Planning & implementing v&a projects

Planning&ImplementingV&AProjects
‘In their little worlds in which children have their existence there is
nothing so finely perceived and nothing so finely felt as injustice.’
Advocacy and Innovation Funds for Education in Pakistan

Federal Ministry
(Policy, Institutions…)
Provincial Government
(Policies, Institutions
laws, programmes and
services
District Line
Departments/NGOs
(EDOs, Dos, DDOs,
ADOs)
Community/SMC/
Family/Parents/CB
Os
School/Teachers
CHILD

SocialMobilisationforAccountabilityinEducationSector
Or
Broad Inter-related Sets of Activities for V&A Projects
Lobbying
Community
Mobilisation
Advocacy

KeyTermsDefined
• Advocacy: Strategic use of information and other non-violent persuasive
means to influence decision-makers and those who wield political power
to bring about desired changes in institutional practices, priorities, laws
and policies. (Example: Persuading provincial EMIS to include data on
students with physical disabilities; engaging district teachers’ association
to reduce teacher-absenteeism)
• Lobbying: A sub-set of advocacy, involving results-oriented interaction
and negotiations with legislators and policy-makers to bring changes to
policy and legal framework. (Working with MPAs and Minister of
Education to amend Balochistan Free and Compulsory Education Act
2013)
• Community Mobilization: Community Mobilization uses deliberate,
participatory processes to involve local institutions, local leaders,
community groups, and members of the community to organize for
collective action toward a common purpose (Forming citizens’ vigilance
committees to monitor and report teacher absenteeism; creating a broad
consensus in favour of sending girls to middle schools)

V&ABroadSetsofActivitieswithAdditional/Supportive
Components
Lobbying
Community
Mobilisation
Advocacy
Training
BCC

Community Mobilization-I
Catalysts Mobilizers
Larger
Community

Community Mobilization-II
Catalysts
CommunityMobilizers

BehaviourChangeCommunication
Knowledge
Approval
Intention
Practice
Convincing
Others

Macro-level Initiatives
-Lobbying
- Technical
Services/Capacity
Building
-Advocacy
Micro-level Initiatives
-Community Mobilization
-Technical
Services/Capacity
Building
-Behaviour Change
Communication/Awareness
Raising
Governance Reforms
Enabling Legal/Policy
Environment
Improved Planning
Better Service Delivery
Improvements in Physical
Environment
Improved Classroom
Practices
Local Institutions/Groups
Strengthened
Change in Behaviours
Increased Awareness
-Increased Enrolment &
Retention
- Improved Learning
- Greater Satisfaction
-Accountable/Responsive
Governance

NormativeContentsoftheRighttoEducation
Thematic Focus with the Child in Mind
Right to Education
Availability
Accessibility
Acceptability
Adaptability

Illustrative Issues
• Availability
• There are no pre-primary schools in the public sector even
though children are enrolled in what is referred to as kachi (pre-
primary) classes in primary schools.
• In Sindh, 9965 public sector primary schools in rural areas i.e.
24% of total rural government primary schools do not have a
building. (Pakistan Education Statistics 2010-11, Tables 4.1.2)
• Of around 125,000 middle school teachers in Pakistan, 23,008
have only studied up to matric. (Pakistan Education Statistics
2010-11, Tables 3.8)

Illustrative Issues-II
• Accessibility
• In tehsil Daraban of Dera Ismail Khan district of Khyber
Pakthunkhwa province, to cite just one example, overall mean
distance to boys primary school is 3 km and for girls it is as high
as 8 km. (Government of Pakistan, NWFP Mouza Statistics.
(Agricultural Census Organisation, Islamabad 2008).

Illustrative Issues-III
• Acceptability
• The assessment system in public schools encourages rote learning
at the expense of creativity and analytical thinking.
• The school curricula in Pakistan have historically been used to
construct an exclusively male Muslim identity and to present a
highly distorted and simplistic version of the past.

Illustrative Issues-IV
Adaptability
• Absence or low coverage of non-formal education facilities for
working children.
• Absence of facilities and learning materials for children with
physical and mental disabilities.

Illustrative Issues V
• Education Financing
Unit/Federation Allocation as a percentage of total education budget
Current Development
Federal 74 26
Balochistan 70 30
Khyber Pakhtunkwa 81 19
Punjab 82 18
Sindh 90 10
Total 82 18

Illustrative Issues VI
• Community Participation in School Management
• A finding from Oxfam (GB) baseline study on girls’ education in 8
districts in Sindh and Punjab

Illustrative Issues-VI
The Right to Free and Compulsory Education
Act, 2012 (Islamabad Capital Territory)
• In a clause replicated with some changes in provincial laws, the ICT
Act makes it mandatory for parents to ‘cause a child to attend
school’ except in the case of a ‘reasonable excuse’. In defining the
‘reasonable excuse’, the Act effectively excludes children with
disabilities from mainstream schooling by authorizing the School
Management Committee (SMC) to determine if the child is
‘incapable of attending school by reason of any infirmity or mental
incapacity’. The provision amounts to discrimination in that it clearly
gives a clean chit to schools which fail to have trained teachers and
other facilities to cater to the needs of children with disabilities.

Illustrative Issues-VII
• The Sindh Right of Children to Free and Compulsory
Education Act, 2013
• The most worrying provision-and the one which is most open
to abuse- is clause 16(6), which penalizes parents who fail to
enroll or send their children to school. If the SMC is satisfied
that a parent has failed to comply in the absence of a
‘reasonable excuse’, the offending parent will stand convicted
with fine up to Rupees five thousand and additional fine in
case of failure to comply and/or imprisonment extending to
three months.

StepsInvolvedinaTypicalV&A/SocialMobilizationProject
Self-reflection
and Situation
Assessment
Setting Priorities
Setting Goal and
Objectives/
Developing a
Baseline
Devising
Implementatio
n Methodology
Implementation
Review
Evaluation
Monitoring
Monitoring

Situation Assessment
• Literature Review
• Review of Laws and Policy Documents
• Analysis of Secondary Data
• PSLM
• School Census
• NEMIS/SEMIS/PEMIS Data
• Survey Reports and Rankings etc.
• PRAs
• Geographical and Issues Mapping
• Problem Tree
• Constructing a lifeline etc.
• Intervention Mapping

Hownottophrasegoalandobjectives!
Goal: Improve the state of education in province X
Help improve the availability and quality of public sector primary education in
Sindh Arid Zone region.
• Objectives:
• To train X number of journalists in reporting on public sector primary education by
Sep 2014. (Is training journalists an end in itself?)
Alternative
• To help increase and improve the content of major national and provincial dailies
dealing with public sector primary education issues by December 2014.
Activities:
• Conduct a content analysis of a representative sample of major Urdu and Sindhi daily
newspapers to assess the current state of reportage and editorial comments on
public sector education.
• Develop training material on education reporting.
• Conduct a training of trainers in X number of districts.
• Sign an MoU with press clubs in X number of training to hold training sessions at
their premises
• Conduct X number of training workshops for at least 20 journalists each in Y number
of districts.
• Monitor the content of selected newspapers to assess the quantity and quality of
stories , features and editorials on education issues.

Setting Goal and Objectives
• Goal (Example): To improve quality of public sector primary schooling in
district X and Y through improved student-teacher ratio
• Objectives (Examples)
• To document the causes and consequences of high student-teacher ratio in
district X and Y as evidence base for advocacy by December 2013.
• To have current distribution of teachers across primary schools rationalized
through advocacy with district education departments by January 2014.
• To have Z number of additional posts for primary school teachers sanctioned
in districts X and Y by March 2014.
• To lobby for a provincial minimum standard of student-teacher ratio at
primary, middle and secondary level being notified by September 2014.
• To create awareness among parents in general and all SMC members in
district X and Y on the adverse consequences of high student-teacher ratio on
the quality of education by April 2014.
• To train and recruit temporary (3 months) voluntary teachers in Z number of
schools in District X and ZZ number of schools in District Y i.e. those with the
highest student ratios by February 2014.

ImplementationMethodology
Objective Activities Tasks
To document the causes and
consequences of high student-
teacher ratio in district X and Y
as evidence base by December
2013.
-Conduct literature review
-Setting up a research design
-Developing Data Collection
Tools
-Training Data
Enumerators/Interviewers
-
Collecting relevant online
literature; visiting
libraries/NGO offices to get
hold of relevant
studies………
To have Z number of additional
posts for primary school
teachers sanctioned in districts
X and Y by March 2014.
-Develop evidence-based
advocacy messages for a)
provincial education
department b) political
leadership c) district
administration
-To prepare a short
documentary highlighting the
consequences of high student-
teacher ratio in district X and YAdvocacy and Innovation Funds for Education in Pakistan

Types of Monitoring
• Input Monitoring
• Process Monitoring
• Output Monitoring
• Outcome Monitoring

MonitoringExample
Activity Input Monitoring
Indicators
Process
Monitoring
Output
Monitoring
Outcome
Monitoring
To have current
distribution of
teachers across
primary schools
rationalized
through advocacy
with district
education
departments by
January 2014.
Numbers and
qualification of
advocacy staff
hired
Relevance/Curren
cy of background
data used
Numbers and
types of training
material produced
for journalists
Numbers and
nature of
community
recommendations
incorporated into
project plan
Number of
meetings held
with EDOs
Number of
orientation
sessions held with
journalists and
editors
highlighting the
problem
Follow-up action
plans coming out
of training
workshops
Number of
meetings with
other NGOs to
raise the issue
Commitments
provided by EDO
to rationalize
teaching positions
Number of
articles written in
local newspapers
on the issue
Number of other
NGOs’ seminars
focusing on the
issue of student-
teacher ratio
Number of
teachers
redistributed to
rationalize
student-teacher
ratio
Student-teacher
ratio after
redistribution
Qualification of
teachers assigned
to schools with
high student-
teacher ratio

Steps involved in an advocacy
campaign
• STEP 1 Self-assessment and critical reflection
• STEP II Identifying the issue/problem
• STEP III Collecting information
• STEP IV Analyzing information
• STEP V Identifying and analyzing advocacy audience
• STEP VI Framing the advocacy objective
• STEP VII Developing advocacy messages
• STEP VIII Identifying advocacy tools and channels
• STEP IX Preparing an action plan

IdentifyingAdvocacyIssues
Be Specific
• For result-oriented advocacy, it is important that
the issue or issues you pick up are specific and
not too broad or vague. For example, it is all too
well to raise awareness on the importance of
education but when doing advocacy you need
something more specific to focus on, such as
medium of instruction, low numbers of girls’
school in your district etc.

AnalyzingInformation
Be systematic
Main Issue/Problem
Inadequate and
ineffective school
monitoring in South
Punjab
Consequences Causes
Sub-issue 1
Sub-issue 2
Sub issue 3
And so on

Analysis of State Actors
1. Legislature
MNAs, Senators, MPAs, Nazims,
Naib Nazims etc.
What role have
they played?
What are their
legal
obligations?
Who among them are
supporters, fence sitters
and opponents?
What do we want them to do?
National Assembly
Members Standing Committee on
Education
Provincial Assembly
Provincial Assembly Standing
Committee on Education
District Council
2. Executive
Federal Ministry
Provincial Ministry
Line Department
EDOs, DDOs etc.
3. Judiciary
Supreme Court
High Court
District/Session Courts
Regulatory Authorities

FramingAdvocacyObjectives
• These have to be realistic and achievable in a specified time
span. Vague and unspecific objectives are impossible to achieve
and result in wastage of time and resources. In most cases,
advocacy objectives link up with a higher goal, vision or an
ideal. For example, a group may decide to do advocacy for an
increased provincial budget for teachers’ training with the
overall goal or vision of improving the quality of education. In
this case, the advocacy objective would be to generate support
within a specified time period among a certain number of
government officials, MPAs, politicians and the relevant
minister to allocate and endorse a specific percentage or
amount of the provincial education budget to teachers’
training.

FramingAdvocacyMessages
• Every advocacy message has a proposition at its heart. Put simply, the
proposition is what a source wants a receiver to do as a result of
attending to the message:
• Introduce mother tongue as medium of instruction in province X
• Increase the proportion of provincial budgetary allocation on education
under ‘development’ head from the current 10% to 20% by financial year
2014 and 30% by financial year 2015.
• Reform provincial EMIS to include data on children with disabilities.
• Establish an independent Education Monitoring Commission in KP province
as committed under electoral manifesto 2013.
Backed up by rational (evidence-based) and motivational/emotive appeals,
tailor the message to selected medium and audience.

IdentifyingV&A/AdvocacyToolsandChannels
• Based on objective(s)
• Audience Segmentation
• Most cost-effective channel/tool

Executive Accountability Wheel
Executive/Education
Departments/Service Providers
Legislature/
Standing Committees
Organisied Publics (SMCs, watchdogs,
professional assoications) and Media
Electorate
Judiciary

Evaluation
Dimensions/Criteria
• Relevance
• Impact
• Effectiveness
• Efficiency (Value for Money)
• Equity/Inclusiveness
• Sustainability

Tips for Conceptualizing and
Writing up Proposals
•Be Creative/Think out of the Box
• Do not shy away from experimenting
with new ideas in the name of being
culturally sensitive. Cultures are not
static, bounded entities.

Tips (Continued)
• Project proposals (objectives, goals and work-
plans) are more than formal project documents.
Their quality spills over into the quality of
subsequent M&E and project implementation.

Tips (Continued)
•Establish strong and in-synch micro
and macro linkages to maximize
impact and sustain results.

Tips (Continued)
• Community is not a monolith. Every community
is characterized by power relations. Think
through community participation and
representation carefully.

Tips (Continued)
•Do not propose an activity unless
you’re absolutely sure how it will
help achieve your objectives.

Tips (Continued)
•No one knows about children
more than children themselves!

Planning & implementing v&a projects

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Editor's Notes