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Baseline Assessment Study ReportBaseline Assessment Study Report

District Jhang

(1)

Ver 2.00

Update on 10-Feb-09

Sr. # CONTENTS Page #1 Key Counterparts in Government 3

2 Map 3

3 Summary 4

4 Situation Analysis 7

5 Table 1: Tehsils & Unions in the District 7

5 Table 2: Population Size And Growth Of Major Cities 8

6 Table 3: Socio Economic Indicators, Coverage (Vis-1Vis Punjab), Ranking , MDG Targets MICS (2003-04) District-wise Data 8

7 Table 4: Literacy Ratio Ranking Of Punjab Districts (Age 10 years & above) 9

8 Table 4a: Population That Has Ever Attended School 9

9 Table 4b: Literacy-Population 10 Years And Older 9

10 Table 4c: Gross Enrolment Rate At The Primary Level 9

11 Table 4d: Net Enrolment Rate At The Primary Level 9

12 Table 5: Institutions by Level, Gender, Location and Sector(Public) 10

13 Table 6: Enrolment by Stage, Gender, Location and Public Sector 11

14 Table 7: Teachers by Level, Gender, Location and Sector 11

15 Table 8: Physical Facilities by Level and Gender (Public) 12

16 Table 9: Status of Public Schools by National, Provincial and District 13

17 Table 10: Sanctioned, Filled-in, Vacant and Contract Teacher's Posts by Level and Gender (Public) 13

18 Table 11: OXFAM Project List of selected Schools 14

19 Table 12: Summary of School Baseline Survey Report (WSIP Schools) 15

20 Table 13: Summary of School Baseline Survey - Cluster Schools 17

21 Table 13a: Summary of School Councils – WSIP Schools 22

22 District Based Baseline Reports on Learning Levels 23

23 Table 14: Summary of Learning Levels WSIP Schools 25

24 Table 15: Summary of Learning Levels Cluster Schools 31

25 Table 16: Summary of Class Room Environment – WSIP Schools 32

26 Analysis of Learning Environment 33

27 Organogram of District Office 35

Baseline Assessment Study Report - Baseline Assessment Study Report - District Jhang of 35

Key Counterparts in Government

Sr # Name Designation Contact No1 Sultan Hameed District Nazim 047-9200200 & 1002 Asad Islam Mahni District Coordination Officer (DCO) 047-92000813 Liaqat Ali Nasir EDO Education 047-9200128


Summary

Jhang District is a predominantly rural district, 23 % of its population lives in urban areas. It covers an area of 8,809 km².[3]. Jhang lies in the Faisalabad Division of Punjab province. Other than agriculture and agri-based industry, Jhang is famous for its wood-carving and furniture which is second to none in the world. It has a population of 2.83 million and a literacy rate of 37 percent. It has 4 Tehsils/sub-districts and 128 Union Councils. The total number of public and private schools is 4230. Out of which 912 or 22% are private. In spite of facilities being equal up to middle level, where they are higher for girls, the enrolment of girls continues to lag behind boys, considerably. This gap may be ascribed to missing facilities, lack of security, quality and poverty.

District Jhang - Gender Equality vs. Equity - the case of education provision and enrolment!

Table a: Institutional Provision Girls and Boys at Primary-Middle Levels

LevelInstitutions Enrollment

Boys Girls Mixed Total Male Female TotalPre-Primary /Primary* 1133 1063 628 2,824 175,455 130,777 306,232Middle 124 133 22 279 42,689 20,928 63,617

Table b: Enrolment of Girls and Boys at Primary- Middle Levels

LevelInstitutions Enrollment

Boys Girls Mixed Male FemalePre-Primary /Primary* 40% 38% 22% 57% 43%Middle 44% 48% 8% 67% 33%

The data in tables 1 and 2 above highlights a very important issue regarding provision of education with respect to gender. Whilst the institutional provision at primary level (katchi to Grade 5) is almost equal in Jhang district the enrolment of girls is 6% less than boys

The data is however, more stark and illustrative at the middle level (Grades VI-VIII), where the provision for girls’ institutions is higher than boys but enrolment is much lower at 33% for girls and 67% for boys. Thus, on the one hand, gender equality in provision is available, but gender equity is not which is based on: addressing issues such as, distance and security of travel to the school, security within the school, quality of education with respect to teacher provision, conducive learning environment with adequate facilities, positive attitudes and of course poverty. At the middle level in Punjab the government is providing stipends of Rs. 200 per month to each girl child and Jhang is one of the districts where this is present.

Another important point to consider from the data is that there are only 16 % enrolled girls in middle schools when compared to their enrolment at the primary level! This also reinforces the transition gaps from primary to middle level of education, which in turn is a disincentive for many households who do not see a future for girls’ education or for that matter of boys as primary graduates!

This is a critical policy and planning issue that needs to be addressed urgently

The 8, target Whole School Improvement Program (WSIP) project schools have been selected from 8 Union Council (UCs). These are in need of urgent support and will be provided both, infrastructure and soft interventions of construction, learning materials, strengthening of school councils and capacity building. There are 37 schools additionally selected in clusters for capacity building, community participation and health/hygiene support to mobilize maximulem number of girls for primary enrolment.

Sr.# Category of School WSIP Schools Cluster School Total

1 Primary Schools (P/S) 7 22 29 a Elementary Schools (E/S) 1 12 133 High Schools (H/S) - 5 5 8 39 47


The enrolment in 8 WSIP schools is 1181, with 91% girls, whilst the number of teachers is 23. In the 8 target schools enrolment will be increased during the project period by 15-20% (1350 -1425)

In the 39 cluster schools, with 95% girls, enrolment is targeted to increase by at least 10% (from 5423 to 6000) during the project period in primary grades.

The basic purpose of the baseline assessment is to ascertain what, and how well children learn in primary education from grades 1-5 in the subjects of Maths, English and Science. The first baseline was undertaken to establish benchmarks and indicators of improvement as well as strategies for supporting teacher education in target schools

The project has two categories of schools 1. WSIP Schools: with a comprehensive set of interventions i.e School Infrastructure, Furniture,

TLM & WSIP for the capacity building, child friendly environment and gender parity2. Cluster Schools : with only the soft elements or capacity building interventions to be made i.e

Capacity building/training, child friendly environment and community participation. Jhang District: In district Jhang the total number of students in the baseline is 470 (5 students from each class) for both categories of schools WSIP and Cluster Schools. Whilst all 8 WSIP schools were targeted for the baseline with a total of 220 children tested in all five grades, 25% or 9 (min) cluster schools were selected, from which 250 students were assessed. These categories are earmarked as experimental (WSIP) and control (cluster) schools throughout project’s lifeline (April 2008 - January 2011).

The targeted learning areas/subjects for baseline assessment are English; Math and G. Science. The tools of assessment in the subjects were developed by the ITA team according to the format of the Punjab Examination Commission (PEC) to ensure consistency of approach between the mainstream system of the public sector assessment system and the baselines developed for the project. The items were taken from the contents and chapters of the Punjab Text Book Board books provided by the government free of cost to all public sector schools. The tools were pre-tested and finalized.

Objectives of Baseline Assessment of Students’ Learning Level To diagnose the learning baselines of grade I-V learners in To identify problematic and weak areas of learning in core subjects To relate students’ deficiencies to areas of learning support for teachers To develop effective, practical and measureable strategies for improving learning outcomes

sensitive to local contexts

A training session was held for the district assessment teams on the administration of assessment tests, students sampling methodology and paper checking in September 2008.

Learning level baselines conducted for grades 1-5 of 9 WSIP schools for 3 toughest subjects: English, Maths and Science revealed the following results:

English Mathematics Science Average38 48 40 42

The average students’ learning levels is 42 % which is above the 33% government pass rate. However averages mask variations as results, which are extremely poor for grades 4 and 5 students. The average overall result is better than other districts of the project. However, there is a need for focused improvement for grades 3-5, to at least achieve a target average of 50% in specific subjects. The learning environment and basic facilities need urgent support for better learning outcomes.


The cumulative average results of district Jhang in these assessed areas are above the government passing score of 33% : English (38%), Math (48%) and G. Science (40%).

Results look better as averages and reveal a positive outcome for the lower primary classes 1-2 as compared to the upper primary classes 3-5. All items that relate to comprehension, vocabulary and application are weak all around.

Class 1 Class 2 Class 3 Class 4 Class 5 Average

Eng

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Mat

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Eng

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Scie

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Eng

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Mat

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Avg

Eng

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Mat

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Eng

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Avg

64 70 67 52 72 37 54 24 47 73 48 18 19 27 21 31 30 23 28 38 48 40 42 There is a severe need of improvement in all subjects particularly in grades 4 and 5.

The average pupil teacher ratio (PTR) of 8 target schools is 1:51, significantly above the government ratio of 1:40. In primary schools with 6 grades, multi-grade teaching is a reality with an average of only two to three teachers. Teachers are entitled to many official holidays as per government leave rules. Missing facilities in schools, compound the quality challenge. For an ideal of 48 classrooms in 8 schools, there are only 14 rooms available and 16 classes are held in verandahs in multi-grade setting. Washrooms, electricity, clean drinking water, furniture all need urgent attention for a conducive learning environment.


Situation Analysis of District JHANGHistory (http://en.wikipedia.org/wiki/Jhang_District)Jhang district is another historical landmark in Punjab, associated with Alexander the Great’s defeat by a famous local tribe and hence there are rich archaeological sites in Shorkot. folk lore of ‘Heer Ranjha’ and multiple shrines of sufi poets and saints. Jhang is educationally most famous for being home to “ Professor Abdul Salam “ the nobel laureate.

Geography (http://en.wikipedia.org/wiki/Jhang_District)Jhang District covers 8,809 km².[3] Almost all the area is plain cultivable land except in the North some rocks near Rabwah and Chenab Nagar at the banks of the Chenab River. Jhang is also home to the Thal desert . It is bordered by the districts Sargodha in north, Gujranwala in northeast, Faisalabad and Toba Tek Singh in east, Khanewal and Muzaffargarh in south, Leiah and Bhakkar in west and Kushab in northwest. These present with multiple economic opportunities and natural upstream and downstream linkages for its population and the economy.

The district consists of 4 tehsils: Ahmad Pur Sial, Chiniot, Jhang and Shorkot

Chiniot is the target sub-district for the project implementation, well connected by roads.

Economy Other than agri based and livestock industries, Jhang is famous for its handlooms, wooden crafts and a thriving furniture industry. Chiniot is the hub of world famous carving and furniture making. On account of its proximity to highly industrialized districts, business activities in District Jhang have picked up considerably in the recent past..AdministrationJhang covering an area of 8,809 sq kms, has a population of 2.83 million with 23 percent residing in urban areas. . There are 4 tehsils and 128 union councils.

Table1: Tehsils & Unions in the District of Rahim Yar Khan

Tehsil Unions Total Unions

Chiniot AHMAD PURA, AHMADABAD, BARANA, BHOWANA, CHAK NO. 125/JB, CHAK NO. 128/JB, CHAK NO. 13/JB, CHAK NO. 146/JB, CHAK NO. 153/JB, CHAK NO. 158/JB, CHAK NO. 184/JB, CHAK NO. 190/JB, CHAK NO. 195/JB, CHAK NO. 200/JB, CHAK NO. 203/JB, CHAK NO. 208/JB, CHAK NO. 241/JB, DARUL SADDAR, HAST KHEWA, HERSA SHEIKH, IDLANA, JABANA, KALRI, KANDIWAL, KANVENWALA, KHICHIAN (CHENAB), KOT AMIR, LALIAN, LANGAR MAKHDOOM, MANGINI, MATHROOMA, MOH.GARH, MOHALLAH AALI, MOHALLAH DARKHANA, MOHALLAH MOZAIM, PIR PANJA, RAJEWALI, RAJOA, REHMANDABAD, SALARAY, SAMUNDAR, SATELLITE TOWN, THATHA MUHAMMAD, WALLAH

44

Jhang 18-HAZARI, ASHABA, BAGH (URBAN), BASTI ATTAWALI, CHAK NO. 159/JB, CHAK NO. 220/JB, CHAK NO. 250/JB, CHAK NO. 268/JB, CHAK NO. 446/JB, CHAK NO. 463/JB (HASAN, CHAK RASUL PUR, CHATTA, CIVIL LIANE, CIVIL STATION, DHORI WALA, DOOSA, GHOHAR SHAH, HAIDRY, HASNANA, HASSAN KHAN, HAVELI LAL, HAVELI SH. RAJU, KARIWALA, KOT LAKHNANA, KOT MURAD, KOT SAI SINGH, KOT SHAKIR, LOLAY SHAH, MADAN SHAH, MALHOANA, MARI SHAH SAKHIRA, MARZI PURA, MOCHIWALA, MOHALLA BHABHRANA, MOHALLAH GULABWALA, MOHARWALI, MUKHIANA, NADHA GHAR, PABBARWALA, PAKKEY WALA, PIRKOT SADHANA, RASHID PUR, RATTA MATTA, RODU SULTAN, SATIANA, SETTELITE TOWN-I, SETTELITE TOWN-II, SHAHJEWANA, SHEIKH CHUHAR, SHEIKH LAHORI, SULTAN PAKHERA, SULTANPUR, SULTANWALA, UCH GUL IMAM, WASU ASTANA

55

Shorkot& Ahmad Pur Sial

AHMADPUR SIAL, ALLAH YAR JUTTA, BADH RAJBANA, BANGLA YASMEEN, BHANGOO, BINDA SURBANA, CHAK NO., CHAK NO. 17/GHAGH, CHAK NO. 485/JB, CHAK NO. 497/JB, CHYIANWALA, DAB KALAN, GADARA, GARH MAHARAJA, HASU BALAIL, HAVALI BAHADAR SHAH, HAZRAT SULTAN BAHOO, JAIVAIN, KAKKI NAU, KOT BAHADAR SHAH, KOT MAPAL, KOTLA MUHAMMAD, PIR ABDUL REHMAN, QAIM BHARWANA, RANJEET KOT, SAMANDOANA, SHAH SADIQ NEHANG, SHARIFABAD, SHORKOT CITY

29

Total Number of Tehsils = 3 and Total Unions = 128


PopulationTable 2 : Tehsil wise Population Figures

Unit Tot. Pop. Female % Urban % Average HH Size Annual Growth RateChinniot Tehsil 965,124 48.0 26.9 6.4 1.96Jhang Tehsil 1,199,166 48.0 25.4 6.4 2.29Shorkot & Ahmad Pur Sial 670,255 48.0 14.8 6.9 2.23Jhang 2,834,545 48.0 23.4 6.5 2.16

Source: District Census Report 1998

According to 1998 National Census, Jhang District has a population of 2.83 million with 48% females. The rural population makes up 73.1% of the total population.

Poverty estimates for Pakistan indicate today that 24% of the total population is living below the poverty line. These figures when combined with vulnerability groups escalate to 50% of poor and vulnerable. These are the groups who can only afford public sector schooling and are at risk of not going to school or dropping out. Amongst these, girls and women remain even more vulnerable particularly in the southern districts of Punjab with large landholdings belonging to landowners holding on to feudal and rigidly patriarchal mind set. Jhang is known for sectarian violence

Table2a: School Age PopulationEducation Stage Age Group Male Female TotalEarly Childhood 3-4 Years 91,196 86,185 177,381Primary 5-9 years 227,025 208,065 435,090Elem/Secondary 10-14 years 187,518 166,378 353,896H. Secondary 15-16 years 56,327 48,121 104,448

Source: District Census Report 1998

Table 3. Socio Economic Indicators, Coverage (Vis-1Vis Punjab), Ranking , MDG Targets MICS (2003-04) District-wise Data

INDICATORCOVERAGE Ranking MDG Targets

2015Jhang PUNJABPrevelence of Underweight children under 5 year of age (Proportion of Children under 5 year who are underweight for their age. 41 34 14 <20

Net Primary Enrolment Ratio ( Number of children aged 5-9 years attending primary level classes i.e 1-5 divided by the total number of children aged 5-9 years multiplied by 100

49 51 15 100

Adult Literacy Rate ( Proportion of people aged 10 + years who can read and write with understanding ). 47 54 17 88

Gender Parity Index ( GPI ) for primary and Secondary Education . ( Proportion of girls enrolment at primary and secondary levels in comparison with boys).

.85

.58 0.93 .88 16 22 Primary 1.00 Secondary .94

Youth Literacy GPI. ( Proportion of females as compared with boys aged 15- 24 who can read and write). 0.62 0.83 22 1

Under –five Morality Rate. ( No of deaths of children under 5 years of age per thousand live births ). 134 112 18 52

Infant morality rate . ( No of deaths of children under 1 year of age per thousand live births) 86 77 16 40

Proportion of under 1 year children immunized against measles. ( Proportion of Children 12 months of age and received measles vaccine 61 66 16 >90

Lady Health Worker’s Coverage of target population. ( House Hold Covered by Lady Health Workers for their health care services). 23 35 23 100

Proportion of birth attended by skilled bith attendants. ( Proportion of deliveries attended by skilled health personnel “ MO’s Midwives, LHVs”) 21 32 20 >90

Contraceptive Prevalence Rate. (Proportion of eligible couples for family planning programmers using one of the contraceptive methods 23 36 15 55

Total Fertility Rate . ( Average number of children a women delivered during her reproductive age “(15-49) 5.33 4.7 6 2.1

Incidence of tuberculosis per 100000 population. ( Total number of new cases of T.B reported). 281 457 4 45

Proportion of population ( urban and rural ) with sustainable access to improved water source * ( piped water, public tap, borehole/pump, protected well, protected spring and rain water).

95 92 6 93

Proportion of population ( urban and rural ) with access to sanitation . ( Percentage of population with access to sewerage and drainage). 36 58 22 90


LiteracyJhang was ranked 23rd out of 34 districts in Punjab in terms of literacy rates. The overall literacy rate of Jhang District is 37.1% where rural literacy rate is 30.7% and urban is 57.5 %. Female literacy rate is 21.4%, while male literacy rate is 51.5%. Projected population growth rate for Jhang District is 2.16% (DCR 1998).

Table 4: LITERACY RATIO RANKING OF PUNJAB DISTRICTS (Age 10 years & above)Districts Literacy Ratio Rank Districts Literacy Ratio RankRawalpindi 70.5% 1 Hafizabad 40.7% 18Lahore 64.7% 2 Khushab 40.5% 19Jhelum 63.9% 3 Khenewal 39.9% 20Gujrat 62.2% 4 Layyah 38.7% 21Sialkot 58.9% 5 Okara 37.8% 22Chakwal 56.7% 6 Jhang 37.1% 23Gujranwala 56.6% 7 Vehari 36.8% 24Narowal 52.7% 8 Kasur 36.2% 25Faisalabad 51.9% 9 Bahawalnagar 35.1% 26T.T. Singh 50.5% 10 Bahawalpur 35.0% 27Attock 49.3% 11 Pakpattan 34.7% 28M. B. Din 47.4% 12 Bhakkar 34.2% 29Sargodha 46.3% 13 R.Y. Khan 33.1% 30Sahiwal 43.9% 14 D.G. Khan 30.6% 31Sheikhupura 43.8% 15 Lodhran 29.9% 32Multan 43.4% 16 Muzaffar Garh 28.5% 33Mianwali 42.8% 17 Rajanpur 20.7% 34

(PSLMs 2006-07 Data)

Table 4a: Population That Has Ever Attended School (Table 2.1)Urban Rural Total

Male Female Total Male Female Total Male Female Total77 63 70 62 28 45 66 36 51

(PSLMs 2006-07) http://www.statpak.gov.pk/depts/fbs/statistics/pslm_prov2006-07/pslm_prov2006-07.html

Table 4b: Literacy-Population 10 Years And Older Table 2.14 (A)Urban Rural Total Rank Total

04-05Male Female Total Male Female Total Male Female Total74 60 67 58 25 42 62 34 48 25 43(PSLMs 2006-07) http://www.statpak.gov.pk/depts/fbs/statistics/pslm_prov2006-07/pslm_prov2006-07.html

Table 4c:Gross Enrolment Rate At The Primary Level Table 2.3 (A), Table 2.3 (B), Table 2.4 Age Group Urban Rural Total

Male Female Total Male Female Total Male Female Total(Age 5-9)

(Excluding Katchi Class)93 131 110 91 70 81 91 80 86

(Age 6-10) (Excluding Katchi Class)

99 120 109 88 70 80 90 79 85

(Age 4-9) (Including Katchi Class)

92 119 105 82 65 74 84 75 80

(PSLMs 2006-07) http://www.statpak.gov.pk/depts/fbs/statistics/pslm_prov2006-07/pslm_prov2006-07.htmlTable 4d:Net Enrolment Rate At The Primary Level Table 2.3 (A), Table 2.3 (B), Table 2.4

Age Group Urban Rural TotalMale Female Total Male Female Total Male Female Total


68 80 73 49 43 46 53 50 51


79 88 84 59 49 54 63 57 60

(Age 4-9) (Including Katchi Class)

71 77 74 48 45 46 52 50 51

(PSLMs 2006-07) http://www.statpak.gov.pk/depts/fbs/statistics/pslm_prov2006-07/pslm_prov2006-07.html


http://www.statpak.gov.pk/depts/fbs/statistics/pslm_prov2006-07/pslm_prov2006-07.html




Table 5: Institutions by Level, Gender, Location and SectorNEC 2005 (Table No. 2) District: JHANG

Total (Public + Other Public )

Level URBAN RURAL TOTALBoys Girls Mixed Total Boys Girls Mixed Total Boys Girls Mixed Total

Pre-Primary /Primary* 88 61 114 263 1,045 1,002 514 2,561 1,133 1,063 628 2,824Middle 7 12 10 29 117 121 12 250 124 133 22 279High 15 14 3 32 104 33 2 139 119 47 5 171Higher Sec/Inter Colleges (XI-XII) 6 3 - 9 9 3 - 12 15 6 - 21Degree Colleges (XI-XIV) 2 4 1 7 2 - - 2 4 4 1 9Technical & Vocational Institutions 3 9 1 13 - - - - 3 9 1 13Deeni Madaris - - - - - - 1 1 - - 1 1Total 121 103 129 353 1,277 1,159 529 2,965 1,398 1,262 658 3,318*Mosque Schools are included

Transition GAPS & Challenge: Ratio between (Pre-Primary/Primary) & Middle 2824:279 or 10:1 Ratio between Primary & High 2824:171 or 17:1Ratio between Middle & High. 279:171 or 2:1Ratio between Primary & Hi. Secondary 2824:21 or 134:1Ratio between High & Hi. Secondary 171:21 or 8:1

Ratio between Urban & Rural AreasPre-Primary /Primary (Urban : Rural) 263:2561 or 1:10 or 9% :91%Middle 29:250 or 1:9 or 10% :90%High 32:139 or 1:4 or 19% :81%Higher Sec/Inter Colleges (XI-XII) 9:12 or 1:1 or 43% :57%

Total public and private schools 4230

The ratio between public and private schools is as follows 3318:912 or 4:1

The percentage of provision shared across public and private schooling is 78% vs 22% respectively.


Table 6: Enrolment by Stage, Gender, Location and SectorNEC 2005 (Table No. 3) District: JHANG


Stage URBAN RURAL TOTALMale Female Total Male Female Total Male Female Total

Primary /Pre-Primary 25,057 26,185 51,242 150,398 104,592 254,990 175,455 130,777 306,232Middle 11,625 11,047 22,672 31,064 9,881 40,945 42,689 20,928 63,617High 7,013 5,708 12,721 10,987 2,483 13,470 18,000 8,191 26,191Higher Sec/Inter Colleges (XI-XII) 5,065 4,287 9,352 1,358 235 1,593 6,423 4,522 10,945Degree Colleges (XIII-XIV) 2,064 2,607 4,671 234 24 258 2,298 2,631 4,929Technical & Vocational Institutions 445 680 1,125 - - - 445 680 1,125Deeni Madaris - - - - - - - - -Total 51,269 50,514 101,783 194,041 117,215 311,256 245,310 167,729 413,039*Mosque Schools are includedNote: Deeni Madaris, Pre-primary to Degree enrolment is added in concerned stages

Ratio between Urban & Rural AreasPre-Primary /Primary/ Deeni Madaris (Urban : Rural) 17% : 83%Middle 36% : 64%High 49% : 51%Higher Sec/Inter Colleges (XI-XII) 85% : 15%

Table 7: Teachers by Level, Gender, Location and SectorNEC 2005 (Table No. 4)


Level URBAN RURAL TOTALMale Female Total Male Female Total Male Female Total

Primary/Pre-Primary * 578 439 1,017 3,332 2,757 6,089 3,910 3,196 7,106Middle 169 261 430 1,075 890 1,965 1,244 1,151 2,395High 503 414 917 1,438 395 1,833 1,941 809 2,750Higher Sec/Inter Colleges (XI-XII) 143 77 220 215 43 258 358 120 478Degree Colleges (XI-XIV) 159 24 183 47 - 47 206 24 230Technical & Vocational Institutions 41 39 80 - - - 41 39 80Deeni Madaris - - - 4 15 19 4 15 19Total 1,593 1,254 2,847 6,111 4,100 10,211 7,704 5,354 13,058*Mosque Schools are included


Table 8: Physical Facilities by Level and Gender (Public)Basic Facilities (NEC 2005 Table No. 11)

Level Type of Facilities Total Schools

Available Not AvailableMale Female Mixed Total Male Female Mixed Total

Primary*

Electricity

2824

253 186 133 572 880 877 495 2252Drinking Water 856 809 498 2163 277 254 130 661Boundary Wall 402 801 405 1608 577 208 170 955Latrine for Student 377 624 330 1331 611 394 248 1253

Middle

Electricity

279

93 102 14 209 31 31 8 70

Drinking Water 117 121 21 259 7 12 1 20

Boundary Wall 78 113 16 207 46 19 6 71

Latrine for Student 80 94 18 192 43 39 4 86

High

Electricity

171

114 45 4 163 5 2 1 8

Drinking Water 118 47 4 169 1 0 1 2

Boundary Wall 72 45 5 122 46 2 0 48

Latrine for Student 78 38 5 121 41 9 0 50

Higher Sec/Inter Colleges (XI-XII)

Electricity

21

15 6 0 21 0 0 0 0

Drinking Water 14 6 0 20 1 0 0 1

Boundary Wall 11 5 0 16 3 1 0 4

Latrine for Student 13 6 0 19 2 0 0 2*Mosque Schools are includedNote 1:Other Public Schools are includedNote 2:No response institutes are included in total schools column

Baseline Assessment Study Report - Baseline Assessment Study Report - District Jhang Page: 12/35

Table 9: Status of Public Schools by National, Provincial and DistrictNEC 2005 (Table No: 5)

Institutions Pakistan PUNJAB JHANGFunctional 227,791 110,459 4,316

Non-Functional 12,737 2,742 137Refusal 4,126 1,679 18

Out of References 1,028 431 5Total 245,682 115,311 4,476

Note: It Covers all institution's levels

Table 10:Sanctioned, Filled-in, Vacant and Contract Teacher's Posts by Level and Gender (Public)

NEC 2005 (Table No. 6)Level Gender Sanctioned Filled In Vacant Contract

Primary*Male 4,299 3,916 383 207Female 3,459 3,198 261 224Total 7,758 7,114 644 431

MiddleMale 1,556 1,254 302 60Female 1,491 1,162 329 61Total 3,047 2,416 631 121

HighMale 2,345 1,988 357 79Female 981 813 168 40Total 3,326 2,801 525 119

Higher Sec/Inter Colleges (XI-XII)Male 495 383 112 10Female 175 120 55 8Total 670 503 167 18

Degree Colleges (XI-XIV)Male 355 281 74 31Female 207 169 38 12Total 562 450 112 43

Technical & Vocational Institutions

Male 42 41 1 -

Female 43 39 4 7

Total 85 80 5 7

Deeni Madaris

Male - - - -

Female - - - -

Total - - - -

Total

Male 9,092 7,863 1,229 387

Female 6,356 5,501 855 352

Total 15,448 13,364 2,084 739

*Mosque Schools are included


Table 11: List of Schools ( District JHANG)Sr.# Category EMIS Code School Name Type Union council

1 WSIP 33210560 GGPS Drutah Khurlan Primary Adlana2 WSIP 33210790 GGPS Kot Mohammad Yar Primary Salara3 WSIP 33210795 GGPS Chak No. 13 JB Norangay wala Primary Chak 13/jb4 WSIP 33210813 GGPS Chak 126 Colony Primary Ahmad abad5 WSIP 33210828 GGPS Mouza Jhanb Primary Hersa sheikh6 WSIP 33210879 GGPS Chak No 133 Jb Bahadari Primary Chak 146/jb7 WSIP 33210899 GGPS Kangan Wala Primary Mathrooma8 WSIP 33210113 GGES Hersa Sheikh Elementary Hersa sheikh9 Cluster 33210498 GGPS Mohammad Wala Primary Pir punja10 Cluster 33210506 GGPS Noor Pur Pipple Primary Kalri11 Cluster 33210584 GGPS Thatha Musa Primary Bhowana12 Cluster 33210640 GGPS Chak No 184 JB Primary Chak 184/west13 Cluster 33210655 GGPS Balar Kay Primary Adlana14 Cluster 33210802 GGPS Shams Mills Primary Satellite town ii15 Cluster 33210803 GGPS Korala Primary Satellite town ii16 Cluster 33210810 GGPS Chak No 101 Monian Wala Primary Ahmad abad17 Cluster 33210832 GGPS Walanian Wala Primary Chak 13/jb18 Cluster 33210837 GGPS Slontrian Wala Primary Chak 13/jb19 Cluster 33210849 GGPS Asian Primary Hersa sheikh20 Cluster 33210853 GGPS Chak No 465 JB Primary Chak 13/jb21 Cluster 33210857 GGPS Jand Wali Colony Primary Mathrooma22 Cluster 33210858 GGPS Mathroma Primary Mathrooma23 Cluster 33210867 GGPS Mehta Primary Mathrooma24 Cluster 33210873 GGPS Chak No 468 JB Primary Chak 125/japay25 Cluster 33210874 GGPS Kanjuwal Primary Satellite town ii26 Cluster 33210876 GGPS Tahta Thakar Primary Satellite town ii27 Cluster 33210882 GGPS Chak No 149/1 JB Primary Chak 153/jb28 Cluster 33210884 GGCMS Chak No. 151 JB Primary Chak 153/jb29 Cluster 33210900 GGCMS Chak No. 128 JB Primary Chak 128 thathian30 Cluster 33210907 GGPS Chak No 153 Primary Chak 153/jb31 Cluster 33210893 GGES Rashida Elementary Mathrooma32 Cluster 33211104 GGES Satellite Town Chiniot Elementary Satellite town ii33 Cluster 33210084 GGES Pir Punja Elementary Pir punja34 Cluster 33210090 GGES Kurk Mohammadi Sharif Elementary Adlana35 Cluster 33210112 GGES Chak No 11 Sidhu Elementary Chak 13/jb36 Cluster 33210114 GGES Chak No 125 JB Elementary Chak 125/japay37 Cluster 33210115 GGES Talib Wala Elementary Chak 125/japay38 Cluster 33210116 GGES Rao Bagh Mal Elementary Salara39 Cluster 33210118 GGES Chak No 14 JB Elementary Female40 Cluster 33210119 GGES Bukharian Elementary Mathrooma41 Cluster 33210120 GGES Chak No 132 JB Elementary Chak 128 thathian42 Cluster 33210121 GGES Chak No 134 JB LOONAY Elementary Chak 128 thathian43 Cluster 33210046 GHS Chak 184 High Chak 184/west44 Cluster 33210054 GGHS Kalri High Kalri45 Cluster 33210055 GGHS Chak no 13 JB High Chak 13/jb46 Cluster 33210056 GGHS Chak No 152 JB High Chak 153/jb47 Cluster 33210057 GGHS Rajoa Sadat High Rajoa

Sr.# Category of School WSIP Schools Cluster School Total 1 Primary Schools (P/S) 7 22 292 Elementary Schools (E/S) 1 12 133 High Schools (H/S) - 5 5 Total 8 39 47


Table 12:Summary of Baseline Survey ReportWSIP Schools District – JHANG

Enrollment SC/SMC Physical Infrastructure Furniture & Fixture

Sr.#

EM

IS C

ode

Scho

ol

Nam

e

Typ

e

Tea

cher

s in

Prim

ary

Mal

e

Fem

ale

Tot

al

Stat

us

Prim

ary

Cla

ssro

oms

Cla

sses

in

Ope

n ai

r/

Ver

anda

h

Was

h ro

oms

Mai

n G

ate

Bou

ndar

y W

all

Dri

nkin

g W

ater

Ele

ctri

city

Bla

ck

Boa

rd

Stud

ent

Cha

irs/

Des

k / B

ench

es

Tea

cher

s C

hair

s

Tea

cher

s T

able

s

1 33210560 GGPS Drutah Khurlan Primary 2 0 106 106 Non Functional 2 21, Need Repair Yes No Yes No 2 7 1 1

33210813GGPS Chak No. 126 Colony Primary 2 0 148 148 Non Functional 2 0

2, Need Repair Yes

Need Repair Yes Yes 12 6 2

2 33210899 GGPS Kangan Wala Primary 2 0 80 80 Non Functional 2 2,Need Repair No No Yes No

2,1Need Repair 0 0 0

3 33210828 GGPS Mouza Jhanb Primary 2 1 119 120 Non Functional 1 3 0 Yes No Yes No 1 30 4 2

4 33210790GGPS Kot Mohammad Yar Primary 6 19 243 262 Non-Functional 2 3 1 No No Yes No 2 0 5 3

5 33210795GGPS Chak No. 13 JB Norangay wala Primary 2 85 101 186 Functional 2 0 0 Yes No No Yes 3 12 2 2

6 33210879 GGPS Chak No. 133 JB Primary 3 0 138 138 Functional 2 2 2 YesNeed

Repair Yes No 2 12 2 2

7 33210113 GGES Hersa SheikhElementar

y 4 0 141 141 Functional 1 0 1 YesNeed

Repair Yes Yes 4 60 10 4

8 33210560 GGPS Drutah Khurlan Primary 2 0 106 106 Non Functional 2 21, Need Repair Yes No Yes No 2 7 1 1

Total facilities available

23 105 1076 1181

3 are Functional but weak 14 10 10

6

-

7

3 16 133 30 16

Remarks:5 SCs are not functional and the rest of SCs are functional but weakUrgent Need for new Class rooms

Enrolment in 8 target schools will be increased by 15-20% (1350 -1425) at primary level through improvement in infrastructure community mobilization and quality improvement


GGPS Drutah Khurlan = 2 : 106 or 1 : 53GGPS Chak No. 126 Colony = 2 : 148 or 1 : 74GGPS Kangan Wala = 2 : 80 or 1 : 40GGPS Mouza Jhanb = 2 : 120 or 1 : 60GGPS Kot Mohammad Yar = 6 : 262 or 1 : 44GGPS Chak No. 13 JB Norangay wala = 2 : 186 or 1 : 93GGPS Chak No. 133 JB = 3 : 138 or 1 : 46GGES Hersa Sheikh = 4 : 141 or 1 : 35Over all Avg = 23 : 1181 or 1 : 51


Table 13: Cluster Schools District – JHANGEnrollment SC/SMC Physical Infrastructure Furniture & Fixture

Sr.#

EM

IS C

ode

Scho

ol

Nam

e

Typ

e

Tea

cher

s in

Prim

ary

Sec

Mal

e

Fem

ale

Tot

al

Stat

us

Prim

ary

Cla

ssro

oms

Cla

sses

in

Ope

n ai

r/

Ver

anda

h

Was

hroo

ms

Mai

n G

ate

Bou

ndar

y W

all

Dri

nkin

g W

ater

Ele

ctri

city

Bla

ck B

oard

Stud

ent

Cha

irs/

Des

k / B

ench

es

Tea

cher

s C

hair

s

Tea

cher

s T

able

s

1 33210498GGPS MOHAMMAD WALA Primary 3 108 108

Non Functional

2,Need Repair 6 Yes Yes No No 2 1

2 33210506 GGPS Noor Pur Pippel Primary 2 0 68 68Non-

Functional 0 6 0 No No No No 0 0 0 0

3 33210584 GGPS THATHA MUSA Primary 3 91 91 Functional No Yes No No

4 33210640 GGPS CHAK NO 184 JB Primary 3 91 91 Functional No Yes No No

5 33210655 GGPS BALAR KAY Primary 2 64 64Non

Functional 2 Yes No No No 3 6 33210802 GGPS SHAMS MILLS Primary 2 22 64 86 Functional 5 2 Yes Yes Yes Yes 3 2

7 33210803 GGPS KORALA Primary 2 88 88 Functional 2 2 Yes Yes Yes No4,2Need Repair 12 2 1

8 33210810GGPS CHAK NO 101 MONIAN WALA Primary 1 132 132 264 Functional 3 3

2,1Need Repair Yes Yes Yes Yes

3,1Need Repair 12 2 2

9 33210832 GGPS WALANIAN WALA Primary 3 74 74 Functional 2 3 Yes Yes Yes No 2 12 2 2

10 33210837 GGPS SLONTRIAN WALA Primary 2 121 121 Functional3,1Need Repair 6 2 Yes Yes Yes Yes 4 12 2 2

11 33210849 GGPS ASIAN Primary 2 66 66 Functional 2 2,Need Repair Yes Yes No No 6 2 1

12 33210853 GGPS CHAK NO 465 JB Primary 3 110 110 Functional 3 6 2 Yes Yes Yes Yes 6 24 2 2

13 33210857GGPS JAND WALI COLONY Primary 2 16 67 83 Functional 2 2 Yes

Yes Need

Repair Yes Yes 12 1 1

14 33210858 GGPS MATHROMA Primary 3 114 114 Functional2,Need Repair 6 No No No No

4,2Need Repair 42

4,Need Repair

4,Need Repair

15 33210867 GGPS MEHTA Primary 3 108 108 Functional 2 62,1Need Repair Yes

,Need Repair Yes 4 12 2 2

16 33210873 GGPS CHAK NO 468 JB Primary 2 133 133 Functional2,Need Repair 6

3,Need Repair Yes Yes No No 2 12 2 3

17 33210874 GGPS KANJUWAL Primary 2 80 80 Functional2,Need Repair

2,Need Repair NO No Yes No

2,1Need Repair

18 33210876 GGPS TAHTA THAKAR Primary 2 13 74 87 Functional 2 2,Need Repair Yes

,Need Repair Yes Yes 3 12 2 2

19 33210882 GGPS CHAK NO 149/1 JB Primary 2 120 120 Functional 4 2 Yes Yes Yes Yes 4 12 2 2



Sr.#

EM

IS C

ode

Scho

ol

Nam

e

Typ

e

Tea

cher

s in

Prim

ary

Sec

Mal

e

Fem

ale

Tot

al

Stat

us

Prim

ary

Cla

ssro

oms

Cla

sses

in

Ope

n ai

r/

Ver

anda

h

Was

hroo

ms

Mai

n G

ate

Bou

ndar

y W

all

Dri

nkin

g W

ater

Ele

ctri

city

Bla

ck B

oard

Stud

ent

Cha

irs/

Des

k / B

ench

es

Tea

cher

s C

hair

s

Tea

cher

s T

able

s

20 33210884 GGCMS CHAK NO. 151 JB Primary 4 180 180 Functional 4 6 Yes Yes Yes Yes 4 70 20 11

21 33210900 GGCMS CHAK NO. 128 JB Primary 5 11 119 130 Functional 6 2 Yes Yes Yes Yes 7 70 16 8

22 33210907 GGPS CHAK NO 153 Primary 1 109 109 Functional 2 1 Yes Yes No No 2 12 2 2

23 33210893 GGES RASHIDAElement

ary 3 109 109 Functional 3 3 No No Yes No 4 45 8 5

24 33211104GGES SATELLITE TOWN CHINIOT

Elementary 2 23 242 265 Functional 14 15 Yes Yes Yes Yes 14 42 6 6

25 33210084 GGES PIR PUNJAElement

ary 2 126 126 Functional 6 Yes Yes Yes Yes 6 11 1 1

26 33210090GGES KURK MOHAMMADI SHARIF

Elementary 4 179 179 Functional 3 3 3 Yes Yes Yes No 5 50 6 1

27 33210112 GGES CHAK NO 11 SIDHUElement

ary 3 184 184 Functional 3 2,Need Repair Yes Yes Yes Yes 3

13,3Need Repair 6 4

28 33210114 GGES CHAK NO 125 JBElement

ary 2 193 193 Functional3,1Need Repair 1 Yes Yes Yes Yes 5 76

6,3Need Repair 4

29 33210115 GGES TALIB WALAElement

ary 2 164 164 Functional 3 13,2Need Repair Yes Yes Yes Yes 5 50

4,1Need Repair

30 33210116 GGES RAO BAGH MALElement

ary 4 190 190 Functional7,Need Repair 1 Yes Yes Yes Yes 6 30 7 5


ary 3 141 141Non

Functional1,Need Repair 1 2 Yes Yes Yes Yes 4 60 4 4

32 33210119 GGES BUKHARIANElement

ary 2 7 106 113 Functional 4 1,Need Repair Yes Yes Yes Yes

Need Repair 18


ary 2 25 229 254 Functional 4 3 1 Yes Yes No Yes 1 8

34 33210121GGES CHAK NO 134 JB LOONAY

Elementary 4 177 177

Non Functional 4 6 1 Yes Yes Yes Yes 5 25 8 4

35 33210054 GGHS KALRI High 2 230 230Non

Functional 11 2,Need

Repaired Yes Yes Yes No 35 15 2

36 33210055 GGHS CHAK NO 13 JB High 6 19 173 192Non

Functional 9 7,1Need Repair Yes

Need Repair Yes Yes 9 60 9

37 33210056 GGHS CHAK NO 152 JB High 4 211 211Non

Functional 7 41,Need Repair Yes Yes Yes Yes 9

50,15Need Repair

24,9Need Repair 6

38 33210057 GGHS RAJOA SADAT High 6 202 202 Functional 10 7 Yes Yes Yes Yes 11 203 16 11



Sr.#

EM

IS C

ode

Scho

ol

Nam

e

Typ

e

Tea

cher

s in

Prim

ary

Sec

Mal

e

Fem

ale

Tot

al

Stat

us

Prim

ary

Cla

ssro

oms

Cla

sses

in

Ope

n ai

r/

Ver

anda

h

Was

hroo

ms

Mai

n G

ate

Bou

ndar

y W

all

Dri

nkin

g W

ater

Ele

ctri

city

Bla

ck B

oard

Stud

ent

Cha

irs/

Des

k / B

ench

es

Tea

cher

s C

hair

s

Tea

cher

s T

able

s

39 33210046Govt.Girls High School Janglo Sharqi Chak 184 High 3 0 154 154 Functional 4 2 2 Yes Yes Yes Yes 40 8 3

108 268 5,191 5,459 31 148 70 82 32 30 29 23 147 1,148 192 95

Enrollment Physical Infrastructure Furniture Fixture

Sr.#

Typ

e

No

of

Scho

ols

Tea

cher

s in

Pr

imar

y Se

c

Mal

e

Fem

ale

Tot

al

Prim

ary

Cla

ssro

om

s

Cla

sses

in

Ope

n A

ir/V

era

ndah

Was

hroo

ms

Mai

n G

ate

Bou

ndar

y W

all

Dri

nkin

g W

ater

Ele

ctri

cit

y

Bla

ck

Boa

rd

Stud

ent

Cha

irs/

Des

k/B

enc

hes

Tea

cher

s C

hair

s

Tea

cher

s T

able

e

1 Primary 22 47 194 2,181 2,375 52 48 32 16 15 13 9 59 332 64 39

2 Elementary 12 29 55 2,040 2,095 55 16 31 11 11 11 10 59 428 56 34

3 High 5 21 19 970 989 41 6 19 5 4 5 4 29 388 72 22

Total 39 97 268 5,191 5,459 148 70 82 32 30 29 23 147 1,148 192 95

Enrolment in 37 Cluster schools will be increased by 10% (6000) at primary level through improvement in infrastructure community mobilization and quality improvement


GGPS MOHAMMAD WALA = 3 : 108 or 1 : 36 GGCMS CHAK NO. 128 JB = 5 : 130 or 1 : 26GGPS Noor Pur Pippel = 2 : 68 or 1 : 34 GGPS CHAK NO 153 = 1 : 109 or 1 : 109GGPS THATHA MUSA = 3 : 91 or 1 : 30 GGES RASHIDA = 3 : 109 or 1 : 36GGPS CHAK NO 184 JB = 3 : 91 or 1 : 30 GGES SATELLITE TOWN CHINIOT = 2 : 265 or 1 : 133GGPS BALAR KAY = 2 : 64 or 1 : 32 GGES PIR PUNJA = 2 : 126 or 1 : 63GGPS SHAMS MILLS = 2 : 86 or 1 : 43 GGES KURK MOHAMMADI SHARIF = 4 : 179 or 1 : 45GGPS KORALA = 2 : 88 or 1 : 44 GGES CHAK NO 11 SIDHU = 3 : 184 or 1 : 61GGPS CHAK NO 101 MONIAN WALA = 1 : 264 or 1 : 264 GGES CHAK NO 125 JB = 2 : 193 or 1 : 97GGPS WALANIAN WALA = 3 : 74 or 1 : 25 GGES TALIB WALA = 2 : 164 or 1 : 82GGPS SLONTRIAN WALA = 2 : 121 or 1 : 61 GGES RAO BAGH MAL = 4 : 190 or 1 : 48GGPS ASIAN = 2 : 66 or 1 : 33 GGES CHAK NO 14 JB = 3 : 141 or 1 : 47GGPS CHAK NO 465 JB = 3 : 110 or 1 : 37 GGES BUKHARIAN = 2 : 113 or 1 : 57GGPS JAND WALI COLONY = 2 : 83 or 1 : 42 GGES CHAK NO 132 JB = 2 : 254 or 1 : 127GGPS MATHROMA = 3 : 114 or 1 : 38 GGES CHAK NO 134 JB LOONAY = 4 : 177 or 1 : 44GGPS MEHTA = 3 : 108 or 1 : 36 GGHS KALRI = 2 : 230 or 1 : 115GGPS CHAK NO 468 JB = 2 : 133 or 1 : 67 GGHS CHAK NO 13 JB = 6 : 192 or 1 : 32GGPS KANJUWAL = 2 : 80 or 1 : 40 GGHS CHAK NO 152 JB = 4 : 211 or 1 : 53GGPS TAHTA THAKAR = 2 : 87 or 1 : 44 GGHS RAJOA SADAT = 6 : 202 or 1 : 34GGPS CHAK NO 149/1 JB = 2 : 120 or 1 : 60 GGHS Janglo Sharqi Chak 184 = 3 : 154 or 1 : 51

GGCMS CHAK NO. 151 JB = 4 : 180 or 1 : 45

Avg = 108 : 5459 or 1 : 51


Table 13a: Summary of School Council (SC) Baseline Survey ReportWSIP Schools District - JHANG

SC Members SC Detail Fund Details Record Keeping

Sr # EMIS

Code School Name Type Status

Com

mun

ity

Tea

cher

s

Pare

nts

Tot

al

Fem

ale

Mem

bers

Dat

e of

E

stab

lishm

ent

Name of Chairman

Tot

al #

of

Mee

ting

held

(L

ast Y

ear)

Bank A/c No

Bank A/c Address Fu

nds

avai

labl

e In

SC

's A

/c

Kar

wai

R

egis

ter

Am

dan

Kha

rch

Reg

iste

r

Stoc

k R

egis

ter

Past

e Fi

le

Ban

k St

atem

ent

1 7GGPS KanganWala Primary

Non-Functional 0 2 7 9 6 2007 Almas Akhtar 4 306024-4 NBP Chiniot 500 Yes No Yes No No

233210879

GGPS Chak No 133 Jb Bahadari Primary Functional 0 1 8 9 7 2007 NBF Chiniot 5 19268-8 NBF Chiniot 5,627 Yes Yes

Yes

Yes No

333210828

GGPS Mouza Jhanb Primary

Non-Functional 4 1 3 8 7 2007 Sadia Manzoor 5 305862-1

NBP Chiniot Main Branch Nil Yes No No No No

4 33210813GGPS Chak 126 Colony Primary

Non-Functional 0 2 5 7 7 2007 Tanvir Kousar 6 1909-8

UBL chak 125 6,463 Yes Yes

Yes

Yes No

533210795

GGPS Chak No. 13 JB Norangay wala Primary Functional 3 2 2 7 4 2007 Kousar Bibi 8 19124-2 NBP Chiniot Nil Yes Yes

Yes

Yes Yes

633210790

GGPS Kot Mohammad Yar Primary

Non-Functional 2 1 4 7 6 2007 Shazia Manzoor 5 3422-0 NBP Chiniot Nil Yes Yes

Yes

Yes Yes

733210560

GGPS Mouza Darutta Primary

Non-Functional 0 1 8 9 6 2007 Oma Kalsoom 6 13018-2 MCB 2,850 Yes No

Yes

Yes Yes

833210113

GGES Hersa Sheikh

Elementary Functional 2 1 8 11 8 2007 Nahid Bashir 10 33099-6 NBP Chiniot 124,000 Yes Yes

Yes

Yes Yes


District Based Baseline Reports on Learning Levels:Chiniot District

(Earlier a sub-district of Jhang District, recently elevated to district status on February, 2009)

Measuring for quality is the ultimate test of accountability of any intervention planned in education in developing and developed countries alike. Challenges for achieving ‘access’ are met not just through improved physical facilities but also through improved ‘quality’ in schools. Access with quality is the only measure for sustaining access or higher enrolments, for both female and male students. Quality, in turn is gauged through, what and how well children learn.

The project entitled “Enhancing Girls Enrolment in Remote Areas of Pakistan“, being implemented in four relatively poor performing disadvantaged districts of Punjab to enhance girls participation at the primary level, has developed rigorous baselines or benchmarks at the outset, against which to measure outputs and outcomes, including students learning levels in all primary grades (1-5).

Objective of the Survey

The class one to five students learning achievements baseline survey has been conducted in 8 WSIP Schools and 25% of cluster schools in district Jhang.

The purpose of the survey is to diagnose deficient areas in students’ knowledge that can be addressed through some strategic interventions which include subject based in-service training as well as site based support. To support this objective, students were tested in three major subjects (English, Mathmatics and G.science) taught at the primary level.

Sample Size

For grade one to five the sample size was 5 students from each of the five grades in each WSIP school (8), or a total of 200 students and a similar number from the area cluster schools (9) or 225 students. Whilst in WSIP target schools a comprehensive set of interventions will be focused, in cluster schools only the soft elements or capacity building interventions are to be made.

The total number of students in the baseline are, 425 approx, for both categories of schools.

Experimental and Control Schools – WSIP vs. Cluster schools

These two groups will serve also as the experimental and control groups where two different sets of treatments/interventions are being offered. The WSIP are the intensive experimental schools whilst the cluster schools are to be provided a limited set of interventions and attention.

It is hoped that during the course of the project two further assessments will be conducted to measure and report against the baseline results of 2008 at the project’s inception. The results will serve as key indicators for the project monitoring plan (PMP) for tracking project outputs and impact.


Assessment Tools:

Assessment tests were developed in the subjects of English, Math, and Science for students of class one to five. Students were assessed by giving the test for Science, Math and English covering the syllabus of previous grade i.e. a lesser grade than the actual as the test was taken soon after they were enrolled in a new class/grade in September 2008.

All efforts were made to ensure that the tools are consistent and comparable to the Punjab Examination Commission (PEC) pattern of papers and examination. A number of test items were taken from the questions given at the end of each lesson in the prescribed textbooks in actual use in the target schools by the Govt. of Punjab. Tests were based on the syllabus for grades one to five. Content of all tests was crossed checked with the Punjab Textbook Board books. Furthermore, the teaching methodology and types of questions given at the end of each chapter had to be considered while making the tests so that students were familiar with the nature of questions asked. The details of the three tests developed and on which students tested is given at the back as annexes.

Questions and categories tested in Math (annex) Questions and categories tested in Science (annex) Questions and categories tested in English (annex)

Students’ Achievement & Scoring Categories

The raw scores (actual numbers) have been converted into percentages for each subjects. Then the percentages for each mark along the content areas etc, has been converted into the ‘poor, average, excellent’. For our purposes we have made three categories which are given below.

Poor (0-39%)Average/Satisfactory (40-69%)Excellent (70-100%)


Achievements in different subjects by schools & subjects

Class 1 Class 2 Class 3 Class 4 Class 5 ALL

Sr #

School

Eng

lish

Mat

h

Avg

Eng

lish

Mat

h

Scie

nce

Avg

Eng

lish

Mat

h

Scie

nce

Avg

Eng

lish

Mat

h

Scie

nce

Avg

Eng

lish

Mat

h

Scie

nce

Avg

Eng

lish

Mat

h

Scie

nce

Avg

1 GGPS Chak No 126 Colony 53 99 76 73 57 9 46 31 50 84 55 26 18 12 19 23 22 6 17 41 49 28 392 GGPS Hersa Sheikh 67 78 73 63 93 47 68 28 29 84 47 30 22 29 27 49 32 30 37 47 51 47 483 GGPS Kot Muhaamad Yar 71 60 66 77 75 64 72 32 66 87 61 24 30 45 33 28 36 31 32 46 53 57 524 GGPS Norang Wala 64 76 70 14 47 - 20 19 74 45 46 7 15 6 9 29 21 11 20 26 47 15 305 GGPS Noor Pur pipple 74 60 67 11 74 35 40 1 34 48 27 3 6 24 11 23 45 36 35 23 44 36 346 GGPSMouza Jhanb 42 38 40 54 80 33 56 28 14 68 37 23 23 31 25 20 25 24 23 33 36 39 367 Jhangalo Chak 184 65 78 71 45 62 42 50 20 53 70 48 8 23 27 20 39 29 12 26 35 49 38 418 GPS Bahadri Wala 75 72 74 75 91 64 77 31 52 96 60 24 15 40 26 37 31 36 34 48 52 59 53

AVG8 64 70 67 52 72 37 54 24 47 73 48 18 19 27 21 31 30 23 28 38 48 40 42

Category: WSIP School


Table 14: Summary of Learning LevelsWSIP - Schools JHANG

Total No. of Schools: 8

Overall Achievement Scores by Grades and Subjects

Grade 1: In WSIP schools district Jhang, the students of grade 1 managed an average of 64% in English and 70% in mathematics. In both areas, the result appears to be good and it is more restricted to recall type of learning. Grade 2:The average result of English is 52%, and that of mathematics is 72% and G. Science is 37% respectively. It reveals that students are weakest in G. Science Grade 3:Results begin to slip from grade 3 onwards. The average result of English is 24%, of mathematics is 47% and G. Science 73%. English is the weakest whilst G. Science is very good. Grade 4In all three grades the average mark is below the passing mark of 33%, illustrating that content mastery is very weak. In English it is 18%, mathematics is 19% and G. Science 27%. This is a cause for major concern highlighting that foundational work may not be up to the mark and hence comprehension and application of knowledge are both weak. Grade 5:The average result of English is 31%, of mathematics is 30% and G. Science is 23%. Results in all areas continue to be below average needing support at the earliest possible since the Punjab Examination Commission’s (PEC) central exams are drawing near in February 2009. . The average results of students’ learning levels at district level in the areas of math, English and Science are as follows:

English Mathematics Science Average38 48 40 42

Whilst the average results cumulatively for all grades are 42%, we recognize that the average masks variations across the grades. From Grade III onwards the results drop drastically in English, Maths and even Science indicating that as students move from recall to comprehension to application the conceptual grasp becomes weaker and problematic. In grades IV and V the students failed in all the subjects, highlighting higher repeater rate or even drop out possibilities. This indicates an urgency of subject based support to teachers and students through a mix of both in-service and site based support strategies.

In the next sections a more detailed analysis of the subjects by grades and categories of questions is undertaken for District Jhang.


Student’s Achievement Elaborated by Grade and Subject

The raw scores (actual numbers) have been converted into percentages for each subjects. Then the percentages for each mark along the content areas etc, has been converted into the ‘poor, average, excellent’. For our purposes we have made three categories which are given below.

Poor (0-39%)

Average/Satisfactory (40-69%)

Excellent (70-100%)

In-depth Analysis of Students’ Performance by Category of Questions

Class one

Students of class one were assessed in two categories in English, First category is the “Skill of writing small & capital letters and the second one is “Alphabets’ recognition. In both categories students performed well (68% and 60%).

In Mathematics, there were also two categories relating to students ability to do Counting and Number recognition. The results are average/satisfactory or 65% in counting whilst it is 85% in number recognition, rated as excellent


6860 63 65

85

6961

-

20

40

60

80

100

Alp

habe

ts

Alp

habe

tsre

cogn

ition

Avg

Coun

ting

Num

ber

Reco

gniti

on

Avg

Avg

English (%) Math (%) Overall

C las s One (1)

Class Two

Students have performed well in questions on number recognition and counting. When we go through the outcome of class two, we find that students are good in the ability to recognize numbers and counting. In the category relating to vocabulary, where students are required to write simple words e.g. parts of body is poor (36%) compared to questions that required the knowledge and understanding of alphabets (59%). Students’ scores are poor in the basic concepts of G.Science such as living and non-living things (36%), weather (31%) as shown in figure:

Class Three

Analysing the outcomes of class three, we find that :

English: Students are weak in their ability to use word classes (15%).In the category relating to vocabulary, we find the same trend as in class two students scores are poor (27%) as well as in the “capability to translate simple sentences” (13%).

Maths: Students did not perform well in questions which required their understanding and application of their knowledge on the subject of number system e.g. place value, use of numbers in time, money , roman counting (27%).Students found difficulty in questions where they need to use their logistical ability such as multiplication (16%).

G. Science: Students performed well in G.science in both categories which were assessed mostly pertaining to recall. Students were able to understand the concepts of plants and animals better.


59

36

51

72

72

74

72

36

41

31

36

53

- 20 40 60 80 100

Alphabets recognition

Vocabulary

Avg

Counting

Number Recognition

Table

Avg

Living and Non-Living Things

Our Body

Weather

Avg

Avg

Engl

ish

Mat

hSc

ienc

eO

vera

ll

C las s (T wo) 2

3915

2719

1324

2743

6216

7058

4780

8273

49

- 10 20 30 40 50 60 70 80 90 100

Word recognit ionWord Classes

VocabularyCounting in English

TranslationAvg

NumberAddition

SubtractionMultiplication

DivisionT able

AvgPlants

AnimalsAvgAvg

Engl

ishM

ath

Scie

nce

Ove

rall

In P

erce

ntag

e (%

)

C las s T hree (3)

Class FourEnglish: In the question that require students ability of applying their skills to make a correct sentence, the performance is poor (20%).Translation of a sentence is found to be very difficult by the majority of the students (6%). This shows the same trend as in class three. Students found the question on punctuation near to impossible with only 3% results, as it required understanding of the concept and then its application. Students have performed very poorly on questions of comprehension where they have to answer questions based on the topics integrated in their books (12%).

Maths: Students are not able to understand the concept of factorization (9%), decimal (15%), multiplication (20), division (16%) and measurement (12%).And almost no student can do geometry.

G. Science: In questions relating to the area of matter and continuity of life, students again performed well in remembering simple information. However, their performance is weak with regard to information about sound (6%), plants (21%) and understanding the concept of motion and force.

Class Fiv English: In the set of questions relating to use of vocabulary, students performed well (46%) when the skill tested was remembering. However, understanding the question relating to punctuation (4% only) and reading comprehension (24%) is found to be difficult by majority of the students. In questions that require applying their skills to make a correct translation of simple sentence students performance is poor (24%).

Maths: Responses vary in the questions relating to the math which mostly multiple choice questions. The highest scores are for addition (58%) and decimal (59%) and the lowest for fraction (11%) and geometry (13%).

General Science: Questions relating to plants, digestive system, environment, matter, force, heat, magnets and sounds which all tested their memory and were multiple choice questions & short answer questions are almost equally divided between average and poor. All the categories reveal results in the range from 8% to 43%.


2520

1217

63

1831

915

1128

2016

12-

1821

2819

646

4528

21

- 10 20 30 40 50 60 70 80 90 100

VocabularySentence Making

Reading ComprehensionWord Classes

TranslationPunctuation

AvgNumber

FractionDecimalAddition

SubtractionMult iplication

DivisionMeasurement

GeometryAvg

PlantsAnimal

Motion & ForceSound

MatterContinuity of life

AvgAvg

Engl

ishM

ath

Scie

nce

Ove

rall

C las s F our (4)

2432

446

3123

5848

1159

1913

2938

1619

2629

1914

43-

823

28

- 10 20 30 40 50 60 70 80 90 100

ComprehensionTranslationPunctuationVocabulary

AvgNumber

Addit ionDivisionFractionDecimal

MeasurementGeometry

AvgPlant

Digestive SystemEnvironment

Mat terAir

ForceHeat

SoundsEnergy

MagnetsAvgAvg

Eng

lish

Mat

hSc

ienc

eO

vera

ll

C las s F ive (5)

Conclusion:

Low test scores in the targeted assessed areas reflect low levels of learning and comprehension. In general students remember facts and some information indicating rote memorization as the main learning-teaching methodology in use in classrooms.

In the English language even if students understand a question or a concept they are constrained by their limited vocabulary, writing expression and poor grammar especially from grade three to grade five. They have poor writing skills and expression. Majority of the students are unable to attempt the questions regarding simple translation and reading comprehension. In English poor understanding of grammatical principles and limited vocabulary hindered their ability to adequately express themselves.

In Mathematics, students lack conceptual clarity of division and in solving problems in multiplication. In algebra students have shown serious gaps in dealing with factorization almost in each class. Students also lack conceptual clarity of number system and their use in time, money word problem, place value etc. In geometry they have not progressed even in simple shapes and it is clearly evident that they have serious problems in geometrical portion especially students of grade four as well as grade five.

In Science it can be assumed that since most of the questions tested the memory skills of studentsThose who possessed these skills performed better than those students who might have done better on other type of questions. Students performed poorly in questions testing their conceptual knowledge and its application in G.science such as heat, energy, matter, sound and plants as well. It is also evident that they are not familiar with the pattern of examination because most of the students didn’t attempt short question answers. In Science it can be assumed that since most of the questions tested the memory skills of students and students performed well as compared to English and math which require their ability to understand and applying their knowledge.

In short there is an intense need of improvement in all assessed learning areas.


Table 15: Summary of Learning LevelsCluster - Schools JHANG

Class 1 Class 2 Class 3 Class 4 Class 5 ALLSr # School Eng Math Avg Eng Math Sci Avg Eng Math Sci Avg Eng Math Sci Avg Eng Math Sci Avg Eng Math Sci Avg

1 GGPS MEHTA 26 45 35 12 34 16 21 24 40 72 45 29 26 26 27 20 5 11 12 22 30 31 282 GGPS SHAMS MILLS 5 12 8 20 46 - 22 9 18 24 17 4 1 16 7 6 23 58 29 9 20 24 183 GGES TALIB WALA 19 31 25 20 44 15 26 16 13 70 33 17 18 12 16 16 23 17 19 18 26 28 244 GGES CHAK NO 132 JB 15 88 52 13 20 1 11 16 36 58 37 30 19 27 25 32 28 26 29 21 38 28 29

5GGPS CHAK NO 101 MONIAN WALA 46 74 60 28 63 13 34 3 14 20 12 45 23 25 31 7 16 49 24 26 38 27 30

6 GGES CHAK NO 132 JB 11 61 36 9 50 34 31 13 16 49 26 7 18 28 18 11 23 32 22 10 34 36 277 GGHS KALRI 39 44 42 56 83 54 64 19 34 53 35 37 35 39 37 34 35 23 31 37 46 42 428 GGES RASHIDA 100 100 100 73 77 33 61 10 4 47 21 26 21 28 25 28 10 12 16 47 42 30 409 GGPS CHAK NO 465 JB 22 27 24 27 29 13 23 8 21 57 29 13 9 18 14 39 16 30 28 22 21 30 24

10 GGPS DRUTAH KHURLAN - - - - 22 3 8 1 20 28 16 0 9 9 6 - 14 4 6 0 13 11 811 GGPS MATHROMA 40 42 41 38 39 46 41 14 10 78 34 24 12 24 20 15 18 40 24 26 24 47 3212 GGPS SLONTRIAN WALA 10 22 16 14 38 11 21 15 7 78 33 8 19 32 20 21 31 28 27 14 23 37 2513 GGPS WALANIAN WALA 22 - 11 15 8 13 12 2 - 42 15 10 - 4 5 8 8 6 7 11 3 16 10

AVG 13 27 42 35 25 43 19 29 12 18 52 27 19 16 22 19 18 19 26 21 20 28 30 26


Table 16: Summary of Class Room Environment – WSIP SchoolsType Category

GGES Hersa Sheikh

GHS Chak 184

GGPS Chak 133

GGPS Kot Muhhamad

yar

GGES Mouza Jhanb

GGPS Noor Pur

Pipple

GGPS Chak 126 Colony

GGPS Norangw

alaAvg Catg

Avg

Cla

ssro

om

Envi

ronm

ent

Cleanliness of classroom 3 2 2 2 3 3 3 2 3

2Classroom management 3 3 2 2 4 3 3 2 3Repair & maintenance issues 2 3 2 2 2 3 2 2 2Children’s display in class 1 2 1 1 3 3 1 2 2

Less

on

Plan

ning Lesson Preparation 3 3 3 3 3 4 3 3 3

2Use of teaching aids 2 1 3 1 2 2 1 2Quality of Assessment 3 3 2 3 2 3 3 2 3

Teac

hin

g Sk

ills Positive attitude of teacher towards the students 3 3 2 3 3 3 3 2 3

3Attention to slow learners 2 3 1 3 3 3 2 3 3Use of interactive teaching methods 3 3 2 2 2 3 2 2 2

Gen

era

l Effective use of timetable 2 3 2 2 3 3 3 2 3 2Use of library 1 1 1 1 2 1 1 1 1

A g Avg 2 3 2 2 3 3 2 2 2 2


Analysis of Learning EnvironmentEvaluation Ranking: Excellent: 5, Good: 4, Satisfactory: 3, Below Standards: 2, Need more essential improvement: 1

In district Jhang, Classrooms were observed for the assessment of learning Environment in eight WSIP schools and 25% of cluster schools. Classroom is the place and sitting where learning occurs. The basic objective of this assessment was to diagnose the condition of the specific areas which affects the students learning related to school and classroom environment. The basic areas which were assessed regarding classroom & learning environment were as follow:

1. Cleanliness of classroom2. Classroom management3. Repair and maintained issues4. Children display in classroom5. Lesson Preparation6. Use of teaching aids7. Quality of assessment8. Positive attitude of teacher toward students9. Use of interactive teaching methods10. Effective use of time table11. Use of library

Cleanliness of classroom:The situation of cleanliness in classrooms in all WSIP schools is below standard. The condition is satisfactory in GGES Mouza jhanb; GGPS Noor pur & GGPS Chak 126 colony. Classroom management:Classrooms are not well managed in all WSIP Schools; classroom management is below standards in GGPS Chak 133, GGPS Kot Muhammad Yar and GGPS Norangwala. Repair and maintenance:There is an intense need of repair in GGES Hersa Sheikh, GGPS Chak 133, GGES Mouza Jhanb, GGPS Chak 126 Colony and GGPS Norangwala.Children display in classroom:According to classroom observation, there were no displays prepared by children in classrooms such as Charts, Modules etc in all WSIP schools in Jhang except for GGES Mouza Jhanb; GGPS Noor pur.The condition is below standard.Lesson Preparation:Lessons were prepared in schools according to classroom observations. In all WSIP schools in Jhang the situation regarding lesson preparation is satisfactory.Use of teaching aids:In all WSIP schools Jhang, teachers are not using teaching aids such as board, chalk, charts for different activities etc to improve their teaching style and better understanding for students. The condition is below standards in all schools except GGPS Chak 133 where it’s found to be satisfactory.Quality of assessment:In GGPS Chak 133and GGPS Norangwala, teachers were not using any kind of worksheets or other tools for assessment of students learning and their knowledge regarding subject.Quality of assessment were found to be below standards in schools.Positive attitude of teacher toward students:Again in GGPS Chak 133and GGPS Norangwala, teachers attitude are not so much satisfactory towards slow learners. There is a need of improvement in teacher’s attitude towards students for the better learning environment.

Use of interactive teaching methods:Baseline Assessment Study Report - Baseline Assessment Study Report - District Jhang Page: 33/35

Teachers are not using interactive teaching methods especially in GGES Hersa Sheikh and GGPS Norangwala.Teachers are using the traditional teaching methods and not trying to use different activities for making the lesson effective.

Effective use of time table:Time tables were displayed in few schools but mostly teachers were not using the time table for their periods and subjects especially in GGES Hersa Sheikh, GGPS Chak 133, GGPS Kot Muhammad Yar and GGPS Norangwala. The situation regarding time table is not satisfactory.

Use of library & Supplementary Books:It was assessed that in all WSIP schools in Jhang, there was no use of library in schools. There is no space for library and evidence of books for teachers and students. The situation is quite grim in this respect and needs urgent support.

The status report of learning environment of all WSIP schools in Jhang shows that the conditions of classroom/learning environment are below standards and not satisfactory. Especially the condition is very poor in GGPS 133, GGPS Kot Muhammad Yar and GGPS Norangwala. There is an intense need of improvement in all assessed areas. Assessment result shows that teachers need help and training on how they can manage their classroom environment for effective learning and how they improve classroom sitting arrangements, their teaching style, and student’s participation in class and their displays in classroom.

Teachers also need support ensuring content capability for higher grades, matching activities, lesson plans with subject competencies. This will help them relate and connect their topics with different areas of learning for students’ better understanding. Especially teachers must be assisted on students’ assessment methods/options and making of relevant worksheets for assessments. Teachers also need to be trained on the effective use of supplementary books through enrichment activities (reading clubs, use of dictionary, washing lines and art., etc.)



Implementing Partner OXFAM

Project Advisor

Project Manager

Manager M & EManager AccountsAdmin & Procurement Officer

Manager Quality & Gender

District Manager Jhang

Education Promoter (b)

Jhang

Education Promoter (a)

Support Staff

Training Coordinator

Admin & Finance

Civil Engineer

District Government Counterpart NGO/INGO/CBO Community

DonorDubai Cares

ORGANOGRAM District Jhang

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