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Trying out a Transport Subsidy to encourage enrolment and attendance in schools in Balochistan (AND WHY IT DIDN’T GO AN

Trying out a Transport Subsidy to encourage enrolment and attendance in schools in Balochistan (AND WHY IT DIDN’T GO ANYWHERE….). IE linked to the Balochistan Education Support Project (BESP). Project Brief Project cost: 24 million $

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Trying out a Transport Subsidy to encourage enrolment and attendance in schools in Balochistan (AND WHY IT DIDN’T GO AN

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  1. Trying out a Transport Subsidy to encourage enrolment and attendance in schools in Balochistan (AND WHY IT DIDN’T GO ANYWHERE….)

  2. IE linked to the Balochistan Education Support Project (BESP) Project Brief • Project cost: 24 million $ • Project life: 4.5 years (2006-2011) • Geographical scope: All 30 districts of Balochistan • Sector : Primary Education • Key Objectives: Improve access to quality primary education, especially for girls

  3. Key Components of BESP • Establishment of 650 Community Schools in rural areas through Community School Implementing Partners (CIPs) with Parents Education Committee (PEC) • Establishment of 300 Private School through Private School Implementing Partners (PIPs) • Capacity Building of CIPs, PIPs and BEF through Technical Implementing Partners (TIPs)

  4. Criteria for Eligible Communities for Community Schools (CS) or Tranpsort Subsidy (TS) No girls school within 2 km radius Communities able to enrole a minimum of 20 students (at least 40% girls) Only Parents can become Parent Education Committee (PEC) members Where local teacher is available with minimum grade 10 Qualification (relaxed to grade 8 in case of female teacher) For CS Willing to provide a temporary space for school for 2 years and subsequently transfer land by mutation for permanent school building. PEC to get money for teacher salary and school setup. For TS PEC to get money for trasnsport subsidy on per enrolled child basis and to make tansportation arrangments.

  5. Key Performance Indicators (KPI) for Project Targetted in IE Increase enrollment (atleast 40% girls) Student attendance 70% Teachers attendance 90% Grade Completion 90% Learning Achievement in English and Math by 3% and 5%

  6. Impact Evaluation of Transport Subsidy in collaboration with BESP The IE was aimed at • assessing whether establishing new community schools in the community, or provision of cash subsidies to the target group for transportation to the nearest school, better improves enrollment and attendance of children age 5-9 in primary schools. The result will help design the scaling up of project. Operationalisation of the Impact Evaluation • During phase 2 of BESP(2007-2008) we envisaged establishing 250 CSs. For the transport subsidy IE we selected a hundred communities according the same criteria (descibed above) • From these communities, 50 were to be randomly selected for establishment of community schools, and 50 were to be given transport subsidy to attend the nearest availbel school. • We planned to assess the impact on enrolment and attendace of the two interventions after one year. After the evaluation period, these 50 transport subsidy communities were to get CS under regular BESP.

  7. Process and Mechanism Adopted • Identification of 5 representative districts (20 villages/communities each) Kalat, Zhob, Washuk, Pishin, Barkhan • Basis for selection of districts( Stratified Random Sampling): Income variations, Road conditions, Population density, Geographic spread, Ethnic division, Social Barriers, Attitude towards girls education, Availability of schools • Identification target of 50+50 =100 ,(Preliminary selection by NGOs, 100 villages surveyed by firm, 95 Villages fulfilling edibility criteria identified by firm) • Communities in each selected district randomly selected for transport subsidy or community schools. Baseline of 95 communities conducted. In total 48communities assigned for transport subsidy and 47 for community schools. • Conducted another survey after formation of PECs, mobilizing communities for education. After PEC formation communities were to be told as to what kind of intervention they are getting. Final visit to see if kids ready to goto school.

  8. Data Snapshot • 100 villages surveyed during initial identification • 969 households surveyed on second visit • Ex-ante revealed preference by households for either CS (99%; 964 HH) or TS (1%:5 HH) • 1034 children (out of cohort of 3800) going to some school for grade 1 (only 9 on arranged transport – less than 1%, average transport cost of Rs. 491 p.m. vs. transport subsidy of Rs. 300) • 62% HHs wanted edu. to improve employability of children, 23% for higher status for HH, 11% for imroved future finanacial security for parents.77% thought girls education was ‘very important’. • When HH told that they got CS, all accepted- 47 schools operational. In the transport subsidy communities only 3 PECs ready to send kids to school. • Reasons for refusing uptake:Distance, Lack of Roads/ Transport, Security,Wait for community schools next year

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