Degree

Master of Business Administration Executive

Faculty / School

Faculty of Business Administration (FBA)

Year of Award

2018

Project Type

MBA Executive Research Project

Access Type

Restricted Access

Executive Summary

This research study is an attempt to support the Government of Sindh, School Education Department in developing policy frame work and implementation plan for School consolidation in Sindh province. The Sindh government notified the School Consolidation Policy in February 2012 and it was communicated to the divisional directorate and district offices of education department along with course of actions. The main intention of the school consolidation policy is to empower the consolidated schools in management, resource utilization and monitoring for improving the service delivery.

The initiative of school consolidation is a step to improve quality of education. Consolidation is the practice of merging of distinct government schools that share the same building, same compound, or are in close proximity and cater to the same local child population into single schools and their reorganization and strengthening to function as single schools. The consolidated schools form a bigger school, which is designated as a Campus School.

The key objectives of the research study are to develop an understanding about ongoing initiatives on school consolidation and related initiatives through stakeholder and get a better sense of the actual situation on ground for assessing the practically of school consolidation and related issues.

The research approach has included a combination of existing policies that are cutting across school consolidation policy initiative; more specifically school clustering, (education Management Cadre (EMC) policy, Education act, Sindh Education Sector Plan (SESP) and Continuous Professional Development (CPD) strategy. At the same time, approach builds on work already done in the past, or currently being done in and out sides Sindh on school consolidation.

My focus was to reach the target population and communicate them about the school consolidation policy and its advantages. After deciding the way, next step was to select the appropriate medium so as to reach to the maximum possible target audience by utilizing minimum resources.

More specifically, the technical approach was involved to develop an understanding of school consolidation by the stakeholders. At the next stage, the approach was looked into account findings from a comprehensive technical study of the existing situation through documents, reports and institutional visit. A thorough review and assessment of the finding followed next, leading to the next stage where recommendations and suggestions were developed and are included in this report.

Following on from a review of relevant documents and reports, a field survey undertaken covering three regions / divisions in Sindh province including Karachi, Mirpur Khas and Sukkur. During the field visit, interviews and focus group discussions were carried out with key stake holders including school teachers at taluka, district, division and provincial level education officials, and NGOs. The field survey also provided an opportunity to visit many campus schools and get a first-hand exposure to the on ground reality with regards to facilities and infrastructure, teacher and student attendance, teaching and learning, and school remoteness. The interviews and discussions specifically focused was upon school consolidation and some related aspects of schooling, along with aspects that supposed important for cutting across school consolidation including teacher professio are nal development (TPD), education management cadre (EMC) policy, and also touched upon a number of other issues such as monitoring, attendance, enrollment, equity to name a few. The study uses a mixed methods approach for data collection including secondary data such as Sindh Education Statistics, existing and past policies and strategies, donor programme and project reports, and GIS data. Primary data collection was done through unstructured interviews and focus group discussions with key stakeholders at the provincial, divisional, district levels and site visits to campus schools.

Pages

V, 69

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