ADP partners with TCF in the Quality Improvement Programme


“It was a great learning experience. I learned new things from all the sessions especially the creative ways of making teaching aids at low costs. I found this the most interesting and it save money as well”

As ADP’s Director Programs & Outreach, I am very excited about our collaboration with The Citizens Foundation (TCF). What stands out particularly is the enthusiasm to share key lessons, best practices and strengths with other actors in the field in order to bring them to an equal footing in terms of educational delivery. This is rare but must be encouraged for there is much to learn from organizations like TCF who are game-changers in the education sector of Pakistan. I believe the success of the Quality Improvement Program will be instrumental in enabling more and more private sector schools to improve learning outcomes, teaching quality as well as their administrative, operational and financial systems. ADP is thrilled to partner with TCF and link our partner NGOs with this promising initiative.

The Problem

While demand for education is strong, the public (government) sector has been unable to deliver due to poor management, corruption and chronic teacher absenteeism resulting in high reliance on private sector delivery of education. The alternate 81,1031 private schools (33% of all national institutions), however this do not guarantee access and quality

Quality of Education in Low Cost Private Schools (LCPS)

The private sector has undergone mass segmentation; in the past private schools catered to higher and middle income groups, today growth is linked to the rise in LCPS across urban and rural areas of Pakistan – such low cost schools account roughly 56% of all private institutes. Although LCPS are now serving a higher proportion of school going children compared to other private institutes, many challenges plague the sector resulting in poor quality of education.  A majority of LCPS do not have the resources to mitigate obstacles such as proper infrastructure, low receivables, high turnover, untrained staff, etc. Therefore these schools have no option but to discount quality in an effort to cut costs and maintain sustainability.

QIP is a 5 year intervention program that will begin with a baseline assessment – followed by three years of training input for teachers and principals along with monitoring and evaluation throughout the project cycle. The students learning gains will be evaluated in year 3 and 5 to gauge the impact of the project interventions.


The project deliverables entails the following three interventions:

Provision of Books and other Education Material:

The project allows provision of textbooks, teacher guides and other curriculum material to the school, as and when requested. The proposed text books and support material has been earlier designed by TCF’s in collaboration with leading academic institutes to strengthen the teaching process, and offer holistic learning at the school


Capacity Building Component:

QIP plans to build capacity of teachers and principals with the purpose to increase learning outcomes among students: This intervention entails annual training sessions for three consecutive years.

  • Principal/ Head Teacher Training: This program covers leadership, academic planning, M&E of classroom practices – including guidelines for effective financial, administrative and human resource management
  • Teacher Training: The 30 hours (five day) rigorous and comprehensive program for Pre-primary and primary teacher training will encompass literacy and numeracy, low cost teaching aids, effective teaching methods, reading and writing skills, lesson planning and classroom management. Trainings for year 2 and 3 will be developed based on needs analysis and feedback from schools.

Monitoring and Evaluation:

M&E is a strong component of the program to ensure execution and sustenance of all quality initiatives undertaken at the school.

  • Baseline Assessment: This program consists of pre-intervention student, and teachers’ baseline assessments followed by performance appraisal in subsequent year to gauge improvement in learning outcomes
  • M&E interventions: Mid-year and Annual M&E interventions will be conducted each year to regularly evaluate classroom teaching practices, academic and management processes
“The training was beyond my expectation. The trainers were very experienced. They conducted sessions first and then in group work provided different situations in which to solve the issue in the light of what we have learned in our sessions”