Overall Impact & Achievements of
CGN-P’s interventions have led to multiple changes at the classroom, household or Policy level. The program has also provided a model of public private partnership with the potential to be replicated at the National level.
Improved Learning Outcome
A third party evaluation study conducted by the Lahore University of Management Sciences evaluating the impact of the ITLP program from 2003 to 2007 testifies to our claim that the child centered practices being implemented in partner classrooms have a significant impact on the learning out comes of children. The study finds that:
- The average attendance for CGN-Partner Classrooms children was 4.5 percentage points higher in comparison to children from non-CGN-P schools.
- CGN-P students get 5.6 points more English, Urdu and Math compared to children from non CGN-P partner classrooms.
- The child centered learning effect was consistent across boys and girls.
- CGN-P students learn a broad set of life skills.
- The study is first of its kind on learning evaluation. It compares the learning outcomes of children in the CGN-P schools with other school children that are similar in all respects except exposure to the CGN-P program.
Reduction in Retention and Dropout Rate
High dropout rates in the earlier grades in public schools are one of the major concerns of the policy makers. Success of the education sector reforms in Pakistan depends on overcoming this problem. The CGN-P’s Interactive Teaching and Learning Program’s effectiveness has been closely monitored through a number of third party evaluations, all of which have yielded positive results. The first phase of the program implemented from 2002 to 2006 was evaluated by USAID appointed evaluators. The findings of this study reveal that:
- Attendance in CGN-P partner schools exceeds the attend ance in non CGN-P partner schools by 10%
- 92.1% of the children advance to the next grade in CGN-P partner classrooms as compared to 78% in non CGN-Ppartner classrooms.
- Dropout rate in non CGN-P partner classrooms exceeds that of CGN-P classrooms by 2.2 times or 220%.
The data indicates that the program has been successful in reducing dropout rates.
Improved Classroom Environment
CGN-P trained teachers have been sensitized to the children’s needs through the CDS and ITLP. Physical and verbal abuse is thing of the past. An atmosphere of sharing and cooperation is fostered in classrooms. Children are more confident, inquisitive and enthusiastic. Learning is interactive freely initiated by the child, open ended and creative through out the day. The classrooms have been provided with learning material that gives clarity of concepts.
Increased Parental Involvement
Researchers report that parent participation in their children’s schooling frequently enhances a child’s self esteem improves their academic achievement and helps parents develop a positive attitude towards school. Traditionally, parents were not allowed to visit their child’s classroom in public schools in Pakistan. The parents met the teachers once or twice a year. This created misunderstandings between parents and teachers. Parents often quoted the teachers allegedly biased behavior to justify their child’s poor performance.
This component of CGN-P’s program helped address the gap between teachers and parents. By observing their child’s behavior in class, they are able to identify weak areas and help them at home instead of blaming the teacher if a child is not able to do well in class room. Parental participation also takes some of the pressure off the teachers who are able to devote more time to each child.
Authorities concerns regarding administration problems have been dealt with by planning ahead and making a schedule for participation by different parents paving the way for future large scale implementation. Evaluation of this component has found that:
- In the majority of schools, parents were involved in activities and were invited to the classroom to conduct activities with the children.
- In one school, the school management committee created water storage for the school
- Teachers were accepting parents coming into classrooms and working with them.
Contribution in Raising Adult Literacy
A mother’s education is monumental in improving a child’seducational outcomes. International research indicates that an additional year of a mother’s schooling increases the child’s test score by about .1 of a standard deviation and reduces the incidence of behavioral problems .
It was found that not only parents but other family members including grandmothers, aunts and siblings were able to participate. Parents reported that the program component had impacted their lives, enhanced their confidence and as result of enrolling in the program they were able to read currency, medicine bottles and write their names. Some parents under ITLP had started their own small businesses as a result of the skills and confidence they gained from participating in the Intergenerational Literacy Component.
Through our intergenerational initiative, we have taught basic literacy and math skills to more than 7,000 parents. This program was also acknowledged as the best practice of the region at the UNESCO regional Conference on literacy held in New Delhi in 2007. It was because of the success of this program CGN-P was invited to a panel discussion on the International Literacy Day Conference at Paris 2008. CGN-P was the only representative from Pakistan to participate in the White House Conference on Global literacy.
Under ITLP the four ready to teach faculty courses introduced to the 90 faculty members in 40 public universities of Pakistan have been incorporated as reference material in course outline of B.Ed and M.Ed curriculum. The curriculum has already been introduced in the public universities from the academic session 2008
Contribution in Policy Reforms
As an expert in best educational practices CGN-P has been invited to policy reviews on education. Our presence and words in these forums are valued. We have been involved in the National Policy Review (1998-2010) with the Federal Ministry of Education, especially for Early Childhood Education and Teacher Training and Accreditation. CGN-P’s advice on policy matters is based on its ongoing extensive on the ground implementation.
Effective program implementation led to CGN-P nomination at Bangkok for conducting policy review on Early Childhood Education in Pakistan in collaboration with the Ministry of Education, UNESCO and UNICEF. The review was a regional exercise in which nine countries of Asia Pacific regions took part. Representatives of CGN-P and Ministry of Education shared the findings of the report with these countries at a workshop in Bangkok. As a result of the findings of the report PC-1 on Early Childhood Education has been approved by the Ministry of Education and the recommendations of the report have been incorporated in it. CGN-P has also provided technical assistance to the Ministry of Education in developing learning standards for ECE. CGN-P in collaboration with the UNESCO provided technical assistance to the NWFP education department in holding Policy Seminars on ECE. The seminar provided policy guide lines in improving the status of ECE in NWFP. CGN-P because of its immense implementation experience has been invited to the review meetings of National Curriculum on ECE. Compulsory Education Commissions and GEO Campaign Zara Sochiye