Effective Delivery Management for

Enhanced Service Delivery

Capacity Development Workshop for the

Assistant Education Officer (AEO)

Participant’s Manual

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Foreword

The School Education Department (SED) has initiated various reforms to improve education
service delivery by devolving more responsibilities and mandate to district and sub-district levels
of education management. This has helped strengthen and empower the service delivery tier
towards effective planning, coordination and execution of various activities for improving the state
of education at the service delivery level. Notwithstanding the delegated roles and responsibilities,
there still remain capacity gaps in terms of effective performance on mandated roles and functions.
The capacity gaps assume significance in view that there are still a considerable number of delivery
managers at markaz level who (except the newly hired AEOs) started their careers as teachers and
require further support for effective performance as managers.
The Punjab Education New Deal 2018-2023 also identifies the need for the provision of
customized training and support material to the education managers for improving the quality and
efficiency of the service delivery of education in the province. Similarly, the Punjab Education
Sector Plan 2018-23 emphasizes the need to equip the delivery managers with requisite planning,
mentoring, human and financial resource management skills. To this end, PESP-II has developed
this comprehensive training programme for the capacity development of delivery managers at
markaz level. The training will enable the delivery managers to effectively perform their mandated
roles and responsibilities. It will also enable them to improve education service delivery through
effective planning in short, medium and long term. Finally, the training programme will equip the
delivery managers with knowledge, skill and ability to extend support and oversight in relation to
new initiatives of the School Education Department including School Improvement Framework,
CARE Toolkit and Assessment Policy Framework.
The training programme is different from those that have been initiated in the past. It derives value
from complementing face-to-face mode of training with development of communities of
practitioners for the delivery managers where they may share their experiences and best practices.
The capacity development support by PESP-II does not end at the completion of trainings. On the
contrary, the delivery managers will remain in contact with the facilitators and subject-matter
experts through online portals and continue to receive support in reforming practices at the delivery
level. Furthermore, the delivery managers will be approached again after a brief interval where
they will be able to share experiences and receive support in areas where they encountered
challenges and bottlenecks.
We earnestly hope that this training programme alongside its support components will add value
to the work of delivery managers at markaz levels and will go a long way in improving education
service delivery across the province.

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Glossary

ADP Annual Development Programme

AEO Assistant Education Officer
APF Assessment Policy Framework
APP Annual Procurement Plan
BDD Budget Details Development
CDWP Central Development Working Party
CEO Chief Executive Officer
COT Classroom Observation Tool
CPD Continuous Professional Development
DDC District Development Committee
DDEO Deputy District Education Officer
DDO Drawing and Disbursing Officer
DDSC Department Development Sub-committees
DDWP Divisional Development Working Party
DEA District Education Authority
DEO District Education Officer
ECNEC Executive Committee of National Economic Council
ESP Education Sector Plan
FMC Financial Management Cycle
GER Gross Enrollment Ratio
GIR Gross Intake Ratio
NER Net Enrolment Rate
NIR Net Intake Ratio
NSB Non-Salary Budget
PC Planning Commission
PCWP Provincial Development Working Party

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PESP Punjab Education Sector Programme
PFC Provincial Finance Commission
PPPR Punjab Public Procurement Rules
PSDP Public Sector Development Programme
PTR Pupil-Teacher Ratio
RMC Reimbursement of Medical Charges
SDG Sustainable Development Goals
SED School Education Department
SIF School Improvement Framework
SLE School Life Expectancy

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Table of Contents

Glossary ........................................................................................................................................................ 1
Table of Contents .......................................................................................................................................... 3
Setting the Stage ........................................................................................................................................... 5
Handout 1.1 – Training Agenda................................................................................................................ 6
Handout 1.2 – Story .................................................................................................................................. 8
Access and Equity ......................................................................................................................................... 9
Handout 2.1 – Key Concepts: Definitions .............................................................................................. 10
Handout 2.2 – Case Studies .................................................................................................................... 14
Handout 2.3 – Free and Compulsory Education ..................................................................................... 21
Quality in Education ................................................................................................................................... 22
Handout 3.1 – About Assessments ......................................................................................................... 23
Handout 3.2 - Assessment Policy Framework ........................................................................................ 29
Handout 3.3 – About CARE Toolkit ...................................................................................................... 35
Handout 3.4 (a) – Academic Calendar .................................................................................................... 36
Handout 3.4 (b) – Academic Calendar.................................................................................................... 37
Handout 3.5 (a) – Lesson Plan ................................................................................................................ 38
Handout 3.5 (b) – Lesson Plan ................................................................................................................ 39
Handout 3.5 (c) – Lesson Plan ................................................................................................................ 40
Handout 3.5 (d) – Lesson Plan ................................................................................................................ 41
Handout 3.6 (a) – Worksheet .................................................................................................................. 42
Handout 3.6 (b) – Worksheet .................................................................................................................. 43
Handout 3.6 (c) – Worksheet .................................................................................................................. 44
Handout 3.6 (d) – Worksheets ................................................................................................................ 45
Handout 3.7 (a) – CARE Checklist ......................................................................................................... 46
Handout 3.7 (b) - CARE Checklist ......................................................................................................... 47
Handout 3.7 (c) - CARE Checklist ......................................................................................................... 48
Governance and Management..................................................................................................................... 49
Handout 4.1 – Planning Sheet ................................................................................................................. 50
Handout 4.2 – Costing Sheet .................................................................................................................. 57
School Improvement Framework................................................................................................................ 58
Handout 5.1 – Domains of School Performance..................................................................................... 59
Handout 5.2 – Distribution of Indicators Across Domains ..................................................................... 60

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 Handout 5.3: Needs Assistance Categories............................................................................................. 61
Handout 5.4 – Indicators Threshold........................................................................................................ 62
Handout 5.5 – Indicators Scoring Range ................................................................................................ 63
Handout 5.6 – School Improvement Framework Cycle.......................................................................... 64
Handout 5.6 (a) – School SIF Report Card ............................................................................................. 65
Handout 5.6 (b) – SIF Action Matrix...................................................................................................... 66
Handout 5.6 (c) – SIF Meetings Routine ................................................................................................ 67
Handout 5.6 (d) – SIF Routines .............................................................................................................. 68
Handout 5.7 – Markaz Action Management Report ............................................................................... 69
Handout 5.8 – Understanding SIF Dashboard ........................................................................................ 70
Handout 5.8 (a) – Understanding SIF Dashboard ................................................................................... 71
Handout 5.8 (b) – Understanding SIF Dashboard................................................................................... 72
Handout 5.8 (c) – Understanding SIF Dashboard ................................................................................... 73
Handout 5.8 (d) – Understanding SIF Dashboard................................................................................... 74
Handout 5.8 (e) – Understanding SIF Dashboard ................................................................................... 75
Handout 5.8 (f) – Understanding SIF Dashboard ................................................................................... 76
Handout 5.8 (g) – Understanding SIF Dashboard................................................................................... 77
Handout 5.8 (h) – Understanding SIF Dashboard................................................................................... 78
Handout 5.8 (i) – Understanding SIF Dashboard.................................................................................... 79
Handout 5.8 (j) – Understanding SIF Dashboard.................................................................................... 80
School Councils and Non-Salary Budget.................................................................................................... 81
Handout 6. 1 - Formation of School Council .......................................................................................... 82
Handout 6. 2 - Constitution of School Council ....................................................................................... 83
Handout 6.3 – School Council Monitoring ............................................................................................. 85
Handout 6.4 – School Based Action Plan ............................................................................................... 86
Handout 6.5 – Hiring of Part-time Teachers ........................................................................................... 88
Handout 6.6 – School Council Expenditures .......................................................................................... 90
Handout 6.7 – Financial Limit / Process ................................................................................................. 91
Handout 6.8 – Roles and Responsibilities of Education Managers ........................................................ 92
Handout 6.9 – Activity for NSB Expenditure ......................................................................................... 93
Handout 6.9 (a) – About NSB................................................................................................................. 94
Handout 6.9 (b) – Formula for NSB ....................................................................................................... 95
Handout 6.9 (c) - Positive and Negative List of NSB ............................................................................. 96
Handout 6.9 (d) – Tax Card 2020-21 ...................................................................................................... 97

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 Session 1
Setting the Stage

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Handout 1.1 – Training Agenda

Day – I
Sr. Time (Duration) Particular / Activity

1 09:00am – 09:10am Registration of Participants

2 09:10am – 09:30 Recitation of Holy Quran and Pre-Test

3 09:30am – 10:00am Session 1: Setting the Stage

4 10:00am – 10:30am Session 2: Access and Equity

Tea-Break – 15 mins

5 10:45am – 12:00pm Session 3: Quality in Education

Lunch Break – 1 hour

6 01:00pm – 4:50pm* Session 4: Improving Education Service Delivery through

Planning

Working Tea

7 04:50pm – 05:00pm Summing Up the Day and Q&A

Closing for the Day

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 Day – II
Sr. Time (Duration) Particular / Activity

1 09:00am – 09:30am Recitation of Holy Quran and Review of Previous Day

2 09:30am – 11:00am Practicing Planning Tools

3 11:00am – 11:15am Tea Break

4 11:15am – 03:30pm* Session 5: School Improvement Framework

Lunch-Break (60 mins)

5 03:30pm – 04:30pm* Session 6: School Councils and Non-Salary Budget

6 04:30pm – 05:00pm Post-Test, Summing up and Way forward

* Inclusive of Lunch break

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Handout 1.2 – Story

This was the height of the cold war between the USSR and USA in 1962. During a visit to the
NASA space center in 1962, the President John F. Kennedy noticed a janitor carrying a broom. He
interrupted his tour, walked over to the man and said, "Hi, I'm Jack Kennedy. What are you doing?"

"Well, Mr. President," the janitor responded, "I'm helping put a man on the moon."

To most people, this janitor was just cleaning the building. But in the more mythic, larger story
unfolding around him, he was helping to make history.

Here's the point: No matter how large or small your role, you are contributing to the larger story
unfolding within your life, your business and your organization. And when your entire team
embraces that type of attitude and belief system, incredible things happen. (credit: bizjournal.com)

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 Session 2
Access and Equity

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Handout 2.1 – Key Concepts: Definitions

2.1.1. Gross Intake Ratio (GIR)

GIR indicates the general level of access to primary education.
Definition: Total number of new entrants in the first grade of primary education, regardless of age,
expressed as a percentage of the population at the official primary school-entrance age.
A high GIR indicates a high degree of access to primary education for the official primary school
entrance age children.
Country GIR
India 101%
Bangladesh 106%
Afghanistan 111%
Pakistan 117%
Nepal 147%
Table 1: Gross Intake Ratio - Country Comparison (Source: Worldbank, data for 2017 and 2018)

2.1.2. Net Intake Rate (NIR) - First Grade of Primary

NIR indicates access to primary education by children having primary school-entrance age.
Definition: New entrants in the first grade of primary education who are of the official primary
school-entrance age, expressed as a percentage of the population of the same age.
Interpretation: NIR of 100% shows that all children of official primary school entrance age are in
the first grade.
Country NIR
India 59%
Bangladesh 93%
Afghanistan 70%
Pakistan 90%
Nepal 97%
Table 2: Net Intake Ratio - Country Comparison (Source: Worldbank, data for 2017 and 2018)

2.1.3. School Life Expectancy (SLE)

School Life Expectancy (SLE) indicates the average number of years of schooling that the
education system offers to the eligible population, including those who never enter school.
Definition: The total number of years of schooling which a child of a certain age can expect to
receive in the future, assuming that the probability of his or her being enrolled in school at any
particular age is equal to the current enrolment ratio for that age.

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Interpretation: The higher the SLE, the more likely it is that children will progress in a given
education system. Higher SLE reflects higher retention of the children within the education system.
Indicator Less than 8 years 8-12 years 13-16 years 17-21 years
School Life Expectancy Pakistan Afghanistan Saudi Arabia Norway
Somalia India Iran Finland
Niger China UAE Denmark
Chad Bangladesh Mongolia Sweden
Senegal Myanmar Malaysia Spain
Yemen Singapore Australia
Oman USA Korea
UK

Table 3: School Life Expectancy - Country Comparison (Source: UNESCO Institute of Statistics)

2.1.4. Transition Rate

Transition rate shows the access or transition from one cycle of education to the subsequently
higher level.
Definition: The number of pupils (or students) admitted to the first grade of a higher level of
education in a given year, expressed as a percentage of the number of pupils (or students) enrolled
in the final grade of the lower level of education in the previous year.
Interpretation: High transition rates show that a greater number of children transition from one
level to another.
Indicator Pakistan Punjab Sindh KPK Balochistan ICT
Transition Rate from Primary to 84% 88% 73% 85% 70% 95%
Elementary
Table 4: Transition Rate - Country Comparison (Source: Pakistan Education Statistics 2016-17)

2.1.5. Gross Enrolment Ratio (GER)

Gross Enrolment Rate (GER), also known as participation rate, indicates the capacity of the
education system to enroll students in a particular level.

Definition: Total enrolment in a specific level of education, regardless of age, expressed as a

percentage of the eligible official school-age population corresponding to the same level of
education in a given school year.

Interpretation: A high GER generally indicates a high degree of participation, irrespective of the
age-group that pupils belong to.

Indicator Pakistan Punjab Sindh KPK Balochistan ICT

Gross Enrollment Rate (Primary) 97% 104% 86% 110% 58% 137%
Table 5: Gross Enrollment Rate - Primary (Source: Pakistan Education Statistics 2016-17)

Indicator Pakistan Punjab Sindh KPK Balochistan ICT

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 Gross Enrollment Rate (Secondary 43% 46% 34% 54% 18% 92%
– From Middle to higher
Secondary)
Table 6: Gross Enrollment Rate - Post-Primary (Source: Pakistan Education Statistics 2016-17)

2.1.6. Net Enrolment Rate (NER)

Net Enrolment Ratio indicates the coverage of the education system to enroll children belonging
to the official age group corresponding to the given level of education.

Definition: Enrolment of the official age group for a given level of education expressed as a
percentage of the corresponding population.

Interpretation: A high NER means a higher rate of coverage for the official school-age population.

Indicator Pakistan Punjab Sindh KPK Balochistan ICT

Net Enrollment Rate (Primary) 77% 83% 69% 87% 46% 96%
Table 7: Net Enrollment Rate - Primary (Source: Pakistan Education Statistics 2016-17)

Indicator Pakistan Punjab Sindh KPK Balochistan ICT

Net Enrollment Rate (Secondary – 39% 42% 31% 49% 17% 81%
Middle to Higher Secondary)
Table 8: Net Enrollment Rate - Post-Primary (Source: Pakistan Education Statistics 2016-17)

2.1.7. Survival Rate

Survival rate reflects retention capacity and internal efficiency of an education system.

Definition: Percentage of a cohort of pupils (or students) enrolled in the first grade of a given level
or cycle of education in a given school year who are expected to reach successive grades.

Interpretation: Survival rates that approach 100% reflect low incidence of dropout of students from
the education system and a high level of retention.

Indicator Pakistan Punjab Sindh KPK Balochistan ICT

Survival to Grade 5 67% 73% 60% 65% 41% 100%
Table 9: Survival Rate - Pakistan (Source: Pakistan Education Statistics 2016-17)

2.1.8. Pupil-Teacher Ratio (PTR) / Student Teacher Ratio (STR)

Student Teacher Ratio reflects the availability of teaching human resources in relation to size of
the pupil population.

Definition: Average number of pupils (students) per teacher at a specific level of education in a
given school year.

Interpretation: A high teacher pupil-ratio shows that there is a high number of students per teacher
in the education system.

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 Indicator Pakistan India Bangladesh Afghanistan Nepal
PTR / STR (Primary) 44 33 30 49 20
PTR / STR (Secondary) 20 29 35 34 28
Table 10: Pupil-Teacher Ratio - Country Comparison (Source: Worldbank, data for 2017 and 2018)

2.1.9. Gender Parity Index (GPI)

Gender Parity Index conveys parity of girl students within the education system in relation to
boy students.

Definition: Ratio of female to male values for a given indicator.

Interpretation: GPI equal to 1 indicates parity between females and males.

Indicator Pakistan India Bangladesh Afghanistan Nepal

GPI – School Enrollment (Primary) 0.86 1.02 1.07 0.67 1.02
PTR / STR (Secondary) 0.87 1.02 1.17 0.57 1.07
Table 11: Gender Parity Index - Country Comparison (Source: Source: Worldbank, data for 2017, 2018 and 2019)

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Handout 2.2 – Case Studies

Case Study-1: Change agent, leader, activist, role model - An Inspiring Story of a self-
motivated teacher
Context
Government Girls Higher Secondary School is located on the boarder of a village named Sihal,
about 50 km from Rawalpindi and about 12 km off the Rawalpindi – Lahore motorway. With a
total enrolment of 401 girl students, the school offers education in grades 6 to 12. From teachers’
point of view, the school is generally considered undesirable for posting because;

• Due to very limited availability of local teachers, most of the teaching faculty posted in
this school does not belong to Sihal village; they come from Rawalpindi and elsewhere and
commute daily using the available inefficient and inconvenient public transport system.
• Being in rural area, teachers’ financial compensation is less when compared with teachers
of schools located in cities. This is because different slabs for certain allowances such as
conveyance and house rent are used for urban and rural areas.

Given these issues, for teachers who get posted here, there isn’t much incentive to stay and they
keep trying to get transferred to their preferred schools.
Highlights
Anser Begum joined teaching profession in 1993 after completing her M.Sc. in Biology from
Quaid e Azam University, Islamabad (one of the leading public sector universities in Pakistan).
After serving in various schools for more than ten years with earnest dedication, she got promoted
and posted as Principal Girls Higher Secondary School, Sihal in 2006. She lives in Rawalpindi
with her husband and three children and commutes daily using public transport. Since no direct
conveyance is available on this route, her one way journey from and to school involves changing
two buses and investing about two and a half hours.
During one such travel in 2003, she met with a serious road accident that left her with a broken
spine along with a number of other serious injuries. However the accident could not break her will.
After major surgeries that included replacement of the last two vertebras of the spinal cord
followed by a few months of recovery, as soon as Anser got back on her feet, she resumed her
strenuous daily routine.
During the last four years, the school has witnessed a sea change under her leadership. Here is the
rest of the story in the words of Ms. Anser, her colleagues, students and their parents.
Ms. Talat Naureen (a fellow teacher): “when Ms. Anser took charge, the school’s infrastructure
and physical facilities were in very bad shape. There was no boundary wall, toilets for both the
students and staff were unusable and all the students used to sit on bare floors as the classrooms

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were devoid of any furniture. Moreover, the entire open area was just a wasteland with neither
plantation nor flooring. During rains it was impossible to move around without splashing mud. It
was a real mess”.
Ms. Anser: “my first priority was to improve school’s infrastructure and physical facilities. I
decided to do as much as possible on self help basis. First, we started paving the courtyard using
bricks salvaged from a nearby old and abandoned structure. To complete this work with minimum
investment of money from school funds, we used hired labor only where we couldn’t do without it.
I myself participated in physically moving and laying bricks which inspired other teachers and
students to follow suit. After paving the courtyard, we took up other issues one by one with the
same zeal. During this period we constructed new toilets for students and teachers with running
water, planted trees and plants, white washed all the classrooms and improved drinking water
facilities. Through repeated and consistent follow-up with the district education management, we
even got a 2000 feet long boundary wall constructed around the school. After putting the basic
infrastructure in place, we focused on enhancement of physical facilities. A fully equipped
information technology (IT) Lab and a functional science lab were provided in this phase.”
Mr. Rehman (Member, School Management Committee), “Looking at what Ms. Anser had
managed to do within a short period impressed and inspired SMC members as well. So when she
invited the hitherto dormant SMC to participate in the school affairs, we were only too happy to
respond. School’s next challenge was to improve the classroom environment and that was not
possible without furniture. Some broken benches and desks were rotting in the store room. We
started with repairing what could be repaired and using the remaining pieces for making new
benches. As a result we were able to meet the furniture requirements of almost half of the students
at very little cost. For the remaining half, donations from community and SMC members and
school staff were collected. The donations along with a modest withdrawal from the school funds1
were then used to buy new furniture. Now no girl has to sit on the floor.”
Humaira (girl student, grade 9), “for us, introduction of classroom furniture was nothing less than
a revolution. It changed everything. We felt human. It even changed the way girls moved around
and conducted themselves”.
Jamshed (SMC member), “Ms. Anser is extremely diligent while using school funds. School funds
are used only as a last resort and when used, she makes sure that every penny is utilized in the
best possible manner”.

1
The nominal monthly fees collected from students ranging from PKR 2 to PKR 20 for different grades are deposited
in school fund, officially called Farogh – e Taleem Fund. This fund is placed at the discretion of head of the school
and SMC for meeting the day to day needs of the school. However, due to the notoriously complicated post audit
procedures, majority of head teachers and SMC members avoid using these funds. To address this issue, procedural
reforms are being implemented under Punjab Education Sector Reform Program and as a result the utilization of
these funds is gradually picking up.

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Jannat Bibi, mother of Saira - a 10th grade student - recounts, “Saira’s attitude towards her school
and studies has changed ever since Ms. Anser took charge of the school. She is a lot more
enthusiastic than before and seems to really enjoy herself at school. At home, she is spending less
and less time watching TV and prepares her lessons very regularly. I am sure my daughter is going
to get good grades in her matriculation exam.”
Ms. Anser’s enthusiasm for reform has crossed the school boundaries and is affecting homes and
streets of this village. According to Mr. Abdulkareem, an elderly community member from Sihal
village, “A few years back, the villagers woke up to the sounds of sweeping and cleaning in the
streets. We were stunned to see that Ms. Anser along with all the teachers and students, with
brooms and garbage collection bags in their hands, were cleaning the streets. In a few hours, our
village was a different place. It had never looked more beautiful. This act affected us very deeply.
Ever since that day, we have taken it upon ourselves to keep the village clean so that our respected
school teachers and beloved students don’t have to do it ever again.”
Ms. Talat Naureen (a fellow teacher), “her dedication, boldness, discipline and punctuality
brought many positives changes in the attitude of the staff. She spends more than two hours every
day on the road to reach this school and still manages to be the first one to arrive. She is a role
model for all of us. Her personal interest in classroom management and improving teacher’s
performance has created an environment of healthy competition among teachers and students
alike. All these positive changes ultimately boil down to improved students performance. With
regard to students’ performance in matriculation exams, our school now ranks 14th in the entire
district and is likely to further climb up.”
In recognition of Ms. Anser’s commitment and achievements, the district education management
has given her the additional charge of a high school for boys located nearby. Additionally, Ms.
Anser girls’ school is now also serving as a teacher training center where capacity building
trainings for government teachers are conducted regularly under her able supervision.
What motivates her to do and achieve all this? In Ms. Anser’s own words, “sources of motivation
are many. First of all, it is the appreciation and respect given by students, fellow teachers, SMC
members, parents of my students and of course my superiors. Secondly, teaching is my passion so
in way I am only following my heart (smiles). Thirdly, it is the satisfaction that one drives from
doing a job well. And last, but certainly not the least, is the sense of responsibility … the
responsibility to shape the lives of 400 innocent souls weights heavily on my thoughts and doesn’t
let me slow down.” After a pause, “I guess in the end it is really this sense of responsibility that
keeps me going”.

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Case Study -2
‫افراد کے ہاتھوں میں ہے اقوام کی تقدیر‬

Schooling of boys and girls to a village in a remote area of Murree was considered a very
unimportant task. The villagers preferred to engage young kid in income generating activities. The
schools going kids often engaged in wok to sell thing to the visitors of Patriata chair lift or cleaning
cars and do jobs a waiters at hotels. High expenditure on education and the limited income of the
people were the main reasons for putting children in such jobs. Due to the burden of school
uniforms, the cost of books and transportation to reach the school along with other daily expenses,
people did not enroll their children in schools. The girls enrollment rate in the area was about
zero%.
In such a situation, a female teacher of a school in this area started contacting parents , religious
leaders political activist and persue them to mobilize parents to send their kids to schools . she
tried to organize the school council meetings. Local dignitaries were called to the school and the
reasons for the girls' non-admission were presented to the people. The teacher was in close and
constant contact not only with the school council but she also engaged concerned AEO and the
Deputy District Education Officer of the tehsil in persuading the parents to enroll their children
in the school. She managed to ensure availability of free books by the department and provision
of uniforms and shoes to each child by the school council.
Donations were made by village heads to make clothes, shoes and uniforms. A local tailor also
offered free sewing services for every boy and girl in the school. Parents were provided with kids
uniform, shoes and books with a written commitment that they will send the kids to school on
regular basis.
A personal file is prepared for each child at the school detailing the child's progress, attitudes to
school and interactions with other children. School council meeting were conducted on regular
basis to appreciate the best performing children at the school. School council also discusses the
issues of students which were lagging behind in the educational process.
The school's reputation began to spread in the area. Parents, not only from nearby but also from
far-flung homes, started contacting the school head for their children's admission in this school.
Number of students in the school continued to increase, the Deputy District Officer approved the
appointment of an additional teacher and also demanded from the concerned school council that
the department will approve the appointment of additional permanent teacher at that time, When
the people of the area will manage two volunteer teachers for the school. The school council
recruited two volunteer teachers from the area. This was a very good example of public private
partnership to solve the issue of shortage of teachers in the school.

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If we analyse the whole case study we can see that a dynamic role is played by the head teacher
who worked to launch enrollment campaign engaged parents, school council and community
influential and worked hard to achieve the desired goal.

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Case Study -3
Education is no more a dream: The story of Afsana
In a small classroom of Government Girls Secondary School Jabbi in district Kohat, Khyber Pakhtunkhwa,
a group of twenty-two girls in 6th grade is reading from their English textbooks. Their voices echo across
the corridor as they repeat after their teacher. Afsana, aged 15 also studies in this class.

“I study with a lot of passion so that I will become a teacher one day,” tells Afsana, who wears blue school
uniform and a white headscarf. “I love studying because this is how we can guarantee a bright future for
ourselves and our country,” she adds.

In the village Jabbi, union council Nasrat Khel, education is improving Afsana’s life through
Sustainable Transition and Retention in Delivering Education (STRIDE) implemented by the
Institute of Social and Policy Sciences (I-SAPS) in collaboration with the government of Khyber
Pakhtunkhwa. Nasrat Khel is one of the union councils where STRIDE is working to improve
retention and transition rates of students at middle and secondary levels.

Before STRIDE, girls completed their education in nearby government primary school and stayed
home afterwards or continued further education through non-formal institutions, if at all. There
was no middle school in the area where they could continue their education after primary. Almost
all the children, particularly girls, dropped out of the formal schooling after the fifth grade.

There are a number of factors which play a significant role in the discontinuation of girl’s education
in Jabbi. People are inhibited from sending their daughters to middle and high school as these are
situated in Kohat city, around 22-24 kilometres from their village.

Majority of locals are farmers; some also earn their livelihood through physical labour. Afsana’s
father too is a farmer who earns just enough to meet the daily needs of his family. Most of the
people are poor and thus cannot afford transportation to send their daughters to the city for further
education.

Many parents cause their daughters to stay at home after the completion of available education
simply because it is considered culturally inappropriate that girls should go to these distances.
Some parents, who transcend the cultural inhibitions, genuinely fear for the safety of their
daughters and hence discontinue their education. It is because of these and similar reasons that
more than 33,000 girls are still out of school in district Kohat as per the recent estimates by
Elementary and Secondary Education Department, government of Khyber Pakhtunkhwa.

Moreover, it is sad that the general trend in Jabbi indicates that parents are relatively more inclined
towards the education of boys, and are willing to spend on their education at the same time keeping
their daughters at home after the completion of schooling years nearby. “Parents here generally
feel that they can invest in the education of their boys even if they earn little. They expect the
return in form of support as they start earning livelihood,” notes Afsana’s teacher.

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However after STRIDE, the nearby government primary school has been upgraded to middle
school. The parents who previously faced a myriad of societal and economic challenges can now
send their daughters to pursue further education. They are excited to have a middle school available
at their door step. “My parents are not worried about my safety in going to and from school. I leave
for school around noon and return every day before the sunset,” says Afsana. “My father also is
very happy because my going to school does not cost anything. The school is nearby. I go there
on foot with my other classmates,” she adds with confidence.

Afsana’s teacher, who is a graduate from a university in Kohat, recalls that Afsana, just like her
friends who dropped out of the school, used to be upset and often felt helpless when there was no
arrangement for further education. But after the inauguration of middle school in the afternoon
shift through STRIDE initiative, almost 22 girls have so far enrolled and more are likely to join in
coming days. “These girls have been at home for past 3-4 years. I am delighted to have them back
in classroom once again,” adds Afsana’s teachers.

“I dream to be like my teacher and educate girls of our village. I hope that with education, girls
will influence generations to come. I really want and hope this middle school upgrades to high
school soon so that I may continue my education without another break”, says Afsana with a
nervous smile on her face.

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Handout 2.3 – Free and Compulsory Education

Salient features of the Punjab Free and Compulsory Education Act 2014 Act are:
1. It will come in force on such a date as the government may, through a notification,
determine. Moreover, different dates may be chosen for coming into force of different
provisions of the act. To date, there have been no notifications. In other words, the law has
been passed to meet the constitutional obligation, but it is not is force;
2. Child is defined as a child aged between 5 and 16 years of age. In addition to specification
on age, the legislation also provides for free education covering between, and inclusive of,
grade 1 and grade 10. Age of the children shall be determined based on the birth certificate
or such documentation as may be prescribed by the government.
3. The education that may be provided to children free of cost includes non-formal, vocational
or a combination of all or these two streams. Moreover, free and compulsory education
will be provided by the government in “neighborhood” or a school allocated for the child;
4. Child or parent will not be liable to pay any fee or charges or expenses for completing
education;
5. It is the responsibility of the parents to send or cause children to be sent to the school in
neighborhood or the school allocated for the child, unless there is a reasonable excuse
which may be one of the following or both:
a. Child is incapable of attending school due to physical or mental incapacity;
b. Child is receiving education at home which in the opinion of school management
body is sufficient.
6. Private educational institutions will be responsible to enroll 10% of children in every class
and will not charge them any fee.
7. Private schools will not force parents to purchase books, stationery, uniforms and related
materials from a specific vendor. Moreover, they will not charge any fee other than the
tuition fee.

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 Session 3
Quality in Education

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Handout 3.1 – About Assessments

What is an assessment?

Assessment, in the academic context, is identified as a process to determine the level of attainment
achieved by the pupil in each attainment target specified for each core subject which applies to
him... (HMSO, 1995, 4.2). It is an integral component of teaching that provides the foundation for
decision-making and planning for teaching and learning. It is the process of documenting and
collecting data-usually in measurable terms about information, knowledge, skills, attitudes and
beliefs. It is the process of defining, selecting, designing, documenting, collecting, analyzing,
interpreting and using information to continuously increase students’ learning and development.

Assessment focuses on what students know, what they are able to do and what values they have
when they receive their education. It is a systematic collection, review and use of information
about educational program to improve students learning.

_____________________________________________________

Purposes of educational assessment

There are very many purposes for which educational assessment judgements might be used, of
which the following is merely a selection. Whereas, in the past, we have tended to want to classify
them into a smaller number of categories, it is probably more constructive to consider each a
category in its own right.

1. Social evaluation uses

2. Formative uses
3. Student monitoring uses
4. Transfer uses
5. Placement uses
6. Diagnosis uses
7. Guidance uses
8. Qualification uses
9. Selection uses
10. Licensing uses
11. School choice uses
12. Institution monitoring uses
13. Resource allocation uses

___________________________________________

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Types of assessment

1. Formative
2. Summative
3. Diagnostic

Give brief description about each one by using the following definitions
Formative Assessment:

It refers to a wide variety of methods that teachers use to conduct in process evaluations of students
comprehension, learning needs and academic progress during a lesson, unit or course. The goal of
formative assessment is to monitor students learning to provide on-going feedback that can be used
by teachers to improve their teaching and by students to improve their learning.

Summative Assessment:

Summative assessment evaluates student learning, skill acquisition, and academic achievement at
the conclusion of a defined instructional period—typically at the end of a project, unit, course,
semester, program, or school year. It is used to assess the bench mark performance of students.

Diagnostic Assessment:

Diagnostic assessments (also known as pre-assessments) provide teachers with information about
student's prior knowledge and misconceptions before beginning a learning activity. It may be
conducted at the beginning of a term, a unit of student or whenever information about prior
learning is helpful. Teachers may use diagnostic assessment to find out what students know and
can do, identify student strengths and plan instruction which builds on and extends those strengths.

______________________________________________________

What is the difference between formative and summative assessments2:

Formative assessment

What a pupil does or says will be observed and interpreted by the teacher, or other learners, who
build on that response to develop a dialogue aimed at helping learners to take their next steps. This
is formative assessment, which contrasts with summative assessment.

There are characteristic differences between the two uses of assessment:

• Summative comes at the end of learning episodes, whereas formative is built into the
learning process;

2
Adapted from Assessment in Schools: fit for purpose.

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 • Summative aims to assess knowledge and understanding at a given point in time, whereas
formative aims to develop it;
• Summative is static and one-way (usually the teacher or examiner judges the pupil),
whereas formative is on-going and dynamic (feedback can be given both to the pupil and
the teacher);
• Summative follows a set of pre-defined questions, whereas formative follows the flow of
spontaneous dialogue and interaction, where one action builds on (contingent upon) an
earlier one.

The key difference is expressed in the first bullet point above: formative assessment is a central
part of pedagogy. This explains why many teachers find it hard to implement; it may challenge
them to change what they do, how they think about learning and teaching, and the way in which
they relate to their pupils. For example, questions or tasks used in class should be chosen and
fashioned in the light of their potential to engage pupils in making contributions that can reveal
key strengths and weaknesses in their understanding. What is revealed is often surprising and
unexpected.

The most helpful response can often involve steering a discussion in directions that were not
envisaged, so that the original lesson plan must be put on hold. Many teachers have said that “I
am losing control”, but some such “loss” may be essential if the teaching is to respond to the needs
of the learners. Some research evidence suggests that what teachers need is not rigid lesson plans
but frameworks of key ideas that will enable them to maintain the “flow” towards learning goals
whilst adapting the lesson to take account of pupils’ ongoing struggles or leaps forward in
understanding.

Research by Paul Black and colleagues shows that summative tests can be used formatively if the
pupils’ responses are discussed with them to develop an exploration of important aspects that their
answers may reveal. The key difference does not lie in the test questions, but in the purpose for
which the responses are interpreted and used.

However, frequent summative testing is not, of itself, formative. A teacher may set pupils some
questions, whether in a test or in routine written work, and in the light of their results tell them
what they need to do to reach, for example, the next target or level. This is not formative unless
the interaction is designed to help pupils to learn. This crucial point can be illustrated by a boy’s
response to the marking of his homework. The teacher had written on the work “use paragraphs”,
to which he retorted: “If I’d known how to use paragraphs, I would have done”. Marks, levels,
judgmental comments or the setting of targets, cannot, on their own, be formative. Pupils may need
help to know how they can improve.

The term “assessment for learning” is often used interchangeably with “formative assessment”. In
1999, the Assessment Reform Group defined assessment for learning as “the process of seeking

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and interpreting evidence for use by learners and their teachers to decide where the learners are in
their learning, where they need to go and how best to get there”. Some researchers have suggested
ten principles for formative assessment practice, arguing that it should:

1. be part of effective planning

2. focus on how pupils learn
3. be central to classroom practice
4. be a key professional skill
5. be sensitive and constructive
6. foster motivation
7. promote understanding of goals and criteria
8. help learners know how to improve
9. develop the capacity for self-assessment
10. recognise all educational achievement

What, then, is required if the aim of formative feedback is to help learners to grow in capacity to
manage their own learning, in order to progress effectively in developing capability in specific
subject domains? Learning can be seen as a journey in which learners need to know where they
are at present, where they are going, and how to get from the one place to the other.

Summative assessment

The characteristics of a summative assessment can vary according to the use made of that
assessment, and also according to whether it is marked by the teacher of the pupil who is being
assessed, or externally. Therefore it has been divided into three sections:

A. Summative assessment by teachers to be used within their school.

B. Summative assessment by teachers for use externally, outside of their school.
C. Tests and examinations that are marked outside of the school.

A. Summative assessment by teachers to be used within their school

Teachers routinely sum up what their pupils have learned, because an effective appraisal of the
progress pupils have made in their understanding is integral to helping them move on. Yet this is
not the only use to which in-class assessment can be put. Its other purposes can include: reporting
on a child’s progress to parents; helping school managers decide which class a pupil is to be placed
in; helping a pupil to decide which subjects to pursue in options choices; forming all or part of an
external qualification; and providing information to the outside world on the standards reached by
pupils in a particular school.

B. Summative assessment by teachers for use externally, outside of their school

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Quality summative assessment beyond the school is important. For all assessment, pupils, parents
and teachers need assurance that the results for a particular pupil are comparable across different
teachers in a school and between schools.

The reliability of results becomes more important when assessment data are intended to be used
outside of a school to help form judgments on that institution, its teachers, a local authority, a
nation or region, or public judgments on the levels of attainment of the pupils. Summative
assessment by teachers can and does have a role, around the world, in large-scale systems of
assessment. However, there can be a conflict when teacher judgment is used to summarise pupil
performance, and when the performance data are then used for accountability purposes.

C. Tests and examinations that are marked outside of the school.

What makes for good tests and examinations?

It is difficult to do justice here to the expertise, especially in awarding bodies and test development
agencies, which have been built up in Pakistan, and internationally, in response to this question.
Here we simply summarise some of the most important considerations.

Clarity of purpose is essential, in order to judge the validity of the assessment. If there are multiple
purposes, we need to consider whether the assessment can meet all of them effectively. The
assessment needs to measure what it claims to measure. Examinations that claim to measure
analytical reasoning should not be so predictable that they actually become tests of pupils’ ability
to recall information. A reading test that involves some writing should be designed to reward those
who can read well, but who may write badly, rather than those who simply write well.

A test or examination should focus on what matters in the curriculum, rather than simply what is
easy to measure. If the test is not measuring what matters in the curriculum, important untested
aspects are likely to be downplayed in teaching.

Cautious interpretation of the results is essential. Those designing and using the tests must be clear
what can reasonably be inferred from the results. They should question whether results from a
single test can be a reliable and valid key indicator of national standards in that subject, as a whole,
particularly if there is extensive teaching to the test. They should consider the likely scale of any
measurement error. The results should not be misinterpreted; for example, 20 per cent of pupils
failing to reach the government’s expected level in English does not mean that they cannot read
and write.

Most importantly tests and examinations should contribute positively to the pupil’s progress in
learning, and not undermine good teaching.

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Taken together, these are challenging expectations to place on any test, examination or other
assessment procedure. Evidence from a small sample of pupil performances on a necessarily
limited number of tasks can only aim at a very general judgment of the pupil’s attainments in an
aspect of learning. Expressed in these terms, imperfections are inevitable. In reality, the best hope
of those who design and manage assessments is to minimise imperfections. There is a need for this
to be recognized; claims made about what tests and examinations can tell us should be suitably
modest.

References

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning:
Putting it into practice. Berkshire, England: Open University Press.

Paul E. Newton (2007) Clarifying the purposes of educational assessment, Assessment in

Education, 14:2, 149-170,

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Handout 3.2 - Assessment Policy Framework

NO. SO
GOVERNMENT OF THE PUNJAB
SCHOOL EDUCATION DEPARTMENT
Lahore, the 20th of September 2019

To: All Chief Executive Officers, District Education Authorities in Punjab

Subject: Assessment Policy Framework 2019

1. The Competent Authority is pleased to approve the Assessment Policy
Framework (APF) 2019 for elementary level of school education in the Punjab.
The APF 2019 is the first framework of its nature being presented in the
province, under which all assessments shall henceforth be administered in the
Punjab in a coherent and meaningful manner.
2. This policy replaces and repeals previous policy directions covering earlier
primary/elementary level assessments/examinations in the province, including
the annual examinations held at Classes 5 and 8 by the Punjab Examination
Commission (PEC). The School Education Department (SED) shall hold the
overall custodianship of this policy, whereas the Commission overseeing PEC
shall supervise technical input on the revision, improvement, and the
implementation of the APF by coordinating with relevant line departments of
the SED, such as the Quaid-e-Azam Academy for Educational Development
(QAED) and the Punjab Curriculum and Textbook Board (PCTB).
3. The APF 2019 is based on a key principle of reform efforts for educational
achievement in the Punjab: a shift from assessment as an end in itself towards
assessments that support and encourage learning at all levels of the system.
This framework is, therefore, aligned with the underlying principles behind the
Government of the Punjab’s vision for school education as outlined in the New
Deal 2018-2023. The scope of the APF is, at present, limited to elementary
level of government school education in the Punjab. However, the approach
proposed in the framework may also be opted for by private as well as public-
private partnership schools.
4. Punjab has lacked, thus far, an overarching policy with which to govern the
purpose, classification, nature, design and impact of assessment on educational
achievement across its school education system. The absence of a policy has
implications for the types and utility of assessment for student learning, in
addition to the tracking of learning priorities by different actors in the schooling
process.
5. The present collection of assessments in the province does not make up a
consistent, reliable or coherent assessment system that places the learner at its

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 centre. To the contrary, current examinations and related forms of assessment
are testimony to a system that has evolved to measure learning in a largely
sporadic manner. Therefore, there is a need for a coherent assessment policy
framework that can guide and govern all aspects of implementation/decision-
making regarding student assessments from ECE to Class 8 in the province.
6. This framework provides clarity about assessment and reporting of student
achievement and system performance to policy makers, local education
authorities,
schools, students, parents, and the wider community. It also seeks to balance
the often-competing demands of system accountability and student learning.
In this policy, class level refers to the specific year of school about which a
discussion is taking place, e.g. Class 5. Class levels refers to all years of
schooling, being referred to in plural.
7. In the future, Punjab may participate in large-scale assessments that originate
from sources beyond its immediate administrative territory. Such assessments
may require the province to provide operational assistance, but also extend to a
level of research or analysis. Such national and international assessments may
include the Trends in International Mathematics and Science Study (TIMSS),
Progress in International Reading Literacy Study (PIRLS), and Programme for
International Student Assessment (for Developing Countries) (PISA-D). The
APF 2019 extends to participation in such international assessments.

8. Aims and Objectives of Assessment Policy Framework

This policy acts as a guiding framework for educational assessments across the
Punjab up to a minimum of the elementary years (Class 8). Its scope addresses
important purposes of assessment that require collaboration across Punjab’s
education sector for effective outcomes. The purposes of assessment identified
for the purpose of this policy include, but are not limited to:
a. System-level diagnosis of performance at various levels (from student
and school up to district and provincial levels)
b. Measurement of change and progression/regression in learning
competencies
c. Provision of specific feedback to the SED and its line departments
(QAED and PCTB, in addition to PEC) on system and school/student
strengths and weaknesses to support educational achievement journeys
d. Support to teachers through key feedback loops for continuous and
needs- responsive improvement and adjustment in teaching practices
e. Support to actors across learning system in the development,
implementation and analytical use of assessments to institute stronger
teaching and learning practices
f. Guidelines for the province in its adoption of global best practices for
assessments, as and when required by the Punjab
9. Assessment Types

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 The Assessment Policy Framework 2019 is built upon two types of
assessments, distinct in their purpose, methodology and the end users of the
assessment results. The first type is a sample-based Large-Scale Assessment
(LSA). This assessment shall entail assessment of core literacy (multilingual)
and numeracy skills at key stages of schooling with allowance for additional
subjects in special years, as well as participation in international assessments as
and when determined by the Government. An LSA can effectively provide the
education system diagnostic evidence for performance, whether of students,
schools or higher administrative units within which schools are located. The
revised LSA shall address existing gaps in knowledge about learning outcomes
and system performance, for which the existing system of mandatory
population-based examinations at Classes 5 and 8 in the Punjab is a less
efficient and less effective approach.
The second type of assessment is a School-Based Assessment (SBA), which
shall include a summative form of examination at specific periods in time and
formative assessments throughout the year. As the summative assessment
process becomes more firmly established across the province, formative
assessment shall also gradually gain strength. This shall occur primarily
through continuous, low- stake, teacher-led assessments to monitor student
performance and maintain needs-responsiveness in their own teaching
practices.
10. Large-Scale Assessment

Description: A sample-based diagnostic assessment through which to gauge

the performance of the education system (student, and the contributing
factors surrounding the student). The Large Scale Assessment in the Punjab
shall be one of 2 main assessment formats to understand whether, and how,
students perform against established learning standards and curriculum.
The new LSAs results shall be considered low-stake for school-level education
actors (student, teacher and head teacher), but high-stake for the education
system (the SED and its line departments as well as local education authorities)
because of its diagnostic role in improved decision-making. For instance,
results shall inform baselines, changes to learning expectations and processes,
and key adjustments to education policy and practice in the Punjab made in
light of proficiency levels measured.
Types of assessment (in a phased manner):
1. Annual sample-based assessment of core competencies (literacy and
numeracy) at key stages of schooling as required by the system
a. Phase I: Sample-based assessment pilot at Class 5 in Academic
Year 2019/20; population-based terminal exam for Class 8;
review of, and decision regarding, status of Class 8 and any other
level(s) required for subsequent academic years
b. Phase II: Sample-based assessment pilot at Classes 5, 8 and any

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 other levels determined by the system in the following academic
years, subject to performance review of AY 19/20
2. Assessment of additional, specified subjects in select years at key stages
of schooling as determined by the system
3. International assessments (such as TIMSS, PIRLS and PISA-D) and any
other need-based assessments as and when Punjab participates
Population coverage: Representative random sample of schools and
students from levels of schooling participating in the assessment
Format: Multiple Choice Questions (MCQs), Constructed Response
Questions (CRQs), Extended Response Questions (ERQs) and any other
formats required by the assessment
11. School Based Assessments (SBAs)

Description: A two-pronged approach (summative and formative) to

assessment of the student at the school level, the SBA facilitates an increased
involvement of teachers and school leadership in supporting the learning of the
child. These assessments enable the delivery of feedback on student
performance feedback at a
relatively faster pace and in a more proximate fashion than system assessments
such as the LSA, which supports more effective improvements in learning
habits.
These types of assessments entail a variety of stakes. They place greater
demands on teachers, school leaders, and even parents because of the need to
develop, administer, grade/score and use assessment data more autonomously
for the school unit, such as by preparing report cards and discussing results with
parents.
For students, however, SBAs create opportunities to support learning within
the classroom by removing the pressure of intra-school comparability as the
underlying premise of an assessment. Summative assessments create a
medium stake for students, their parents and teachers because results shall be
reported, but only to those immediately responsible for a student’s learning.
Formative assessments are low-stake across the system and represent that
battery of assessments through which the greatest amount of learning support
and adjustment to teaching methods occurs in response to student needs.
Types of assessment (in a phased manner):
1. Summative Assessments:
Phase I: all classes other than Class 5 shall observe their final-term
school- based examination as per conventional format; only for Class 5
shall a centrally prepared paper-and-pencil assessment of standardised
items be administered by schools at the end of Academic Year 2019/20;
a formal report card shall be issued to parents at all class levels as a
means of formally reporting student performance;

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 Phase II: centrally prepared paper-and-pencil assessments with
standardised items for remaining classes from 2-8; oral examination
rubric for earlier years (ECE and 1); frequency of summative school-
based assessments to be reviewed;
Phase III: standardised items disseminated from central examination
body to the school level for all class levels; schools develop own
examinations using standardised items in accordance with official
curricular benchmarks;
Phase IV: schools develop own reliable and valid assessment item banks
as a result of concurrent capacity development amongst system teachers
and employ such items in own exams.
2. Formative Assessments: an evaluation approach used by teachers to
continuously monitor student performance through the use of formal,
and informal techniques that emphasise, as applicable, all three domains
of knowledge:
a. cognitive (academic) competencies, especially higher-order
thinking;
b. affective (attitudinal/non-academic) competencies;
c. and psychomotor skills.

The results of these assessments are always for ongoing student learning
and growth support, not performance reporting. The means/methods
used in formative assessment shall be determined by the concerned
school and teacher. The information gathered through such assessments
can be used to improve the teaching and learning processes in a class
setting within a shorter period of time. Additional use of such data can
be to inform teacher-head teacher forums, initiate structured
improvements to curricular and pedagogic design with QAED and
PCTB, respectively, as well as provide parents/communities informal
feedback throughout an academic year.
Population coverage for revised SBAs: All classes, but in phases

Roles and responsibilities of CEO;

• Give directions /guidelines for arranging school-based exams as per directions of SED.
• Ensure implementation of school-based exams as per approved schedules for exams.
• Supervise and Coordinate DEO elementary (male) and DEO elementary (female) in
conduction of school based of exams.
• Ensure timely printing of exam paper with highest degree of confidentiality.
• Ensure proper supervision to perform exam duties such as invigilate exams, mark papers
and prepare consolidated results.
• Conduct supervisory visits to schools to ensure smooth sailing of exams.
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 • If required, arrange trainings and refreshers for staff to conduct school-based assessments

Roles and Responsibilities of District Education officer (Male) / District Focal Person;

• DEO (Male) will be the focal person for school-based assessments. He will complete the
task with the help of District Education Officer (Female), Deputy DEO Elementary (Male)
and Assistant Education Officers.
• To ensure delivery of Item Banks, Item banks of all subjects will also be sent to Head
Teacher along with DEO Elementary (Male) of each district.
• DEO Elementary (Male) will set up a control room at the district level and monitor the
entire process to make this task a successful.
• The DEO Elementary (Male) will also be responsible for providing answer sheets, Keys,
Rubrics paper making and marking videos to the School Education Department schools as
well as PEF, Literacy Department and other private schools.
• The DEO Elementary (Male) has to ensure coordination with all the stake holders to
complete the task successfully.

Roles and responsibilities of AEO;

• Assist DEO elementary in making proper arrangement for school-based exams.
• Coordinate with HM/s in arranging school exams as per directions from CEO office.
• Supervise and coordinate with teachers in developing date sheet, setting papers, marking
papers and preparing results.
• Supervise and coordinate for announcing exam results.
• Conduct surprise visit to schools and monitor examination centres and work as mobile
inspector for school-based exams.
• Ensure timely announcements of results by the school heads.
• Ensure timely submission of school results to concerned DEO elementary offices.

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Handout 3.3 – About CARE Toolkit

What is CARE?
In order to help children make for the learning loss under the post COVID – 19 conditions, Punjab
Curriculum and Textbook Board (PTCB) under the directions from the honorable minister and
worthy secretary took the following measures:
1. A smart syllabus consisting of prioritized list of topics has been introduced for Grades 1 –
12. The respective Boards of Intermediate and Secondary Education have been informed
to set exam papers based on the revised list of topics. Similarly, wider stakeholders such
as parents and teachers have also been informed using a range of communications channels.
2. A range of measures have been taken to support teachers in managing high quality teaching
and learning process in the classroom. A few of them have been mentioned here:

a. Development of an academic calendar for Grades 1 – 8. The calendar provides a list

of Student Learning Outcomes arranged in a logical order keeping in view academic
progression of concepts. They also provide structured approach to the teachers for
planning and implementing their academic activities including teaching, assessment
and reinforcement of topics.
b. In the next step, SLOs were aligned with the material and exercises of the textbooks
which ultimately culminated into the development of Scripted Lesson Plans. These
lesson plans are being shared with teachers through PMIU on a rolling basis. It is
expected that these plans will act as a ready resource for teachers to achieve learning
outcomes in an efficient and effective way.
c. Along with the Lesson Plans, it was decided to develop age-appropriate and
engaging worksheets that would benefit students and act as a reservoir for
reinforcement of skills and concepts taught in the class.

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Handout 3.4 (a) – Academic Calendar

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Handout 3.4 (b) – Academic Calendar

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Handout 3.5 (a) – Lesson Plan

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Handout 3.5 (b) – Lesson Plan

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Handout 3.5 (c) – Lesson Plan

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Handout 3.5 (d) – Lesson Plan

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Handout 3.6 (a) – Worksheet

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Handout 3.6 (b) – Worksheet

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Handout 3.6 (c) – Worksheet

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Handout 3.6 (d) – Worksheets

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Handout 3.7 (a) – CARE Checklist

COVID Accelerated Response for Education (CARE)

Checklist – School Level
School Name: _______________________ Date of Visit: _______________________

School EMIS: _______________________ Time of Visit: _______________________

Head-Teacher _______________________ Name of AEO: _______________________

Name:

Please fill the form during your school visit of the school. Please ensure that you have checked the
availability of Academic Calendar (AC), Lesson Plans (LPs) and Student Worksheets (SWs) in soft or
hard forms. Please ensure that you respond to questions 7,8 and 9 after observing the classes.
Sr. Question Response
No.
Availability
1. Is the Academic Calendar (AC) available for all grades in the Yes / No
school?
2. For which grades the Academic Calendar is missing? Mention all
grades for which AC is missing.
3. Are the Scripted Lesson Plans (SLP) available for all grades in the Yes / No
school?
4. For which grades the Scripted Lesson Plans are missing? Mention
all grades for which SLPs are missing.
5. Are the Students’ Worksheets (SW) available for all grades in the Yes / No
school?
6. For which grades the Students’ Worksheets are missing? Mention
all grades for which SWs are missing.
Usage

7. How many teachers are following the Academic Calendars? (i.e. __ / __

2/4 meaning 2 out of 4 teachers are not following the academic
calendar for their respective subjects)

8. How many teachers are using SLPs to deliver lectures? __ / __

(i.e. 2/4 meaning 2 out of 4 teachers are not using the SLPs)

9. How many teachers are providing printed worksheets to students? __ / __

(i.e. 2/4 meaning 2 out of 4 teachers are not providing the
worksheets to students)

AEO Signature: _______________________

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Handout 3.7 (b) - CARE Checklist

COVID Accelerated Response for Education (CARE)

Markaz Level List – Fortnightly
Name of AEO: ______________________ Period: ___________________ to
(DD/MM/YY) to ___________________
Name of Markaz: ______________________ (DD/MM/YY)

Total Schools: ______________________ Schools Visited _______________________

(Individual School):

Sr. Statements Response

No.
Availability
1. Number of Schools with Academic Calendars for all grades
2. Number of Schools with Scripted Lesson Plans for all grades
3. Number of Schools with Students’ Worksheet for all grades
Usage
4. Academic Calendars is being followed by:
a. all teachers
b. more than 50% teachers
c. less than 50% teachers
5. Scripted Lesson Plans are being used by:
a. all teachers
b. more than 50% teachers
c. less than 50% teachers
6. Students’ Worksheets are being given to:
a. all the students
b. more than 50% students
c. less than 50% students

AEO Signature: _______________________

47 | P a g e
Handout 3.7 (c) - CARE Checklist

COVID Accelerated Response for Education (CARE)

District / Tehsil Level List – Fortnightly
Total Schools in ______________________ Schools Visited _______________________
District/Tehsil: (Individual School):

Period: ___________________ to
(DD/MM/YY) to ___________________
(DD/MM/YY)

Sr. Statements Responses

No.
Availability
7. Number of Schools with Academic Calendars for all grades
8. Number of Schools with Scripted Lesson Plans for all grades
9. Number of Schools with Students’ Worksheet for all grades
Usage
10. Academic Calendars is being followed by:
a. all teachers
b. more than 50% teachers
c. less than 50% teachers
11. Scripted Lesson Plans are being used by:
a. all teachers
b. more than 50% teachers
c. less than 50% teachers
12. Students’ Worksheets are being given to:
a. all students
b. more than 50% students
c. less than 50% students

AEO Signature: ________________________________

48 | P a g e
 Session 4
Governance and Management

49 | P a g e
Handout 4.1 – Planning Sheet

Markaz Plan 2020-2023

Planning Sheet - Markaz [ABC]

Access
2020- 2021- 2022-
20-21 21-22 22-23
2015 2016 2017 201 201 21 22 23
2014-15 (Plan (Plan (Plan
-16 -17 -18 8-19 9-20 (Forec (Forec (Forec
ned) ned) ned)
asted) asted) asted)
Enrollment
(Gender-wise)
Primary - Girls 77 53 87
Primary - Boys 100 150 150
Sub-Total
177 203 237 0 0 0 0 0 0 0 0 0
(Primary)
Elementary - Girls 7 11 14
Elementary - Boys 20 25 25
Sub-Total
27 36 39 0 0 0 0 0 0 0 0 0
(Elementary)
Total 204 239 276 0 0 0 0 0 0 0 0 0
Enrollment Grade-
wise)
Katchi 50 55 60 65 70 75 81 89 98 95 97 99
Grade-1 37 38 39 40 40 42 43 52 57 56 59 61
Grade-2 30 35 38 37 36 35 36 39 46 48 49 51
Grade-3 25 30 35 36 35 32 34 33 35 38 42 46
Grade-4 20 25 33 34 35 31 34 31 30 33 35 37
Grade-5 15 20 32 33 34 30 34 31 28 30 33 36
Sub-Total (K-V) 177 203 237 245 250 245 262 274 295 300 315 330
Grade-6 10 13 14 15 14 16 18 19 21 23 25 27

50 | P a g e
 Grade-7 9 12 13 14 15 15 17 17 18 20 22 24
Grade-8 8 11 12 13 14 14 16 15 15 17 18 19
Sub-Total (VI- 27 36 39 42 43 45 50 51 55 60 65 70
VIII)
Total 204 239 276 287 293 290 312 325 350 360 380 400

Plan Plan Plan

ned ned ned
Targ Targ Targ
2019-20
et et et
2020 2020 2020
-21 -22 -23
Retention
K-V 60.0 54.5 55.0 55.4
121. 112.
VI-VIII 93.3 4 5 82.6
Transition
V to VI 53.3 76.7 75.8 75.0

51 | P a g e
Schools
Upgradation
Schools Requiring Schools Requiring Immediate Upgradation through Insaaf Schools
Upgradation as Programme.
they meet the
critera.
No. of Primary 2 Primary Schools where challenge exists for transition from primary
Schools fulfilling to elementary schools
upgradation criteria

FOR PRIMARY SCHOOLS

No. of Elementary 3 What are the major challenges? Mention according to severity. Most severe
Schools fulfilling as first.
upgradation criteria

1
2
3
If provided oppurtunity to continue education, how many schools
can ensure transition of maximum number of students to Grade 6.
F32
Number of Primary Schools that can be upgraded to Elementary 3
Level through Insaaf Programme.
Elementary Schools where challenge exists for transition from
primary to elementary schools
FOR ELEMENTARY

What are the major challenges? Mention according to severity. Most severe
as first.
SCHOOLS

1
2
3
If provided oppurtunity to continue education, how many schools
can ensure transition of maximum number of students to Grade-9.
Number of Elementary Schools that can be upgraded to Elementary 2
Level through Insaaf Programme.

Learning / School Environment

52 | P a g e
 At Present Requ Requ Requ Plan Plan Planne
ired ired ired ned ned d 2020-
2020 2021 2022 202 202 23
-21 -22 -23 0-21 0-22
Number of
Classrooms (Level-
wise)
K-V 3 7 7 7 4 5 6
VI-VIII 2 1 1 1 3 3 3
Number of
Teachers
K-V 3 7 7 7 3 3 3
VI-VIII 2 2 3 3 3 3 3
Student Classroom
Ratio
K-V 82 40 40 40 75 63 55
VI-VIII 23 40 40 40 20 22 23
Student Teacher
Ratio
K-V 82 40 40 40 100 105 110
VI-VIII 23 20 40 40 20 22 23

At Present Requ Requ Requ Plan Plan Planne

ired ired ired ned ned d 2022-
2020 2020 2020 202 202 23
-21 -22 -23 0-21 1-22
Facilities
Toilet Facility 3 8 8 9 9 10 10
Student Toilet
Ratio 97
Furniture
Availability for 289 312 325 350 360 360 360
Students

53 | P a g e
 Shortage 1

Quality and Academic Supervision

Plan Plan Plan Scores Guide
ned ned ned Low Mediu Medi Mediu High
For Last Month
2020 2020 2020 m Low um m
-21 -22 -23 High
Classroom 1 2 3 4 5
Observation Tool
Common Practices
where teachers
score 3 (Practice
Numbers)
Common Practices
where teachers
score 2 (Practice
Numbers)
Common Practices
where teachers
score 1 (Practice
Numbers)

Plan Plan Plan

ned ned ned
Scor Scor Scor
Average Score 2019-20
e e e
2020 2020 2020
-21 -22 -23
Students
Performance -
LND Score
English
Math
Urdu

54 | P a g e
Community Engagement and Funds Utilization
2019-20 (April 19 - Feb Plan Plan Plan
20) ned ned ned
Community 2020 2021 2022
Involvement - -21 -22 -23
Prmary and (Apri (Apri (Apri
Elementary Schoos l 20 - l 20 - l 20 -
Feb Feb Feb
20) 20) 20)
Total School
Council Meetings
Held in the Year
(in numbers)
Schools Council
Meetings
Participated by
AEO (in numbers)
School Council
with Election as
per policy
(in numbers)
School Councils
with members as
per policy
(in numbers)
Schools with
Active School
Council Members
Schools with
School Based
Action Plan
developed
(in numbers)

55 | P a g e
 Utilization Milestones -
Particulars Targets (in percentage)
Seco Thir Fourt Tota
nd d h l
First Quarter
Quar Quar Quar
ter ter ter
NSB Released 254,000 250, 235, 220, 959,
(2019-20) 000 000 000 000
NSB Utilized 215,000 235, 245, 215, 910,
(2019-20) 000 000 000 000
Utilization Rate 85 94 104 98
(2019-20) in
percentage
NSB Utilization
Target (2020-21)
in percentage
NSB Utilization
Target (2021-22)
in percentage
NSB Utilization
Target (2022-23)
in percentage

56 | P a g e
Handout 4.2 – Costing Sheet
Unit Cost Units - Units - Units - Yearly Required Cost Total Cost
2020- 2021- 2022- 2020-21 2020-22 2020-23
21 22 23
New Classrooms
(C&W) K-V 2,100,000 4 5 6 8400000 2,100,000 2,100,000 12,600,000
(C&W) VI-VII 2,100,000 3 3 3 6300000 - - 6,300,000
(Community) K-V 800,000 4 5 6 3200000 800,000 800,000
(Community) VI-VIII 800,000 3 3 3 2400000 - -
New Teachers
K-V 19,490 3 3 3 58470 58,470 58,470 175,410
VI-VII 20,700 3 3 3 62100 62,100 62,100 186,300
New Toilets 75,000 9 10 10 675000 37,500 37,500 750,000
New Furniture 2,667 360 360 360 960000 - - 960,000
School Upgradation
Primary
Full-Upgrdation 4,300,000 2 2 8,600,000 8,600,000 17,200,000
Insaaf Upgradation 936,000 3 3 3 2,808,000 2,808,000 2,808,000 8,424,000
Elementary
Full-Upgrdation 4,300,000 3 3 12,900,000 12,900,000 25,800,000
Insaaf Upgradation 1,104,000 2 2 2 2,208,000 2,208,000 2,208,000 6,624,000
S-1: C&W Construction with Insaaf as Intermittent Arrangement 21,471,570 28,774,070 28,774,070 79,019,710
S-2: Fully Community Supervised Construction and Insaaf as 12,371,570 27,474,070 27,474,070 60,119,710
Intermittent Arrangement
S-3: C&W Construction and Full Upgradation without Insaaf 16,455,570 23,758,070 23,758,070 63,971,710
Schools as Intermittent Arrangement
S-4: Fully Community Supervised Construction and Insaaf Schools 12,371,570 5,974,070 5,974,070 17,119,710
as permanent solution

57 | P a g e
 Session 5
School Improvement Framework

58 | P a g e
Handout 5.1 – Domains of School Performance

4 Domains of school performance # of Indicators Weightage

1. Student participation & personal development 3 40 points

2. Teachers and teaching 5 40 points

3. Leadership and support 6 10 points

4. School environment 10 10 points

Total 24 100 points

59 | P a g e
Handout 5.2 – Distribution of Indicators Across Domains

Indicator Weight
Domain 1: Student Participation/ Personal Development 35
1 Student attendance rate 15
2 LND aggregate score 15
3 Student cleanliness 5
Domain 2: Teachers and Teaching 45
4 Teacher attendance 15
5 Teacher allocation 10
6 Teaching aids availability 3
7 Teacher CPD participation 12
8 Teaching practice score 5
Domain 3: Leadership and school support 10
9 Head teacher attendance 2
10 Non-teaching staff availability 1
11 Instructional leadership 4
12 School improvement plan 1
13 School council meetings held 1
14 NSB disbursement 1
Domain 4: School Environment 10
15 Security and safety arrangements 1
16 Dangerous buildings 1
17 Availability of electricity 1
18 Classrooms with adequate visibility 1
19 Availability of sufficient furniture 1
20 Provision of toilets 1
21 Maintenance of toilet facilities 1
22 Availability of safe drinking water 1
23 Availability of play area/playground 1
24 Cleanliness of school facilities 1
School Status Index (SSI) Score 100

60 | P a g e
Handout 5.3: Needs Assistance Categories

80 ≤ score ≤ 100 Low Needs

60 ≤ score ≤ 79 Moderate Needs

40 ≤ score ≤ 59 High Needs

0 ≤ score ≤ 39 Critical Needs

The higher the score on SSI the less the need for support. Doing so will help the department to
focus the resources and actions on schools that need them most. Schools can have any score
between and inclusive of 0 and 100 as in the example below:

SSI Score = 77 A

SSI Score = 53 B

SSI Score = 38 C

SSI Score = 88 D

61 | P a g e
Handout 5.4 – Indicators Threshold

Minimum Threshold for Indicators. Taking example of two indicators.

Indicator Minimum Threshold Way Forward

Student Indicator calculation = (Sum of Student assessment score is

Assessment obtained score on LND in all satisfactory and does not need special
(LND Score) subjects ÷ Maximum obtainable attention if the LND score is ≥ 90%
score)
Threshold ranges:
Student assessment needs assistance
• Score 1, if average LND to if the LND score is 79% ≥ and ≤
score is ≥ 90 89%
• Score 0.5, if average LND
score is 79% ≥ and ≤ 89%
Student assessment needs immediate
• Score 0, if average LND assistance and esp focus if the LND
score is ≤ 79% score is ≤ 79%

CPD Indicator calculation = (# of teachers CPD participation is satisfactory and

Participation invited to forum – # of teachers does not need special attention if all
present – # of teachers on sanctioned teachers attended the forum (teacher
leaves) absent = 0)
Threshold ranges:
• Score 1 if number of teachers CPD participation needs assistance to
absent is 0 if 1 teacher misses the forum without
sanctioned leave.
• Score 0.5 if number of
teachers absent is 1
• Score 0 if number of teachers CPD participation needs immediate
absent is ≥ 1 assistance and special focus if more
than 1 teacher are absent from the
forum without sanctioned leave.

62 | P a g e
Handout 5.5 – Indicators Scoring Range

Indicator Score range Weight

Domain 1: Student Participation/ Personal Development 35
1 Student attendance rate 15
2 LND aggregate score 0 , 0.5 , 1 15
3 Student cleanliness 5
Domain 2: Teachers and Teaching 45
4 Teacher attendance 15
5 Teacher allocation 10
6 Teaching aids availability 0 , 0.5 , 1 3
7 Teacher CPD participation 12
8 Teaching practice score 5
Domain 3: Leadership and school support 10
9 Head teacher attendance 2
10 Non-teaching staff availability 1
11 Instructional leadership 0 , 0.5 , 1 4
12 School improvement plan 1
13 School council meetings held 1
14 NSB disbursement 1
Domain 4: School Environment 10
15 Security and safety arrangements 1
16 Dangerous buildings 1
17 Availability of electricity 1
18 Classrooms with adequate visibility 1
19 Availability of sufficient furniture 0 , 0.5 , 1 1
20 Provision of toilets 1
21 Maintenance of toilet facilities 1
22 Availability of safe drinking water 1
23 Availability of play area/playground 1
24 Cleanliness of school facilities 1
School Status Index (SSI) Score 100

Action is generated for any indicator that scores < 1

63 | P a g e
Handout 5.6 – School Improvement Framework Cycle

1.
Data collected from schools

5.
Progress Tracking through 2.
Data uploaded on SIF
Monthly Meetings
dashboard

4. 3.
Action Management
Actions assigned to each tier of
Reports generated for all
DEA according to the
schools.
SIF Action Matrix

64 | P a g e
Handout 5.6 (a) – School SIF Report Card

65 | P a g e
Handout 5.6 (b) – SIF Action Matrix

Key Stakeholders No. of Assigned Indicators

Indicators

SED 2 Teacher Allocation

Non-teaching staff availability
CEO 2 NSB disbursement
Teacher CPD participation
DEO 6 Security and safety arrangements
Dangerous buildings
Provision of toilets
Availability of sufficient furniture
Availability of drinking water
Availability of playgrounds
DDEO 4 Teacher Attendance
Head teacher attendance
School based improvement plan
Availability of electricity
AEO 4 LND Score
Classroom Observation Score
Instructional leadership
School Council Meetings
Head Teacher 6 Student Attendance
Student cleanliness
Teaching aids availability
Blackboard visibility
Maintenance of toilet facilities
Cleanliness of school facilities

SIF Action Matrix assigns responsibility of each indicator to a specific tier of DEA.
Each indicator is assigned based on DEA officials line of authority to take action and to
address relevant school need.

66 | P a g e
 Handout 5.6 (c) – SIF Meetings Routine

Quarterly cycle

Month 1 Month 2 Month 3

Week 1 - 2 Week 2 - 3 Week 3 - 4
Description
District- District-
Pre-Meeting Tehsil Tehsil Month 1 meetings will focus
Meeting Meeting on planning for the quarter.
1
(CEO,DEO,DDEO (CEO,DEO,DDEO
) )
District- Tehsil- Tehsil-
Tehsil Markaz Markaz
Month 2 meetings will track
Meeting Meeting Meeting progress on actions planned in
(CEO,DEO,DDEO (DDEO, AEO) (DDEO, AEO) 2 Month 1 meetings.
)
Tehsil-
Markaz
Meeting Month 3 meetings will review
(DDEO, AEO) progress and
3 challenges/roadblocks faced
in implementation.

67 | P a g e
Handout 5.6 (d) – SIF Routines

Augmenting Routines at School and Provincial Levels.

School District Province

AEO-Head SIF District PMIU SIF

Teacher Review Review
Meeting Meeting Meeting

Monthly Quarterly
Fortnightly

AEO meets with Head PMIU reviews SIF

Teachers at least two District Report quarterly
times a month to discuss to identify districts in
the School Report and need of support, and to
agree on Actions to be help problem solve for
taken high needs districts

68 | P a g e
Handout 5.7 – Markaz Action Management Report

69 | P a g e
Handout 5.8 – Understanding SIF Dashboard

SIF Dashboard – Home Page

70 | P a g e
Handout 5.8 (a) – Understanding SIF Dashboard

SIF Dashboard – Home Page

Specific reports for any district, Tehsil, Markaz and

school can be generated by selecting from the drop-
down menus.

71 | P a g e
Handout 5.8 (b) – Understanding SIF Dashboard

SIF Dashboard – Home Page

Schools Needs Assistance bands are provided on each

report for easy reference.

72 | P a g e
 Handout 5.8 (c) – Understanding SIF Dashboard

Understanding SIF Dashboard’s Component

This table shows

distribution all schools
in the
district/tehsil/markaz
according to their SSI
score.

73 | P a g e
 Handout 5.8 (d) – Understanding SIF Dashboard

Understanding SIF Dashboard Components

This table shows

distribution all schools
in the
district/tehsil/markaz
according to their
domain-wise scores.

74 | P a g e
Handout 5.8 (e) – Understanding SIF Dashboard

Understanding SIF Dashboard Components

This shows
graphical
representation
of the data given
in the tables
above.
75 | P a g e
Handout 5.8 (f) – Understanding SIF Dashboard

Understanding SIF Dashboard’s Components

This chart outlines

the number of
schools for each
indicator in
which action is
required.

76 | P a g e
Handout 5.8 (g) – Understanding SIF Dashboard

Understanding SIF Dashboard’s Components

These chart show

school performance
for each Domain of
School
Performance over
3 quarters.

77 | P a g e
Handout 5.8 (h) – Understanding SIF Dashboard

Understanding SIF Dashboard’s Components

These chart show

school performance
according to
obtained SSI scores
over 3 quarters.

78 | P a g e
Handout 5.8 (i) – Understanding SIF Dashboard

Understanding SIF Dashboard’s Components: SIF Dashboard – Home page

Each action generated in the SIF dashboard opens a

ticket.

79 | P a g e
Handout 5.8 (j) – Understanding SIF Dashboard

Understanding SIF Dashboard’s Components - SIF Dashboard – Tickets Tab

All tickets raised (actions generated) for the

district / tehsil / Markaz / School
are shown under the Tickets tab.
80 | P a g e
 Session 6
School Councils and Non-Salary
Budget

81 | P a g e
Handout 6. 1 - Formation of School Council

The School Council shall comprise a minimum of nine (9) and a maximum of seventeen (17)
members. The total strength of the School Council has essentially to be in odd number. The
School Council shall comprise members from following three categories:

i. Parent Member
ii. Teacher Member
iii. General Member

The Parent Members shall constitute more than 50% of the total membership of the School
Council. There will be only one seat reserved for the Teacher Member and rest of all seats shall
be filled from the General Member’s category.

Parent Members
The parents whose children are enrolled in the school come under this category. Only mothers
can become Parent Members in the girls’ schools, whereas in the boys’ schools either the mother
or the father of the student may become the Parent Member of the school council.

Teacher Member
The Teacher Member means the head teacher, i.e. the one who by virtue of his posting shall not
only be a member but would also be the Chairperson of the School Council. The head teacher shall
also be the Signatory of School Council’s account.

General Member
General Member means the members from amongst the notables of the local community or from
the parents of ex-students of school willing to extend their services for the betterment of the
school. The membership under this category in boys’ schools may be from either gender but
female General Members shall be preferred in Girls’ schools. However, if deemed necessary a
maximum of three males can become General Members in girls’ schools.

82 | P a g e
Handout 6. 2 - Constitution of School Council

1. The School Council shall be reconstituted in a general body meeting of

stakeholders. The Assistant Education Officer (AEO) concerned shall inform all the
stakeholders about the meeting through the head teacher, at least three days in advance of
the date of the meeting. The stakeholders for the purpose of general body meeting have
been identified as under:
a. Assistant Education Officer (AEO)
b. Head Teacher of the school
c. Parents of the students enrolled in the school
d. Notables of the local community

2. The General Body Meeting shall be presided by the concerned Assistant Education
Officer (AEO). The AEO shall apprise the participants of the meeting about objectives
and the benefits of the meeting. Later on the persons willing to become the members of
the School Council shall be identified.

3. If the candidates in a particular category exceed the maximum limit reserved for that
category, the membership of the school council shall be decided on the basis of election.

4. If the number of candidates for any particular category are lesser or are equal to the
number earmarked for that category, the participants of the general body meeting shall
be provided with an opportunity to express their objection/s against the selection of
any member of any category. If any objection/s against any member of any category is
raised, his/her membership shall be decided on the basis of election.

5. The right of vote in the above mentioned election shall be restricted to one of the parents
of the student of school, present in the general body meeting i.e. either the father or the
mother. The notables of the local community, head teacher and the AEO shall not have
the right of vote in this election. However, if the votes for two contestants of any
category are equal, the AEO shall have the right of vote and his/her vote shall be
decisive.

6. The Assistant Education Officer (AEO) can opt for one of the following modes of
election:

a. The present parents to caste vote by raising hands, Or

b. The present parents to caste vote through ballot paper

83 | P a g e
 7. The AEO shall announce the names of the School Council members on the spot after their
election in accordance with the above mentioned procedure.

8. The newly elected members of the school council shall elect the Co-
Chairman/Co-signatory of the school council through simple majority. The Co-
chairman/Co-signatory of the school council has essentially to be from the Parent
Member category.

Procedure for Notification of School Council

1. The Assistant Education Officer (AEO) shall record the proceedings of the General
Body Meeting. The AEO shall notify the School Council on the prescribed ‘Form No.1’.
The notification is to be issued on the spot in the general body meeting in the same
date.

2. The School Council shall be constituted for a period of two years from the date of above-
mentioned notification.

3. A copy of the record of proceedings of the general body meeting of the School Council
and the issued Notification shall be sent to the Deputy District Education Officer
(Dy. DEO) for information and record. A copy of the stated Notification is also to be sent
to the Chief Education Officer (Education) i.e. CEO (E) and concerned Bank Manager
for information

84 | P a g e
Handout 6.3 – School Council Monitoring

The School Councils shall be monitored in the following ways:

1. Performance Evaluation

i. The performance of the school councils shall be evaluated in the light of

procedures and processes devised by the Provincial Government and the District
Government.

ii. The MEAs shall check the performance of the school council as per the
prescribed Performa on monthly basis.

iii. During their routine monthly visits, the AEOs and the Dy.DEOs may check the record
of the School Council to evaluate its performance. These officers can interact with the
members of the School Council to counsel and assist in the solution of issues/problems
hampering school development.

iv. The DMOs may also check the record of the School Councils and if desired may
interact with the members of the council as well.

2. Financial Monitoring

i. The CEO Education shall quarterly collect the bank statements of the school councils
through Dy.DEOs to assess the utilization of funds by the councils.

3. Audit

i. The Financial Rules and the Purchase Procedures are not applicable on the expenditures
of the School Council as has been explained para 6 and 7 of the Finance Department’s
notification number IT(FD)3-13/2002 dated January 7, 2004(Annexure-A).

ii. The detailed record of School Council accounts including the Receipts etc. can be
inspected by the officers of the Education Department or any other autonomous
institution appointed by the Government.

85 | P a g e
Handout 6.4 – School Based Action Plan

School Based Action Plan (SBAP)/School Development Plan

1. The School Council shall identify and prioritize the basic needs of the school keeping
in view the available resources to the council. The School Council may counsel with the
local community in such prioritization. The School Council shall prepare the ‘School
Based Action Plan (SBAP)’ as per the ‘Form No.6’ and the SBAP shall be signed by all
members of the council.

2. A copy of the SBAP shall be sent to the concerned AEO for information. The AEO if
having some reservation/objection to the SBAP shall inform the Chairperson in writing
within seven (7) days of the receipt of SBAP. The AEO shall also copy his objection to
the Deputy District Education Officer (Dy.DEO) for information.

3. On receipt of AEO’s objection, the head teacher/Chairperson shall call a special meeting
of the School Council. The attendance of the two third of total members of the council
is mandatory in this meeting. If the majority members of the School Council sided
with the objections of the AEO, the School Council shall approve the amended School
Based Action Plan (SBAP) through a resolution and an amended SBAP shall be
prepared on ‘Form No.6’. The copy of amended SBAP shall be sent to AEO and Dy.DEO
for information.

4. In case the School Council differs with the objections/recommendation of the AEO,
the School Council shall reply the AEO with the reasons for such difference of opinion to
be recorded in writing. A copy of this reply shall also be sent to the Dy.DEO.

5. The Deputy District Education Officer (Dy.DEO) shall visit the school within 15 days and
meet with the School Council members to settle the difference of opinion. The decision
of the Dy.DEO shall be final and binding in this regard.

6. All members of the School Council shall supervise the development work/civil works
being executed in the school. The members shall also monitor the quality and pace of
work to ensure that work is completed within minimum time and cost without
compromising on the quality of work.

7. The School Council development plans shall be executed as per the approved designs and
specifications of the Government. If the SBAP includes any civil work for which technical
guidance is required, the council shall write an

86 | P a g e
8. ‘Application for Technical Guidance’ to the AEO or Dy. DEO. The officer concerned
shall be bound to provide the requested guidance/services to the council.

9. The School Council shall get the civil works done at market rate or below the market rate.
The interest of the school shall be the consideration in this regard. On completion of civil
works, a written report about the SBAP shall be sent to the Dy.DEO.

87 | P a g e
Handout 6.5 – Hiring of Part-time Teachers

Procedure for temporary appointment of teachers

The head teacher/Chairperson of the School Council shall convene the School Council meeting
for the temporary appointment of teachers. The requirement of the temporary teachers shall be
enunciated in the session and the decision of temporary appointment shall be made by simple
majority of the council Members. The rules and regulations governing the temporary appointment
of teachers are as under:
a. The minimum qualification for a temporary teacher is F.A.

b. The candidate for the temporary teacher must have a computerized national identity card
i.e. CNIC.

c. The candidate belonging to the local area shall be preferred.

d. The maximum per month salary for a temporary teacher shall be Rs.2500/- per month.

e. The temporary appointment shall be made for a maximum period of four months. If the
School Council deems it necessary and has the requisite funds in the School Council
account too, it may apply for the extension of the contract of temporary teacher to the CEO
Education. The CEO Education is empowered to decide the extension in the contract of
temporary teacher for a maximum period of four months. The CEO Education will try
his/her best for appointment of regular teacher in the school within the extended contract
period of temporary teacher to enable the School Council to expend on other essential
necessities. The decision of CEO Education regarding extension in the contract of
temporary teacher shall be final and binding.

f. The School Council may appoint temporary teacher as per ‘Form No.9’ especially designed
for “Contract for Temporary Appointment”. The contract shall be signed by the head
teacher/Chairperson, newly appointed teacher, and the Co-Chairperson.

g. The newly appointed teacher shall not be eligible to become a member or Co-Chairperson
of the School Council. If School Council intends to appoint any member of the school
council as temporary teacher, the school council shall first cancel the membership of
proposed member.

h. If School Council desires to make the expenditures in some new heads of expenditure
beyond the above mentioned heads of expenditures, the council shall only be eligible to do
so after the written permission of the CEO Education. The School Council shall attach its
approved resolution seeking permission of expenditure from the CEO Education along with
the application. The CEO Education shall be empowered to accept or reject the application

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 of the School Council. The decision of the CEO Education shall be final and binding for
the council.

i. In case of approval of new heads of expenditure for the School Council, the copies of the
decision of the CEO Education shall be sent to the concerned District Monitoring Officer
(DMO) and PMIU-PESRP, Lahore.

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Handout 6.6 – School Council Expenditures

The School Council Funds’ Expenditure

The expenditures can be incurred from the School Council’s bank account on following
heads:

i. Furniture, other objects and their repair.

ii. The purchase of sports kit/goods
iii. Stationery
iv. The academic and teaching aids
v. The repair and maintenance of school building
vi. The new construction in school such as classroom, latrine, boundary wall etc.
vii. Provision of water and electricity
viii. The payment of utility bills such as electricity, gas, telephone etc.
ix. The expenditures on temporary appointment of teachers can be incurred at a
maximum rate of rupees 2500 per month per teacher. The school council, however,
cannot engage more than two temporary teachers at one time.

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Handout 6.7 – Financial Limit / Process

1. The School Council funds shall be spent for the achievement of the above stated objectives.
The School Council shall be authorized to spend up to a maximum of four (4) lacks of
rupees in one financial year.

2. All expenditures shall be incurred with the approval of the School Council.

3. In order to withdraw amount from the School Council’s bank/postal account, the checque
shall be jointly signed by the Chairperson/Signatory and the Co- Chairperson/Co-Signatory
of the council.

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Handout 6.8 – Roles and Responsibilities of Education Managers

The Assistant Education Officer (AEO) concerned shall inform all the stakeholders about the
meeting through the head teacher, at least three days in advance of the date of the meeting. The
stakeholders for the purpose of general body meeting have been identified as under:
a. Assistant Education Officer (AEO)
b. Head Teacher of the school
c. Parents of the students enrolled in the school
d. Notables of the local community

• The General Body Meeting shall be presided by the concerned Assistant Education
Officer (AEO).
• The AEO shall apprise the participants of the meeting about objectives and the benefits
of the meeting. Later on the persons willing to become the members of the School Council
shall be identified.
• For two contestants of any category are equal, the AEO shall have the right of vote
and his/her vote shall be decisive.
• The Assistant Education Officer (AEO) can opt for one of the following modes of
election:
• The present parents to caste vote by raising hands, Or
• The present parents to caste vote through ballot paper
• The AEO shall announce the names of the School Council members on the spot after their
election in accordance with the above mentioned procedure.
• The Assistant Education Officer (AEO) shall record the proceedings of the General
Body Meeting.
• The AEO shall notify the School Council on the prescribed ‘Form No.1’. The
notification is to be issued on the spot in the general body meeting in the same date.
• AEOs will be responsible to record of proceedings of the general body meeting of the
School Council and the issued Notification shall be sent to the Deputy District
Education Officer (Dy.DEO) for information and record.
• AEOs will share copy of the stated Notification to the Chief Education Officer
(Education) i.e. CEO (E) and concerned Bank Manager for information.

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 Handout 6.9 – Activity for NSB Expenditure

Sr # Type of Expenditure Expenditures to accrued from NSB

Yes NO
1 Building cleanliness
Whitewash, repair and maintenance
2 Construction of classrooms
3 Landscaping, gardening and water equipment
4 Labor charges for maintaining playgrounds
5 Payment of utilities, installation and repair of
electrical appliances
6 Repair of hand pump
7 Purchase of cleaning materials and equipment
for toilet
8 Construction of toilet
9 Purchase of furniture for staff
10 Purchase of office furniture for head teacher
/AEO office
11 Repair and maintenance of broken wall by the
contractor
12 Construction of new boundary wall
13 Repair the broken furniture

14 Purchase benches for newly refurbished classroom

15 Stationery: for teaching and administration needs
16 Sanitary work and overhead tank to provide water
17 Medical: first aid kit
18 Sports equipment repair
19 Teaching materials: to increase learning outcomes
(blackboards, whiteboards, etc.)
20 Salary for temporary support staff

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Handout 6.9 (a) – About NSB

NSB for Schools

The SED is determined to provide quality education in all its schools. International evidence
suggests that one way of improving education quality and consequently learning outcomes is by
giving schools adequate budgets to enable them to plan, manage and administer education delivery.
The SED has acknowledged that the current level of funding for non-salary expenditures is
significantly lower than schools actually need and parents demand, to provide an acceptable level
of education. In 2012 the allocation of NSB as a percentage of the total recurrent budget was
significantly lower than the regional average or in other countries at a similar level of development.
Through the Programme Monitoring Implementation Unit (PMIU) the SED has developed a
school-specific formula for non-salary budgets. The formula is a new way of allocating non-salary
funding to all government schools based on specific school- and student-level characteristics. This
is the start of the transition away from Normative Financing to Per Capita Financing.
NSB is being provided to cover the non-salary related recurrent costs of schools. It is to be used
by schools to spend on everyday expenditure for the general upkeep and functioning of the school
and to support student learning e.g. office supplies, sports equipment, electricity, cleaning,
teaching and learning materials, furniture and practical subjects.

Why NSB Is Important

The government will use this formula to address the chronic shortfall in school spending needs. In
addition, the formula includes financial incentives to encourage schools to reduce dropout rates
and increase student retention.
It is hoped that by providing adequate funding to schools and making them accountable for
planning, managing and administering these funds, schools will be empowered to use these
resources to improve the teaching process and the overall school environment. The reason will be
strengthened.
How will the school benefit from the NSB?
The government hopes that the use of NSB will improve the cleanliness of buildings, classrooms,
grounds and toilets with teacher attendance, use of teaching rooms, and repair and purchase of
furniture. In the long run, the government expects to increase student attendance by at least 20%
over the next three years.

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Handout 6.9 (b) – Formula for NSB

The formula is made up of five components:

NSB Formula
School Fixed School Student Furniture Basic Student Building
Entitlement Allocation Retention Needs Entitlement Operations
Premium
Percentage 19.73% 20% 14.93% 22.4% 22.84%
Share

a) School Allocations an amount per school, differentiated by school type (Primary,

Elementary, High and Higher Secondary) where the entitlement increases accordingly;
b) Student Retention Premiums an additional amount for students in Grades 2-4, 5, 8, 10
and 12 where the incentive increases by the grade type;
c) Basic Student Entitlement is an amount allocated according to the number of enrolled
students differentiated and increasing according to primary, elementary, high and higher
school phase;
d) Furniture Needs allocates an amount for teacher and student furniture needs based on a
furniture deficiency indicator;
e) Building Operations are allocated based on the number of students enrolled in a school.

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Handout 6.9 (c) - Positive and Negative List of NSB

a. Permissible Expense (Positive List)

Following is the list of expenditures that a school can make for the advancement of education.

A Building Needs A01 Repair and maintenance of school building

A02 Provision of water, electricity, gas and telephone
A03 Payment of utility bills (e.g. for water, electricity,
gas and telephone
A04 Construction (classrooms, toilets, boundary wall
etc.)
A05 Others
B Learning Needs B01 Furniture and other goods (purchase and repair)
B02 Purchase of teaching and learning materials
B03 Purchase of stationery
B04 Expenses on the temporary staff appointment (as
per the SC Policy 2007)
B05 Purchase of sports goods
B06 Others

b. Non-Permissible Expense (Negative List)

The schools can spend their non-salary money on recurrent and capital expenditures that are for
the benefit of their students, but the following expenditures are not allowed under any
circumstances:

• Purchase of land;
• Any activity beyond the school premises;
• Purchase of vehicles;
• Expenditure on items not utilised in the school;

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 Handout 6.9 (d) – Tax Card 2020-21

Tax Card for FY 2020-21 on Procurement of Goods and Services

1- Procurement of Goods:

No deduction of tax where payment is less than Rs.75,000 in aggregate during a financial year

Procurement of Goods
Filer Non-Filer
Income Tax:
Company 4.00% 8.00%
Other than Company 4.50% 9.00%
General Sales Tax rate (GST): (20% of GST will be withheld) 17.00% 17.00%

2- Procurement of Services:

No deduction of tax where payment is less than Rs. 30,000 in aggregate during a financial year

Procurement of Services
Filer Non-Filer
Income Tax:
Company 8.00% 14.50%
Other than Company 10.00% 17.50%
Punjab Sales Tax rate (PST): (100% tax will be withheld) 16.00% 16.00%

Example of Procurement of Goods from Filer Vendors

Other than
Company Remarks
Company
Cost of Goods Rs. 100 Rs. 100
GST 17% 17%
Amount of GST Rs. 17 Rs. 17
Amount of Bill Rs. 117 Rs. 117 Bill Amount (Cost + GST)

Income tax Rate 4% 4.50%

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 Needs to be deducted and deposited by the
school in the Account of Commissioner
Amount of Income Rs. 4.68 Rs. 5.27
Income Tax in the National Bank of Pakistan
tax

1/5th of GST 1/5th of GST Needs to be deducted and deposited by the

school in the Account of Commissioner
Sales Tax Withheld
Rs. 3.4 Rs. 3.4 Income Tax in the National Bank of Pakistan

Out of this, Rs. 13.6 (which is 4/5th of GST)

Amount paid to will be deposited by the vendor in the
Rs. 108.92 Rs. 108.34
vendor Account of Commissioner Income Tax in the
National Bank of Pakistan

Example of Procurement of Services from Filer Vendors

Other than
Company Remarks
Company
Cost of Services Rs. 100 Rs. 100
PST rate 16% 16%
Amount of PST Rs. 16 Rs. 16

Amount of Bill Rs. 116 Rs. 116 Bill Amount (cost + PST)

Income tax Rate 8% 10%

Needs to be deducted and deposited
by the school in the Account of
Amount of Income tax Rs. 9.28 Rs. 11.6
Commissioner Income Tax in the
National Bank of Pakistan
100% of Needs to be deducted and deposited
100% of PST
PST by school in the Account of
PST withheld Chairperson Punjab Revenue
Rs. 16 Rs. 16 Authority in National Bank of
Pakistan
Payment Amount Rs. 90.72 Rs, 88.4 Payment to the vendor

Note:
1. As per the Finance Department notification No. SO (TAX)-2/97 (withholding) dated 18th
July 2014 government departments/entities will not procure from any unregistered
vendors.

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2. Please note that the above-mentioned tax rates are subject to change by competent
authorities. Please refer to the FBR website for latest rates.

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