usaid education projects in pakistan

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USAID’s Higher Education System Strengthening Activity Advancing Higher Education in Pakistan

June 10 - 12, 2024

Advancing the capacity of Pakistan’s higher education institutions and systems to develop employable graduates.

About hessa, guiding principles.

• The ecosystem drives excellence
• Quality is worth more than quantity
• Learn from indigenous models
• Create policy for performance
• Workforce development prepares good citizens

Learn more about the focus of HESSA’s technical assistance

Expected project outcomes.

• Improved HEI organizational performance based on strategic planning.
• Increased effective private sector partnerships and funding.
• Enhanced curriculum to demonstrably improve graduate employability, including needed soft skills.
• Expanded distance learning, financial aid, scholarship, and career pathways programs improving access for underserved populations and overall student success post-graduation.

This program is made possible by the support of the United States Government and the American people through the United States Agency for International Development (USAID). The contents are the sole responsibility of the University of Utah and do not necessarily reflect the views of USAID or the U.S. Government.

Interested in learning more about how HESSA is working to advance Pakistan’s higher education ecosystem?

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Pakistan USAID-Islamabad -- Education Resilience Activity (ERA)

The United States Agency for International Development (USAID) in Pakistan is seeking applications for a Cooperative Agreement from qualified entities to implement the Education Resilience Activity (ERA). Eligibility for this award is not restricted. The authority for the NOFO is found in the Foreign Assistance Act of 1961, as amended.

The USAID Education Resilience Activity (ERA) aims to improve Pakistan’s education ecosystem to enhance inclusive, sustained access to quality education for marginalized children especially girls and children with disabilities. The five-year activity will directly contribute to USAID’s 2023-2028 Country Development Cooperation Strategy (CDCS) Development Objective (DO) 3: Healthier, more educated populations and its Intermediate Result (IR) 3.1: Health and education systems strengthened to respond to key priorities and IR 3.2: Inclusive access to and quality of services enhanced.

The activity will focus on the following outcomes to achieve inclusive, sustained access to quality basic education for marginalized children: 1) local education authorities implement education policies that bolster inclusive education, particularly in the face of disasters and conflict; 2) communities are mobilized to support inclusive education for girls and children with disabilities; and 3) schools integrate inclusive learning techniques into the classroom, improving learning outcomes particularly for girls and children with disabilities. Thus, the activity will focus on three domains including policy implementation, community mobilization, and classroom learning in select 2022 flood affected and disaster-prone geographic regions/provinces.

Each applicant is limited to one application submission under this NOFO as the prime Applicant.  Interested applicants from within Duke should contact  [email protected]  as early as possible.

Deadline: Oct. 12, 2023

Agency Website

Eligibility requirements.

Eligibility for this NOFO is not restricted.

Amount Description

Subject to funding availability, USAID intends to provide an amount not to exceed $2,000,000 in total USAID funding for the Pase period and an amount not to exceed $18,000,000 for the Renewal Period, with a total combined funding of an amount not to exceed $20,000.000 for the total period of performance of five (5) years.

Funding Type

Eligibility, external deadline.

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USAID's Pakistan Education Program Aligned With U.S. Strategy, But Insufficient Oversight Could Impede Accountability for Results

Pakistan has long struggled to provide a national education system that meets the needs of its citizens.   Since 2005 USAID has obligated more than $840 million to help improve education in Pakistan and advance the U.S. Government’s broader national security interests in Southern Asia.

USAID/Pakistan’s education program aligned with the United States’ broader strategy for promoting a healthier and better educated population to encourage stability in the region, combat terrorism, and support a secure, economically vibrant, and stable Pakistani democracy. However, the mission did not fully use several key mechanisms that USAID policy calls for to oversee its education program, to help assess and adapt projects before they get off track. Specifically, we identified weaknesses in how USAID conducted site visits, used and followed through on the results of program reports, and measured program performance. Staffing gaps contributed to delays and further hindered USAID’s oversight of the four education projects we reviewed. In addition, the mission did not identify potential unallowable costs during its review of the independent cost estimate for school construction under one project we reviewed.

We made, and the Agency agreed with, five recommendations aimed at improving USAID’s oversight of its Pakistan education program going forward.

Recommendations

USAID/Pakistan implement a plan to ensure education project implementers report in their quarterly progress reports any implementation challenges, follow-up performed to resolve those challenges, and the current status of the challenges.

USAID/Pakistan implement a system that maintains a record of the Mission's portfolio reviews, including but not limited to, review of the critical assumptions, issues identified, and management's follow-up of the identified issues.

USAID/Pakistan implement a plan to identify the root causes associated with the lack of capacity of the Government of Sindh's Education Department and local contractors that created major challenges for the construction component of the Sindh Basic Education Program, and implement a plan to address these issues.

USAID/Pakistan implement cost-estimate guidelines and training to include detailed guidance on what steps should be followed when reviewing independent government cost estimates under Government-to-Government programs, including the requirement to document the review. Guidelines should ensure that steps are included for determining the allowability of cost items that the Mission should consider while reviewing the independent government cost estimates.

USAID/Pakistan review the independent cost estimates for the Sindh Basic Education Program's school-construction component specifically to identify items that are not permitted by the host-country agreement and other guidance, reiterate in writing that the unpermitted costs should not be included in cost estimates for future projects, and take appropriate action to recover any unpermitted amounts already paid.

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Benazir Bhutto, USAID, and Girls’ Education in Pakistan

U.S. President George H.W. Bush invited Bhutto to a state visit in June 1989.  The National Security Council and White House aides pushed hard for policy initiatives to support the Bhutto government — and provide “deliverables” for the state visit.  Pakistan had struggled for decades to improve its education program. By 1988 Pakistan was in the midst of its seventh five year plan, which still failed to reach target goals for literacy and enrollment rates.  USAID quickly developed a primary education program that concentrated on Balochistan and the North-West Frontier Province (NWFP), with a particular focus on increasing the number of girls in school.

David Sprague began his career with USAID in 1972, as a civil servant in the Office of Education. Already a leader in the education sector, Sprague transferred to USAID’s Foreign Service in 1988 and assigned as an Education Officer in Pakistan.  He stayed for five years. He later served in Ukraine and Bangladesh. After retiring from USAID in 2001, he was an education consultant to USAID and the World Bank.

David Sprague’s interview was conducted by Ann Van Dusen on February 5, 2018.

Read David Sprague’s full oral history HERE.

Drafted by Mary Claire Simone.

“We started to work on a major primary education program immediately when I arrived. There was no precedent for it.”

Serendipitously, the politics of trying to establish a large USAID education sector presence in Pakistan, with a new leader in Benazir, led us to accelerate the project development. It turned out she was going to visit the U.S. soon . . .  a state visit with [George H.W.] Bush. The White House wanted to have documents to sign. We put through during the next, I think, three months, development of a project in [Balochistan and the North-West Frontier (NWFP)] provinces to the tune of $280 million dollars over 10 years…. And it was signed in the White House during her visit. I have never seen anything that big move so fast, and it was purely because the U.S. wanted to have something in the social sectors signed at the time she was visiting. But it really launched us in those two provinces.

“The emphasis from the beginning was, how could we get more girls into school?”

Prioritizing Girls’ Basic Education: [T]his was a time when, for AID, basic education was the priority . . .  The emphasis from the beginning was, how could we get more girls into school? . . . When we started in Balochistan, only three percent of school age girls were in school. It was by far the poorest province, and one that was lagging the most. The NWFP was a little bit better but still, as far as girls’ enrollment was concerned, it was bleak . . . By far, the major issue was that you had to have female teachers if you were going to try to get more females in school. You had to be able to get the schools close enough to where the girls were living, so the parents felt safe. You had to convince the parents this was worth doing, to have their daughters go to school. I was surprised at how receptive both the people in the province and the girls themselves were to come and be involved . . . There certainly was [resistance] in the beginning with the fathers. They kept saying, “It’s not safe. It’s not safe. They will be attacked.” We would have meetings with these groups of men, and they would say those things. I would say, “Who are you talking about? Aren’t you talking about yourselves?”

“The program resulted in more than 2,100 new girls’ schools in two provinces, a 70 percent increase.”

A 70% Increase in Girls’ Enrollment–Before the Program Ended:   [A published evaluation concluded,] “The program resulted in more than 2,100 new girls’ schools in two provinces, a 70 percent increase.” It ran from 1989 to 1994. The reason it stopped was that the U.S. government was under the strictures of the Pressler Amendment and the U.S. president had to certify every year that the Pakistanis were not building a [nuclear] bomb. The president had certified that every year when Pakistan was assisting us in fighting in Afghanistan against the Soviets. But then after the Soviets left Afghanistan he did not certify, so the aid program was stopped. . . . I really believe that if we could have stayed for the 10 years, we could have accomplished something that would have had the chance of becoming permanent.

. . . “I’ve not heard of another education project in AID that has been that large, nor that developed as rapidly as that one did . . . In the two provinces, there were 348,000 girls enrolled in Grades 1-5 in 1989.  In 1996, that number was 761,000, so it almost doubled the number of girls in school. Boys’ enrollment increased from 1.3 million to 1.6 million. As I told the mission director, Jim Norris, “I would do this job even if you didn’t pay me. I had the chance to design what I wanted, I had the resources I wanted, and the people to do it.”

TABLE OF CONTENTS HIGHLIGHTS

     BA in Classical Studies, St. Louis University

     MA in Speech and Drama, St. Louis University

     Church Degree (Licentiate of Philosophy), St. Louis University

USAID Civil Service Career

     USAID Office of Education                      1972-1988

USAID Foreign Service Career

     USAID Pakistan                                         1988-1993

     USAID Ukraine                                           1994-1997

     USAID Bangladesh                                    1997-2000

     Education Consultant                              2000-2015

     World Bank/USAID Consultant in Egypt, Jordan, Pakistan

     US Based: Academy for Educational Development, University Research Center, USAID/India, Adjunct Professor at SAIS and Georgetown University

USAID Programs in Pakistan See Success

The Sindh Basic Education Program

USAID has worked closely with the Government of Pakistan to improve the nation’s overall access to schools and quality of education. The Sindh Basic Education Program (SBEP) targets the Sindh region of Pakistan. The region was affected by devastating floods in 2010 and is home to 47.9 million people.

Through USAID, the U.S. has invested $159.2 million in building schools to increase primary, middle and secondary school enrollment. The program will ultimately see the construction of 106 new schools in flood-affected areas as well as the consolidation of up to 280 existing schools . These newly merged schools will help streamline and revolutionize Pakistan’s education system.

The program aims to reduce the number of small, underfunded and understaffed schools in favor of more reliable teaching and an easier flow of resources. SBEP has the potential to increase enrollment while improving the reading skills of more than 400,000 Pakistani children. The program also looks to enhance overall child nutrition.

Reducing the Gender Gap and Increasing Budget

One of SBEP’s objectives is to shrink the gender gap in Pakistan’s education system. The program will designate 18 schools constructed under SBEP specifically for adolescent girls. These spaces will include computer and science lab resources. USAID partnered with Intel to train learners and educators in information and communications technology, specifically in these girls’ education facilities.

Another goal of SBEP is to, “provide technical assistance to the Education and Literacy Department of the Government of Sindh,” a process that has already started to positively influence Pakistan’s government. Sindh Provincial Education Minister Saeed Ghani announced a 13.5% budget increase for the Schools Education and Literacy Department for the fiscal year 2021-22. This denotes the nation’s heightened emphasis on providing access to high-quality education.

Prioritizing Gender Empowerment in Pakistan

USAID programs in Pakistan prioritize addressing gender inequality in the country. According to the Global Gender Gap Report 2020, Pakistan ranks third-last in the world in terms of gender equality due to high rates of gender-based violence and a general lack of both economic opportunity and sexual and reproductive health rights for women. The U.S. and Pakistan have identified gender empowerment as a necessary vehicle for national growth and development.

Aside from boosting girls’ access to education, USAID gender empowerment initiatives cover several areas of need, aiming to create a more inclusive and equitable society. Beginning in 2012, “USAID-supported interventions have helped nearly 11 million women and children receive quality maternal, child and reproductive healthcare services.” The organization also trained Pakistani women to administer quality “health services to women in Khyber Pakhtunkhwa (KP) province through a mobile health unit program.”

Female Economic Empowerment

Programs also promote entrepreneurship and job creation, specifically for Pakistani women. USAID has impacted at least 50,000 female entrepreneurs with business development services, training and grants. By funding training and new technologies in agriculture, USAID helped create job opportunities for women.

USAID also assisted with placing female graduates in the male-dominated yet burgeoning Pakistani energy sector. Furthermore, USAID contributed to training close to “16,000 female political party representatives” to improve female representation in politics. USAID’s efforts focus on the development of women — a key step in diminishing the nation’s gender gap and lifting women out of poverty.

The Power of Partnership

Between reforming education by building and consolidating schools and empowering women through improved healthcare and career opportunities, USAID programs in Pakistan are fundamentally changing the lives of those most in need. The successes of USAID programs highlight the benefits of partnerships as the U.S. and Pakistan collaborate to reduce poverty and inequality.

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Education in Pakistan

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In partnership with Pakistani health authorities and organizations, the United States Agency for International Development (USAID) supports joint efforts to prevent child and maternal deaths in the Afghanistan-Pakistan border region and to combat infectious diseases across the country.

Pursuing a shared vision to accelerate progress toward national health targets, USAID partners with federal, provincial, and district health officials to expand primary health coverage in the AfghanistanPakistan border region. USAID is also leveraging key partnerships with academia, civil society, and the private and public sectors to mitigate global health security threats and other infectious diseases. These include COVID-19, hepatitis C, tuberculosis, and typhoid fever in epidemic-prone areas.

Pakistan’s accomplishments and ambitions to improve the health of its citizens has reaffirmed USAID’s partnership in the following approaches:

• Delivering life-saving services for more than 340,000 women and children in the Afghanistan-Pakistan border region;
• Expanding access to clean drinking water and sanitation services for more than 300,000 people across Khyber Pakhtunkhwa and Sindh provinces;
• Investigating and responding to outbreaks of HIV, typhoid fever, and other diseases in Pakistan; and
• Protecting people from the proliferation of substandard health products in Pakistan.

PARTNERSHIP FOR RESULTS

Pakistan decreased maternal mortality by one-third over 10 years and child mortality by 20 percent within five years, according to the 2018 Demographic and Health Survey and 2020 Maternal Mortality Survey conducted by the National Institute of Population Studies and co-funded by USAID.

In addition, USAID’s partnership with the Government of Pakistan has achieved significant results.

• In partnership with Pakistani health authorities, educational institutions, workers, and volunteers, USAID supported efforts to deliver health services for nearly 11 million women and children and train over 52,000 people on primary health during the past seven years.
• Collaborating with Pakistani health officials, architects, and engineers, USAID built clinics and hospitals, expanding access to health in historically underserved areas.
• In cooperation with USAID and other international partners, Pakistan controlled what was the world’s largest outbreak of extensively drug-resistant typhoid fever, which spread to the United States and other countries. In December 2019, a mass campaign with a new typhoid fever conjugate vaccine — developed through a public-private partnership that included the University of Maryland — effectively interrupted transmission. USAID and other international partners are supporting Pakistan to incorporate this vaccine as part of its routine immunization program.

COVID-19 RESPONSE

Guided by the Pakistan Preparedness and Response Plan and featured in the COVID-19 Partners Platform, USAID is partnering with the National Disaster Management Authority and Ministry of National Health Services, Regulations, and Coordination to mitigate the COVID-19 epidemic by taking the following actions:

• In collaboration with federal, provincial, and local health authorities, USAID is strengthening COVID-19 monitoring and rapid response units in all districts across Pakistan.
• Leveraging the expertise of Pakistani developers, USAID is introducing digital solutions to expedite COVID-19 case identification, investigation, and reporting and manage commodity procurement and distribution.
• Based on specifications from Pakistan’s National Institute of Health, USAID is supporting the design and assembly of four mobile laboratories, increasing the country’s COVID-19 testing capacity.
• As a partner with the National Disaster Management Authority and provincial officials, USAID provided 200 ventilators in 64 hospitals in 46 cities across Pakistan, expanding the country’s critical care capacity by 30 percent. Additionally, training was provided to over 400 health technicians in managing the ventilators and 729 health care staff on management of COVID-19 patients in Intensive Care Unit (ICU) using these ventilators; 2,000 health workers on Infection Prevention & Control (IPC), and more than 15,000 LHWs for Home-Based Care for mild cases.
• Supporting Pakistan as a source of COVID-19 therapeutics, USAID is engaging Ferozsons Laboratories to produce, market, and distribute remdesivir, with a licensing agreement from Gilead Sciences.

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