The World Bank (WB) announced that it had sanctioned $150 million to increase enrollment and reading competence in Punjab’s pre-primary and primary schools.
The initiative received approval from the WB Board of Executive Directors.
The organization also stated that this financing will result in more years of education with greater learning for both boys and girls, as well as higher completion rates.
According to a World Bank release, the initiative is anticipated to have a direct positive impact on almost 5 million students, 7,000 headteachers, 165,000 teachers, and more than 3,000 teacher mentors in public schools and Punjab Education Foundation schools.
In Punjab, there are almost 7 million youngsters who are not in school. In addition to helping the Punjabi government significantly lower this figure, GRADES will enhance the fundamental learning outcomes for both boys and girls enrolled in school, according to Najy Benhassine, the World Bank’s Country Director for Pakistan.
“Public-private partnerships will be strengthened and scaled up, early childhood education will be improved, the quality and application of teaching and learning resources and assessments will be improved, and the learning environment in schools will be improved,” the WB country director continued.
The project will take a climate-resilient strategy with steps to lessen the effects of natural catastrophes, including the building of almost 5,400 more climate-smart classrooms in elementary schools, according to the IFI, in light of Pakistan’s susceptibility to climatic shocks.
The WB statement claims that the project would use inexpensive climate-smart elements like reflecting roofs and elevated plinths.
“The project will concentrate on the reconstruction of schools damaged during the 2022 floods, particularly girls’ schools, overcrowded schools and schools in locations with a large percentage of out-of-school children.”
Furthermore, according to the IFI, the project’s inclusive design included steps to improve disability inclusion, such improving accessibility for schools and incorporating inclusive education ideas into teacher coaching.
