Although, I have learnt that planning for a school development is a rigorous process which involves the following systematic and step-by-step process (Babur, Safdar, & Retallick, In Press). If I were actually involved for such planning; I would have included following gender perspectives accordingly.

· Motivation and encouragement to participate all stockholders (School management, teachers, parents, students and community etc. For this purpose, generally females use to be marginalized, but I would have to keep a check and balance for equal and equitable share and participation by both sexes.

· Environmental scanning (internal/external) to know the existing position of school and its surrounding to keep an eye on the transformational factors, and emerging trends. SWOT (Strengths, weaknesses, opportunities & threats) analysis, PEST (Political, Educational, Socio-cultural, Technological), and SWOC (Strengths, weaknesses, opportunities & Challenges) analysis have been recommended. An effective and gender lensed establishment of a planning team can bring up the actual scaniaro of any existing environment by including the voice of every stakeholder, then following activities will bring a positive perspective and concerns to forefront;

o Shared Vision practice by involving every stakeholder and give some equitable wattage to female.

o Identification of goals (long and short term) and objectives.

o Prioritizing these goals.

· Preparation of Action plan.

· Proper allocation of resources.

· Preparation of monitoring plan.

· Audit quality.

The Plan

For this school development plan, I would term it as a ‘superficial’ because, I couldn’t go through the prescribed step-by-step process and had to prepare an imaginary sketch of my school keeping almost two years back data in mind. This was a situation for me like; when someone is verbally instructed on how to swim or any other activity, s/he may feel confident initially and assume that s/he has understood the whole process of swimming and it will now be easier to practically employ that learning in water. Of-course s/he will not get its actual taste, the difficulties, complexities and hindrances until or unless they actually engage in swimming. When it comes to the real situation, theories are forgotten and one builds on his/her own understanding and discovers, adapts and invents new strategies in the quest for survival. Hence; the following school development plan can be a survival technique by skipping many important aspect of a systematic school development planning.

The concern for gender equality in education provision continues to be a priority item on the world development agenda after three major initiatives taken internationally, (discussed in the opening paragraph of this paper); because of the negative and far reaching implications that gender disparities - reflected through biases, stereotypes and discriminatory practices - have for development interventions. There is an urgent need for educators and other stakeholders in education and development to demonstrate the best practice and interventions that have worked in order to bring about positive change. Teachers are purposefully positioned to act as agents of change – IED is also expecting its graduates to become change agents - at classroom level in order to help countries achieve education for all. According to Wamahiu (1996), teachers have a professional obligation to cater for both genders equally, and to strive for gender equitable, safe and secure teaching-learning environments. Therefore my focus would be the teachers through whom; the change process can be initiated and the proposed development plan can be considered as school based development plan.

The Context

In 1991 during an attempt to scale Hunza peak, a Japanese climber was killed by an avalanche. The local community struggled very hard to find out the dead body of the climber from the glacier. The climber’s widow was also accompanying the community during their quest. After recovering the body, he has been buried in the area by fulfilling climber’s last wish (informed to community by the widow). Keeping the hard work and unselfish efforts of the community the widow offered a huge amount and assured of a continuous funding for a project in the memories of her late husband.

Resulted by this happening an NGO came into being to plan the effective utilization of funds. Community members from all the walk of life gathered to think and of-course identified different proposals. Finally, all the community came to a conclusion that we should initiate an English medium school to spread the quality education as Education and English was the increasing demand of the time. The governing body planned for the construction of the school infrastructure, keeping all the aspects (size, population, market demand, neighboring environment and future growth etc.) and affecting forces of future in mind. Now, after 10 years of the completion of the said project, it is imparting quality education to the new generation of the area. The said body use to plan for the betterment and it is achieving its targeted goals.

In school planning for of-course there is no inclusion of the gender perspectives as I have been affiliated with this school for 8 years. Not only in this school but also the over all social setting of the area is a male dominated society and the traditional familial unit of the area is a matrilineal (Ashraf & Farah, 2007). Following was the profile of the school in July 2007.

Name: ABC Memorial Public School, Hunza
Total Number of Students: 600
Total Number of Faculty. 28 (18 Female + 10 Male)
System: Co-Education.
Medium of Instruction: English
Affiliated with: FBISE Islamabad.

· School Management: Community based managed school.

Organizational Structure

School Vision[1]

We, at the ABC Memorial Public School, believe in the creativity of the learner. We aim to develop responsible, gender aware and confident students who are capable of facing the challenges of society and to reduce the gender stereotyping. Our teachers and management strive to be role models who are professionals in approach and devoted to their work through continuous learning and performing their role to minimize gender disparities in school as well as in society. We cherish parents as well informed participants in the learning of the children.

AN IMAGINARY SITUATIONAL ANALYSIS

Strength (internal)	Weakness (internal)
§ Students are disciplined and motivated for learning. § Principal has autonomy in decision making § Existing computer lab § Co-education § Two vacant rooms § Cooperation among teachers and punctuality. § Strong monitoring and follow-up by Management. § Own Premises § 10 B.Ed trained teachers § 5 MT – Master Trainers. § Parents regularly informed and invited as guests to activities in school. § Motivation among teachers for positive change.	v Untrained teachers – about 60% v Outdated computers v High Teacher turn over v Lack of exposure to good practices v No in-door sports or physical activities v Traditional teaching approaches/ No activity based teaching v Gender Stereotyping. v Library with fewer books. v Lack of English fluency among students v No formal policy guidelines of the school. v Leadership responsibilities centralized with Principal and Vice Principal. v No female in management as well as in school leadership structure.
Opportunities (external)	Challenges (external)
· Possibility of renting premises to generate funds · Computers in 80% students’ homes · Area Nazim/Councilor is cooperative · Possibility of AKU-EB affiliation. · Principal has contacts with heads of other schools in the city · HERP – A teacher resource centre. · AKU-IED graduates available in surrounding.	v Limited parental involvement v Limited awareness of new teaching approaches v Competing fee structure in neighboring Schools v Govt. policies frequently change v Inconsistent board policies. v Gender stereotyped society.

Prioritiesed Areas for Intervention

According to my understanding, keeping the above situational analysis, there are many areas need concentrations to interventions; but I personally feel following two areas should be addressed initially;

A: Professional Development of Staff.

B: Management and Infrastructure

AREA	GOALS	OBJECTIVES
A. Professional Development of Staff.	Goal 1.1 *Building a community of learners through professional development of staff*	1. To support teachers to implement new teaching approaches and reflective practices with a sense of gender awareness in the next academic year. 2. Initiate peer observations and mentoring in 2011. 3. Identify training opportunities and send at least 1 teacher x 4 subjects to attend workshops every year outside school from 2011 – 2014, while keeping the ratio of 3 female and 1 male according to their existing strength and to maintain gender equity.
B. Management and Infrastructure	Goal 2.1 Increase management effectiveness	1. Delegate leadership responsibilities to 3 teachers as section heads on a rotational basis every year from July 2009 2. Prepare formal policy document for the school by including equal and equitable male and female rights, responsibilities and other necessary policy items by August 2009 3. Identify courses and send Principal/Vice Principal for training in 2011 and 2012.
B. Management and Infrastructure	Goal 2.2 Improve Existing Facilities in School.	1. Increase number of library books for students to enhance reading facilities to facilitate the curiosity of reading by September 2009. 2. Provide a room and equip for indoor games (indoor physical education activities) by August 2009 for the students (especially female students) who do not participate in outdoor games. 3. Equip computer lab with modern technology (at least 10 new computers with updated software and a printer) by 2014, as on existing limited computers male students use to occupy or take the charge.

DEVELOPMENT PLAN for academic year 2009 – 2010

Goal 1.1: Build a community of learners through professional development of staff.

Objective		Action	Who will Do It?	By When	Resource	Estimated Cost
*1. To develop teachers to implement new teaching approaches and reflective practices with a sense of gender aware in next academic year*	Quarterly in-school workshops for all teachers on 1^st Saturday of every month: 1. Gender awareness wkshp.		A female resource person from HERP[2]	1^st week of Aug. 2009	Transportation for the Resource person from HERP Classroom/school, charts/markers, refreshment	Stationary: Rs: 1000 Transportation – Fuel: Rs: 200 Refreshment: Rs: 500
	2. Creative & gender aware Lesson Planning & collaborative learning		School PDT/MT	1^st week of Sep. 2009	Classroom/school, charts/markers, refreshment.	Stationery (purchased) Refreshment: Rs: 500
	3. Activity based teaching – gender lens included.		PDT	1^st week of Nov. 2009	Classroom/school, charts/markers, refreshment.	Stationery (purchased) Refreshment: Rs: 500
	4. Teachers Motivation Wksp		Principal	1^st Week of Feb. 2010	Classroom/school, charts/markers, refreshment.	Stationery (purchased) Refreshment: Rs: 500
	5. Reflective Practices wkshp.		Ext. Facilitator (Available female graduate of IED[3])	1^st Week of April/May 2010	Classroom/school, charts/markers, refreshment, transportation.	Stationery (purchased) Refreshment: Rs: 500 External Expert: Rs: 2000
	6. Writing reflective memos in their diaries		All teachers.	Every Friday	28 diaries/Ex-books	Diaries: Rs: 1000 (per year)

Goal 2.1: Increase management effectiveness.

Objective	Action	Who will Do It?	By When		Resource	Estimated Cost
*1. Delegate leadership responsibilities among 3 teachers (2 female & 1 male teacher) as section heads on yearly rotational basis from Aug. 2009 onwards*	* 3 teachers assigned as section heads for: Pre-Primary – A male Tchr. Primary – Female Tchr. Secondary – Female Tchr. * Appoint a new female tchr.	Principal & Vice Principal		August 2009	Time Resources – Decrease work load (1 period each week) of section heads Salary for New Teacher	1 period each week Salary: Rs: 3000
*2. Prepare a formal policy document for the school by August 2009.*	3 meetings of management and teachers to identify and formulate clear rules and regulations keeping special consideration of gender needs and current disparities (if exist) for school. (Policy guide lines for students and staff).	Management, Principal, Vice Principal, Section Heads, two senior Teachers (1 male + 1 female)		July - August 2009	Samples/Specimens, Human Resource, stationery for documentation, Refreshment.	Stationery & Refreshment: Rs: 500
	Print a formal document for reference.	Management, Principal		September 2009	Printing Cost.	Printing (5 copies): Rs: 500

Goal 2.1: Improve Existing Facilities in School.

Objective	Action		Who will Do It?	By When	Resource	Estimated Cost
*1. Increase the number of library books for students to provide reading facilities by September 2008.*		Take input from every teacher and prepare a list of identified books and purchase.	Management, Principal, Accountant by involving all teachers.	Sep. Oct, 2009	Finance, Transportation outsource, Labor Charges and staff support	Rs: 25,000/-
		Assign 2 teachers for cataloging and setting up.	2 teachers. (one male + one female)	Nov. – Dec., 2009	2 teachers + 1 support staff, Time	4 Hrs (one school day) 2 Staff members.
		Assign regular library periods in the class timetable of students from KG – X.	Vice Principal, & section heads	Mar. 2010	1 period per week
*2. Provide a room and equip for indoor games to compensate the students who don’t play outdoor games, by August 2009.*		Purchase: Table Tennis (01) Carom Board (02) Ludo + Chess games (04)	Management, Principal, Vice Principal, Accountant Purchasing Committee of teachers – (both genders inclusion)	Jan. Feb, 2010	Finance, time, Labor, out-sourced transport, support staff.	Table: Rs: 6000 – 8000 Rackets & Balls. Rs: 350 Carom Board: Rs: 500 Ludo & Chess: Rs: 300
*3. Equip computer lab with modern technology (at least 10 new computers with updated software and a printer) by 2013.*		Acquire quotations for P-IV computers and purchase 2 computers in 1^st year.	Management, Principal + Computer Instructor	Jan. Feb. 2010	Telephone calls, letters, finance	Telephone, Letters: 100 Computers: Rs: 30,000 Transportation: 300
		Discard/Repair out-of-order computers.	Vice Principal, Computer Instructor	Jan. - Feb, 2010	computer expert (out sourced), service charges	Maintenance: Rs: 1000
		Purchase posters related to Computers.	Computer Instructor	March, 2010	Finance.	Posters: Rs: 200

Timeline:

S.No

ACTIVITIES

Jul. 09

Aug. 09

Sep. 09

Oct. 09

Nov. 09

Dec. 09

Jan. 10

Feb. 10

Mar. 10

Apr. 10

May. 10

Jun. 10

Gender awareness workshop.

Creative & gender aware Lesson Planning & collaborative learning – Workshop.

Activity based teaching – Workshop.

Teachers Motivation – workshop.

Reflective Practices – workshop

Writing reflective memos in their diaries

Assigning section heads responsibility.

Appointment of a new female teacher.

3 meetings of management and teachers.

Print a formal document for reference.

Identification of books – list preparation.

Books purchasing.

Assign 2 teachers for cataloging and setting up.

Assign regular library periods in the class timetable of students from KG – X.

Purchasing indoor games equipments.

Acquire quotations and purchase 2 P-IV computers.

Discard/Repair out-of-order computers.

Purchase posters related to Computers.

REFERENCES

Subrahmanian. R. (2007). Chapter: Equity in Education from A Socially Policy Perspectives: Towards An Analytical Framework. In Women’s education in South Asia – for UNESCO Publication.

Babur , M.; Safdar , Q. & Retallick , J. (In press). IIEP, UNESCO on behalf of ANTRIEP (Asian Network of Training and Research Institutions in Educational Planning)

Ashraf, D. & Farah, I. (2007). Chapter “Education and women’s empowerment: Re-examining the relationship”, In Women’s education in South Asia for UNESCO Publication.

[1] This is not the original vision of school.

[2] HERP – Hunza Educational Resource Project.

[3] AKHSS Principal can be a best facilitator.

A Journey into Creative Writing

Tuesday, May 31, 2011

School Development Plan (Gender Focused)

Planning Process

The Plan

The Context

Organizational Structure

School Vision[1]

AN IMAGINARY SITUATIONAL ANALYSIS

Prioritiesed Areas for Intervention

DEVELOPMENT PLAN for academic year 2009 – 2010

Timeline:

REFERENCES

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I recommend my fellow to VISIT