Elementary Education Foundations Public Private Partnership
Transcript of Elementary Education Foundations Public Private Partnership
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Organizational Assessment of Elementary
Education Foundation
October 23, 2012
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Purpose of this Assessment
Review legal, regulatory and organizational
frameworks, processes, procedures and
practices in line with statutory mandate of
EEF
Make tangible recommendations for
organizational reforms geared towards
institutional development of EEF and
eventually to foster its service delivery inpublic private partnership
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Sequence of Presentation
Introduction
Diagnostics of Organizational Assessment:
a) Organizational & Institutional
b) Programs & Initiatives
Analysis of Current Organizational &
Operational Issues
Recommendations and Way Forward Conclusion
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Introduction
EEF is an autonomous organization established under TheEEF Act 2003
Statutory mandate of EEF is to take all measures for the
promotion, improvement and financing of education and
development of human resources in the province by
strengthening of private sector by improving literacy,
community participation and quality of education Major issues in education sector are access, equity, quality and
governance and EEF is charged with statutory mandate to
facilitate and strengthen private sector
EEF on educational landscape of KP
EEF to champion wider educational opportunities for
affordable quality education through private sector4
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Introduction
ESP has projected that private and communityschools will account for more than half of theexpansion at primary level. EEF is key institution inthis expansion
LCPS make more than 90% of private sector
NEC 2006 reported that share of private sector hasgrown to 33%
There is annual increase of 6% in private schools inprovince
Private sector/ Low Cost Private Schools have amajor role to achieve MDGs and target of UPE
Better retention, basic facilities and learningoutcomes are pull factors for parents
Private sector has 6101 schools with enrollment of
1.23 million students (EMIS: 2010 - 11) 5
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Introduction
Existing organizational structure, systems and
processes are not aligned with EEFs mandate, its
current service delivery requirements, delivering ESP
and education roadmap or ensuring effective systems
and processes for mitigating fiduciary and associated
risks in service delivery and effectively realize private
sector potential in education sector development in
KP. There is a dire need to spell out a policy for PPP
that mandates EEF in an enabling role 6
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Role of Private Sector in KP
Mainstreaming of Private sector and sitting onpolicy table in PEIRA and EEF Board
LCPS are happy in working with Government/EEFthrough public private partnership in educationsector
In partnership with EEF, LCPS will be better placedfor school registration with DEA & BISEs
Better avenues of CPD for teachers of privatesector/LCPS and EVP for urban slums
Financing (including micro financing) through PPPon basis of per child enrolled with quality assurancethrough QAT as chief determinant for continuity ofpartners
Building trust and synergy
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Role of Private Sector in KP
KP has 27207 schools: 22608 at primary, 2540 atelementary, 1759 at secondary and 286 at higher
secondary level. Primary schools have 2.77
million students whereas Elementary &
Secondary schools have 0.77 million students;enrollment drastically reduced
It is not by default but asymmetry lies in design
since 2540 schools at elementary level and 1759
schools at secondary level; simply do not have
institutional space to accommodate all
graduating students from 27207 primary schools
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Role of Private Sector in KP
Without adequate infrastructure and moreschools, it will be exceedingly difficult to retain
graduating students from primary level and
avoid high dropout rate
Resource constraint to build more schools in
public sector
EEF by strengthening private sector/LCPS can
help to achieve goals of 100% enrollment andretention
Private sector has huge potential and PPP mode
will encourage investment in education sector
and provision of affordable quality education 9
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Organizational Assessment
EEF Board has predominant official membership 10:4
Board needs equitable representation from private sector;
major stakeholder 7:7
Board needs constitute statutory Committees in line withprovision of Section 5 (7) and proposed Committees are:
Executive & HR Committee
Budget, Appropriation and Audit Committee
Program, Service Delivery & Outreach Committee
Procurement Committee
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Section 7 provides for appointment of MD by
Chairman/CM through an open merit policy
EEF may consider future appointment of MD
through a transparent selection process on merit
EEF Board may direct Executive and HRCommittee to identify and recommend suitable
candidate
MD should have impeccable professional integrity
proven track record for efficient service delivery
in education sector; experience of working with
private sector in education and of Public Private
Partnerships
Professional Leadership
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Organizational outreach is not only limited in
terms of quantum, scope and service delivery but
also inadequate to materialize objectives stated in
The EEF Act 2003
Organization has very limited institutionalcapacity in terms of human social capital and
logistics
EEF has asymmetric organogram, inadequate
professionals with a total staff of 24 personnel
with six officers and 18 ministerial/janitorial staff
Field offices in each districts have a staff of 4 only
Current Organizational Structure and Outreach
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New Organizational Structure
New organizational set up been proposed at
Provincial and District levels Director Finance and Human Resource
Management
Director Quality Assurance, Accreditation,Monitoring and Evaluation
Director Programs, Outreach and Linkages
Internal Auditor
Allied professional and secretariat staff
assisting directorates
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District setup proposed to upgrade existing Community
Literacy Officer (BS - 16) to District Program Officer.
DPO will:
Oversee and support functions of EEF programs
including literacy
Monitor and support functions of Quality Assurance
Take lead in professional development initiatives
Linkages with private sector service providers as well
as work for attracting new/potential service providers
for promotion of education Liaison with micro finance institutions, small and
medium enterprises for development of private sector
educational development
District Program Officers
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PEIRA Law has been enacted 10 days before Enactment is without consultation with
stakeholders
Private sector/LCPS are protesting
PEIRA Law does not have ownership and social
acceptability
Dialogue with stakeholders is a quintessential pre-
requisite
Wider consultation on PEIRA and amendments in
Law
Authority to Regulate Private Sector Education
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PPP framework for engaging private sector may be
developed with a focus on:
Formal Linkages with private banking institutions,
micro finance institutions and small & medium
enterprises
Professional development of teachers and school
leadership in private sector
Adequate institutional arrangement to encourage and
support private sector for promotion of quality
education in PPP
Non-existent PPP Policy/ Framework
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EEF statutory institutional arrangements: Under The
EEF Act 2003; framing Rules and Regulations ismandatory
EEF management needs to frame following rules infirst place immediately:
1. Elementary Education Foundation Rules of
Business2. Elementary Education Foundation Financial Rules
3. Elementary Education Foundation EducationFund & Investment Rules
4. Elementary Education Foundation Service Rules
After drafting and notifying EEF Rules/regulations,SOPs needs to be developed for: i) Financial Assistanceof Private Sector Educational Institutions ii) EEF SOPsiii) Frameworks for Effective Service Delivery andM&E
EEF Rules and Regulations
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Weak Internal Controls
Framing Financial Rules is a statutoryrequirement
GoKP provided seed money PKR 400 million to
EEF Education Fund in 2002
Salaries of staff and small projects like GCE,PEITTP and FT are being financed out of seed
money; invested by EEF and major programs
like LFA, RPTP and Return to Learn are
financed by ADP
Regular annual audit is a statutory requirement
but post-audit of EEF by AGP was last
conducted in 2007 2008
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Weak Internal Controls
Annual Statement of Accounts has to be placedbefore legislature and PAC
Institutional arrangement for regularity of
rendering accounts, external audit and follow up
of external audit observations is not in place
System of internal audit has to be introduced in
EEF with reporting mechanism to Board
HR with required qualifications and expertise inparticular for financial and procurement
management has to be recruited
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Weak Professional Capacities to Deliver
New job descriptions to be developed leading to amerit based recruitment of qualified HR with
relevant expertise
A TNA to be conducted of all officials of EEF
Comprehensive Capacity Building Program to be
designed and imparted for all incumbent officials
of EEF
Cross Study visits of senior and mid-managementof EEF to other Foundations and similar
Organizations
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Non-existent M&E, MIS
M&E framework is extremely critical to ensure
effective and efficient service delivery. M&E
framework needs to be designed, along with
developing indicators for formative and
periodic monitoring
Conduct regular monitoring and evaluation
Institutionalize internal and external
evaluations
Educational Census of Private Sector
Institutions to be conducted on an annual basis
Designing and developing comprehensive MIS
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EEF Should Have PPP Strategy EEF should devise PPP policy
EEF strategy should focus on consideringprivate sector as key strategic and responsible
partner, striving together in PPP to meet
commitments of MDGs
From piloted PPP experiences by EEF through
some of on-going interventions, stock of lesson
learned must be taken while devising PPP policy
and strategy of EEF Current programs: M&E and MIS Frameworks
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Current Programs / Projects
Girls Community Schools
Private Sector Teacher Training Program
Feeder Teachers
Rokhana Pakhtunkhwa TalimeeProgram
Return to Learn Program Community Learning Centers
Establishment of Model Educational
Institutions in Backward Areas Future Approved Initiatives of Foundation:
Proposed New School Program and Education
Voucher Program
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Literacy and Skill Development
Literacy is still below national average: KP has literacy
rate of 50% - Haripur with highest literacy rate and 12
district i.e. Hangu, Lower Dir, Lakki, Swat, Tank, Buner,
Upper Dir, Battagram, Shangla, Kohistan and Torghar
with abysmal low literacy rates
To meet MDGs, workable and viable strategy for
functional literacy is required
Province has enclaves of illiteracy even in districts with
comparatively overall better literacy rates
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Literacy and Skill Development
EEF is already working in partnership with communities
and private sector for promotion of literacy and non-
formal education but scales of operation should
correspond with imminent requirement
Adult Literacy with Vocational Skill: Proposed Models
are Punjab Literacy and Livelihood Program and
Functional Literacy on Brick Kilns
Community Learning Centers
Campaign for Promotion of Literacy
Strategic Plans for Literacy
P d St t f Lit d Skill
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Proposed Strategy for Literacy and Skill
Development
EEF should design literacy programs for adult illiterates with
vocational skills in partnership with DTE and otherOrganizations both in public and private sectors
Lessons learned from LFA should be incorporated into Return
to Learn Program with inbuilt mechanism of M&E
EEF should focus districts with lowest literacy rates byopening more literacy centres there than districts having
comparatively higher literacy rates
EEF should initiate a campaign for enhancement of literacy
for out-of-school children (drop-outs and left-outs) in age
cohort of 9-14 years through Non-Formal Basic EducationSchools Second chance to education;
EEF may formulate Five Year and Ten Year Strategic Plans for
promotion of literacy and vocational skills
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Analysis of Current EEF Programs
Return to Learn Program: LRP is an initiative in planning
phase and process should include a comprehensive system of
M&E in PC-1. Before rolling out LRP, details of programshould be shared with stakeholders to get their candid
feedback for incorporation into thematic and programmatic
domains of initiative
Girls Community Schools: GCS is a good initiative for female
education in province. Program is still at pilot stage. It will beappropriate to get TPE of program and based on findings,
program should be scaled up. Program should have a secure
in-built mechanism of M&E
Private Sector Teachers Training Program: PSTTP is amaverick initiative since there is no institutional mechanism
available in province for CPD of teachers in private
sector/LCPS. Program needs a properly designed instrument
with an in-built mechanism of M&E focusing private sector
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Analysis of Current EEF Programs
Rokhana Pakhtunkhwa TalimeeProgram: RPTP has
potential to be flagship program of EEF. EEF shouldadvertise and publish notified and approved selection
criteria and terms of engagement for symmetrical
information to all stakeholders. EEF may hold regional
seminars for dissemination of program information and
put in place M&E for RPTP
Feeder Teacher Programs: FT is at pilot stage. Ideally
EEF should redesign program for private sector only
through an instrument on pattern of TICSS by PEF.
There should be a clear roadmap to get it to scale inprovince in private sector, with verifiable, quantifiable
and measurable performance indicators;
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Proposed New Initiatives
Education Voucher Program: To serve the
poorest of the poor in urban slums, proposedEVP for less affluent households should be
started. EVP has a competitive advantage giving
Freedom ofChoiceto parents to select a school
for their children. EVP as a model helps toenhance enrollment, retention and quality
education ensuring equity, productivity,
freedom of choice and social cohesion
New School Program: New School Program on
pattern of RPTP suits best to the needs of small
settlements and villages in far-off and
underserved regions of province
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Way Forward
Amendment in The EEF Act 2003to allow equal
representation to both public and private sectorin EEF Board
Four Board Committees to be formed at the
earliest: 1. Executive & HR 2. Budget &
Appropriation 3. Program, Service Delivery and
Outreach 4. Procurement
Framing of Rules and Regulations; including
Business, Financial / Fund & Investment &Service Rules
Public Private Partnership Policy to be put in
place
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Way Forward
HRM in EEF has to be effective at provincial
and district levels for efficient service delivery Human resource management has been worked
out and positions for 3 Directors and additional
positions for Deputy and Assistant Directors
have been recommended for financial
management, human resource management,
quality assurance, accreditation, procurement,
institutional linkages Development of M&E and MIS systems to
enable effective planning and decision making
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Way Forward
Up-gradation of posts of Community Literacy
Officers (BS/16) to District Program Officer
(BS/17) in all districts to ensure whole EEF
outreach rather than a single program
Training Needs Assessment to develop a
comprehensive training program and ensureeffective implementation
Development of a continuous professional
development framework for teachers in close
consultation with private sector/LCPS
Support private sector in developing
competencies in teaching and mentoring in
accordance with CPD framework
W F d
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Way Forward
RPTP program needs to be revisited to tighten
criteria and reduce element of discretion
(financial assistance range & enhancement
powers by 40%)
EEF Programs should be re-visited for scaling
up or for redefining criteria and coverage afteridentifying gaps and by drawing comparisons
with other provincial programs
Proposals made for launching new programs;
including introduction of a Education Voucher
Scheme and New School Program need to be
reviewed by Board or a Committee constituted
by Board
C l i
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Conclusion
EEF to fulfill statutory obligations
Organizational restructuring to carry out
objectives of EEF Act
Frame Rules/Regulations immediately and
redesign existing programs with M&E and MIS
frameworks and launch new initiatives forunderserved and disenfranchised
Private sector is a key strategic player in
education
EEF as a vibrant organization with secure
systems of service delivery: virtuous team with
stellar performance sooner the better
Public visibility and social acceptability of EEF
C l i
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Conclusion
EEF is charged with statutory responsibility of
promotion, improvement and financing of quality
education and development of human resources in
province
And
Quality Education is ensured through qualitymentoring, quality curriculum, good governance,
transparent organizational processes, rigorous and
candid monitoring and evaluation, evaluative
scrutiny and integration of lessons learned into
system for continuous improvement