the aga khan development network public-private-community partnerships: contributions towards...
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THE AGA KHAN DEVELOPMENT NETWORK
PUBLIC-PRIVATE-COMMUNITY PARTNERSHIPS:CONTRIBUTIONS TOWARDS ACHIEVING
EDUCATION FOR ALL
June 2007
AKDN Agencies Working in the Field of Education
THE IMAMAT
AGA KHAN DEVELOPMENT NETWORK
EconomicDevelopment
CultureSocial
Development
Aga Khan Education Services
Aga KhanAward for
Architecture
HistoricCities Support
Programme
Educationand CultureProgramme
University ofCentral Asia
Aga KhanUniversity
Aga KhanFoundation
Aga Khan TrustFor Culture
Aga Khan Fund forEconomic Development
TourismPromotionServices
IndustrialPromotionServices
FinancialServices
MediaServices
AviationServices
Aga Khan Health Services
Aga Khan Planning andBuilding Services
Aga Khan Agency for Microfinance
AKDN’s Geographic Presence: 33 Countries in 8 Regions
Europe
France
Switzerland
United Kingdom
Germany
Portugal
Russian Federation
Bosnia-Herzegovina
West Africa
D.R. Congo
Ivory Coast
Mali
Senegal
Burkina Faso
Middle East
Bahrain
Egypt
Iran
Syria
UAE
Eastern Africa
Kenya
Madagascar
Mozambique
Tanzania
Uganda
South Asia
Bangladesh
India
Pakistan
Central Asia
Afghanistan
Kazakhstan
Kyrgyz Republic
Tajikistan
Uzbekistan
North America
Canada
USA
East Asia
China
AKDN’s Education Policy
• Focus on quality, purpose and relevance
• Concern with access and equity
• Support to all levels of education
• Work across sectors (public, private and civil society)
• Long-term commitment and presence
Case Studies• Aga Khan Education Services, Pakistan (Northern Areas)• Bodh Shiksha Samiti (Rajasthan, India)
South Asia Context
• Over half of all non-state school enrollments at the primary level, roughly 35 million children, are in South Asia (UIS, 2004).
• In Pakistan, almost 8,000 new fee-paying schools have been set up since 1999, half of them are in rural areas (Andrabi, 2006).
• In India, 61% of the increase in primary school enrolments over and eight year period was in non-state schools (Kingdon, 2007).
Case Studies
Case Study: Aga Khan Education Services, Pakistan
AKES, Pakistan
192 (122 NA) AKES Schools
200 (123 NA) Community Schools
75 Government Schools
62,000 (20,000 NA) Students
65:35 Girl:Boy Ratio
13% AKES coverage as percent of total
enrollment in Northern Areas
Aga Khan Education Services
OVERALL 43 %
GOVERNMENT 44%
SAP 49%
AKES, P 76%
OTHER PRIVATE 23%
PRIMARY COMPLETION RATES, 2005
MATRICULATION FROM GRADE TEN, 2004-2005
OVERALL 59%
AKES, P 88%
OTHER PRIVATE 23%
Aga Khan Education Services
IMPACT ON GIRLS EDUCATION
• Girls comprise 65% of AKES enrollments, compared to 36% in government schools and 57% in SAP schools
•AKES accounts for 32% of all female enrollment in middle school, and is the largest provider at the high school level.
Aga Khan Education Services
POLICY & PRACTICE
• Strong, established relationship with government
• Support to government schools in the form of teacher training, leadership support, sharing of best practices, etc.
• Northern Areas Education Strategy
Case Study: Bodh Shiksha Samiti
•Established in 1987 as a non-formal program with a focus on most disadvantaged out-of-school children living in urban slums
•Focus is on quality and relevance, through intensive teacher training, active pedagogy, and community engagement
• MAINSTREAM INTERVENTION PROGRAM & EXPANSION
• Changes in classroom learning environment – Increase in positive interactions between teachers and students
• Better infrastructure (classrooms, playgrounds, toilets, buildings)
• Significant gains in children’s learning
• Lower dropout rates, higher retention and completion rates
Case Study: Bodh Shiksha Samiti
POLICY AND PRACTICE
•Multiple and more complex joint ventures with State government
•Replication of model, and adaptation of core components of non-formal program in public schools, and in community schools. (Current reach is 1,100+ schools).
•National Leadership: Coordinator of National Core Group for the education of the rural poor.• MOU with government to work jointly with block and district-level administrative units through resource schools and demonstration sites.
• Keeping children front and center. A plurality of responses are required.
• Importance of NSS in reaching the most marginalized and disadvantaged groups
• Complexity and difficulty obtaining data, and the need for improved research and evaluation
• Enabling policy environment - active dialogue, and collaborative exchange – particularly in relation to regulation and financing.
• Empower communities to hold service providers accountable.
REFLECTIONS