers as more approachable. The teachers would also adviced them on important issues such as drinking safe water, maintaining personal hygiene and sanitation and also on washing hands before meals and after using the toilets.Teachers in Jatoi and Muzafargarh, as was reported, made the children take care of the school facilities by creating a sense of ownership of the school.

3.2.4 School Facilities

It is widely accepted that there exists a significant relationship between the condition of a school, or classroom, and student achievement.

|Facilities in the Class Room |
| |
|Tehsil |
|Tehsil |Cleanliness of Water |Total number of toilets |Functionality of Toilets |Cleanliness of Toilets |
|Jatoi |100% |Four |50% |50% |
|Kot Addu |100% |Four |25% |100% |
|Muzzafargarh |50% |Two |100% |100% |

Table 5: Facilities in Schools

Outside the classroom it was observed that clean water was available in the schools in Jatoi and Kot Addu whereas 50% of the schools in Muzzafargarh had clean water. It may be noted here that this water however is not tested to gauge if it is drinkable.

50% of the toilets were functional in Jatoi, 25% in Kot Addu and a 100% in Muzafargarh were functional. All the toilets in tehsil Muzaffargarh and Kot Addu were clean except in Jatoi where 50% of the total toilets were clean.

The toilets in Muzzaffargarh was found clean to a satisfactory level whereas in Kot Adduall schools toilets were dirty and unhygienic. In Jatoi 50% of the toilets in schools were clean.

3.2.5 Class Room Discipline

Lack of classroom discipline results in low student performance and teacher’s frustration. It was observed students displaying indiscipline in classrooms.

It was further witnessed that the teachers do not pay any attention to the point of views of children acting negatively in Jatoi and Kot Addu though most teachers in Muzaffargarh seemed to listen to such children in 50% of the school.

Moreover the teachers share the reasons for maintaining discipline in class room though they do that ineffectively.

Only 50% of the teachers in Muzzafargarh asked their students to formulate a discipline code for the class where as none of the schools in Jatoi or Kot Addu practiced this.

Teachers claimed to respect the dignity of their students however many cases of teachers yelling at students in the class rooms were reported, which not only creates fear in the students but also results in more indiscipline. The trend of teachers yelling at students in order to discipline them was observed the most in Muzzafargarh (in 100% of the schools). The use of corporal punishment in class rooms is exercised freely. As the figure 18 shows that 66.7%, 59.1% and 46.2% parents in Jatoi, Kot Addu and Muzzafargarh respectively reported about teachers using corporal punishment as a means to discipline children.

[pic]
Figure 18: Use of Corporal Punishment in Class Rooms

Having said that, it was observed that teachers did praise students when they would do their work well as well.

3.2.6 Role of School Management Committee (SMC)

SMC is playing a supportive role in order to ensure quality education and now exists in all three tehsils. SMC role is to identify the schools problems and ensure the teacher attendance and missing facilities.

It comprises of 7 to 11 members who may be teachers and concerned parents in a village, however students were been observed as member of SMC in Jatoi and Muzzafargarh. The status of their meeting frequency is given in the graph 24 below.

[pic]
Figure 19: Meeting Frequency of SMCs

All SMCs reported to have received trainings on their roles and responsibilities through the DTE at the inception stage of SMC however no refresher training session were organized for the newly inducted members in most cases. Some NGO signed MOU with the education department to activate the schools councils and training of SMC members as well.

Practically, SMCs have a key role in stressing on the importance of education and motivating the parents to send their children to schools. SMCs encourage teachers to help students in enhancing their understanding of the basics. SMC is also helping teachers and students in organizing extracurricular activities at school level. It prepares students for speech competitions and other healthy activities.

As a monitoring mechanism the SMCs have a right to submit an application to education department on complaint against any service provider of education. In addition to that, they have also complaint to a school teacher on behalf of parents for regularity. SMCs have a key role in formulating the school safety plans as well.

Despite the good work being put in by the SMC, it is still a reality that the outreach of the committee is limited. Though parents are part of the SMC in every Tehsil however they level of awareness amongst the masses on SMC is somewhat still limited.

As the fig 20 shows, 55.1%, 59.7% and 48% of the parents are still unaware of the existence of an SMC in their village. Kot Addu (22.8%) has the highest percentage of people aware of the phenomenon whereas Jatoi (11.5%) has the lowest percentage

3.3 Findings related to Teacher’s Capacity

3.3.1 Types of Teachers

Based on the data the following types of discrepancies were seen in the teachers in the area.

Trained and Untrained Teachers

According to the qualitative data received through FDGs with teachers, a vast majority of the teachers in the area were reported to be untrained. Even though the DTE has recently become more active in its role to train teachers and this is also supported by various NGOs and the SMCs, still they have a long way to go in training all the teachers of the targeted area.

The teachers are especially interested in the following trainings: • Teaching methodology • Audio Visual Tools for teaching • And further trainings on the school syllabus

Permanent and Substitute Teacher

As shown in the figure 21, there is a 100 percentage of permenent teachers in all three tehsils however this graph is based on the data from 5 schools. The qualitative data obtained from the focus group discussions with teachers reflected that substitute teachers are a major issue of the area as they are untrained and not qualified enough to teach. Additionally, vacan positions of teachers fo instance in Akhtar Abad School-Muzafargarh are not filled and both the existing teaching staff and students are facing problems.

Local vs. Out of Station Teachers

This disparity is important since teachers from other stations figured as a major reason for teachers absenteeism in the study where as local teachers are far more regular.

3.3.2 Teacher Capacity Building

When asked about the community’s satisfaction on the training level of the teachers in their local villages, the community responded thus:

The parents from the three tehsils seemed satisfied with the teacher’s capacity building mechanism and they informed the research team that District Teacher’s Education department (DTE) organizes professional refresher courses for teachers after every three months after the 18th amendment.

When inquired about the type of trainings the teachers would require to build their capacity further the following responses were noted: • On current syllabus • Use of AV Aids • Teaching methodology

NGOs opinion about teacher’s capacity however paints a contrasting image. In the opinion of the representative of the NGOs, the teachers were poorly trained and lacked he commitment to carry out their work.

3.3.3 Teacher’s Regularity

As can be seen from the fig 22 teachers regularity varies across the tehsils. It was seen that teachers in Kot addu were the most regular with 93.3% positive responses, where as 72.4% responses in Muzzafargarh and 62.8% in Jatoi said that teachers were regular. Teachers from Jatoi thus have the lowest trust of the community in terms of regularity. Most parents were of the view that teachers absenteeism can be controlled through the forum of the SMCs.

[pic]

Figure 22: Perception of Parents on Teachers' Regularity

FDGs with parents revealed that in comparison with male teachers, the regularity of female teachers tend to be less regular.

[pic]
Figure 23: Main Reasons of Male Teacher Irregularity
[pic]
Figure 24: Main Reasons of Female Teacher Irregularity

When asked about the reason for increased absenteeism of female teachers the following reasons were quoted; teachers lived far from the school, they had transportation problems, were pressurized by their family issues, low interest in duty and long leaves of maternity. Another reason mentioned by the communities is the lack of proper monitoring especially in far rual areas due to unavilability of transportation facility to monitoring staff of governament.

On the other hand instances of male teachers being absent from schools owes to their lack of committment, their being non locals, transprtation problems, poor monitring system and not living near the schools.

In Jatoi and Muzzafargarh crop hearvesting figured as an additional reason for teachers absenteeism.

3.3.4 Teaching Methodology

The teaching methodologies in practice were group work, lectures, reading from books, creative writing, assessments and oral questions & answer sessions. The teachers also assign homework to the students.

|Table 6: Teaching Methodology: teaching method/s applied during teaching & learning process |
| | Muzzafargarh |Kot Addu |Jatoi |
|Teaching Method |
|Tehsils |Text Book |
|Estimated life of Project |January 1 2012, to December 31 2015 |
|Project Location |Muzzafargarh ( Punjab Province) |
|Project Goal |School authorities including teachers deliver professional learning experiences, resulting in capacity |
| |enrolment, improved student attendance and improved and joyous learning. |
|Project Outcomes |Outcome 1: |
| |Changed levels of accountability of government leaders and service providers regarding existing policies and|
| |the policy agenda promoting basic rights and services provision on education |
| |Outcome 2: |
| |PTSA’s children and communities are mobilized to create a safe and enabling environment for all children. |
| |Outcome 3: |
| |More and better trained schools teachers are available with increased regularity in schools. |
| |Outcome 4: |
| |Schools, children and their families have disaster preparedness plans that enable continued education |
| |immediately after a disaster and lessen the impact of potential and anticipated disasters on children’s |
| |survival and education outcomes. |
|Project Outputs | |
| |Output 1.1: Communities are aware of education policies and practices and analysing the service gap. They |
| |are linked to education department at different levels and effectively advocating for policy change and |
| |improved implementation |
| |Output 1.2: Development of advocacy Support materials on education (with gender, protection & other thematic|
| |perspectives included).available with community and understood. |
| |Output 1.3: Government education officials communicate with and meet regularly with PTSAs in their offices |
| |and at schools for quality solution oriented discussions on education issues. |
| |Output 1.4:Community developed school development, UC and tehsil education plans are provided for in the |
| |annual department budgets |
| |Output 1.5:Communities and education department jointly hold teachers to account for community reported and|
| |verified absenteeism |
| |Output 2.1 Communities, community activists and children campaign for universal primary education (UPE) in |
| |their villages. |
| |Output 2.2 school development plans developed with children’s and parents include a focus on safety and |
| |access and basic service issues. |
| |Output 2.3: Staff and key Stakeholder groups (including children) in the communities are trained on child |
| |rights and protection issues and importance of education and are able to advocate for the rights of |
| |children. |
| |Output 2.4: Teaching and learning without fear practiced by teachers and supported/monitored by community |
| |Output 2.5: Missing physical resources bridged through joint action of communities government and WVP. |
| |Output 3.1 Governments and communities recognize and admit gaps in presence of trained human resources and |
| |jointly identify and implement innovative and durable solutions to ensure: that vacant teaching posts and |
| |posts that are either regularly absent or filled with an untrained substitute teacher are filled with |
| |regular and qualified staff or the regular untrained substitute teacher is recognized officially and linked |
| |with basic teacher training and content to improve learning |
| |Output 3.2 All teachers present in schools receive have access to teaching and learning materials that aid|
| |learning which results in new teaching and learning methodology |
| |Output 3.3 Communities (including children) work with school management and monitor teacher attendance and |
| |performance and the government holds teachers to account on community reported inadequacies. |
| |Output 3.4 School management is administratively able |
| |Output 4.1 Communities become aware of disaster risks in the community and how to reduce them |
| |Output 4.2 Parents, children, teachers and communities participate in preparing and implementing school |
| |disaster plans and disaster risk reduction efforts |
| |Output 4.3 Parents, children, teachers and communities participate in drills and appropriate response to |
| |early warnings available in school and community. |
| |Output 4.4 Teachers and children participate as bridges to spread disaster risk reduction knowledge to |
| |families and communities |
|Number and Type of Beneficiaries |Direct beneficiaries: 4120 |
| |Men :60 |
| |Women:60 |
| |Boys: 2000 |
| |Girls: 2000 (assuming influence on issues effecting girl’s enrolment) |
| |Approx. 4120 (200 childrenx20 schools +6x 20 teachers) |
| | |
| |Indirect beneficiaries: Wider communities in District Muzzafargarh, the Punjab province through joint |
| |government and WVP media outreach. |

Annex-2: Detail of villages and sub villages and people met in the field

|S.No. |Tehsil |Union Council |School |Resource person |Village |
|1 |Muzzafargarh |Nohan Wali |GPS Nawan Akhtar Abad |Ijaz Ahmed |Chak Jamboo |
| | | |GGPS Jhandir Wala |Mrs Zahida |Basti Jhandir Wala |
| | | | | |Bara Sadat |
| | | | | |Mehboob Wala |
| | | | | |Uthan Wala |
| | | | | |Moza Gulab Shah |
| | | | | |Basti Kalar Wali |
| | | | | |Basti Meer |
| | | | | |Basti Makar Wala |
| | | | | |Basti Ameer Din |
| | | | | |Chak Jhamboo |
| | | | | |Darkhan Wala |
| | | | | |Basti Habib Wala |
| | | | | |Basti Meer Shah |
| | | | | |Dargai Wala |
| | | | | |Basti Hasoo Wala |
| | | | | |Basti Hoo Wala |
|2 |Jatoi |Bait Mir Hazar |GGPS Bhinda Meharban |Abid Hussain |Basti Ahmadani |
| | | | | |Banda Meharban |
| | |Bakani |GPS Baikani |Abdul Rauf |Maitta |
| | | | | |Basti Sadat |
| | | | | |Basti Chirha |
| | | | | |Basti Rasool Wala |
| | | | | |Basti Chade Wala |
| | | | | |Basti Daya |
| | | | | |Basti Daha |
| | | | | |Basti Abtarbed |
| | | | | |Basti Waya |
| | | | | |Basti Chirhey Wala |
| | | | | |Basti Daska |
| | | | | |Basti Gana Daha |
| | | | | |Basti Manak Pur |
| | | | | |Basti Rakhil |
| | | | | |Basti Jhangla |
|3 |Khot Addu |Mehmood Kott |GGPS Aqaida Abbas |Naveed |Beri Wala |
| | | | | |Mehmood Kot City |
| | | | | |Moori Wala |

Annex-3: People met during field visit

|S.No. |Person Name |Organization |Designation |
|1 |Mr Masood Nadeem |Education Department |EDO Tehsil Muzzafargarh |
|2 |Mr Muhammad Bilal Shaheen |Education Department |DDEO Tehsil Muzzafargarh |
|3 |Ms Nasim Saleem Akhtar |Education Department |DEO Female Tehsil Muzzafargarh |
|4 |Mr Syed Jawad Kazim Galani |Education Department |District Teacher Educator Kot Addu, Mehmood Kot |
|5 |Mr Naeemullah |Education Department |District Teacher Educator Kot Addu, Mehmood Kot |
|6 |Mr M.Zahid Zahoor |ROSHNI Organization Multan-Pakistan|Executive Director |
|7 |Mr Aurangzaib Khan |World Vision Pakistan |Area Manager-Punjab |
|8 |Ms Saba Sajed |World Vision Pakistan |M & E Officer –Muzzafargarh |
|9 |Mr Badar Munir |World Vision Pakistan |Project Coordinator PPEP-MZG |

Annex-4
Team Composition for the Baseline Study
|S.No. |Person Name |Worked As |Organization |Qualification |Relevant Exp. |Email Addresses |
|1 |Mr Qazi Mohammad Ajwad|Lead Consultant |CTC |M.Phil. in Agriculture |12 Years |[e-mail] |
|2 |Mr Majid Ali Khattak |Technical Expert |CTC |M.Sc. Environmental |10 Years |[e-mail] |
| | | | |Sciences | | |
|3 |Mr Abid Gill |Education Expert |JICA |.MA Education Leadership|16 Years |[e-mail] |
| | | | |and Management | | |
|4 |Mr Sayyam Akbar |Enumerator |CTC |M.Com |7 Years |[e-mail] |
|5 |Mr. Shahzaib Khan |Enumerator |CTC |MSc. IT |12 Years |[e-mail] |
|6 |Mr. Majid Ali |Enumerator |CTC |M.Com |3 Years |[e-mail] |
|7 |Mr.Shahzaib Nazim |Enumerator |CTC |MBA |2 Years |[e-mail] |
|8 |Mr. Wasif Shahzad |Enumerator |CTC |M.Com |2 Years |[e-mail] |
|9 |Ms Saima Ali |Enumerator |CTC |MA Social Work |10 Years |[e-mail] |
|10 |Ms Amna Batool |Enumerator |CTC |MIT |3 Years |[e-mail] |
|11 |Ms Silvat Shafi |Enumerator |CTC |M.Sc. Sociology |2 Years |[e-mail] |

Annex-4: Tools of the Baseline Study

Household Questionnaire
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.# :________ Name of the Enumerator ____________________ Date: __________________
1. Profile of the House Hold
|1.1 Village Name | |1.2 UC Name | |1.3 Tehsil | |
|1.4 Name of | |1.5 Gender | Male |Female |
|respondent | | | | |
|1.6 Average Monthly Family Income (in PKR) |1.7 Current monthly expenditure on education of your children(in PKR) |
| 12000 |> 3-4% of the total income |
|1.8) Name of family member |1.9) Gender |1.10) Age |1.11) Relation |1.12) Occupation |1.13) Disability |1.14) Education |1.15) School |
| | | |with Family Head| | |status |Dropout |
|1) | | | | | | | |
|2) | | | | | | | |
|3) | | | | | | | |
|4) | | | | | | | |
|5) | | | | | | | |
|6) | | | | | | | |
|7) | | | | | | | |
|8) | | | | | | | |

Outcome-1: Improved Accountability of Government Department and Service Provider with Regard to Education Policy and Implementation Gap
|2. Perception of parents about Education and its Policy |
|2.1) Do you think education is important for your children (boys and |2.2) Why do you think education is important? |
|girls)? | |
|Yes only for male |To get a job |
|Yes only for female |To become a respectable person in the society |
|For both |To earn handsome money |
|No |To go abroad |
|Don’t know |Any other, please specify------------------ |
|2.3) Do you think basic education is a basic right of the child (boys |2.4) How often do you meet with teachers regarding your children |
|and girls)? |performance? |
|Yes only for male |Bi-monthly |
|Yes only for female |Once in a month |
|For both |After two months |
|Don’t know |Other (Please Specify) |
| |Never |
|2.5) Do teachers come to school regularly? |2.6) If not, have you ever complaint about it? |
|Yes |Yes |
|No |No |
|Don’t Know | |
|2.7) Are there multiple classes being handled by one teacher? |2.8) Do you think that the school teachers are trained? |
|Yes |Yes |
|No |No |
|Don’t Know |Don’t Know |
|2.9) Have you ever been to Education Department? |2.10) Does the Education Deptt. Officials visit the school? |
|Yes |Yes |
|No |No |
|Don’t Know |Don’t Know |
|2.11) What are the main reasons for the people at your village for not sending their children to schools? |
|Reasons for Boys: |Reasons for Girl: |
|1) Regarded as earning hand |Presence of male teacher in schools |
|2) School at a Long distance from the village |Poverty |
|3)Education is not importance |Involvement of girls in HH chores |
|4) Harsh behaviour of teachers in the school/Corporal Punishment |School is away from home |
|5) Can’t afford the fee |Security Reason |
|6) Education do not provide income opportunities |Family elders do not give permission |
|7) Any other , Please Specify |Education is not deemed important for girls |
| |Religion does not allow girls to go to school |
| |Any Other Please Specify |
|2.12) What are the main factors behind the students (girls) drop outs?|2.13) What are the main factors behind the students (boys) drop outs?|
|Long distance from the school |Long distance from the school |
|Physical punishment from teachers |Physical punishment from teachers |
|Lack of basic facilities in the school |Lack of basic facilities in the school |
|Non availability/irregularity of teachers |Non availability/irregularity of teachers |
|Non affordability of education by parents |Non affordability of education by parents |
|Lack of parents’ interest in their children education. |Lack of parents’ interest in their children education. |
|Any other, please specify------------------ |Any other, please specify------------------ |
|2.14) Do you think that the children drop out can be controlled with |2.15) Do you think teachers absenteeism can be reduced? |
|the PTSA/SC efforts? | |
|Yes |Yes |
|No |No |
|Don’t Know |Don’t Know |
|2.16) Does the school provide free books? |Yes |
| |No |
| |Don’t Know |
|3. Perception of parents about School Development Plan (SDP) |
|3.1) Are you aware of school development plans? |3.2) If yes, did you play any role in the development of SDP? |
|Yes |Yes |
|No |No |
|3.3) Do you know about the PTSA/SMC fund allocated by the government |3.4) Are the funds allocated for schools being utilized properly? |
|education department? | |
|Yes |Yes |
|No |No |
|Don’t know |Don’t know |
| Accountability and Complaint Redressal Mechanism |
|4.1) Did you report any issue against teacher’s code of conduct? |4.2) If yes, then what did you complain against teacher? |
|Yes |Irregularity/Attendance of Teacher’ |
|No |Competency of the teacher |
|Don’t Know |Use of corporal punishment |
| |Presence of a volunteer substitute teacher instead of the one hired by|
| |the Government |
| |Disinterest of the teachers |
| |Others, please specify_______________________ |
|4.3) Did you get any response against your Complaint? |4.4) If yes, what was your satisfaction level against response? |
|Yes |Very much |
|No |Somewhat |
| |Not satisfied |
| |Not applicable |

Out Come-2: PTSA Children and communities are mobilized to create Safe and enabling environment for all Children
|Perception of parents about safe and enabling learning environment for School Children |
|5.1) Do you think that school environment is safe for your children? |5.2) Do you believe that physical punishment will discipline your |
| |child properly? |
|Yes |Yes |
|No |No |
|Don’t Know |Don’t know |
|5.3) Do you feel that your children are safe (particularly on the way to|5.4) If no, what risks do you feel for these children? |
|and from school)? | |
|Yes |Sexual Harassment |
|No |Kidnapping |
| |Road accidents |
| |Harassment |
| |Transport is not safe |
| |Unsafe paths |
| |Any Other (Please Specify) |
|5.5) What kind of basic learning material you provided to your child? |5.6) Do the teachers communicate/ discuss with you about your |
| |children school issues? |
|Pencil |Yes |
|Slate |No |
|Takhti | |
|Note book etc. | |
|Any other Please Specify | |
|5.7) Do your child share/discuss school activities/matters with you? |5.8) Do your children participate in co-curricular activities in the |
| |school? |
|Yes |Yes |
|No |No |
| |Don’t Know |
|5.9) Are you aware of any PTSA/SCs in your communities? |5.10) Are you part of the PTSA/SC? |
|Yes |Yes |
|No |No |
|Don’t Know | |
|5.11) What is your satisfaction level for teachers teaching standards? |Very much satisfied |
| |Somewhat satisfied |
| |Not satisfied |

Outcome-3: More and Better trained Schools Teachers are available with increased regularity in schools.
|Teachers Regularity |
|6.1) In your point of view do female teachers come to school |6.2) If no, what are the main reasons behind that (Female)? |
|regularly? | |
|Yes |Non local teacher |
|No |Lack of interest |
|Don’t Know |Very much far from the school |
| |Transport problem |
| |Family problems |
| |Poor monitoring system |
| |Any other, please specify--------------- |
|6.3) In your point of view do male teachers come to school regularly?|6.4) If no, what are the main reasons behind that (Male)? |
|Yes |Non local teacher |
|No |Lack of interest |
|Don’t Know |Very much far from the school |
| |Transport problem |
| |Family problems |
| |Poor monitoring system |
| |Any other, please specify--------------- |

Outcome-4: School Children and their families have disaster preparedness plan that enable continued education immediately after a disaster and less the impact of potential and anticipated disaster on children’s survival and education outcome.
|DRR |
|7.1) Have you attended any training on Disaster Risk Reduction? |7.2) If yes, from whom did you receive that training? |
|Yes |Govt. |
|No |NGOs |
|Don’t Know |Others (Please specify) |
|7.3) Did your children receive any training related to DRR? |7.4) If yes, from which institute/organization? |
|Yes |Govt. Education Department |
|No |NGOs |
|Don’t know |School |
| |Any other Organization? Please specify------------- |
|7.5) Have you seen any Improvement in the school building after flood?|7.6) Did the school building destroy/ damage due to flood? |
|Yes |Yes |
|No |No |
|Don’t know |Don’t Know |
|7.7) Do you think there is any imminent risks to the child in the |7.8) If yes, what are those risks? |
|school from a disaster? | |
|Yes |Destruction of school infrastructure |
|No |Discontinuation of education |
| |Become disabled |
| |Any Other please specify |
|7.9) Do you know about School Disaster Preparedness Plan? |7.9) If yes, did you play any role in development of School Disaster |
| |Preparedness Plan? |
|Yes |Yes |
|No |No |
|Do you share or spread knowledge and information about DRR to other |7.10) If yes, how? |
|families/communities? | |
|Yes |During family gatherings |
|No |During PTSA/SMC meetings |
| |Sharing in community meetings |
| |Writing in newspapers |
| |Sharing in community events |
| |Others please specify |

_____________________________ ____________________________
Name and Sign of Enumerator Name and Sign of Supervisor
School Assessment Tool
For

Area integrated Programme Punjab Pakistan Pinedabad Education Programme (PPEP)

S#____________
Name of Observer_________________ Date: _______________

A: Physical Observation
School Name______________________________________ Village / Mohalla: _______________________________
Union Council: ___________________________Tehsil _____________________District: ________________________
Teacher Name________________________________________ Class Grade____________________________________
Name of Head Teacher of School________________________
Type of School: a) Primary b) Middle c) High
Category of school: a) Boys b) Girls
|1.1 |Class/ school is located in: |Government facility |
| | |Residence of teacher |
| | |Community centre |
| | |Open air |
| | |Mosque |
| | |Rental |
| | |Other (please Specify___________ |
|1.2 |The size of the classroom is adequate for students? |Yes |
| | |No |
|1.2 A |Number of Students in the Class room | |
|1.2 B |If yes / no, please explain status and quality of classroom? |
|1.3 |Students use following facilities to sit in the classroom/school? |
|1.3 A |Chair |Yes |
| | |No |
|1.3 B |Sitting Matts |Yes |
| | |No |
|1.3 C |Desk |Yes |
| | |No |
|1.3 D |Boundary Wall |Yes |
| | |No |
|1.4 |Do the students have a playground in the school? |Yes |
| | |No |
|1..5 |Does the student have any sport facility in the school? |Yes |
| | |No |
|1.5E |Do they have a Play Ground |Yes |
| | |No |
|1.6 |Does the chair and table available for teacher in the class room? |Yes |
| | |No |
|1.7 |School has adequate facilities for students with disabilities? |Yes |
| | |No |
|1.7 A |Details of Facilities: |
| | |
|1.8 |Seating arrangements in the classroom permits students to move freely within |Yes |
| |the class |No |
|1.9 |Writing boards with clear surface and visible to all students is available |Yes |
| | |No |
|1.10 |Classroom is adequately lit? |Yes |
| | |No |
|1.11 |Functional Fans are also fitted and used in the classroom |Yes |
| | |No |
|1.12 |Status of Electric wiring |Secure |
| | |Partially secure |
| | |Insecure |
|1.13 |General Condition of the class room / school building |Very poor |
| | |Poor |
| | |Fair condition |
| | |Best condition |
| | |Other please Specify______________ |
|1.14 |Class room / school safety level |Very safe |
| | |Safe |
| | |Somewhat safe |
| | |Not safe |
| | |Highly Risky |
|1.15 |Class room has proper ventilation |Yes |
| | |No |
|1.16 |WATSAN (water & sanitation) facilities are available | |
|1.16 A |Drinking water available |Yes |
| | |No |
|1.16 B |Is the water clean? |Yes |
| | |No |
|1.16 C |Total number of available toilets |One |
| | |Two |
| | |Three |
| | |Others Please Specify______________ |
|1.16 D |Functional Toilet |One |
| | |Two |
| | |Three |
| | |None of them |
|1.16.E |Status of toilets cleanness |Clean |
| | |Not Clean |
|1.16 F |What is cleaning status of class/school |Clean |
| | |Not clean |
|1.16G |Details: |
|1.17 |The building is used solely for academic purposes |Yes |
| | |No |
|1.17 A |If no, please specify other uses? |Livestock shed |
| | |Parking of vehicle |
| | |Warehouse |
| | |Community centre (weddings and funerals) |
| | |Mosque |
| | |Residence of teacher |
| | |Others |
|1.18 |Overall Environment is conducive for learning |Very much |
| | |To a good level |
| | |Somewhat |
| | |Not at all |
|1.19 |Overall General Observation and Suggestions: |
| | |

B: Academic Observation
|Number of |Class |Katchi|Class I |Class II |
|Students | | | | |

|1. Seating plan |1. U Shaped |3. In pairs |5. Lined up |
| |2. In groups |4. Random |6. Others (Explain) |

|2. Availability of text books with students in the class room for |Yes |No |
|the current year April 1, 2012 | | |
|Qaida | | |
|Book-1 | | |
|Book-2 | | |
|Book-3 | | |
|Book-4 | | |
|Book-5 | | |

|3. Description of Resources |Material used |Is the Resource/s Visible & accessible |
| |while teaching| |
| | |Properly visible |Visible and |Visible but not |Not visible and not |
| | |and accessible |partially |accessible |accessible |
| | | |accessible | | |
|3.1 Charts (printed) |Yes / No | | | | |
|3.2 Charts (developed by Children or teacher) |Yes / No | | | | |
|3.3 Child friendly learning material |Yes / No | | | | |
|3.4 Time Table | |Available |Not available | | |
|3.6 Chalks |Yes / No | | | | |
|3.7 Markers |Yes / No | | | | |
|3.8 Others | | | | | |

|4. How did the teacher plan his/her lesson? |5. Connections of the topic were made with prior knowledge of students & |
| |related topics by: |
|4.1 |Used a lesson plan |Yes |5.1 |Used Practical example |Yes |
| | |No | | |No |
|4.2 |Told learners about the lessons and|Yes |5.2 |Revision of previous activity /Making |Yes |
| |its objectives |No | |children recall the topic/ activity |No |
|4.3 |Other means: |Yes |5.3 |Others, please specify | |
| | |No | | | |

|6. Educational calendar was followed by teacher |1. Completely 2. Partially |
| |3. Didn’t follow 4. Not applicable |

|7. Mark teaching method/s applied during teaching & learning process |
| |Teaching Method |1.Yes / 2. No|Quality of Implementation of method used |
|7.1 |Group work was organized | |1. Best 2. Good 3. Fair 4. Poor |
|7.2 |Lecture | |1. Best 2. Good 3. Fair 4. Poor |
|7.3 |Writing tasks | |1. Best 2. Good 3. Fair 4. Poor |
|7.4 |Content related questions | |1. Best 2. Good 3. Fair 4. Poor |
|7.5 |Tests | |1. Best 2. Good 3. Fair 4. Poor |
|7.7 |Language used was clear and understandable for students | |1. Best 2. Good 3. Fair 4. Poor |
|7.8 |Voice of the teacher was audible for all learners | |1. Best 2. Good 3. Fair 4. Poor |
|7.9 |Teachers remained friendly towards learners | |1. Best 2. Good 3. Fair 4. Poor |
|7.10 |Managed Multi grade class properly | |1. Best 2. Good 3. Fair 4. Poor |
|7.11 |Medium of Instruction used |Local Language: ____________________ |
| | |Urdu |
| | |English |

8. Teacher modified/ adapted instructions according to the learning needs of children YES NO

If yes, what adaptation or modifications were made?
| |Situations |Please tick mark the relevant option only |
|8.1 |Managed time to include some additional related concept | |
|8.2 |Prolonged discussion on some topic with example | |
|8.3 |paid special attention to children with special needs | |
|8.4 |Used local language to explain challenging part of lesson | |
|8.5 |Others, please specify | |

9. Were there any signs of indiscipline in the class? Yes No If yes, what kind of indiscipline was observed? Mark # of children who caused under the time slot
| |Type of indiscipline observed |Please tick mark (✓) |Number of children |
| | |relevant option only | |
|9.1 |Children were making a noise | | |
|9.2 |Children were misbehaving with other children | | |
|9.3 |Learner were misbehaving with teacher | | |
|9.4 |Teacher was misbehaving with children | | |
|9.5 |Others, please specify | | |

10. How does the teacher discipline the children?
| |Discipline method |Please tick mark ✓ only relevant options |
|10 .1 |Listening to the viewpoint of the child who acts negatively | |
|10. 2 |Shares importance of discipline with children | |
|10. 3 |Discusses consequences of negative acts with children | |
|10. 4 |Ask children to develop discipline codes for their class | |
|10. 5 |Promote sense of ownership about class/ school | |
|10. 6 |Yells at the child | |
|10. 7 |Hits the child | |
|10. 8 |Others | |

11. How teacher treats and encourages children in general throughout the class?
| |Encouragement Techniques |Please tick mark the relevant option only |
|11.1 |Respects the child’s dignity | |
|11.2 |Praises among all the class | |
|11.3 |Friendly with learners | |
|11.4 |Other (specify) | |

12. Methods used for review of lesson at the end of lesson
| |Evaluated students understanding of lesson taught |Yes/No |How many children were assessed? |
|12.1 |Used different assessment techniques | | |
|12.1 A |Oral Quiz | | |
|12.1 B |Written test | | |
|12.1 C |Asking learner to revise the lesson | | |
|12.3 |Others, please specify | | |

C: General Questions from Schoolteachers
|1. How many permanent and substitute teachers are available in the |Permanent |Substitute |
|school? | | |
| | | |
|2. Existence of students with any kind of known disability |Yes |No |
|Visual impairment | | |
|Hearing impairment | | |
|Speaking impairment | | |
|Physically handicapped | | |
|Mental disability | | |
|3. What are the general reasons for low attendance of the students? |Crop season |
| |Unfavourable weather |
| |Illness |
| |Teacher absent |
| |Other please specify______________ |
|4. What are the general reasons for drop out? |
|Boys |Girls |
|Poverty |Poverty |
|Migration |Migration |
|Quality of education |Quality of education |
|Access to school |Access to school |
|Involvement in labour |Involvement in labour/ household work |
|Lack of interest from parents |Lack of interest from parents |
|Lack of finances |Lack of finances |
|Others please specify___________________ |Cultural constraints |
| |Others please specify_____________________ |
|5. Has school drinking water ever tested in a lab? |Yes |
| |No |
|5.1 If yes what were the test results? |Good for drinking purposes |
| |Not good for drinking purposes |
|6. Who cleans school/class room facility? |No one |
| |Sweeper |
| |Teachers |
| |Students |
| |Others Please specify |
|7. Who cleans School Toilets facility? |No one |
| |Sweeper |
| |Teachers |
| |Students |
| |Others Please specify |
|7.1 Frequency of cleaning the toilets? |Daily |
| |Weekly |
| |Need based |
| |Other please specify________________ |
|8.Does teacher advice students on: Please click in front of the topic |
|8.1 Drinking safe Water | |
|8.2 Household sanitation | |
|8.3 Personal hygiene | |
|8.4 Washing Hands with soap on critical times | |
|8.5 Others please specify | |

D. Information about School Management Committee/ School Council/PTA
|1. What is the status of SMC/SC/PTA? |Formed |
| |Not formed |
|2. If formed, does it functional? |Yes |
| |No |
|Students are also part of SMC | Yes |
| |No |
|Any Joint Bank account exist for SMC?(Please check the record) |Yes |
| |No |
|Do SMC maintain their proper financial record? |Yes |
| |No |
| |Don’t Know |
|3.Year of notification of current SC/SMC | |
|4.What is the frequency of meetings? |Weekly |
| |Fortnightly |
| |Monthly |
| |Bi-Monthly |
| |Quarterly |
| |As needed |
|5.What is % attendance of member who attends meetings? |100% |
| |50% |
| |30% |
| |10% |
|6.What is no. of meetings held from December 210-2011 | |
|7.When last meeting was conducted |1. _____________(dd/mm/yy) |
|8.What is the total number of members in the SMC |1. MEN _______________ |
| |2. Women__________ |
|9.Has the School Council/Committee ever prepared a School Improvement |1. Yes |
|Plan? |2. No |
|If yes, for which year (s)? |1. __________________ |
|Have the School Council members ever received training on its functions?|Yes |
| |No |
|12. Have the School Council members have ever discussed Disaster |Yes |
|Preparedness or prepared Disaster Risk Preparedness Plan for the |No |
|School? | |
|13. What are two most important tasks completed by the School Council/Committee during the past year? |
| |
| |

Signature of observer/enumerator _________________________

Checked and signed by supervisor_________________________

Early Grade Reading Assessment English
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP) Baseline Study World Vision Pakistan S.#:_______
|A. Date of assessment : |Day : _______ Month : _______ | I. Teacher name : | |
|B. Enumerator’s Name : | |J. Class: | |
|C. School Name : | |K. Section | |
|D. UC Name : | |L. Student Role Number: | |
|E. District : | |M. Student Age : | |
|F. | |N. Student’s gender | |
|O. Time Started: |____ : _____ |O. Time Ended: |____ : _____ |

Section 1. Letter Name Knowledge
Show the child the sheet of letters in the student stimuli booklet. Say:
|Here is a page full of letters of the English. Please pronounce as many letter as you can--not. |
| |
| |
|When I say “Begin,” please pronounce the letters as quickly and carefully as you can. If you come to a letter you do not know, I will tell it to |
|you. If not, I will keep quiet & listen to you. Ready? Begin. |

[pic]Start the timer when the child reads the first letter. Follow along with your pencil and clearly mark any incorrect letters with a slash ( / ). Count self-corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Stay quiet, except when providing answers as follows: if the child hesitates for 3 seconds, provide the name of the letter, point to the next letter and say “Please go on.” Mark the letter you provide to the child as incorrect. If the student gives you the letter sound, rather than the name, provide the letter name and say: [“Please tell me the NAME of the letter”]. This prompt may be given only once during the exercise.
AFTER 60 SECONDS SAY, “stop.” Mark the final letter read with a bracket ( ] ).
Early stop rule: If the child does not give a single correct response on the first line, say “Thank you!”, discontinue this exercise, check the box at the bottom, and go on to the next exercise.
Example :A v L

| |1 |

|Check this box if the exercise was discontinued because the child had no correct answers in the first line. | |
Section 2. Initial Sound Identification
This is NOT a timed exercise and THERE IS NO STUDENT SHEET. Read aloud each word twice, and have the student say the sounds. Remember to model the “pure” sounds: /p/, not “puh” or “pay.” Say:
| |
|This is a listening exercise. I want you to tell me the beginning sound of each word. For example, in the word “pot”, the first sound is “/p/”. In |
|this exercise, I would like you to tell me the first sound you hear in each word. I will say each word two times. Listen to the word, then tell me the |
|very first sound in that word. |
| |
|Let’s practice. What is the first sound in “mouse”? “Mouse.” |
|[If the child responds correctly, say]:Very good, the first sound in “mouse” is /mmmmm/. |
|[If the child does not respond correctly, say]:Listen again: “mmmouse”. The first sound in “mouse” is /mmmmm/.” |
| |
|Now let’s try another one: What is the first sound in “day”? “Day”. |
|[If the child responds correctly, say]:Very good, the first sound in “day” is / d / ”. |
|[If the child does not respond correctly, say]:Listen again: “day”. The first sound in “day” |
|is / d / ”. |
| |
|Do you understand what you are to do? |
|[If the child says no, say]: Remember, tell me the first sound you hear. Try your best. |
| |

Read the prompt and then pronounce the target worda second time. Accept only as correct the isolated sound (without a shwah). If the child does not respond after 3 seconds, mark as “No response” and say the next prompt. Enunciate clearly, but do not overemphasize the beginning sound of each word.
Early stop rule: If the child responds incorrectly or does not respond to the first five words, say “Thank you!”, discontinue this exercise, check the box at the bottom of the page, and go on to the next exercise.
| |
|What is the first sound in “_______”? “_______”? [Repeat the word twice] |
|Map |/mmmm/ |Correct |Incorrect |Don’t know |No Response | |
|Say |/ssssss/ |Correct |Incorrect |Don’t know |No Response | |
|Now |/nnnn/ |Correct |Incorrect |Don’t know |No Response | |
|Go |/g’/ |Correct |Incorrect |Don’t know |No Response | |
|Up |/uh/ |Correct |Incorrect |Don’t know |No Response |5 words |
|Can |/k’/ |Correct |Incorrect |Don’t know |No Response | |
|Fish |/ffffff/ |Correct |Incorrect |Don’t know |No Response | |
|Pot |/p’/ |Correct |Incorrect |Don’t know |No Response | |
|Run |/rrrrrr/ |Correct |Incorrect |Don’t know |No Response | |
|Look |/llllll/ |Correct |Incorrect |Don’t know |No Response | |
|Check this box if the exercise was discontinued because the child had no correct answers in the first five words : | |

Section 3. Familiar word reading
Show the child the sheet of familiar words in the student stimuli booklet. Say,
| |
|Here are some words. Please read as many words as you can (do not spell the words, but read them). For example, this word is: “cat”. |
| |
|Let’s practise: please read this word [point to the word “sick”]: |
|If the child responds correctly say: Good, this word is “sick.” |
|If the child does not respond correctly, say: This word is “sick.” |
| |
|Now try another one: please read this word [point to the word “made”]: |
|If the child responds correctly say: Good, this word is “made.” |
|If the child does not respond correctly, say: This word is “made.” |
| |
|When I say “begin,” read the words as quickly and carefully as you can. Read the words across the page, starting at the first row below the line. I |
|will keep quiet and listen to you, unless you need help. Do you understand what you are to do? Ready? Begin. |

[pic]Start the timer when the child reads the first word. Follow along with your pencil and clearly mark any incorrect words with a slash (/). Count self-corrections as correct. If you’ve already marked the self-corrected letter as incorrect, circle the letter and go on. Stay quiet, except when providing answers as follows: if the child hesitates for 3 seconds, provide the word, point to the next word and say “Please go on.” Mark the word you provide to the child as incorrect.
AFTER 60 SECONDS, SAY “stop.” Mark the final word read with a bracket ( ] ).
Early stop rule: If you have slashed/marked as incorrect all of the answers on the first line, say “Thank you!”, discontinue this exercise, check the box at the bottom, and go on to the next exercise.
Example :cat sick made

| |1 |2 |3 |4 |5 | | |
| |go |Sad |find |up |come | |(5) |
| |help |Two |run |see |down | |(10) |
| |red |And |play |at |you | |(15) |
| |chair |Man |when |now |under | |(20) |
| |please |Like |soon |they |good | |(25) |
| |thank |Going |are |know |him | |(30) |
| |jump |Once |ask |fly | want | |(35) |
| |must |Green |sing |those |always | |(40) |
| |many |Which |some |sit |clean | |(45) |
| |stop |Big |me |house |for | |(50) |

|Time remaining on stopwatch at completion (number of SECONDS) : | |

|Check this box if the exercise was discontinued because the child had no correct answers in the first line. | |
Section 4.Reading pictures, Calendar, watch and maps

Show the child the maps, Fruit pictures, Calendar and watch and Say please describe/name/explain

[pic][pic][pic][pic][pic]

[pic][pic]

| |
|Map 1 | |Correct |Incorrect |Don’t know |No Response | |
|Map 2 | |Correct |Incorrect |Don’t know |No Response | |
|Picture1 | |Correct |Incorrect |Don’t know |No Response | |
|Picture 2 | |Correct |Incorrect |Don’t know |No Response | |
|Picture 3 | |Correct |Incorrect |Don’t know |No Response | |
|Picture 4 | |Correct |Incorrect |Don’t know |No Response | |
|Picture 5 | |Correct |Incorrect |Don’t know |No Response | |
|Calendar Reading | |Correct |Incorrect |Don’t know |No Response | |
|Watch Reading | |Correct |Incorrect |Don’t know |No Response | |
|Section 5a. Oral passage reading |Section 5b. Reading comprehension |
| | |
|Show the child the story in the student stimuli booklet. Say, |When 60 seconds are up or if the child finishes reading the passage in less than 60 seconds, REMOVE the |
| |passage from in front of the child, and ask the first question below. |
|Here is a short story. I want you to read it aloud, quickly but carefully. When you have finished, I will | |
|ask you some questions about what you have read.Do you understand what you are to do? When I say “begin,” |Give the child at most 15 seconds to answer the question, mark the child’s response, and move to the next |
|read the story as best as you can. I will keep quiet & listen to you, unless you need help. Ready? Begin. |question. |
| | |
| | |
|[pic]Start the timer when the child reads the first word. Follow along with your pencil and clearly mark | |
|any incorrect words with a slash (/). Count self-corrections as correct. Stay quiet, unless the child | |
|hesitates for 3 seconds, in which case provide the word, point to the next word and say “Please go on.” | |
|Mark the word you provide to the child as incorrect. | |
|At 60 seconds, say “Stop.” Mark the final word read with a bracket ( ] ). | |
|Early stop rule: If the child reads no words correctly on the first line, say “Thank you!”, discontinue | |
|this exercise, check the box at the bottom of the | |
| |Read the questions for each line up to the bracket showing where the child stopped reading. |
|page, and go on to the next exercise. | |Now I am going to ask you a few questions about the story you just read. Try to answer the questions as well |
| | |as you can. |
| | | |Correct |Incorrect |No Response |
|My name is Hina. I live in a small village with |16 |Where does Hina live? | | | |
|my mother, father, and brother Ali. | |[In a small village; home] | | | |
|Every year, the land gets very dry before the rains come. We watch the sky and wait. |33 |Why does the land get dry? | | | |
| | |[The rains haven’t come; there is a drought; there is a dry season; | | | |
| | |God doesn’t send the rain] | | | |
| | |Why do Hina and his family watch the sky?[Hoping the rains come; | | | |
| | |waiting for the rain] | | | |
|One afternoon as I sat outside, I saw dark clouds. Then something hit my head, lightly at first and|54 |What hit Hina on the head?[rain; water; drops] | | | |
|then harder. | | | | | |
|I jumped up and ran towards the house. The rains had come at last. |68 |How do you think Hina felt when the rains came?[Excited, thankful, | | | |
| | |happy, any reasonable answer] | | | |

|Time remaining on stopwatch at completion (number of SECONDS): | |
|Check this box if exercise stopped due to no correct answers in the first line. | |

Early Grade Reading Assessment Urdu
Area Integrated Program Punjab
Pakistan Pinedabad Education Program (PPEP) Baseline Study World Vision Pakistan S.#:_______
|A. Date of assessment : |Day : _______ Month :_______ | I. Teacher name : | |
|B. Enumerator’sname : | |J. Class: | |
|C. School Name : | |K. Section | |
|D. UC Name : | |L. StudentRoleNumber: | |
|E. District : | |M. Student Age : | |
|F. | |N. Student’sgender | |
|O. Time Started: |____ : _____ |O. Time Ended: |____ : _____ |

Section 2.Familiar word reading Section 1. Letter Name Knowledge
[pic]

Section 4.Oral passage reading and comprehension Section 3. Sentence reading
[pic]
FGD Questions for General Community
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.#:________ Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Number of FGDs participants | |
|Gender Group |Male |Female |
|Key Questions: |
|Q-1 Do you think that education is important for children both boys and girls? Elaborate please? |
|Q-2 What are the educational issues/problems of the area? Probe specifically with regards to boys and girls? |
|Q-3 What is the available mechanism (formal and informal) at the community level for discussing and resolving educational related issues? |
|Q-4 How community plays its effective role in resolving problems i.e. teacher absenteeism, students absenteeism, corporal punishment and drop|
|out? |
|Q-5 How children are protected on the way to and from school? What kind of issues specifically they are facing? How PTSA is playing its role |
|in providing protection to children in this regard? |
|Q-6 Are children are safe in school from all kinds of violence? What is the local perception? |
|Q-7 How community/PTSA members playing its role in creating safe environment in school? |
|Q-8 How community is playing its role in organizing extra curriculum activities at school level for development of children? |
|Q-9 What kind of support from government and community has been extended to students with disabilities for continuation of their education? |
|Q-10 How community contributes in establishing local monitoring mechanism for ensuring attendance of teachers at school level? |
|Q-11 What type of disaster risks exists at the local level especially in schools? What measures have been taken so far by the communities for|
|minimizing those risks? |
|Q-13 How government is functioning in implementation of education policies at school level? |
|Q-14 How community is assisting government in ensuring implementation of government policies at school level? |
|Q-15 Any additional suggestion/ comments? |
FGD Questions for Parent Teacher Association/School Management Council
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP) Baseline Study World Vision Pakistan S.#:________ Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Number of FGDs participants | |
|Gender Groups | |
|Members of PTA/SMC |Male |Female |
| | | |
|Q.1) Why PTA/SMC is formed? |
|Q.2) What are the responsibilities of PTA/SMC and their members? |
|Q.3) What is your level of understanding regarding provincial/National Education policy? |
|Q.4) How does the PTA/SMC interact with senior education officials regarding challenges faced by school? |
|Q.5) How PTA/SMC is promoting education agenda? |
|Q.6) How does PTA/SMC ensure teachers regularity in school? |
|Q.7) How does PTA/SMC ensure increase of students enrolment? |
|Q.8) How does PTA/SMC ensure dropping out of children from school? |
|Q.10) How do you contribute in controlling Physical Punishment of students through teachers? |
|Q.11) What specific trainings received by PTA/SMC? And from whom? |
|Q.11) How did PTA/SMC play his role in the development of School safety Plans? |
|Q.12) How is PTA/SMC functioning regarding improving quality education at school level |
|Q.13) How is PTA/SMC playing his active role in maintaining Safe environment at school level? |
|Q.14) What is the role of PTAs/SMC in organizing co-curricular activities (for instance Celebration of events, observance of national and |
|international days etc.)? |
|Q.15) What are the main challenges facing by PTAs/SMC in the community? |
|Q.16) Any additional comments/suggestions? |

FGD Questions for Teachers
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.#:________ Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Number of FGDs participants | |
|Gender |Male |Female |
|Q.1 Do you know about the Education Policy? Do you think there are the gaps in implementation? If yes than can you identify them? |
|Q.2 Do you think that the school environment and Building is providing the Conducive and enabling learning Environment? If yes, than How? If |
|not, than Please mention Why? |
|Q.3 Do you think that the children are safe on the way to school? If yes, than can you mention the possible risk which children might face? |
|Q.4 How students would be disciplined in the school and especially in the class room? |
|Q.5 Do you think physical punishment is essential to discipline students? Why? |
|Q.6 How the teacher building capacity process is undertaken? Are you satisfied, if not why? |
|Q.7 What are the main teaching aids, tools and teaching methods that you use? |
|Q.8 What strategies did you apply for increase in enrollment? |
|Q.9 How you motivate the parents to send their children to school and what challenges do face? |
|Q.10 Do parents come to inquire about their children education performance and how do you convinces parents regarding their children issues? |
|Q.11 What are the major reasons for children drop out of schools and what role do you play to reduce children drop outs? |
|Q.12 How and what level of help is been extended by the influential to control teacher absenteeism and drop-out? |
|Q.13 How and what level of help is being extended by the parents to control teacher absenteeism and Drop-out? |
|Q.14 How and what level of help is being extended by Education Department to control absenteeism and Drop-out? |
|Q.15 What are the factors behind teacher absenteeism? Any step taken so far for to address these Problems? |
|Q.16 What are the factors that affect the Quality of teaching and Learning? |
|Q.17 How is the attitude of the children’s towards teacher and school?(Please ask the behavior regarding confidence to ask and respond to the|
|questions, interest, motivation for learning etc) |
|Q.18 Is PTA of your school is functional and what is the role of PTA in school activities? |
|Q.19 What kind of trainings do you require for your professional growth and Development? |
|Q.20 What are your expectations from student’s parents concerning their children’s performance in school? |
|Q.21 What is the existing mechanism for School Assessment? Are you satisfied from that mechanism? If not, why? |
|Q.22) Are you aware of complaint redressel mechanism? |
|Q.23) If yes, did you put any complaint against school issues? To whom? |
|Q.24) If yes, How did you get the response from education department? |
|Q.25) Did community register complaints against teacher’s performance? If yes, what kind of those complaints and how do you respond to them? |
|Q.26) How do you play your role in the development of “School Development Plan” and does it implement as such, if not, what are the reasons? |
|Q.27) Do you still has some education related problems to be resolved? (specially for female teachers) |
|Q.28 Was your school affected by the floods in 2010? If yes then, How many of these problems still exist in the schools? |
|Q.29 Do you know about the Disaster preparedness? Have you attained any training regarding this? If yes, than Please name the Organization? |
|Q.30) Any additional suggestion or comments to improve the education system in the schools of your village? |

FGD Questions for Students
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.#:________ Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|School Name | |
|Class Grade | |
|Number of FGDs participants | |
|Gender |Boys |Girls |
|Q.1) Do you face any problems /challenges on way to school and back to home from school? If yes what are those problems/challenges? |
|Q.2) Have you heard about the SMC/ PTA’s. ? If yes, Do you know about its function? |
|Q.3) Have you heard anything about the Education Policy?? If yes, than Please Explain? |
|Q.4) What you like and don’t like in the teacher? |
|Q.5) What are the reasons of low attendance of your class mates in your class? |
|Q.6) Do your teachers attend classes regularly and come to class room well in time? If not why? |
|Q.7) Are you satisfied with the facilities provided to you at your school? If not, then why? |
|Q.8) Are you satisfied with the quality of education? |
|Q.9) Are you satisfied from your school safety? If not, then why? |
|Q.10) Do you enjoy any extra curriculur activities in the school? If yes, please specify which? |
|Q.11) How your teacher and parents support you to participate in Co-Curricular activities? |
|Q.12) How do you communicate and discuss education related problems with your teacher and parents? |
|Q.13) How do you contribute in the PTSA/SMC meetings? |
|Q.14) How do you help students with disabilities? |
|Q.15) Do the teachers use corporal punishment to discipline students? |
|Q.16) Have you ever had problems with the way you are taught? Did you ever lodge a complaint? How did your teacher react/behave on your |
|studies complaint? |
|Q.17 do you play your role in the beautification and cleanness of your school? If yes, How? |
|Q.18) Have your ever discuss about the disaster preparness in your class or in community? If yes , than what? what role can you play in any |
|such situation? |
|Q.19) Did you get any training in Disaster Preparedness? If yes who provided the training? If not, what trainings do you think are needed? |
|Q.20) Do you know about “School Development Plan”? If yes, did you take part in its development? |
|Q.21) Any suggestion/ comments? |

FGD Questions for Parents
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan
S.#:________
Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Number of FGDs participants | |
|Gender |Male |Female |
|Q.1 What are your perception regarding importance of boys and girls education? |
|Q.2 Are most of the children in your community being sent to schools for education? If not, then why? |
|Q.3 What are the key reasons of boys and girls drop out? |
|Q.4 How parents and PTSA can reduce drop out of children and Improve Education Quality? |
|Q.5 How PTSA is performing its due role for the improvement of children education? What is your role in strengthening PTSA? |
|Q.6 What are the major challenges in sending children and providing him/her the learning material? |
|Q.7 What are your main concerns about quality of education being provided to the students at school level? |
|Q.8 Are you satisfied with the school facilities and leaning environment? If not elaborate on reasons? |
|Q.9 Do you think that the School is providing the Enabling and Conducive Learning Environment to your children? If No why ? If yes Than |
|Please Explain How? |
|Q.10 What are some of the risks to child well-being and violations of children's rights in their community? |
|Q.11 How are the teachers performing for learning of students? |
|Q.12 How does and how frequently does parents interact with teachers regarding children issues? If not interacting what are the reasons of |
|non-interaction? |
|Q.13 How is the complaint mechanism used? How does it work? |
|Q.14 Do you think people at your village will accept any initiative for comprehensive/universal primary education? |
|Q.15 How the flood impacted the education of the village children? |
|Q.16 Are you aware of school disaster plans? If yes, how did you contribute in the development of School Disaster Plans and DRR efforts? |
|Q.17 Do you know about the Education Policy? Can you Identify any gaps in the implementation? Please Explain them? |
|Q.18 Any additional suggestion/ comments? |

Interview Questions for Government Educational Officials
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.#:________

Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Designation | |
|Total relevant experience | |
|Gender |Male |Female |
|Q.1) Do you see improvement in the education system in the last couple of years? If yes, Explain please? If no why? |
|Q.2) What are the main strength and areas of improvement in the existing education policy? |
|Q.3) Do you see any gaps in the Implementation of the Education Policy? If yes, can you mention some major gaps? |
|Q.4) How are you supporting teachers in improving their capacity as per emerging teaching standards |
|Q.5) What kind of facilities do you provide to your local schools? |
|Q.6) How do see the role of PTA/SC in education system and how do you provide your support to them? |
|Q.7) What are the main factors due to which parents don’t enrolled their children in the school? Ask specifically for Girls? |
|Q.8) What are main reasons of students drop outs? |
|Q.9) Did NGOs supported Education Department after flood? If yes than How |
|Q.10) How often and what type of complaints do you receive the most from schools and how do you respond to those complaints? |
|Q.11) Has the School community approach you for the identification and resolution of the School performance and Education related Issues? If |
|yes, How did you support them? |
|Q.12) What actions do you take against teachers who often don’t attend the school? |
|Q.13) How do you play your role in the formulation of “School Development Plan”? |
|Q.14) How did you contribute in the formulation of Disaster Plans and DRR efforts? |
|Q.15) Any additional comments/ suggestion? |

Interview Questions from Religious Leader
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.#:________
Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Name of Religious Leader | |
|Q.1) Why do you think education is important? Especially for the Girls Education |
|Q.2) How does religion support children’s education (boys & girls)? |
|Q.3) Do you know about the Education Policy? If yes can you share you understanding of the Policy and Implementation Gaps? |
|Q.4) Do you think Corporal Punishment should be allowed or practiced at School Level? |
|Q.5) What is the main motivation factor for children’s education in your community? |
|Q.6) Being a religious leader, how do you play your role in the promotion of education at your locality? And Especially for the Girls |
|Education? |
|Q.7) Would you support the Campaign for the Universal Primary Education? |
|Q.8) What risks do you think exist for the Boys and Girls in the Locality and Especially for the School going Children (Boys and Girls)? |
|What is safe and enabling environment for children in your point of view? |
|Q.9) Are you aware of children’s rights? |
|Q.10) What are some of the risks to child well-being and violations of children’s rights in their community? |
|Q.11) Are you aware of any education committee at your village/UC level? If yes do you have any role in the committee? |
|Q.12) Do school/education officials take in accounts your concerns about the education matters? |
|Q.13) Do you feel that the school managements are administratively able in the village? |
|Q.14) Do you also participate in the school functions? If no then why? |
|Q.15) Are you satisfied from quality of Govt. education? If not why? |
|Q.16) How would you compare Govt. schools with private schools? |
|Q.17) Do you favor media campaigns for education promotion? |
|Q.18) How would you be able to extend your services/support? If Education Department/school administration needs your support for the |
|improvement of education system. |
|Q.19) What complaint mechanism do you propose for improvement of education in your locality? |
|Q.20) Have you received any training on the DRR? If yes than From which Organization? Do you think that these trainings are helpful for the |
|DRR awareness and Preparedness? |
|Q.21) Any additional suggestion/ comments? |

Interview Questions for Organization Working on Education
Area Integrated Program Punjab Pakistan Pinedabad Education Program (PPEP)
Baseline Study World Vision Pakistan S.#:________ Name of the Enumerator ____________________ Date: __________________
|Tehsil | |
|UC | |
|Village | |
|Date of establishment | |
|Registration under which act | |
|Back ground of the same work | |
|Gender |Male |Female |
|Q.1) What is the general perception of people concerning the role of NGOs working in education sector? |
|Q.2) How NGO can play their due role in the implementation of education policy at local level? |
|Q.3) How NGOs/SC are playing their role for promoting quality education at local level? |
|Q.4) How do you play your role in, reducing children drop outs, enrolling new out of school children and controlling teacher absenteeism? |
|Q.5) How NGOs are playing their role for promoting Child Rights? |
|Q.6) How does NGO support the students with disability? |
|Q.7) How do you play your role for brining closer relevant stakeholders like SMC/Education Deppt./NGO for promoting quality education in your|
|locality? |
|Q.8) Are you satisfied from the role of teachers and the govt. education department play for the delivery of quality education? |
|Q.9) In the best of your knowledge, how do you see the role of education department? |
|Q.10) How did PTA/SMC support you in the education projects? |
|Q.11) What do you think how media can play his role in the promotion of quality education? |
|Q.12) How NGOs/Civil Societies played their role in the rehabilitation of education system after flood? |
|Q.13) How NGOs help out the schools in the development of Schools Development Plans? |
|Q.14) How NGOs supported the flood affected students during and after flood? |
|Q.15) How NGOs supported students in their co-curricular studies? |
|Q.16) How the needs in floods affected schools were assessed? |
|Q.19) What challenges did you face during the rehabilitation of flood affected schools? |
|Q.20) Dou you have any additional comments/Suggestions? |

Annex- 5: Extra Graphs and Tables

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[1] Oxfam (2009) Baseline Study Reports District Muzzafargarh (3) Whole School Improvement Project, Ver 2.0
[2] http://doaba.org.pk/MuzaffargarhProfile.aspx
[3] Spiritual songs sung to honor the Muslim Prophet.

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Figure 1: Male to Female Ratio of Respondents

Figure 3: Percentage of Disabilities

Figure 4: Education Status

Figure 5: Parents' Perception on Importance of Education

Figure 6: Awareness of Locals on School Development PlanA

Figure 8: Reasons for School Drop Out among Boys

Figure 10: Causes of Non-Enrolment of Girls

Figure 11: Parents Visiting Schools

Figure 12: Instances of Complaint against Teachers Code of Conduct

Figure 14: Parents Perceptions about Education Department Involvement with Schools

Figure 15: Parents Perception on Students Safety on their Way to Schools

Figure 16: Students' Participation in Co-Curriculum Activities in Schools

Figure 17: Teachers Share Importance of Discipline with Students

Figure 20: Awareness level of Parents on SMCs

Figure 21: Ratio of Permanent to Substitute Teachers

Figure 26: Awareness level of Parents on the Imminent Threats of a Disaster at School

Figure 27: Parents Training on DRR

Figure 28: Parents Knowledge about School Disaster Preparedness Plan

Figure 29: Letter Name Knowledge out of 100 words/minute

Figure 30: Initial=>]^_bceno†‡ˆ¦§ÁñâÛÌÛ¶¦Û›?~o\o\TPT