elementary education foundations public private partnership

7/27/2019 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

7


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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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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

elementary education foundations public private partnership

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