Informing Policies, Reforming Practices
Informing Policies, Reforming Practices
Informing Policies, Reforming Practices
Informing Policies, Reforming Practices.
A two-day training guide for AEOs (Assistant Education Officers) to shift from administrative monitoring to reflective coaching in multigrade classrooms, built around the MG-COT observation tool. It covers structured sessions on role clarity, evidence-based classroom observation, trust-building feedback conversations, and fostering peer learning among teachers.
Documents Phase-I of the Remedial Learning Pilot in 200 schools, training ~391 teachers to diagnose and remediate Grade 2 students' foundational literacy and numeracy gaps. Reports statistically significant learning gains across English, Urdu, and Maths in both provinces, plus high teacher satisfaction, and recommends scaling the model and integrating it into CPD programmes.
Documents Phase 2 of PECTAA's CPD initiative for elementary teachers in Punjab, scaled to ~1,704 teachers across five districts (LMS self-study, classroom observations, subject-expert forums). Reports measurable gains in classroom observation scores across English, Maths, and Science, plus high teacher satisfaction.
Documents Phase 2 of the CPD pilot for ~1,498 elementary teachers in KP (LMS-based learning, classroom observations, peer communities), reporting measurable teaching-practice gains, especially in Science, English, and Maths, and high teacher satisfaction.
This report proposes a menu of innovative financing instruments, blended finance, development impact bonds, credit guarantees, CSR-linked funds, revenue-based financing, PPPs, and debt swaps, to close Punjab's education financing gaps, including a detailed product suite and a 12-month sandbox implementation roadmap for mobilising private and donor capital.
This report diagnoses the paradox for KP (record education allocation of PKR 363 billion vs. persistent access/quality/infrastructure gaps, especially in the merged districts), then proposes the set of seven innovative financing instruments, blended finance, development impact bonds, credit guarantees, CSR-linked funds, revenue-based financing, PPPs, and debt swaps, tailored to KP's fiscal and institutional context.
This report maps the financing ecosystem for Low-Fee Private Schools (LFPS) in Punjab and KP, sizing the market and financing gaps, identifying barriers to credit access, and recommending financial instruments (guaranteed loans, blended finance, results-based financing) with province-specific roadmaps to improve access to finance.
This report examines global models, existing provincial initiatives, and innovative financing mechanisms like Development Impact Bonds. It concludes with policy recommendations on institutional coherence, accountability, equity, and leveraging digital platforms and impact investments to scale PPPs in both provinces.
