Transcript Aga Khan Education Service, Pakistan

Nurturing to Excellence
Aga Khan Education Service,
Pakistan
Presenting Diverse ECD Experiences
A Century of Service: Key Statistics
Diversity in Educational
Settings
Units
Enrolment
AKES, P Schools
185
37000
Community Based Units
200
12500
Partner Schools
•Public Schools (109)
•Private Schools (50)
Hostels
Total
159
35000
4
549
300
84800
Human Resources
Teaching Staff
1800
Non-teaching Staff –
Schools
300
Non-teaching Staff –
Hostels
Head/Education
Offices Staff
Staff – CB Initiatives
50
Total
Volunteers
120
400
2670
>2500
From Access to Educational
Development
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Focus on girls’ education and the
disadvantaged
Direct Service Provision: Pre-primary
to higher secondary
Educational Development Initiatives
(early 80s)
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Field-based Teacher Development
School Improvement Programme
Community Development
Self-help School Construction
Female Human Resource Devt.
Pre-Primary and Primary
Institutional Development
Public, private, NGO partnerships
Learning Partnerships: IED, IAP
Partnerships and Linkages
• AKU – IED, AKU – HDP, AKU-EB
• International Academic Partnership (IAP)
– Philips Academy, Andover
– Salem School, Germany
• Intel® ‘teach to the future programme’
• Government / Public Sector
– Sindh, Northern Areas and Chitral (NWFP)
– Karakoram International University
– National Commission for Human Development (NCHD)
• Aga Khan Foundation / International Donor Agencies
– European Commission; USAID / ESRA
• AKDN Area Development for Earthquake affected areas
Approaches To Education
• Student-centred teaching and
learning
• Making schools better
• Empowering the community
• Educating the educator
• Creating leadership
• Innovation with technologies
• Volunteerism
• Continuing pursuit of
excellence
• Looking ahead to future
needs
Diverse Experiences From
South Operations
Chitral Operations
Northern Areas Operations
Student Profile
CONFIDENT, CRITICALLY CONSCIOUS, CREATIVE
LIFELONG LEARNERS, WHO ARE ACTIVE AND ETHICAL
CITIZENS FOR THE PLURALIST WORLD
AKES, P students who have developed a strong record of
achievement; who present themselves confidently and can compete
on merit.
They have healthy, balanced life-styles and conduct life in an
ethical manner. They thrive in a range of changing environments and
are prepared for their different life roles such as responsible
daughter, son, parent and family member; work colleague, friend and
leader.
They are active citizens and confident, critically conscious,
creative life-long learners who are always striving to reach their
potential. Their lives are marked by their positive actions and service
to the communities around them.
Teacher Profile
PASSIONATE TEACHERS FOR PASSIONATE LEARNING
AKES, P teachers are passionate about teaching and
learning, care deeply about the children they teach and
believe intensely in their potential to achieve and be
successful.
They are intelligent, dedicated professionals, who take
their vocation seriously and honour the moral purpose of
their work. They teach with dedication and are developing
themselves continually to improve their own performance,
and through that the learning of the students and the
school community.
They are personal and professional role models for
students and the community and are valued by both school
and community.
School Profile
SCHOOLS OF CHOICE:
ADDING VALUE TO CHILDREN’S LEARNING
AKES, P schools are ‘intelligent’ schools in which there are positive
attitudes, aptitudes and ‘multi-tudes’ that work towards developing
the multiple intelligences, multi-disciplines and the integrated skills of
all those who learn and work within them.
As successful learning organisations, everyone involved in the
school learns individually and collectively within a conducive
enabling environment to attain the aims of the school, namely
effective teaching and learning for student achievement.
The Head teacher as the leading professional develops the vision of
the school collaboratively; sets the ethos of the school, facilitates
and supports engaged teachers and staff and works positively with
parents, the school management committee and the community.
She/he ensures that policies, systems and processes all support the
teaching and learning relationship in order to attain the educational
aspiration of the community.
The Challenges for Quality
• Finding quality teachers: “
the great mission of
teaching”?
• Developing and retaining
quality teachers
• Language and languages!
• Physical condition of
schools
• Relevant curriculum and
resources
• Relationships with parents
and communities
• Perceptions of quality
• Leadership and management
Looking to the Future
• Accessing the Jamat
• Reviewing the Portfolio
• Teachers: Attracting,
Screening and Retaining
• Reviewing the quality of
teachers’ lives
• Developing leaders of
change
• Enriching the curriculum
• Research and learning
partnerships
• Visioning the learning
organisation of the future