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Girls and Out of School Children: Action

for Learning Programme - GOAL

Market Engagement
4th August 2022, 10:00-12:00 BST/14:00-16:00 PKT

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Welcome to the GOAL Market Engagement

We will be starting shortly
Event protocol
1. All participants should ensure they remain muted unless invited to speak.
2. To help relieve bandwidth issues, all participants should turn off their videos. The speakers will
use their video where possible.
3. Copies of the slides have been provided in advance to counter any screen freeze issues
4. Participants wishing to comment or ask a question can do so at any time using the Slido event
page via the provided link in the joining instructions or go to slido.com and input event code .
5.Participants will see all questions asked on Slido and we encourage you to like/upvote 
questions raised to help identify level of interest in that specific area.
6. Please note that questions will only be addressed at specific points set aside for this during the
presentation.

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Agenda
Section Presented by

Welcome and introductions Gerry Thomson/Kim Bradford Smith

GOAL programme overview and context Saima Anwer

Questions for Suppliers Kim Bradford Smith
Component 1 -Technical Assistance Saima Anwer
Questions for Suppliers Kim Bradford Smith
Component 2 – Service Delivery Saima Anwer
Questions for Suppliers Kim Bradford Smith
Component 3 – Financial Aid Saima Anwer

Next Steps Patrick Houston

General Q&A All

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Welcome!
FCDO team:
• Kim Bradford Smith, Education Team Leader, BHC Islamabad
• Saima Anwer, Senior Education Adviser, BHC Islamabad
• Sohail Wajid, Senior Programme Manager, BHC Islamabad
• Amna Khalid, Social Development Adviser, BHC Islamabad
• Muhib Farooqui, Senior Programme Manager, BHC Islamabad
• Maryum Khan, Programme Manager, BHC Islamabad
• Saud Mukhtar, Commercial Adviser, BHC Islamabad
• Rhona Williamson, Commercial Delivery Manager for Afghanistan and Pakistan Directorate
• Gerry Thomson, Event Coordinator, FCDO Procurement & Commercial Department
• Patrick Houston, Commercial Lead Education, FCDO Procurement & Commercial Department

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Purpose of event

• To provide an overview of GOAL

• To share information on upcoming TA procurement
• To discuss different experiences and approaches
• To understand the market strengths and weaknesses
• To allow potential suppliers to engage and provide innovative ideas
• Connect prospective bidders from local and international supply base
• Test the market on service delivery options

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Background
• SDGs and the International Development Strategy - commitment to ensuring all girls receive 12 years of quality education
• GOAL is a successor programme to the former large scale sector budget support education programmes that focused on
strengthening education systems in Punjab and KP and reflects the transition of UK’s development partnership with Pakistan.
Moving away from large scale service delivery, reducing financial aid, shifting towards more targeted programming and
specialized technical assistance.
• GOAL is informed by the ‘Smart Buys for Global Learning’ and evaluations of previous programmes and will select a few high
impact, cost-effective interventions and implement them at scale
• Both KP and Punjab have seen improvements (at varying levels) in enrolment, student and teacher attendance, basic school
facilities and infrastructure
• Challenges remain in retention, transition, inclusion, gender parity, and student learning, particularly in South Punjab and KP MDs
but also in large urban areas
• GOAL therefore aims to support the following:
Leave no-one behind: Focus on girls and the most marginalized, including minorities
Learning and retention ( post-primary transition)
Partnerships: with private and non-state actors, and between government and private sector
• GOAL is aligned with Governments of Punjab and KP strategic plans and will be delivered alongside and in coordination with
other development partner programmes in the education sector in Punjab and KP, as well as the FCDO bilateral, CMPs and
multilateral commitments.
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Programme overview

GOAL aims to increase access to education for girls and marginalised children and improve
teaching quality and learning outcomes. It aims to deliver these outcomes through five
outputs;

1. Reduced barriers and schooling costs for girls and marginalised children,

2. Increased awareness and prioritisation of education (learning)

3. Improved teacher knowledge, skills and classroom practice,

4. Learning facilitated through quality (teaching learning) resources and guided by

assessment,

5. Improved planning and management at the school, district and provincial level.

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GOAL – Overview

Timeframe: Five years from 2022/23

Geography:
Punjab
Khyber Pakhtunkhwa with a focus on South Punjab and KP MDs
Budget: £ 130 m
Technical assistance up to £ 65 m
Service delivery up to £ 25 m
Financial aid up to £ 40 m

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Questions

• How valid is the programme design in the current context?

• What are the main challenges and risks in delivering GOAL?

• What is the current situation with the development space and geographic access?

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Component 1: Technical Assistance (TA)

Objectives:
• Deliver GOAL’s specific outputs providing necessary support in management, monitoring and evaluation,
coordination and communication of programme activities
• Use evidence to inform the delivery of better-quality education services by identifying challenges, designing
interventions and demonstrating their impact and potential for scale up
• Improve and enhance capacity and transfer useful knowledge, skills and practices to ensure reforms are
institutionalised and sustained
TA will be delivered in two phases:
• Short-term bridging TA to support ongoing reforms initiated through PESP and KESP and inform future
support [Timeframe 12-18 months. Indicative budget £ 5-10 m]
• Long-term TA to SED Punjab and ESED KP to support government-led basic education sector reforms and
systems strengthening, testing solutions at scale and generating evidence on scalability of reforms.
[Timeframe up to four years. Indicative budget £ 40-60 m]

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Output 1: Reduced barriers and schooling costs

PESP/KESP: Merit-based scholarships; public private partnerships; accelerated learning programmes; second
shift schooling and transport; conditional cash transfers, vouchers, stipends; girls community schools
GOAL:
• Targeted incentives (stipends) for selected grades, districts, beneficiaries, streamline processes and share
learning. Evaluate the impact girls secondary school scholarships
• Scale up and expansion of the second shift schooling and transport (or similar) programme
• Support the government to establish community schools in areas where there are no schools. Design and
implement other innovative solutions to overcome the shortage of school buildings and improve access to
post primary education
• PPPs to expand provision of secondary schooling opportunities for girls and other marginalized children in
low performing districts. Outsourcing management of low-performing schools and new model schools to the
private sector. Develop a policy on the role or private sector with appropriate regulatory and facilitating roles
for government and expand the scope of PPPs for improving teaching, school management and learning
outcomes

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Output 2: Increased awareness and prioritisation of education 

While many parents have started prioritising enrolment in schools, they make few demands for
quality. Currently information and accountability predominantly flows up through the
bureaucracy rather than to communities and parents.
GOAL:
• Giving information to parents about school performance and student learning outcomes
• Improving community and parental engagement, ownership and oversight
• Exploring the use of data collected through existing mechanisms such as the School Status
Index (SSI) in KP and School Improvement Framework (SIF) in Punjab to see if this can be
adapted for sharing with parents

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Output 3: Improved teacher knowledge, skills and

classroom practice

PESP/KESP: Merit-based recruitment of teachers, transparent and rational appointments and transfers, support to teachers on
multigrade teaching, continuous professional development, blended learning, classroom observation, support and mentoring
GOAL:
• Develop efficient and cost effective (alternative) measures to address the shortage of qualified teachers
• Rationalisation of teachers according to needs of districts/schools and ensuring teacher recruitment, appointments and
transfers lead to optimal student teacher ratios as per government policy,
• Develop practical and politically feasible proposals for improved teacher accountability and incentives, revisiting teacher
terms and conditions, teacher certification and career progression.
• Extend the scope of CPD to elementary and secondary school teachers, and to KPs merged districts. Measure the quality of
teaching to assess the impact of CPD. Evaluate and scale the use of digital content in different teacher professional
development interventions.
• Scale up of multigrade teaching interventions and evaluate their impact.
• Design and implement remedial learning programmes to improve learning outcomes and retention
• Students’ and teachers’ assessments (to measure teacher content knowledge and pedagogical skills)
• Support classroom observation and mentoring routines and support improved use of classroom observation data for teacher training.

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Output 4: Learning facilitated through quality

resources and guided by assessments 
PESP/KESP: Scripted lesson plans, after-school supplementary classes, and frequent monitoring and
teacher coaching have been observed to dramatically improve learning outcomes for students. KESP and
PESP have supported improvements in textbooks, development of teacher guides and lesson plans and
monitoring their use by Govt, and supported the development of policy, legislation and and rules for
textbooks and supplementary reading materials, and supported students’ and teachers’ assessments
GOAL:
• Support SED and ESED to review and develop lesson plans based on new curriculum and textbooks
and ensure these are distributed to schools by the government. Support the use of lesson plans in the
classroom through teachers training
• Support implementation of the Assessment Policy Frameworks in KP and Punjab and ensure better use
of assessment data to inform teaching.
• Analyse reasons behind slow/no progress in improving student learning outcomes and support SED
Punjab and ESED KP to implement evidence-based interventions in this area.
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Output 5: Improved planning and management in schools and districts

PESP/KESP: School monitoring and management; tracking district, intra district and school performance; district education
planning and budgeting; integrated MIS, budget execution; school-based budgeting
GOAL:
• Implement a model of decentralised management of education that enables schools to control a greater share of resources
while improving accountability especially to pupils, teachers, and communities
• Strengthen district, tehsil and school-level management building the capacity of local education administration and school
leaders
• Improve availability and use of data on student learning, teaching quality, and school management. Identify gaps and
streamline existing data systems.
• Support school monitoring, action management and improvement, and conduct regular third-party validation of data collected
by PMIU and EMA
• Support the government to allocate funds for programmes which yield the best value for money, address gender and
geographic disparities and contribute to improvements in education outcomes (enrolment, retention and learning). Explore
innovation in the allocation and use of school-based budgets e.g. to provide learning focused inputs to schools, school
transport etc

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Partner’s Technical Expertise & Prior Experience

FCDO is seeking to establish programmatic relationships with partners which have.

 High-quality specialised technical expertise in the thematic areas discussed in the earlier slides.
 Demonstratable prior experience of working in the education sector in Punjab and KP against each of the areas identified
above, and knowledge and use of the relevant evidence base and literature across these different topics.
 Have long term presence and established relationships at senior levels of government in Punjab and KP with evidence of
successful collaboration and uptake of proposed solutions by the government.
 Ability to foster partnerships with other organisations which have specialized skills, expertise, ability to operate, access etc.
and a demonstrated track record of successful delivery of sustainable result similar to Goal’s aspiration .

 The quality of human resources, particularly the core team, relevant experience and demonstratable evidence of prior successful
delivery of results will be key element in the evaluation process and a source of competitive advantage

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Questions
• Going forward what areas should we prioritise in the bridging and main Technical
Assistance?
• How can Technical Assistance assist the government in testing solutions at scale and
generating evidence on scalability of reforms?
• How can we ensure that interventions supported through Technical Assistance have
government ownership and can be sustainable and transformational?

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Component 2: Service Delivery

Expected results:
• 250,000 girls and marginalised children ( especially religious minorities) enrolled
• 150,000 girls reading by age 10
Geographical focus: South Punjab and KP Merged Districts
Thematic priorities:
• Accelerated learning programmes
• Early grades remedial learning programmes for girls in school
• Ensuring that schools are safer and more inclusive

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Questions
• What has been your experience of working on accelerated and remedial learning
programmes for children in school and out of school?
• What challenges do children from minority communities face in access to education
and learning, and what we can we do to address this?
• What kinds of interventions can help in making schools safer and more inclusive?
• Based on your experiences what are the challenges of operating in KP’s Merged
Districts?

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Component 3: Financial Aid (FA)

PESP/KESP: Targeted Financial Aid has been used as an instrument to influence policy and prioritise
resource allocation. While FA under PESP and KESP has supported reforms across a wide range of
policy areas. Across these programmes we have used both sector budget support and non-sector budget
support targeted financial aid with important lessons learnt on both which have contributed to the design
of GOAL.
GOAL: will consider the best available means for deploying FA, as well as scoping alternative approaches
including an appropriate mix of TA complemented with FA and innovative approaches to service delivery
to achieve a larger multiplier effect by leveraging increased domestic financing.
GOAL aims provide targeted financial support to government to complement TA in order to: (i) fund
research and pilot initiatives where appropriate; (ii) selectively provide resources where these can be used
to achieve high development impact, especially in conjunction with transformational reforms; and (iii) to
help resolve key delivery bottlenecks for improving organisational and system performance.

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Next steps

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Q&A

Programme Team to respond to questions submitted on Slido

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