Making Quality Education Accessible in Pakistan: A Social Accountability Perspective

Muhammad Sohaib

14-11-2014

1

Outline

• Introduction to CRC Tool

• Methodology

• Geographical Locations

• Findings

• Policy Conclusions

Citizen Report Card (CRC)

Citizen Report Card (CRC)

– A social accountability tool

– Asses feedback of the users of a service regarding its

access, availability and quality in a geographic area

– Similar to the school report card – highlights the

areas where service providers are doing good and the

areas where they need to improve

– A performance reflection mechanism

Citizen Report Card (CRC)

– Lately, emerged as an efficient governance tool,

helping people measure and benchmark performance

of their (local) government representatives

– In present case, it was employed to asses satisfaction

of children and parents from the public education

system in Vehari and Khanewal districts

– The report will reflect upon existing situation of

public education in the area, and will provide

specific recommendations to the local political

representatives for improvement.

CRC Methodology

Interviews were conducted with Parents, Teachers and School Management Committee (SMC) Members

Baseline Survey in 2013 (Pre Intervention)

1440 Parents, 48 Teachers and 48 SMC Members

Follow Up Survey in 2014 (Post Intervention)

360 Parents, 48 Teachers and 48 SMC Members

Geographical Location

Geographical Location

State of Education in Khanewal and Vehari(2013)

DistrictWhat is the prevailing trend of boys/girls

enrolment in your school?

TotalIncreasing Decreasing No Change

KhanewalMale 77% 8% 15% 100%

Female 64% 36% 0% 100%

VehariMale 83% 17% 0% 100%

Female 33% 17% 50% 100%

State of Education in Khanewal and Vehari(2014)

District Prevailing Trends Total

Increasing Decreasing No Change

Khanewal Male 50% 7% 33% 100%

Female 83% 0% 17% 100%

Vehari

Male 100% 0% 0% 100%

Female 70% 0% 30% 100%

Reasons Behind Drops Out (2013)

Reasons behind Drop-outGender

Male Female

Khanewal

English Medium 8% 3%

Poverty 28% 27%

Migration 3% 15%

Parental Interest 9%

School Distance 5% 12%

Parents’ Ignorance/ Low

awareness

18% 9%

Parents are uneducated 13% 9%

Vehari

Poverty 28% 31%

Lack of Awareness 28% 17%

Parental Interest 22% 6%

Children Interest 6% 17%

Parents are uneducated 11% 8%

Reasons Behind Drops Out (2014)

Districts

Reasons behind

drop out Male Female

KhanewalPoverty 13% 18%

Lack of awareness 4% 0%

Migration 26% 23%

Missing

Facilities/Staff 4% 9%

School Distance 0% 5%

VehariPoverty 48% 27%

Lack of awareness 4% 0%

Migration 0% 14%

Missing Facilities 0% 0%

Classes With High Incidences of Drop Outs (2013)

25%

75%

54%

4% 4% 4% 4%

29%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Zero One Two Three Four Five

Khanewal Vehari

Classes With High Incidences of Drop Outs (2014)

0%

10%

20%

30%

40%

50%

60%

Zero One Two Five

Khanewal

Vehari

Incidence of Never Enrollment 2013

Incidence of Never Enrollment shows that a child despite being school-going-aged, has

never been to school

Never Enrollment

Name of District

Khanewal Vehari

Yes 17% 96%

No 83% 4%

100% 100%

Incidence of Never Enrolled 2014

Never Enrolled

Name of District

Khanewal Vehari

Yes 25% 77%

No 75% 23%

100% 100%

Satisfaction from Quality of Education 2013

Quality of Education

Gender

TotalMale Female

Khanewal Yes 83.3% 66.7% 75.0%

No 16.7% 33.3% 25.0%

Vehari Yes 33.3% 33.3% 33.3%

No 66.7% 66.7% 66.7%

Satisfaction from Quality of Education 2014

District Male Female Total

Khanewal Yes 90% 91% 91%

No 10% 9% 9%

Vehari Yes 88% 97% 93%

No 12% 3% 7%

Pre-Intervention Gender Gaps

• Dropout trends in female schools are starker (in Khanewal, the ratiois higher up to 400 per cent)

• Lack of parental interest (about 28% responses) prevailed as thebiggest reason behind higher drop out and ever enrollment ofgirls

• Poverty is more likely to cause girls’ dropout as compared to theboys

• Girls are more likely to receive poor quality education, and theirschools are more likely to have poor infrastructure with absentfacilities

• In Khanewal, girls’ schools with inadequate number of teachers arehigher than those of the boys’

• Girls are more likely to have a poor school environment from whichtheir dissatisfaction is higher

Post-Intervention Gender Gaps

Are you in favor of Female Education?

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes No

Availability of School Facilities

Facilities in Schools

Male/Female Total

Male Female

Khanewal

Facility of Clean Drinking

Water

24.5% 19.1% 22%

Facility of Electricity 24.5% 23.4% 24%

Facility of Fans 22.6% 23.4% 23%

Facility of Nursery class

furniture

7.5% 10.6% 9%

Boundary Wall 20.8% 23.4% 22%

Vehari

Facility of Clean Drinking

Water

20.3% 21.2% 21%

Facility of Electricity 20.3% 23.1% 22%

Facility of Fans 20.3% 23.1% 22%

Facility of Nursery class

furniture

20.3% 9.6% 15%

Boundary Wall 18.6% 23.1% 21%

Post-Intervention Availability of School Facilities

Post-Intervention Availability of School Facilities

Post-Intervention Availability of School Facilities

School has necessary class furniture

Policy Suggestions

• Unless local administration representatives are involved, state of

public education at local level is slow to change

• Going forward, the local government representatives need to have a

long term agenda, clearly marked benchmarks and detailed work

plan for improvement in education sector

• The focus should be on quality and not just on quantity of education

facilities

– e.g. many students leave school without ‘learning’

• A monitoring and evaluation system which has the presence of

community representatives should be led by the local administration

• For greater socio-economic gains, female education should be

prioritized across all schooling tiers.

Policy Suggestions (Cont’d.)

• Improved and safe learning environment should be provided at

all the public schools, especially girls schools

• Greater budgetary allocation in district budgets in line with the

growth of student population

• Teachers should not be asked to devote time to extra-

educational duties

• Teachers should be regarded as stakeholder in public school

policy reforms. Quality of their training, reward structure and

tenure for teachers should be revisited

• Social security nets should provide education facility to

parents not able to support child education.

Thank You

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