Responsive, Ready and Resilient STEM Secondary Education in Punjab Program

Proposed

The RBL program's impact will be availability of capable human capital expanded. The outcome will be inclusive quality STEM secondary education enhanced. The program has two outcome level disbursement-linked indicators (DLIs) measuring improved inclusive access and quality of STEM secondary education. DLI1 will measure increased enrolments in Grades 9 and 10 in program supported schools. DLI2 will measure the improvement in learning outcomes of Grade 10 science students in program supported schools. The program has three outputs.Output 1: Learning environment for STEM transformed. The program will finance the construction of at least 500 climate-resilient and energy-efficient multipurpose STEM laboratories in selected elementary schools that will offer secondary education in afternoon shifts and at least 1,200 in existing higher secondary and secondary schools that do not have science laboratories. Prioritizing gender-responsive infrastructure, at least 50% of the laboratories will be established in girls' schools lacking these, including in marginalized communities where social norms discourage female STEM participation. At least 50% is an ambitious target given the existing gender gap in the availability of science laboratories in secondary schools (footnote 13). All new laboratories will be inclusive and accessible to students, both girls and boys with mild disabilities, from different geography and income classes. fostering an intersectional approach. The program will also finance the renovation of at least 600 existing laboratories in secondary and higher secondary schools which require substantial improvements (at least 50% in girls' schools). The multipurpose laboratories supported under this output will also benefit students of elementary grades who are enrolled in these schools. The laboratories will be constructed by SMCs in accordance with standard designs and specifications centrally created by the program monitoring and implementation unit (PMIU), and with the revised SMC Policy, 2024 notified on 20 January 2025, which enhances their financial and procurement mandate to enable this. A construction supervision firm will be engaged under the loan to assist PIU and all participating SMCs in producing and compiling procurement monitoring reports (PMR) for the program, in addition to their responsibility to provide construction supervision services. At least 100 program supported schools will be outsourced by SED to be managed by private sector partners via the PEF or the PEIMA.Output 2: Quality and relevance of STEM secondary education improved. The program will support equipping the multipurpose STEM laboratories with software and modern equipment in the program-supported schools. This output will finance the strengthening of PECTAA training capacity in STEM ensuring the training delivery is explicitly gender-sensitive and inclusive. Master trainers will be trained, and they will train teachers and school teaching interns in program-supported schools in STEM and green skills. PECTAA capacity for conducting learning assessments will also be strengthened, and they will conduct a baseline and end-term learning assessment for grade 10 science students. Innovative hands-on STEM and green skills clubs and summer boot camps in collaboration with the non-profit and private sectors will be introduced in program supported schools. The Asian Development Fund (ADF)-14 grant will also support girls in learning and pursuing careers in STEM through establishment of STEM and green skills clubs which will provide a safe and supportive space to engage in STEM activities, interact with role models, and gain practical exposure to STEM fields through STEM fairs, mentoring, awards and competitions. Contrary to conventional STEM education that can often unconsciously perpetuate gender biases, this program, by explicitly integrating gender sensitivity into the PECTAA training manuals involves equipping teachers with the skills and awareness to challenge stereotypes, address biases in the classroom, and create a learning environment where girls and students with mild disabilities feel equally valued, encouraged, and capable in STEM fields. Dedicated STEM and green skills clubs will further empower girls by directly addressing socio-cultural barriers hindering their participation.Output 3. Secondary school management and leadership strengthened. This output will review and improve PECTAA's school leadership program. It will also finance training of school leaders to better manage schools, become more inclusive, provide pedagogical leadership, conduct performance evaluations, and coach teachers for improved student learning, particularly in STEM subjects and green skills. A specialized leadership diploma program for selected female STEM teachers/headteachers will be piloted with support from the ADF-14 grant. This program will offer mentorship, skills development, and leadership pathways for women in education, reinforcing female role models in STEM at the school and community levels. The ADF-14 grant will also support PECTAA in strengthening the capacity of SMCs to become champions of girls' education and STEM participation and to help address cultural and socio-economic barriers. This will include organizing sessions for family members on why and how to support girls' education in STEM, including practical advice on encouraging STEM interests, opportunities in STEM careers, addressing their concerns and overcoming cultural and professional barriers. In addition, it has been ensured that the current PESP includes targeted interventions to reduce gender disparities in STEM, and that both current and future PESPs will embed strategies and actions to narrow the gender gap in STEM education opportunities for girls, ensuring long-term institutional commitment to gender equality in education. The ADF support will be evaluated by a rigorous impact evaluation to maximize its effectiveness and provide knowledge for upscaling.