Nurturing to Excellence

Aga Khan Education Service, Pakistan

Presenting Diverse ECD Experiences

A Century of Service: Key Statistics

Diversity in Educational Settings

Units Enrolment

AKES, P Schools 185 37000

Community Based Units 200 12500

Partner Schools•Public Schools (109)•Private Schools (50)

159 35000

Hostels 4 300

Total 549 84800

Human Resources

Teaching Staff 1800

Non-teaching Staff – Schools

300

Non-teaching Staff – Hostels

50

Head/Education Offices Staff

120

Staff – CB Initiatives 400

Total 2670

Volunteers >2500

From Access to Educational Development

• Focus on girls’ education and the disadvantaged

• Direct Service Provision: Pre-primary to higher secondary

• Educational Development Initiatives (early 80s)– Field-based Teacher Development– School Improvement Programme– Community Development– Self-help School Construction– Female Human Resource Devt.– Pre-Primary and Primary– Institutional Development– Public, private, NGO partnerships– Learning Partnerships: IED, IAP

Partnerships and Linkages• AKU – IED, AKU – HDP, AKU-EB• International Academic Partnership (IAP)

– Philips Academy, Andover– Salem School, Germany

• Intel® ‘teach to the future programme’• Government / Public Sector

– Sindh, Northern Areas and Chitral (NWFP)– Karakoram International University– National Commission for Human Development (NCHD)

• Aga Khan Foundation / International Donor Agencies– European Commission; USAID / ESRA

• AKDN Area Development for Earthquake affected areas

Approaches To Education

• Student-centred teaching and learning

• Making schools better

• Empowering the community

• Educating the educator

• Creating leadership

• Innovation with technologies

• Volunteerism

• Continuing pursuit of excellence

• Looking ahead to future needs

Diverse Experiences From

South Operations

Chitral Operations

Northern Areas Operations

Student Profile

CONFIDENT, CRITICALLY CONSCIOUS, CREATIVE LIFELONG LEARNERS, WHO ARE ACTIVE AND ETHICAL

CITIZENS FOR THE PLURALIST WORLD

AKES, P students who have developed a strong record of achievement; who present themselves confidently and can compete on merit.

They have healthy, balanced life-styles and conduct life in an ethical manner. They thrive in a range of changing environments and are prepared for their different life roles such as responsible daughter, son, parent and family member; work colleague, friend and leader.

They are active citizens and confident, critically conscious, creative life-long learners who are always striving to reach their potential. Their lives are marked by their positive actions and service to the communities around them.

Teacher ProfilePASSIONATE TEACHERS FOR PASSIONATE LEARNING

AKES, P teachers are passionate about teaching and learning, care deeply about the children they teach and believe intensely in their potential to achieve and be successful.

They are intelligent, dedicated professionals, who take their vocation seriously and honour the moral purpose of their work. They teach with dedication and are developing themselves continually to improve their own performance, and through that the learning of the students and the school community.

They are personal and professional role models for students and the community and are valued by both school and community.

School ProfileSCHOOLS OF CHOICE:

ADDING VALUE TO CHILDREN’S LEARNING

AKES, P schools are ‘intelligent’ schools in which there are positive attitudes, aptitudes and ‘multi-tudes’ that work towards developing the multiple intelligences, multi-disciplines and the integrated skills of all those who learn and work within them.

As successful learning organisations, everyone involved in the school learns individually and collectively within a conducive enabling environment to attain the aims of the school, namely effective teaching and learning for student achievement.

The Head teacher as the leading professional develops the vision of the school collaboratively; sets the ethos of the school, facilitates and supports engaged teachers and staff and works positively with parents, the school management committee and the community. She/he ensures that policies, systems and processes all support the teaching and learning relationship in order to attain the educational aspiration of the community.

The Challenges for Quality• Finding quality teachers: “ the

great mission of teaching”?• Developing and retaining

quality teachers• Language and languages!• Physical condition of schools• Relevant curriculum and

resources• Relationships with parents and

communities• Perceptions of quality• Leadership and management• Accessing the best universities

Looking to the Future• Accessing the Jamat• Reviewing the Portfolio• Teachers: Attracting,

Screening and Retaining • Reviewing the quality of

teachers’ lives• Developing leaders of

change• Enriching the curriculum• Research and learning

partnerships• Visioning the learning

organisation of the future