The government recognized that accumulation of human capital is as
important as the accumulation of physical capital for sustaining
development, and that in the absence of healthy and literate
population it will be difficult for Pakistan to bring about the real
increase in productivity. There has now been a paradigm shift in the
development strategy and policy in Pakistan. The Government is
committed to ensure improved access to physical assets, education,
vocational skills, training and other education services that enhance
the human capital of the poor and enable them to generate income
through asset utilization and gainful employment. The Ministry of
Education has taken a close stock of implementation of Education
Sector Reforms aimed at bringing improvement in all aspects of
education.

Education Sector Reforms in Pakistan is in consonance with the
Constitutional provision guaranteeing the fundamental right to
education. All basic education targets for primary schooling, adult
literacy, and gender equality are within the framework of Dakar
Declaration and the Millennium Development Goals. Education Sector
Reforms continue to be based on iterative planning, through
consultation at sub national and national levels, ensuring inclusion
of local governments, and civil society organizations. Micro planning
at the community level is well under way. Challenges in the planning
of ESR include inter-district and inter-provincial disparity, and the
need to reach disadvantaged groups who are discriminated on account
of gender and socio-economic status.



1. Literacy :


Pakistan has one of the lowest literacy rates in the region of 51.6%
(Male 63.7% and Female 39.2%) . However, the wide inter and intra
provincial disparities present a discriminating scenario. Literacy
ranged from 78.8% among urban male population of Sindh to 9.2% among
rural female population of Balochistan. In absolute terms, the
illiterate population, in the age group 10 and above, is 51.8 million.


It is generally recognized that a low net participation rate, about
57%, at the primary school level combined with high efficiency rate,
estimated at 45% dropouts in the public sector, has contributed to a
low national literacy rate. The literacy ratio has been negatively
exacerbated due to absence of meaningful and over ambitious literacy
program in the past.

Education Sector Reforms emphasize improvement through the
implementation of the national literacy guidelines/policy, creating
awareness about improving literacy, institutionalizing literacy
efforts through more efficient and effective organizational structure
at all tiers of governments, to ensure consistent implementation of
national literacy curriculum and standards. USAID assistance has led
to the opening of approximately 4000 Adult Literacy Centers in Sindh
and Balochistan which have successfully passed 7453 adults. Along
with National literacy guidelines being developed, UN Decade
Strategies for a literacy program have also been developed in close
co-operation with UNESCO. It is felt that these initiatives will take
a long time to eventually improve the literacy rate in Pakistan.



2. School Access:


The Government of Pakistan has developed Education Sector Reforms
(ESR) which has assigned a central place to school education.
Provision of basic education is the main guiding principle for its
implementation. Currently the national allocation to basic education
is well over 50%. The net participation rate in 2003-2004 at primary
level is 57% . However, out of the 18.1 million populations of
children at the primary level age 12.4 million are enrolled and the
rest are out of the school system. ESR's emphasize the education
provision for all school age children and it proposes to achieve 76%
net primary enrollment by 2006. Recently, the Government of Pakistan
has planned to provide at least one primary school to a village which
does not have any. A number of incentives such as provision of free
text-books, free education up to the Primary Level, and stipends have
been introduced at this level to retain children, especially girls.
English Language teaching has been introduced from Class-1.


Along with primary education emphasis, provision of physical
facilities for Middle Level Education (i.e. class VI, VII & VIII) has
been planned to create school places for the children graduating from
the primary school system. ESR program targets the present gross
enrollment of 38% at middle level education to increase to 80% by
2015.



3. School Improvement Program


A major focus of Education Sector Reforms (ESR's) is to make primary
schools more functional by providing missing facilities such as
electricity, drinking water, boundary walls, and other basic
amenities so that children do not drop out on account of their
absence. An environment lacking these basic necessities is
dysfunctional and not conductive to learning. Also, to achieve higher
transition rates, school upgrades are required to narrow down the gap
between primary, middle, and secondary provisions.
Government of Pakistan is determined to curtail the current
imbalances of schooling facilities existing at different levels of
the education system. Donors are being persuaded to finance the
middle and secondary school system as well.



4. Early Childhood Care and Education (ECCE):


Early Childhood Care and Education (ECCE) are considered a
significant input to compensate for early environmental deprivations
at home. This is achieved by providing a healthy, stimulating growth,
and learning environment to the very young, from conception to 5
years of age. The holistic and integrated concept of ECCE clearly
represents this spirit. Currently, the policy and implementation in
Pakistan is more focused on Early Childhood Education (ECE) with the
age-group between 3-5 years, which is more at the school level than
being home based or at the community level. It positively effects the
enrollment and retention of girls in primary schools by providing
substitute care facility for younger siblings. Envisaged as a
holistic input, fostering health, psychological and nutritional
development, and the policy emphasis is on making ECE play-based,
with linkages between home and the school. Since 2002, ECE has been
formally introduced in the formal government schools, supplementing
the private sector, with clear intervention methodologies as an
innovative component of ESR and as the first plank of EFA goals
agreed in Dakar.



5. Madaris Reforms:


There are no formal admission procedures to most Madaris, and their
academic schedules are often flexible. Some of the major Madaris,
however, have made an attempt to institutionalize their admission;
grading and promotion procedures while simultaneously adding some
rigor in their academic schedules.

In terms of levels of education, the Madaris in Pakistan are
categorized as: (1) ibtedai (elementary), where only Quran is
memorized and taught; (2) vustani (middle level), where selected
books from Dars-i-Nizami are taught; and (3) fauquani (higher level),
where the entire Dars-i-Nizami is taught. In some Madaris where
competent Ulema are available, students, after their graduation, take
up post-graduate courses of study in tafsir, hadith, or fiqh.

Madaris education in Pakistan is totally in the private sector. In
the majority of cases, Madaris are personal enterprises of prominent
Ulema who own and manage the Madaris and make arrangements for their
finances.

There is absolutely nothing in the Madaris curriculum that can be
deemed as promoting or encouraging militancy, not to mention
terrorism. Radicalism that we see in some Madaris in Pakistan today
is an extraneous phenomenon brought into Madaris by some
international and domestic political actors who wanted to use the
religious capital and manpower of these Madaris for the own
objectives.

Overwhelming majorities of Madaris in Pakistan are engaged in
traditional Islamic studies and are not involved in any militant
activities, or even sectarian strife. In fact, most of them were kept
away from politics in order to concentrate on their primary mission.
It was only after the Soviet invasion of Afghanistan in 1979 that
some Madaris on the northern and southern borders of Pakistan – which
always had a majority of their students from Afghanistan – came to be
associated with the Afghan jihad movement against the Soviet Union.
There are five million Afghan refugees in hundreds of refugee camps
in NWFP and Balochistan. It is estimated that 40% of them were school-
age children and many of whom were orphans. There Madaris provided
them with food, shelter, and basic skills of how to read and write,
along with some Islamic education. Most of the Madaris associated
with militancy and terrorism after the mid-1990 was established in
the 1980's. These were meant for the particular purpose of fighting
against the Soviets, where some religious education was also
imparted. There were actually Jihadi camps and were a cover of a
Madaris to legitimize their operations and solicit funds from all
over the world.

The story of Madaris is thus integrally linked with the story of
Afghan jihad of the 1980's and of the Cold War that created political
conditions for this jihad. Therefore, the answers to the questions
being asked these days in the media and in scholarly and policy
circles – who established these Madaris? Why were they created? Who
provided them with the generous funds? and more importantly, who
revived the dormant tradition of jihad as an armed struggle against
the infidels? – are not just in Kabul, Riyadh, Islamabad or Peshawar.

The present regime within the framework of National Education Policy
1998-2010, Education Sector Reforms Plan 2001-2002 to 2005-2006, and
the Ten Year Perspective Plan 2001-2011 has developed a plan for
teaching of formal subjects in Deeni Madaris. Madaris reforms
envisages introduction of formal education in 8000 Madaris, (primary
education in 4000, middle and secondary in 3000, and intermediate
education in 1000 Madaris). Selection of the Madaris will be made in
consultation with Provincial Governments including AJ&K, FATA, FANA,
and ICT. Madaris will be mainstreamed through provision of grants,
salaries to teachers, cost of textbooks, teacher training and
equipment. Formal subjects, English, Math, Social/Pakistan Studies
and General Science, would be introduced at the primary, middle, and
secondary levels, while English, Economics, Pakistan Studies and
Computer Science will be introduced at the intermediate level.
Incentives to Madaris have already been provided to 140 at secondary
level and 200 at intermediate level. The Government of Pakistan, from
its own budget resources, is implementing this plan.

Their progress was slow initially, but with the exposure of prominent
managers of Wafa-qul-Madaris to western religious school, there is a
chance in the mind set and they are coming to accept Madaris reforms
programs. The program is likely to bridge the gap between formal
education and Madaris education system. As a result, it will help in
reducing a divide within the society, if any.



6. Curriculum Development:


Quality is multi-dimensional and compromises areas of curriculum
renewal and upgrade, professional development of pedagogies,
assessment and evaluation supervision and support for meeting agreed
standards. The curriculum for basic and social sciences was revised
in year 2000 and 2002 respectively. The jihadist and sectarian
content does not exit in the curricula. There were some materials in
the textbooks, which could be interpreted, as biased reflection of
some of the sectarian beliefs. As the government is determined to
deal with all such issues, the necessary corrections have already
have been made in the textbooks.

The curriculum development is federal government's responsibility and
it is a fact that curriculum development process is a continuous one.
Keeping this under consideration, a major revision is being planned
in 2005 which, with moderation of its islamization component and
ensuring national leaders, will not be able to manipulate religious
fervor in pursuits of foreign policy goals in Kashmir and Afghanistan
in addition to the following considerations:

The curriculum to


• Provide young people with flexible learning opportunities and life
skills development.


• Aim at helping young people acquire a common basis of human values
in order to develop a greater capacity for tolerance of cultural and
social values.


• Accommodate learning experiences which help a child's development
towards self-realization.


• Provide for a balanced and integrated approach to sustainable
development through inclusion in subjects such as social and
environmental studies.


• Make History and Geography separate subjects by replacing Social
Studies.


• Be flexible and broad enough to encourage the acquisition of
learning experiences and relevant to the needs and purposes of each
individual.


• Be researched based and relevant to the learning needs of Pakistan.


• Promote the feeling of national integrity, cohesion, self-reliance
and universal brotherhood.



7. Resources:


Pakistan is now poised at an important turning point with good
prospects of sharply reversing the poor economic and social
performance witnessed in the decade of the 90s. The comprehensive and
forceful reform agenda, which the Government has been pursuing the
last five years, has improved the financial position very
considerably and has helped to revive growth.

Creation of adequate fiscal space is a necessary but not sufficient
condition for improved public development and social spending.
Opening up of the fiscal space, if utilized properly, can certainly
increase the room for improving governance and adequate funding in
the social sectors. It is recognized by policy makers that higher
public spending is necessary for improving educational attainments.
The policy is reflected in larger allocations being made for
education in the public sector.

In the year 2000-01, the public sector allocation for education
amounted to Rs. 75.687 billion representing 1.96% of the GDP (Rs.
3836 billion) in the following year 2001-02, the allocation increased
to Rs. 78.002 billion which as 1.95% of the GDP (Rs. 3988 billion),
the impressive allocation continued in the year 2002-03 when the
public sector allocation increased to Rs. 89.76 billion which
amounted to 2.14% of the GDP (Rs. 4193 billion).


The allocation for education in 2003-04 was Rs. 120.35 billion, which
represented a record of 2.7% of the GDP (Rs. 4445 billion). The
rising trend is continuing in 2004-05 and represents the Governments'
commitment to enhance resources for education to consolidate the
accelerate reforms to alleviate poverty and to build a knowledge base
society.



8. Quality Education:


The elementary school system in Pakistan has grown in size
consistently, achieving an enrolment of nearly 12 million students.
This obviously poses a major challenge not only for efficient
management but also for mobilizing resources needed to maintain an
acceptable level of quality. It is recognized that quality
improvement in education cannot be carried out on a turnkey or
sporadic basis. The challenge of quality is embedded in all sub-
sectors of sector reforms.

Quality improvement is a complex question, unlike improvement in
infrastructure, appointment of teachers or even of equipping schools
with better academic facilities. Learning from past efforts, it is
realized that there is a multi-pronged approach to the challenge of
quality. With this in view, the Education Sector Reforms has pursued
a five-fold strategy consisting of, (a) improvement in provision of
infrastructure and human resources for primary education; (b)
provision of improved curriculum and teaching-learning materials; (c)
improving the quality of teaching-learning process though the
introduction of learner-centered pedagogy; (d) attention to
continuous professional development; and (e) increased focus on
specification and measurement of learner achievement levels. The goal
for quality education is designed to create compatibilities with
growing global pressure for knowledge-based societies, an area which
received little attention during the 1990's. Education Sector Reforms
aim to give a renewed call for promotion of quality education at all
levels. In the ESR's Action Plan 2001-2006, the strategies of quality
improvement and assurance at all levels have been identified and they
are:


i) Bench marking competencies;
ii) Professional development of teachers, planners, managers and
staff at all levels;
iii) Establishment of National Education Assessment System (NEAS);
iv) Strengthening and upgrading Teacher Training Institutions;
v) Setting Academic Audit through linkage of grants/incentives with
quality;
vi) Increase of non-salary budget for provision of conductive
educational environment and learning materials;
vii) District based educational planning and implementation under the
Devolution Plan; and
viii) Developing a National Strategy for Information Communication
Technologies (ICT's) and its concurrent implementation at the macro
and micro levels through innovative initiatives, mobilizing public
and private sectors and international corporate and development
partners. A portion of USAID assistance is also being used for
developing the Strategy of ICT in education.



9. Diversification of General Education:


Government of Pakistan fully recognizes that the sustained economic
development is not possible by mere capital investment unless it is
re-enforced with proper supply of adequate trained and scientific
manpower. Unfortunately, there has been a greater increase in
facilities for general education as compared to technical education
over the years. The number of graduates with general qualification
looking for employment in the white collar sector is beyond the
absorption capacity. As a result, there is rampant un-employment
among the educated youth. In such a scenario, Education Sector
Reforms proposed a plan to broaden the base for technical and
vocational education through Introduction of Technical Stream in the
secondary school system. This policy provision will facilitate in
producing greater number of graduates of elementary and secondary
schools aiming to inculcate the necessary skills for employment in
the private sector and also for self-employment.

Science education at secondary level could not attract attention in
terms of effort and investment. With increased emphasis on quality of
primary education and renewed efforts to check high drop out rate in
basic education, secondary level education now needs to be developed
for comparatively heavy influx of students. The ESR's included a
reform in science education at the secondary level by constructing
science laboratories, provision of science equipment, revision of
Science Curricula and professional development of Science and
Mathematics teachers. Teaching of Science subjects in English is also
part of the reform process



10. Gender Inequalities:


Pakistan has made considerable progress in achieving more equitable
distribution of opportunities between women and men for benefits of
development. Pakistan's Gender Development Index (GDI) is ranked
13.1, exceeding the corresponding Human Development Index (HDI) rank
of 138. Female literacy is on the rise and their life expectancy at
birth is 63.9 as compared to the male 61.8. Gender Empowerment
Ranking is likely to be improved considerably on account of equal
opportunities for women to participate in political life. Though,
Pakistan is moving for gender equality, ESR and Education for All
(EFA) Action Plans and Implementation Strategy for Millennium
Development (Mug's) propose to eliminate gender disparity in primary
and secondary education and achieving gender equality in education by
2015, with a focus to ensure full and equal access to females
achieving basic education of good quality. This is the centerpiece of
the Educaiton Sector Reforms. In Pakistan, all primary schools are
being converted to a co-education institution and are required to
have a boy to girl ratio of 60 to 40, and proportion of 70% women
teachers and 30% men. In all provinces, where the number of women
teachers is inadequate, age and qualification requirements for them
have been relaxed. Special monetary incentives (e.g.) are being used
to attract and retain female teachers in the rural and hard to reach
areas. Gender stereotyping in the textbooks and curriculum have been
under review and efforts are under way to ensure a rights-based
gender sensitive portrayal of girls/women, with respect to diversity
of roles.

Public policies are mandated to develop strategies for girls
participation in education provision at all levels through various
incentives. The challenge before us is remove all gender disparities
on new enrolments, since it has been universally accepted that
investment in the education of the female population is the best
investment in education and human development.



11. Combating Child Labor through Quality Education and Literacy


Child labor in Pakistan is a socio-economic phenomenon that exists
because poor families are pushed by economics necessities to force
children to enter the labor market. Although the government is
committed to eliminate child labor, it is pushing a policy of gradual
elimination of all forms of child labor and immediate elimination of
the hazardous and exploitive forms of child labor under ILO's
International Program for Elimination of Child Labor. To achieve this
objective, certain specified target programs have been initiated. The
Government has established a fund of Rs. 100 million (US$ 1.7
million) for education of working children and rehabilitation of
bonded labor.

The Government has also set targets and activities in the National
Policy and Plan of Action to Combat Child Labor (May 2000) and for
abolition of Bonded Labor (2001). The objectives of the Plan include
progressive elimination of child labor from all economic sectors,
immediate withdrawal of children from worst form of child labor;
prevent entry of under-aged children into the labor market. This will
be achieved through universal primary education and family
empowerment, and rehabilitation of working children through non-
formal education, pre-vocational training and skill development.

ESR promotes a proactive approach to the sector wide reform and
inclusive education. Since its inception the effort has been creating
linkages across ministries for optimum outreach to programs, which
have a direct impact on educational targets and goals as laid out in
the ESR. This approach has also been emphasized in the Poverty
Reduction Strategy Paper (PRSP).

The Social Safety Nets for the vulnerable currently available in
Pakistan include Workers Welfare Fund (WWF), Food Support Program,
Social Security, Employees Old Age Benefit (EOBI), Pakistan Bait-ul-
Mal (PBM), and Zakat Fund. The Poverty Reduction Strategy aims to
strengthen the existing mechanism of cash transfers through Zakat,
and the social protection system of EOBI and Employees Social
Security Institutions (ESSI). The revamped system of Zakat provides
financial subsistence, educational stipends, health care, social
welfare, and marriage assistance. A new program "Education Stipends
(Technical)" has been introduced with a budget if Rs. 1 billion (US$
17.6 million).

To implement the 2000 policy and NPA, the Government of Pakistan set
up a fund of Rs. 100 million for the education of working children.
Subsequently, Government of Pakistan ratified ILO Convention 182 on
WFCL and requested ILO to extend its technical cooperation to help
establish national Time-Bound Program (TBP) in which education
interventions play a central role in elimination and rehabilitation.

From a total of 29 hazardous occupations, six priority sectors were
determined for immediate action. These include surgical instrument
manufacturing, coal mining, deep sea fishing, rag pickers, glass
bangle manufacturing, and tanneries. ILO-IPEC commissioned a
multitude of studies, including baseline surveys, and rapid
assessment to develop implementation strategies in the priority six
hazardous sectors. Key government ministries including Finance,
Education, Labor & Planning, Women Development, along with
international development partners helped developed a strategic
framework for the implementation of ILO Convention 182 to eliminate
worst forms of child labor. It clearly identified EFA 2015 as the
strategy to eliminate WFCL.

The National Plan for Action for EFA 2015 and the Education Sector
Reforms identifies child labor as a target group to be fully catered
for in UPE literacy programs. EFA, thus, becomes the cornerstone in
national time-bound program to eliminate Worst Forms of Child Labor
from Pakistan through educational initiatives.



12. Public – Private Partnership


Starting in the mid-1990's, a major shift has occurred in the
Government of Pakistan's (GoP) approach to the country's education
sector. It has formally acknowledged that the public sector on its
own lacks all the necessary resources and expertise to effectively
address and rectify low education indicators. Moreover, public policy
has been amended to mobilize the private sector and Civil Society
Organizations (CSO) in the financing, management and delivery of
education services in Pakistan. In essence, the GoP seeks its role in
shifting from being a mere provider to a facilitator and financier of
the education opportunities in Pakistan at all levels of the
spectrum.

Among other initiatives, the GoP has undertaken policy reforms and
provided incentives for Public-Private Partnerships (PPP's) to
flourish in the education sector. From initiating innovative programs
to working in tandem with Non-Governmental Organizations (NGOs) that
manage public schools through formal adoption, the government has
stepped up its efforts to include various other stakeholders in the
delivery of education. While the collaboration of these different
players in the education sector is not a new phenomenon in Pakistan's
history, it is the first time that this interplay has been
recognized, supported and given a mandate to succeed.

Education Sector Reforms have developed a conceptual framework for
PPP, which is based on the promise that it is a less radical
alternative to the sometimes controversial and less desirable
wholesale privatization. The strategies in the current model under
implementation include: a more transparent and proactive manner of
engaging the private sector for improving access and quality of
education, enhanced managerial performance and entrepreneurial spirit
through capacity building, access to proven leading knowledge
technologies, improved transparency through the involvement of local
community from design, implementation through to the operation, and
support to local knowledge and employment generation at local levels.

Pakistan has deepened its commitment to partnerships with civil
society organizations by placing an emphasis on working with a wider
spectrum of civil society organizations including international and
national NGO's through global partnerships to help deliver basic
social services. Civil Society organizations have become critical
allies in designing innovative operations, implementing solution and
monitoring results. USAID assistance is also being channeled to
enhance to volume of private sector for social development



13. Governance and Capacity for Decentralization:


The operation of reforms in the education sector is underpinned by
the broader context o decentralization and devolution. Education
sector is being administered at the provincial level with an
oversight and co-ordination at the federal level. However, as per the
Devolution Plan 2001, responsibility of the delivery and the
management of education have shifted to the district. On the one
hand, decentralization has given increased autonomy over the
provision of education at the district level; on the other hand there
are major disparities in capacity in different districts across
Pakistan. It is fully realized that expertise in core areas, such as,
strategic planning, budgeting & personnel development, management,
decision making, education leadership & managing change, information
collection & analysis, monitoring, and assessment is not evenly
spread and is lacking in most districts. Lack of adequate
capabilities to perform core functions for education delivery at the
district level are a serious barrier to efficient implementation of
Education Sector Reforms. USAID is working in the provinces of Sindh
and Balochistan for upgrading the planning skills at the district
level.

ESRs also attach great importance to governance of education. The
reforms reflect the importance of education governance as a
consequence of several forces, such as, (i) meager resources for
education seek amelioration in more transparent, accountable and
efficient management, (ii) demand for decision making process as
close to the source of action as possible, and (iii) demand for
increasing local participation in choosing and managing education by
the communities and the students. In response to these forces,
Government of Pakistan is developing a responsive, participatory, and
accountable system of educational governance and management through
empowering the district government and the local governance
committees (PTAs/SMCs/PTSMCs) in the formulation, implementation and
monitoring of school development plans. Necessary provisions are made
in the Provincial Education Strategies for developing appropriate
capacity at local level along with the accompanying institutional
rules and practices that enable the organization to function
effectively. This is our current challenge and work to over come it
is in progress.



14. USAID's Support:


The Government of Pakistan has accepted USAID's support within its
own above mentioned reform package. USAID is one of the major donors
in education in Pakistan and it recently earmarked US$100 million for
this purpose. The USAID launched a number of programs through US
based NGOs which are implementing them in collaboration with local
NGOs without keeping the Federal Ministry of Education in the loop.
Research Triangle Institute (RTI) under its US$ 60 million Education
Sector Reforms Assistance (ESRA) program, for the period 2002-06,
selected 4 districts each in the provinces of Sindh and Balochistan.
Similarly, 4 other NGOs – Academy for Educational Development (AED),
Children Resource International (CRI) and Aga Khan University (AKU)
and Aga Khan Foundation (AKF) – have been awarded projects worth US$
5 million each, for "US-based Training of Teacher
Educators", "Creating Democratic Schools", "Private Examination
Boards", and "Raising Creative Confidence" (RCC) respectively. The
Federal Ministry of Education is unaware of the mode of selection of
NGOs/local counterpart, rationale of selection of district and the
system of transfer, utilization and monitoring if the funds released
by USAID under aforesaid and other educational programs. As such, it
is rather difficult to assess their effectiveness in assisting
Government of Pakistan in achievement of its Education for All (EFA)
and Millennium Development Goals (MDGs).

Ministry of Education wishes to see USAID inputs in a coordinated
manner helping to achieve its envisaged targets. The whole system of
cooperation in the field of education by USAID needs to be
coordinated with the Ministry of Education. This has now been
accepted by USAID and closer interaction has started. The summary of
USAID's projects/programs is in the annex.




Education Sector Reforms (ESR)

United States Agency for International Development (USAID)

Dated: February 1, 2005

S.No. Name of Program with Period Amount Committed in US$ Geographic
Coverage Targets Envisaged Amount Utilized in US$ Targets Achieved
1. Education Sector Reform Assistance Program (ESRA), 2002-2006
Implementing Partner: Research Triangle Institute (RTI)
60,999,975 9 Districts in Sindh (Khairpur, Sukkar, Thatta,
Hyderabad) and Balochistan (Chaghi, Naushki, Killa, Saifullah,
Gawadar, Turbat) Some activities have a National Coverage Some main
targets of the program are listed below:


1. 10% increase in primary school aged children in target districts


2. 9 district improvement plans developed every year till 2006.


3. 37,000 teachers and education administrators trained.


4. 60% of teachers trained will meet the standards.


5. Approx. 10% improvement in student performace/year.


6. 49,500 people completing USAID sponsored literacy programs.


7. Number of SMC/PTAs functioning in target districts


8. 8 agreements/year formalized between private sector entities and
schools.

15,217,391


1).Underway

2.)8 district plans developed in 2004.

3.)13,981 teachers.

4.)Underway

5).Underway

6.) 7,543 adults passed the literacy program.

7.) 2,089 SMCs trained in target districts

8.)8 agreements between public schools and private sector finalized
in district (worth US $ 492,006)


2. Creating Democratic Schools (CDS)
2002-2006
Implementing partner: Children Resource International (CRI)
4,999,668 Islamabad, Rawalpindi, and Karachi Early childhood
classes in 100 schools 3,755,977 Classes introduced in all 100
school, training of teachers and literacy program for mothers
underway
3. Releasing Creativity and Confidence (RCC) 2002-2006
Implementing Partner: Aga Khan Foundation (AKF)
3,000,000 Selected districts in Sinch and Balochistan Early
childhood classes introduced in 155 schools 1,000,000 Classes
intorduced in all 155 schools, training of teachers, strengthening of
School Management Committees underway
4. Examination Board – Aga Khan University (EB-AKU)
2003-2006
Implementing Partner: Aga Khan University (AKU)
4,500,000 National Fully functional Examination Board set-up 780,015
Syllabi for 18 subjects reviewed, school affiliation work underway
5. Pakistan Teacher Education and Professional Development (PTEPDP)
2003-2006
Academy for Educational Development (AED)
4,999,668 National 250 techers receive 4 month training on
Mathematics, English as a second language, and Sceince in US
Universities 1,196,127 109 teachers completed the traingin program in
the US
6. FATA School Rehabilitation and Furnishing Project 2003-2005
Implementing Partner: Associates in Development (AID)
2,300,000 7 agencies of FATA and Frontier regions. 130 Schools
constructed/rehabilitated and furnished 212,837 75 schools assessed
and designed, construction work started in Khyber agency and to begin
soon in Mohmand Agency.
7. In-Country Scholarship Program
2004-2009
Implementing Partnet: Higher Education Commission (HEC)
6,851, 350 National 1000 students awarded scholarships for
agriculture and business degrees and a need based scholarship system
set up in universities of Pakistan 0 About 60 students selected for
scholarships in 11 Universities.
8. College Improvement Grant for Forman Christian College (FCC)
5,000,000 Lahore Punjab
Four years Bachelors programs set up for college 78,759 Activites
to began
9 USAID – Fulbright Scholarship 585,529 (to be Increased) National
100 students participate in the Masters program every year for three
yaers 38,874 100 students selected for the Masters program to begin
in 2005.