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Enhancing Education in FATA Schools

This document outlines a logic model for a project to provide video training and supplementary resources to school leaders and teachers in Pakistan. The project aims to enhance teaching proficiency, improve leadership skills, and introduce new standards. Inputs include creating an organization, securing community cooperation, and obtaining funding. Activities include demonstrating the project, conducting a needs assessment, creating training videos and manuals, and providing training and evaluation. Outputs include coordinating support, creating training materials for 40 educators, and conducting evaluation. Short-term impacts are expected to include improved knowledge and skills while long-term impacts are elevated education standards.

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12 views5 pages

Enhancing Education in FATA Schools

This document outlines a logic model for a project to provide video training and supplementary resources to school leaders and teachers in Pakistan. The project aims to enhance teaching proficiency, improve leadership skills, and introduce new standards. Inputs include creating an organization, securing community cooperation, and obtaining funding. Activities include demonstrating the project, conducting a needs assessment, creating training videos and manuals, and providing training and evaluation. Outputs include coordinating support, creating training materials for 40 educators, and conducting evaluation. Short-term impacts are expected to include improved knowledge and skills while long-term impacts are elevated education standards.

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Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Module# 4 Logic Model

Iqtidar ul Hassan
PADM 7714
Dr. Michael Howell Moroney
University of Memphis
11/14/2016

Overview
I have designed a project of on-site video training for school-leaders and teachers,
and providing them supplementary leaders/teachers resources in the form of manuals and
a website. Through this project I intend to enhance teachers proficiency in content and
pedagogy and improve school leaders leadership skills. This project will introduce new
standards of leadership and teaching practices in public schools. I have planned to bring
community into the loop and get it meaningfully involved in the schooling of children in
the public schools. The long-term impact that I aimed at is the elevation of the standard of
education in the public schools in FATA (Federally Administered Tribal Areas), Pakistan.
Inputs
I would need to create an organization and infrastructure sufficient for initiation.
The community is an important element in the Open Social System theory of
organization. I believe that community has an important role in the whole process of
schooling. Therefore I will get the cooperation of the community in the marketing and
implementing my proposed project. In Pakistan, the education system is highly
centralized, the school leader feels exercise his/her leadership in the framework of
decisions taken at the district level. This centralization has become a culture of the
education system. School leaders usually look toward district education office for new
orders rather than taking initiatives. In this situation the role of the DEO (District
Education Officer) is significant. I will have to get the cooperation of the DEO to get my
project implemented by school leaders. The next step would be creating of video
trainings. In order to create video training I will need content and pedagogy experts. I
will try to find volunteers for this purpose. In order to market and sell the product to the

end user and to get the coordination of DEO I will need marketing and sales personnel. I
will have to hire these personnel. The last but the most important input without which the
whole project would be impossible is the funding resources. I will look for foundations
and funders to fund my pilot project.
Activities
The very first thing would be to demonstrate the whole project to DEO. Since the
whole project would be perfectly aligned to the objectives of the district education office,
the DEO would be convinced to cooperate us with the implementation of the project.
Secondly, the community would be intimated with the project; this would be done
through community mobilization. Since I would need to know specific needs of the
school-leaders, teachers, and students, so I will conduct a need assessment survey. After
conducting this survey I will create a product which would meet the specific needs of the
faculty and students. Needs being known, video trainings would be recorded for leaders
and teachers separately. Both teachers and leaders would need supplementary resources
like class-plan, evaluation tools and supplementary study material; separate manuals for
leaders and teachers would be prepared for this purpose. Once the product is
manufactured, it would be shared with DEO and its use would be demonstrated to
him/her. Community would be involved at the time of launching the project through
acquainting the selected community leaders with working of the product and the role of
the community in the application of the new practices. Product would be delivered to the
end user and its use would be demonstrated to them in a two days pre-launching training.
Evaluation tools would be developed for the purpose of the evaluation and monitoring of
the project. Evaluation data would be collected on monthly bases.

Outputs
The first and the foremost thing would be getting the coordination of the DEO.
This second most importing cooperation would be of the community. Through social
mobilization activity, the community would be taken into loop. Initially and for the
purpose of this pilot project videos would be created covering only one subject and
twenty teachers and the same number of school leaders. Manuals would be created for
twenty teachers and twenty school leaders. The product would be delivered to the end
user. Two separate two-days trainings would be conducted for the school leaders and
teachers on the use of the product. Our personnel would conduct monthly evaluation.
The new practices introduced through the product would be evaluated through an
evaluation tool prepared for this purpose. The evaluation tool would measure two things:
students learning achievements and the application of the new practices which would be
monitored by the school leaders through a monitoring tool provided to him/her in the
leaders manual. Evaluation of the leaders would be done according to the results gotten
from the former two evaluations.
Short-term Impact
Knowledge of the standard practices in teaching and school leadership would
enhance among school leaders and teachers. Teachers would have a better understanding
of the content and the pedagogy. Schoolteachers would have better capacity to practice
new knowledge and skills inside the classroom. School leaders would acquire skills in the
implementation of new and effective leadership skills. The community would have an
active role in the schooling of the children. Students learning achievements would
improve. The project would boost a confidence of the DEO in the public-private

cooperation. The same tools used for the measurement of the Outcomes would be used
for the measurement of the impact.
Medium-term Impacts
A routinization of the standard leadership and teaching practices would take place,
and meaningful involvement of the community in the schooling of children in public
schools would start. Confidence of the school leaders, teachers and the community in the
new standard schooling practices would enhance. School system as whole adapt to the
new standards.
Long-term Impacts
The quality of the proficiency of school leaders and teachers would be uplifted.
The ended result aimed at is the elevation of the quality of education. This project will lift
the quality of education in the public schools.
In order to measure the long-term impacts a research on the efficacy of the project
would be needed. That research would be conducted at the end of the academic year.

Common questions

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The community's involvement is crucial as it forms part of the Open Social System theory of organization, which underscores the community's role in schooling. By meaningfully involving the community, the project aims to enhance the quality of education and ensure sustainable implementation. This involvement facilitates the marketing and application of the new practices in schools, helping to align the project with community needs and expectations. The proposed project anticipates that through social mobilization, the community will help support school leaders and teachers, thereby raising educational standards and increasing community confidence in new schooling practices .

The short-term impacts include enhanced knowledge of standard practices in teaching and leadership among school leaders and teachers. Teachers will better understand content and pedagogy, and school leaders will acquire skills in implementing new leadership practices. Additionally, the project is expected to improve students' learning achievements, boost DEO's confidence in public-private cooperation, and foster an active community role in schooling .

The medium-term impacts of the project are expected to routinize standard leadership and teaching practices, leading to a systemic adaptation to new standards in public schools. Additionally, these impacts anticipate the meaningful involvement of the community, enhancing confidence among school leaders, teachers, and the community in the reformed schooling practices. These changes are poised to foster an environment conducive to continuous improvement and adaptation to the standards introduced by the project .

The project begins with a needs assessment survey to determine the specific requirements of school leaders, teachers, and students. Based on survey outcomes, video trainings are tailored separately for leaders and teachers, and supplementary materials such as manuals, evaluation tools, and class plans are developed to address these needs. This personalized approach ensures that resources are relevant and directly applicable, promoting the effective adoption of new practices .

Video training resources are expected to enhance skills by providing detailed, standardized educational content that addresses specific pedagogical and leadership needs. Targeted videos for teachers and leaders, coupled with supplementary resources like manuals and evaluation tools, aim to improve content understanding and leadership implementation. This multimedia approach is designed to accommodate varying learning styles and provide consistent quality training across different schools .

To ensure successful cooperation, the project is perfectly aligned with the DEO's objectives, facilitating endorsement and support. Demonstrating the project effectively to the DEO is key, alongside aligning the project with district goals. The strategy involves showcasing the potential benefits, including improved public-private cooperation and enhanced educational outcomes, to gain the DEO’s confidence and commitment .

Funding is a critical component for the initiation and execution of the educational project as it provides the necessary resources to hire marketing and sales personnel, create video training content, and cover supplementary resources such as manuals and evaluation tools. Without adequate funding, the entire project would be impossible to implement, as it supports both the infrastructural and operational phases. Securing financing from foundations and funders is therefore paramount to kickstart and sustain project activities .

The monitoring and evaluation strategy involves creating evaluation tools that measure student learning achievements and the application of new practices, tracked by school leaders. This monthly evaluation alongside pre-launch training ensures ongoing assessment and realignment of the project with its objectives. While comprehensive, the strategy requires robust data collection and analysis methods to ensure accurate reflection of outcomes. Overall, it's effective in providing continuous feedback, though it relies heavily on the cooperation and competence of the school leaders .

The long-term impacts are expected to uplift the proficiency of school leaders and teachers significantly and elevate overall education quality. This aims for a systematic enhancement that results from the routinization of new practices and sustained community involvement. However, measuring such impacts requires longitudinal studies to assess the efficacy of changes and ensure continuity and scalability. These outcomes have the potential to transform educational paradigms and benchmark the project as a model for nationwide application .

The centralized education system in Pakistan presents significant challenges, as school leaders often depend on district-level decisions and lack initiative due to this centralization culture. This means that convincing the DEO to support and implement the project becomes essential yet challenging. The project aligns with district objectives to facilitate this cooperation, but overcoming the ingrained centralization mindset requires strategic efforts in demonstrating the benefits and aligning the project with broader district goals .

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