This project’s central focus is on providing out-of-school girls with access to improved learning by running second shifts at boys’ schools, in remote rural areas of Sindh. Launched in July 2012, it emphasizes community participation through various community-based organized structures which ensure the presence of children and teachers in schools. This ensures that teachers are accountable and communities are sensitized and equipped to deal with school affairs. The project has collaborated with the local Education Department to implement project activities. Initial baseline assessments were conducted to identify and shortlist the target schools.
The main approach of the project is participatory, a key feature being community dialogue and engagement. Once the members of the Community Based Organizatons (CBOs) are taken on board and a partnership is signed, the School Management Committees (SMCs) are engaged to provide a list of potential students and take charge of monitoring regular school activities. The girls are enrolled in the selected schools after an open dialogue with their parents, and placed in classes based on an assessment of their current level of knowledge. The schools are managed by the SMCs, which also identify teachers and facilitate regular teacher training. Teachers at the Second Shift Schools are given a monthly honorarium and quarterly incentives for better performance. The students are assessed for improvement in their learning outcomes through a comparison of a baseline and post-intervention assessment.
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CEI approaches in action
- 60 teachers trained
- 135 School Committee Members trained
NRSP has tested this innovation and replicated it in other areas with its own funds and with the support of provincial and government donors. A baseline assessment of the students enrolled in the 30 second shift schools was held, and a post-intervention assessment will be held once the students have taken final exams. The project has grown since its launch and has successfully enrolled an estimated 1,510 girls in the second shift schools, an increase from the planned figure of 900. Additionally, 60 teachers have been trained and employed in the schools, and 135 SMC members have been trained and informed of their roles in the effective functioning of the schools.
The project aims to increase collaboration with the local and provincial government, with the purpose of making this project a test model of community-based participation in education, in order to eventually be adopted in other remote rural areas at a larger scale.
Monitoring & Evaluation
The NRSP has an internal team that consistently monitors the program’s progress as well as a full-time project coordinator who makes quarterly visits to the areas of intervention and receives direct feedback from the communities.
Teachers’ attendance is monitored by the SMCs, and the CBOs play an active role in monitoring student participation and attendance rates in schools. The CBOs also monitor teacher attendance progress in meetings with SMCs, thereby ensuring monitoring on a micro level. Additionally, regular monthly and quarterly reports are written by the team at NRSP and submitted to the donor.
1,510 girls enrolled