The baseline survey is an important project initiation activity and the framework for designing and administering the survey was carefully developed. Based on the framework, a comprehensive baseline tool was developed and administered in 30 schools. The purpose of the baseline was:

	To gauge the readiness of schools for quality interventions;
	To gauge the nature of quality focused intervention;
	To gauge the flexibility of school academic system: to integrate critical thinking, health and environmental education in subject teaching.

A snapshot of baseline findings is presented below.

	90 % schools have adequate infrastructure and facilities which include building, boundary wall, playground, drinking water, rooms, classrooms, toilets, electricity, tube lights/savers/bulbs, fans, computers.
	Majority of schools are girls’ primary schools. 14 schools are located in Hyderabad, 10 in Matiari and 4 in Tando Muhammad Khan.
	The enrollment of 30 schools is around 60,000 with a balanced ration of boys and girls.
	All the schools have appropriate schools management records.
	The number of drop outs was observed from one school only which is 14 students form grade 2-3.
	70% of the teachers have completed higher studies beyond graduation.
	A lot of teachers have completed professional training courses, like PTC. But a few teachers have skills in classroom management, subject teaching, early childhood development, lesson planning.
	It was also observed that teachers are not utilizing their learning form the training programs because of unavailability of resources and lack of post trainings support mechanism in schools.

Through the programme, resources and efforts are geared towards facilitating schools to improve their teaching-learning processes. In this regard, theme based learning material focusing on key project areas i.e. ECD, Health, Environment and Critical Thinking, has been compiled. The resource kit comprises an interactive set of learning materials and is being provided to each school for enriching the teaching and learning in the classrooms.

The learning material comprises resources including low-cost no-cost materials, classroom displays, teaching aids, supplementary reading material, books, educational toys etc. While selecting resources for classrooms, contextual realities of schools and communities and learning needs of both teachers and children were critically considered. Customized learning kit was designed and developed (stitched) for the learning resources. Being an interactive, easy-to-use and child friendly resource for classrooms, the kit is aimed to promote activity based learning and enrich the class environment. The Kit is accompanied by a how-to-use manual for teachers to facilitate them in effectively using the learning resources in classrooms. Interactive activities which aim to foster children’s creative, cognitive, social and emotional skills through engagement with material and peer interactions, have been developed and guidelines for administering these activities are provided.

Since the program is aimed at institutionalizing quality reforms in schools via strengthening of teachers and school management bodies, a series of school development interventions are being undertaken. To improve quality of teaching-learning in the classrooms, teacher trainings and refreshers are planned across the length of the project duration along with regular site based learning support and reviews.

The first round of teacher training was organized for 60 teachers at Hyderabad from January 12th to 16th, 2009. This training focused on improving teaching competencies and classroom pedagogy for Kachi to Grade 2. Through activity based learning sessions, teachers were engaged in understanding child centered teaching-learning approaches and explored ways to integrate themes and subjects for enriching the learning process for children. Key themes included critical thinking, early childhood development and nurturing, health and hygiene and environment. The training content focused on improving existing teaching-learning practices through introducing teachers of kachi to grade 2 to more child friendly pedagogical approaches; as per the broader objectives of the program.

The training had addressed integration of key themes like critical thinking, health, environment, road safety awareness and early childhood development with mainstream subject teaching. During the five days of the training program, teachers were encouraged to rethink beliefs concerning education and learning, understand their role in classrooms in the light of child centered learning and learn techniques of developing low cost learning resources to enrich the learning process.

The training methodology was interactive, participatory and centered on discussions, dialogues and activities through which trainees were extensively engaged. At the end of the training an action plan was developed by each school highlighting activities that will be conducted in the classrooms.

With an aim to ensure classroom level transformation in teaching-learning processes and active support for trained teachers, the training of school management bodies was organized. Attended by 54 participants, the school management forums were strengthened to assume an active role in supporting and sustaining quality interventions in schools as part of IQEP. The 2-day training aimed to help school management representatives to understand their roles and responsibilities for quality improvement initiatives and devise strategies to ensure parental and community participation in schools as active partners in the school reform process.

The qualitative research titled “Impact study of quality interventions undertaken in government schools, low cost private schools and community schools” was initiated with the baseline survey. The research aims to gauge the impact of interventions for the improvement of quality of education. For this purpose qualitative data will be gathered to evaluate the programmatic efforts and review strengths and weaknesses in implementation. The overarching objective is to study the existing classroom practices through in-depth classroom observations and record findings. Work is underway on the data collection plan.