Learning Briefing: Pakistan, 2022, Girls Education Challenge

OCTOBER 2022

LEARNING BRIEFING: PAKISTAN The Girls’ Education Challenge (GEC) was launched by FCDO in 2012 as a 12-year commitment to reach the most marginalised girls globally and is the largest global fund dedicated to girls’ education.

The GEC has two projects in Pakistan, both are funded under the Leave No Girl Behind (LNGB) funding window. Globally, Pakistan has the second-highest number of out-of-school children, with approximately 22.8 million between the ages of 5 and 16 years not attending school. The areas of Pakistan in which the projects are operating are subject to extreme poverty and parents find it difficult to meet education-related costs. ACTED is implementing in Sindh and Khyber Pakhtunkhwa (KPK). In KPK the net enrolment rate for girls is 51 percentage, considerably lower than that for boys (79 percentage). In Sindh, ACTED is working in some of its poorest communities in Jacobabad and Kashmore. Here, 52 percentage of the poorest children (58 percentage girls) are out of school.1 TEACH (IRC) is implementing in Balochistan. In Balochistan, school enrolment rates are low, especially for girls from poor households: 78 percentage of girls are out of school.2 These projects aim to provide learning opportunities to adolescent girls who have never been to school or dropped out before they completed primary education.They offer accelerated learning programmes to help younger girls (10 to 14 years old) catch up and transition into formal education where possible, and programmes for older girls (15 years and older) to gain literacy, numeracy and life skills.

The Closing the Gap project, implemented by ACTED, supports over 5,000 out-of-school girls, aged from 10 to 19 years. IRC’s TEACH project supports up to 29,000 out-of-school girls. Both projects aim to reduce the socio-cultural barriers to girls’ education that arise within schools, families, communities and systems. Settlements in these areas are often remote and hard to reach, and these communities tend to have conservative attitudes towards gender norms, including education for girls and women. The projects are addressing these by engaging girls, family, community and schools in all project activities. From 2018 onwards, the total investment in the two projects is £11,441,074, of which £7,748,136 has been spent to date.

WINDOW

ACTED

Closing the Gap

LNGB

IRC

Teach and Educate Adolescent Girls LNGB with Community Help (TEACH)

START DATE

END DATE

DISTRICTS/ REGIONS

10 Dec 2018

31 March 2023

Sindh and Khyber Pakhtunkhwa (KPK)

1 Feb 2019

31 Oct 2022

Balochistan

© ACTED

LEAD PROJECT PARTNER

Education | UNICEF Pakistan https://www.unicef.org/pakistan/ education

1 2

GEC LEARNING BRIEFING OCTOBER 2022 / PAKISTAN

1

LEAD PARTNER*

GIRLS TARGETED

GIRLS WITH DISABILITIES TARGETED

MEN AND BOYS TARGETED

SCHOOLS/LEARNING CENTRES REACHED

TEACHERS TRAINED

LEARNING MATERIALS DISTRIBUTED

SANITARY AND WASH KITS DISTRIBUTED

ACTED

5,500

40

N/A

216

216

18,141

4,688

IRC

29,000

4,350

2340

940

813

20,690

42,579

Total

34,500

4,390

2340

1,156

1,029

38,831

47,267

*Project reported data is from the start of this phase of the project in 2018 to May 2022.

Highlights

Improving access by providing safe learning spaces for girls IRC’s TEACH project has adopted a mixed intervention approach with radio and face-toface components. Since April 2022, girls have had access to non-formal education through safe spaces, home-based and radio classes in more than 940 villages. Around 600 homebased classes were established near the houses of communities to improve access to learning. These have reached over 11,000 girls from two cohorts. Interventions that reduce travel time to school have been classified as a ‘Good Buy’ by the GEEAP report on Cost Effective Approaches to support Global Learning’.3 Trained female facilitators from within the community work in the centres to build trust. These facilitators are trained on pedagogy and classroom management skills.

Over 144 radio lessons were broadcast through channels FM88 and Radio Pakistan. They are based on pre-prepared teachers’ lesson plans and life skills activity books to improve girls’ literacy, numeracy and life skills. Reinforcement and skill development are crucial for girls who have already missed out on years of learning, and audio programmes provide an additional layer of engagement and support to these girls. From the two cohorts, over 11,000 girls have received radio lessons, supported with educational materials in line with an approved Accelerated Learning Programme (ALP).

On ACTED’s Closing the Gap, as reported by the endline evaluation for cohort 2,100 learning spaces were created in Sindh and 48 in KPK. Through the ALP girls are helped to achieve literacy and numeracy targets. From baseline to endline, the aggregate average score of GEC learners in English literacy has increased by 39.30 percentage points. On EGRA for Sindhi language, it has increased by 55.08 percentage points and on numeracy, the overall average increase is by 69.4 percentage points. As a result, ACTED is now scaling their intervention through the Non-Formal Education (NFE) department and the Sindh Education Foundation to ensure access for more girls.

Leveraging technology to tackle barriers to learning and training TEACH has successfully leveraged technology to widen its reach. It is building on its radio component to reach more girls and communities through information education communication (IEC) materials, phone calls and TV campaigns. New radio stations with broader reach are being approached for the next phase to ensure maximum outreach. Other organisations such as Mercy Corps have made use of the radio programmes during the pandemic. TEACH is also widening its reach to teachers by providing trained facilitators with continuous professional development through WhatsApp, covering teaching strategies, classroom management, pedagogy and gender, equality and social inclusion (GESI).

World Bank, “Cost Effective Approaches to support Global Learning – What does recent evidence tell us are “Smart Buys”for improving learning in low- and middle-income countries?”

October 2020 4 World Bank, “Prioritizing Learning during COVID-19 - The Most Effective Ways to Keep Children Learning During and Post-Pandemic” January 2022 3

Closing the GAP piloted digital learning in some of their learning spaces. Learners with disability were given equal opportunity to participate in the digital pilot, increasing their enthusiasm and confidence in the classroom. All the teachers teaching in the ALP and literacy and numeracy learning spaces attended face-to-face and online training programmes. An average of 77 percentage teachers attended continuous professional development through WhatsApp groups or peer-to-peer learning programmes. This was especially valuable during COVID-19, when teachers were away from schools. These professional development opportunities increased inclusivity in the classroom and improved overall teaching and learning environment for all the learners. Leveraging existing technology to support learning reflects a key priority of the GEEAP2 COVID-19 Policy Recommendation Report.4

GEC LEARNING BRIEFING OCTOBER 2022 / PAKISTAN

2

Advocacy and securing transition pathways for girls Both projects have worked closely with the NFE departments in their provinces. They are also engaged in a network of Pakistani NGOs who know the context and operating environment well and collaborate with other UK Aid-supported partners in Sindh and Punjab.

IRC has actively engaged with the Non-formal Basic Education Department (NFBE) to ensure timely procurement of textbooks for learners. Girls successfully completing ALP cycles will be transitioned to formal school or NFBE centres. Girls choosing to not continue education, having participated in vocational training and financial literacy training, will still benefit by having more information and choices available for income generation and saving.

ACTED works closely with the NFE Department in Sindh and with other NFE providers in the province. They set up two Technical and Vocational Education Training (TVET) centres to provide skill training to 50 literacy and numeracy graduates. Toolkits for sewing and stitching were also provided to all 50 graduates so that they could utilise their skills while setting up their own homebased tailoring businesses or seeking employment. TVET training has had a significant impact on the economic empowerment of the graduate girls. Through advocacy, the Sindh Education Foundation has agreed in principle to allow all LNGB learners to register in their NFE exam and certification system, and admission to the post-primary learning programme. The National Commission for Human Development, Benazir Income Support Program and National Rural Support Programme are exploring options for literacy and numeracy learners’ transition.

Campaigning and raising awareness on gender, equality and social inclusion (GESI) Patriarchal norms are deeply entrenched in all of the projects’ communities. These projects are increasingly engaging with communities, men and boys especially, raising awareness of the benefits of girls’ education to the individual, household and community at large. This approach of raising awareness on the benefits of quality education is considered a ‘Great Buy’ in the GEEAP ‘Cost Effective Approaches to support Global Learning’, report.5 Closing the Gap have engaged over 3,000 men and boys, from its target communities in KPK and Sindh, in awareness sessions on supporting girls’ education. This has resulted in increased support for continuing the learning spaces and is also helping to tackle gender-based violence and child marriage. IEC materials have been disseminated in all communities, increasing knowledge about the significance and support for girls’ education, as evidenced in monthly reporting.

© IRC

TEACH built community support by reaching out to Village Support Groups and caregivers through learning facilitators, radio messaging, IEC materials, mentors and community mobilisation staff. Mentors’ sessions with girls and caregivers resulted in increased confidence, enhanced communication skills and identification of girls’ safety risks. Settlements in Balochistan are often remote and communities tend to have conservative attitudes towards gender norms, including education for girls and women.TEACH used radio,TV and face-to-face sessions with men and boys in Balochistan. Radio programmes included stories and dramatisations on the importance of girls’ education.Talk shows with successful women in Balochistan raised awareness of safeguarding and GESI issues.TEACH aired animated clips on Pakistan Television and local cable channels, and activities were also linked with digital channels. Feedback was very positive. Local journalists and four influencers were consulted on issues and barriers pertaining to girls’ education. A press release was published to raise awareness on radio lessons in target districts.The digital campaign reached 800,000 people, generating broad public support.

World Bank, “Cost Effective Approaches to support Global Learning – What does recent evidence tell us are “Smart Buys”for improving learning in low- and middle-income countries?”

October 2020

5

GEC LEARNING BRIEFING OCTOBER 2022 / PAKISTAN

3

Assessments were conducted in June 2021 and February 2022 to study attitudinal changes. When female respondants were asked to report on attitudinal changes in men and boys. 85 percentage said that men and boys are showing positive attitude towards girls’ education, 64 percentage said that they are knowledgeable of the rights of women and girls, 56 percentage said that they are supporting women in caring of children, and 54 percentage said that they are more open and supportive in communication with women and girls at household level. Around 28 percentage respondents also said that the men and boys are more aware of the risks that women and girls may face and 5 percentage added that men are now supporting women in household chores.

Safeguarding ACTED implemented safeguarding interventions, including training for field staff, teachers and coaches on safeguarding principles. A session on preventing corporal punishment was held during the Training of Trainers. Sessions with space and school management committees to share the Code of Conduct and Safeguarding Policy were also conducted, reiterating the importance of reporting safeguarding concerns through the Complaint Response Mechanism. Across the whole country, gender-based violence has increased, especially after COVID-19. The project team has shared critical information with these communities on service providers who can support on domestic violence and abuse.

On TEACH, safeguarding and GESI is a crosscutting theme throughout project implementation.

ACTED has conducted multiple staff trainings to educate and reinforce its safeguarding principles.

The project team trained all field staff, teachers and coaches and a session specifically on preventing corporal punishment was held during the Training of Trainers. Sessions for school management committees were also conducted to share Code of Conduct and Safeguarding policies and the importance of reporting safeguarding concerns through the Complaint Response Mechanism.

© ACTED

COVID adversely affected the economic status of the daily wager and low income households, leading to frustration increased gender-based violence which was reported across the country.

To get a sense of the situation, ACTED conducted three GESI, Safeguarding and Child Protection Rapid Assessments, interviewing GEC girls, their families and community members. Several sessions were held at learning spaces specifically covering the harms of bullying, disrespect, child neglect and abuse and domestic violence.

GEC LEARNING BRIEFING OCTOBER 2022 / PAKISTAN

4

Progress and learning

LEAD PARTNER

SUMMARY OF FINDINGS*

ACTED

The latest Quarterterly Report indicates that ALP endline results and literacy and numercy cohort 3 endline results are on target. Monthly assessments of the two components, also suggests there is significant improvement in learning outcomes across all three major subjects, English, maths and Sindhi in Sindh and English, maths and Urdu in KPK.

International Rescue Committee (IRC)

A total of 11,164 girls are enrolled in home-based classes under the litearcy and numeracy component. These girls are engaged in learning activities and provided with resources to support learning outcomes. Results to be established the endline evaluation. Under the Girls Earn component, 2,400 girls have completed their vocational training income generation and income saving trades.

*Evidence in the table is from an evaluation point, baseline and preliminary endline findins carried out by an external evaluator.

Spotlight on the GEC and COVID-19 in South Asia: This brief focuses on South Asia and summarises emerging findings on the impact of COVID-19 on learning, wellbeing and return to school from GEC projects in Afghanistan, Nepal and Pakistan. It is one of a series of five regional Emerging Findings briefs from March 2020 to June 2021. It is primarily aimed at South Asian national governments, INGOs and NGOs working in the region who are interested in understanding the impacts of COVID-19 on learning, wellbeing and return to school. This brief has continued relevance because of the ongoing uncertainty and continued impact on schools and in some cases, school closures and learning. It outlines interventions that support the reopening of schools, and the continuation of remote learning where schools remain closed.

Update on Pakistan after the floods in August 2022: The monsoon rains in Pakistan continue to have a devastating impact on communities. Initial assessments indicate that at least one-third of the country is underwater and the financial damage is close to USD 40 billion, with over 33 million people affected.6 The two GEC project teams have reported the impact of the floods on the communities in which they are active, including an impact on their progress.

The IRC team has confirmed that in Balochistan the flood has partially damaged 24 School Improvement Programme schools in project districts. Four transition schools are completely damaged and 18 partially damaged. Nushki, Qilla Abdullah and Pishin are the most affected districts where 1,943 households have lost livelihoods. TEACH beneficiaries do not have access to hygiene kits and the transition of around 2,720 girls was disrupted after floods hit, due to damage to their schools. There are now increased safety and security risks, with changing priorities of caregivers and lack of resources to buy school supplies for girls. Since the floods hit, only 40 percentage girls are attending schools in flood-affected project districts and a fifth of families have been displaced in the most affected flood districts.

Pakistan flood losses estimated at $40bn: Ex-finance minister | Climate Crisis News | Al Jazeera 7 World Bank, “Prioritizing Learning during COVID-19 – The Most Effective Ways to Keep Children Learning During and Post-Pandemic” January 2022 6

ACTED reported 32 out of the 39 learning centres in Sindh were reopened with 60-70 percentage attendance. Around 20 percentage of the learners have been displaced with their families and 250 have not returned. ACTED has already started implementing mitigation strategies, including community mobilisation campaigns to return learners to learning centres. New enrolment campaigns and catch-up classes are planned. Materials already distributed by the project, will need to be redistributed. The syllabus will need to be shortened with a focus on remedial learning and providing psycho-social support to the learners. Safety audits of learning centres is underway, with relocation of some learners to rented spaces. Medical camps are being set up in these communities, with free mental health and psycho-social support sessions and hygiene kits being distributed. Working to keep schools open and adjusting instruction to reflect the new realities is an approach recommended by the GEAAP COVID-19 Policy Recommendation Report.7

Contact: www.girlseducationchallenge.org | learningteam@girlseducationchallenge.org The Girls’ Education Challenge is a project funded by the UK’s Foreign, Commonwealth and Development Office (“FCDO”), formerly the Department for International Development (“DFID”), and is led and administered by PricewaterhouseCoopers LLP and Mott MacDonald (trading as Cambridge Education), working with organisations including Nathan Associates London Ltd. and Social Development Direct Ltd. This publication has been prepared for general guidance on matters of interest only and does not constitute professional advice. You should not act upon the information contained in this publication without obtaining specific professional advice. No representation or warranty (express or implied) is given as to the accuracy or completeness of the information contained in this publication, and, to the extent permitted by law, PricewaterhouseCoopers LLP and the other entities managing the Girls’ Education Challenge (as listed above) do not accept or assume any liability, responsibility or duty of care for any consequences of you or anyone else acting, or refraining to act, in reliance on the information contained in this publication or for any decision based on it.