Organizational Assessment of Elementary Education Foundation

October 23, 2012

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 in public private partnership

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 The EEF 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 sector
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Introduction
ESP has projected that private and community schools will account for more than half of the expansion at primary level. EEF is key institution in this expansion LCPS make more than 90% of private sector NEC 2006 reported that share of private sector has grown to 33% There is annual increase of 6% in private schools in province Private sector/ Low Cost Private Schools have a major role to achieve MDGs and target of UPE Better retention, basic facilities and learning outcomes are pull factors for parents Private sector has 6101 schools with enrollment of 1.23 million students (EMIS: 2010 - 11) 5

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
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Role of Private Sector in KP

Mainstreaming of Private sector and sitting on policy table in PEIRA and EEF Board LCPS are happy in working with Government/EEF through public private partnership in education sector In partnership with EEF, LCPS will be better placed for school registration with DEA & BISEs Better avenues of CPD for teachers of private sector/LCPS and EVP for urban slums Financing (including micro financing) through PPP on basis of per child enrolled with quality assurance through QAT as chief determinant for continuity of partners Building trust and synergy
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Role of Private Sector in KP

KP has 27207 schools: 22608 at primary, 2540 at elementary, 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 more schools, 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 and retention Private sector has huge potential and PPP mode will encourage investment in education sector and provision of affordable quality education 9

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 with

provision 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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Professional Leadership
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 HR Committee 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

Current Organizational Structure and Outreach

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 institutional capacity 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

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

District Program Officers

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

Authority to Regulate Private Sector Education 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 prerequisite Wider consultation on PEIRA and amendments in Law

Non-existent PPP Policy/ Framework

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

EEF Rules and Regulations

EEF statutory institutional arrangements: Under The EEF Act 2003; framing Rules and Regulations is mandatory EEF management needs to frame following rules in first place immediately: 1. Elementary Education Foundation Rules of Business 2. Elementary Education Foundation Financial Rules 3. Elementary Education Foundation Education Fund & Investment Rules 4. Elementary Education Foundation Service Rules After drafting and notifying EEF Rules/regulations, SOPs needs to be developed for: i) Financial Assistance of Private Sector Educational Institutions ii) EEF SOPs iii) Frameworks for Effective Service Delivery and M&E

Weak Internal Controls

Framing Financial Rules is a statutory requirement 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

Weak Internal Controls

Annual Statement of Accounts has to be placed before 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 in particular for financial and procurement management has to be recruited

Weak Professional Capacities to Deliver

New job descriptions to be developed leading to a merit 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-management of EEF to other Foundations and similar Organizations

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

EEF Should Have PPP Strategy

EEF should devise PPP policy EEF strategy should focus on considering private 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

Current Programs / Projects

Girls Community Schools Private Sector Teacher Training Program Feeder Teachers Rokhana Pakhtunkhwa Talimee Program 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

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

Literacy and Skill Development

EEF is already working in partnership with communities and private sector for promotion of literacy and nonformal 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

Proposed Strategy for Literacy and Skill Development

EEF should design literacy programs for adult illiterates with vocational skills in partnership with DTE and other Organizations 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 by opening 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 Education Schools Second chance to education; EEF may formulate Five Year and Ten Year Strategic Plans for promotion of literacy and vocational skills

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 program should 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 be appropriate 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 a maverick 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

Analysis of Current EEF Programs

Rokhana Pakhtunkhwa Talimee Program: RPTP has potential to be flagship program of EEF. EEF should advertise 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 in province in private sector, with verifiable, quantifiable and measurable performance indicators;

Proposed New Initiatives

Education Voucher Program: To serve the poorest of the poor in urban slums, proposed EVP for less affluent households should be started. EVP has a competitive advantage giving Freedom of Choice to parents to select a school for their children. EVP as a model helps to enhance 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

Way Forward
Amendment in The EEF Act 2003 to allow equal representation to both public and private sector in 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

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

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 ensure effective 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

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 after identifying 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

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 for underserved 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

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 quality mentoring, 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