The KEF Schools are part of an ambitious and visionary education reform movement designed to raise educational standards in AJK and Pakistan. The KEF dream began taking shape with the Pearl Valley Public School (PVPS) transforming what seemed impossible into the possible by providing best quality education to children in disadvantaged rural communities. KEF schools • are commited to high attainment and excellence • promote advanced cognitive performance • create challenging opportunities for girls and boys from villages in remote areas • nurture and develop our children and their capabilities to their full potential • offer a broad and balanced curriculum all children are entitled to and supports their social, intellectual, cultural, emotional, physical, spiritual and moral development. “A focus on standards and accountability that ignores the processes of teaching and learning in classrooms is unlikely to provide the direction that KEF teachers need in their quest to improve. Learning is driven by what teachers and students do in the classroom and beyond. Teachers needs within a complicated and demanding context are provided in channelling the personal, emotional, and social pressures of a group of 20 or more youngsters in order to help them in making sense of their lives now and for the future".MAK-C. Over the years since 1996 the KEF child centred and activity based approach has had a significant impact on learning outcomes. PVPS students have been achieving 100% success at Matric (Class X) and in their Exams of Federal Board of Intermediate & Secondary Education (FBISE), Islamabad. All of them have made us proud and many have achieved outstanding marks every year. PVPS secured two positions (sixth and twelfth) among the top 20 candidates of AJK Board of Intermediate and Secondary Education, Mirpur (AJKBISE). Sandeela Andaleeb a KEF graduate became the first girl student from a village ever to be admited by Lahore University of Management Sciences (LUMS) on merit. All KEF graduates including those from disadvantaged and neglected communities are thriving at good universities or HE institutions. KEF is making a real difference and has transformed the lives of thousands of families (especially female members) from rural communities - not only for those who attend KEF schools but for many thousands more in and around the catchment areas. Families who were reluctant to educate their daughters are now keen to enrole them because they have seen the outcome. Young female graduates from village schools came to PVPS in-service workshops and felt empowered - enough to go back and establish new schools or transform existing ones along KEF lines. Thousands of children have benefited as a direct result of KEF's outreach work within our catchment areas. Hundreds of female graduates have received 'on the job' personal and professional help in acquiring new skills and competences. Communities who were deprived of opportunities which their peers in cities and towns take for granted have seen what their children can achieve. KEF UK supporters have generously contributed in raising funds for our educational activities in AJK & Pakistan. The Deputy Chair of KEF UK has donated two years of his salary - because he says he believes the KEF model to be transformational and has the potential to reform the education system in AJK and Pakistan for the better. The supporters of KEF in Pakistan and AJK raise over 60% of the running costs for the schools and the College of Teacher Education (CTE). The Board of Directors decided to continue investing time, effort and funds in CTE even though it takes a disproportionate toll on the budget because there is a huge gap in quality Teacher Training and Teacher Development provision. All CTE graduates after a year long residential programme at CTE go on to raise standards within village schools.
Life for students in the KEF schools is challenging, exciting and rewarding. Our schools are some of the most forward-looking institutions in AJK and Pakistan where learners experience the very best of a contemporary research based 'child centred' approachs without neglecting their rich cultural heritage. KEF provides the quality of education every child is entitle to and is restricted in making that available to all children only because of financial constraints. KEF is about more than academic work or getting high marks in examinations, although our children do very well in these areas. KEF students are asked to think both critically and creatively whatever 'subject' they are learning and teachers guide them gradualy towards thinking about jobs that don’t yet exist, using technologies that haven’t been invented and solving problems that we don’t yet know are problems. KEF is a not for profit charitable organisation providing quality education for children who are selected by Qaide Azam University Psychologists on the basis of their verbal and non-verbal reasoning, their capacity to learn and the potential to take full advantage of the opportunities we provide. Our policy is deliberately gender positive towards girls and female trainee teachers.
KEF approach is based on thoroughly researched contemporary educational best practice that has been developed over the last three decades to:• improve learning not by accelerating the pace at which learners get ‘it’ into their heads but by slowing down the pace and focusing on quality of thinking • encourage thought demanding questions • focus on the way people make sense of their experiences confidently • talk openly about learning, and promote enquiry into how learning takes place • avoid overemphasizing summative performance tests, • emphasise 'assessment for learning' more than 'assessment of learning' - beyond that which is easily measurable through to measurable learning outcomes related indicators • exchanges good practice and learn through peer teaching • focus on collaborative processes in teams and classes We take what we know about world-class education and localise it to provide an approach that builds on the rich and diverse cultural heritage of AJK & Pakistan. After monitoring the successfull establishment PVPS in Khirikh village in 1996, KEF gained the support from other communities to build • Soan Valley Public School (SVPS), in Basali, Pakhowal • Banjosa Valley Public School (BVPS) in Hajira, AJK • College of Teacher Education (CTE), Pakhowal, near Rawat • Cheema Trust Public School (CTPS) is being built in Village Sang Kalan, District Chakwall All the indicators from independent external evaluating agensies are that the KEF approach has the potential to reform education in AJK and Pakistan. The KEF approach is already recognised as good practice by all who visit our schools from overseas, from various NGOs within Pakistan and by Government agencies. So much so that an increasing number of NGOs send their teachers to be trained at our CTE and to observe and share best practice. KEF is constantly increasing the parameters of partnership circles as the ripple effect of awareness reaches other providers. The partnership between KEF UK, KEF USA, KEF Canada and KEF Pakistan is not limited to fund raising but links with schools, student and teacher exchange programmes and active contributions by internationally recognised 'expert'
consultants help to keep KEF provision abreast with the latest research and good practice. CTE, in association with the University of Gloucestershire UK and the prestigious Bahria University in Islamabad has developed award bearing B Ed, Diploma and Certificated courses. Maintaining Partnerships with local institutions within our reach results in win win mutuality. The most effective and impactful partnerships remain between the teacher, the student, the parent and the school community and KEF is dedicated to ensuring that each of these high profile stakeholders remains engaged, informed and comitted towards striving for excellence.
KEF's continuous internal self evaluation policy by each school and CTE is regularly monitored by the CEO and a periodic report is presented to the Board of Directors against KEF standards of expectations - both educational (based on UK Ofsted Standards) and administrative efficiency. External audits are carried out by visiting consultants from UK as part of their regularised technical and clinical support. The Board of Directors has established its own Audit and evaluation sub-Committee with a wide ranging brief to ensure compliance, competency and high aspirations. The prestigious Pakistan Center of Philanthropy (PCP) has issued an improving award certification for the third consecutive time, bearing the seal of Non Profit Organization (NPO) best practices as an acknowledgement of our commitment in executing our programmes efficiently and with transparency
Apart from the websites, KEF has an active social networking profile via Twitter, Facebook, YouTube, Flickr and a number of blogs developed by children and their educators. Overseas consultants and faculty members utilise these interactive means of communication to keep each other informed and to make personal and professional contributions. The Alumni group forms a most valueable platform for dissemination of the KEF role model ambassadorial outcomes. A quaterly Newsletter, a regular digital update, and a variety of publicity materials are important arms reaching out to existing and potential KEF supporters. KEF has had very good press over the years and continues to interest the mass media via its annual events. Annual fund raising dinners in UK and other countries involve educators and KEF supporters in an ever increasing circle of practitioners
www.youtube.com/watch?v=OxrnHSLxeBE . KEF policy framework and the self evaluation strategies involving teachers, students and parents is being reviewed this year and a wide ranging consultation is planned over the coming few months to ensure informed ownership by all stakeholders.
kefintl.org/intl/faqs/ . International educationalist from UK carried out a survey of the 'ripple effect' in and arround the Rawalakot district. We visited a number of village schools where teachers who had attended the KEF training workshops were training other teachers in their schools to use the more effective KEF approach in their teaching and learning. The demand for more professional support was overwhelming and although we have kept our channels of communication open, more is needed.
www.kefuk.org and issuu.com/kefuk - KEF graduates are sent the regular newsletters and are encouraged to feedback via the increasingly popular social networking amongst them. Some very useful ideas from them has resulted in positive changes in terms of the nature and provision of extra curricular activities at KEF schools.