Despite improved economic indicators social development indices continue to lag. To overcome this huge challenge, development thinkers both globally and locally advocate tir sector partnerships between government, business and civil society.
United Nations' Millennium Development Goals (MDGs) of universal primary education, Government's initiatives in Education for All (EFA) and Education Sector Reforms (ESR) also aim at improving the sector. Education as the key to change was the driving force for PCP to catalyse corporate philanthropy and create institutionalised pathways for making philanthropy contributions effective, focused and measurable.
The Centre developed a demonstrative Public Private Partnerships (3Ps) school adoption model and underpinned it with an Operational Policy Framework. Initiated in 2004 this effort received generous support from USAID under ESR Assistance from 2003 to 2007. While the Centre continues to facilitate corporate philanthropy, for operational level activities the Centre has entered into agreements with Sindh Education Foundation (SEF) and Sindh Graduates Association (SGA).
The 3Ps model was devised after a careful analysis of the opportunities and potential of the philanthropy sector to contribute towards achieving the goals of improved education services especially for the poor and marginalised sections of the society. The model typically creates and sustains linkages between corporate philanthropists, public sector primary and secondary education outlets and non-profit organisations.
In such a partnership, Government brings a large infrastructure and a wide network of social sector assets; NPOs provide management expertise while financial and in kind support is provided by the philanthropists.
PCP in its critical role of facilitator brings together these diverse actors for promoting the cause of education. More specifically, PCP provides the model, systems, procedures and operational protocol for the smooth conduct, sustainability and institutionalisation of these partnerships.
PHILANTHROPY:
PROMOTES QUALITY: The quality of education imparted in adopted schools is as essential the investments made towards the physical infrastructure. School monitoring focuses on the maintenance of school buildings, and also the performance of teachers and students. Designated school monitors work with teachers to improve their teaching practices and transfer knowledge. Rote learning is strictly discouraged in all the adopted schools.
Teacher absenteeism has reduced significantly and a change in the behaviour and attitudes of the teachers has been noticed. Regular school monitoring also encourages and motivates parents of children in the surrounding communities to send their children to school. A major difference in enrolment rates and students grades has been realised.
Furthermore, the community has been mobilised for minor repair, provision of teaching kits, learning material from their School Management Committee fund. Government teachers, National Commission for Human Development (NCHD) teachers and additional teachers funded by Corporate Partners were trained by the Indus Resource Centre. Regu1ar monitoring was undertaken to ensure that trained teachers applied new skills in the classrooms.
PHILANTHROPY IN-KIND:
Standard Chartered Bank (SCB) provided 200 used computers as donation to government schools and schools run by non-profit institutions. PCP assisted SCB in the identification of schools, co-ordinated and facilitated the process of distribution of computers in Muzaffarabad, Karachi, Hyderabad and ICT.
The donation of computers by SCB has been greatly appreciated by the education departments as they believe that it would make a huge difference in the learning capabilities of students. Soneri Bank Limited also donated 100 used computers for Government schools in Karachi.
-- Developed and promoted the concept school of improvement through Corporate Philanthropy
-- Developed 22 partnerships for school improvement, covering 94 schools in 8 Districts of Sindh
-- Rs 54 million was mobilised for supporting government primary schools, benefiting 14,500 children
-- Generated employment opportunities in remote areas of Sindh; 69 new teachers and 2 monitors were hired
-- PCP facilitated and led the process of development of "Operational Policy" for 3Ps;
A comprehensive "District Manual & Operational Toolkit" were developed. The Centre conducted 14 cluster based workshops all over the country with l250 participants for dissemination of the Operational Policy and District Manual. PCP's 3P model has provided institutional frameworks for promoting philanthropy and corporate social responsibility for school improvement.
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