Through the SELECT classroom transformation project, evaluate the gender process of early learning improvement in Sindh Province

Contents Acknowledgements List of Acronyms Chapter 1. Introduction8 Chapter 2. Methodology11 Evaluation Scope Chapter 3. Findings and Key Lessons13 3.1 Student Learning3.2 School Safety for Girls Chapter 4. Conclusion30 Chapter 5. Recommendations for the Remaining SELECT Implementation32 Acknowledgements This Gender Process Evaluation is a deliverable under the Pakistan Gender and Social Inclusion Platform.TheTaskTeam was led by Mirai Maruo (Senior Social Development Specialist, World Bank), andcomprised Hibah Tipu Sheikh (Consultant, World Bank) and Lisa Schmidt (Senior Social Development The team expresses deep appreciation to Himat Consulting (Private) Limited, led by Himatullah, MahrukhQazilbash, Umar Farooq, and Shahzad Shahabuddin Mithani, for their substantial contributions to data We also extend our sincere gratitude tothe World Bank SELECT task team—Elena Maria Roseo (SeniorEducation Specialist, World Bank), Mina Zamand (Economist, World Bank), Sania Khursheed (Consultant,World Bank), Mahreen Tahir Chowdhry (Consultant, World Bank), and Izza Farrakh (Senior EducationSpecialist, World Bank)—for their invaluable insights, advice, and ongoing work supporting project Our heartfelt thanks go to Audrey Sacks (Lead Social Development Specialist, World Bank), PatriciaFernandes (former Lead Social Development Specialist, World Bank), Mehrunisa Malik (Consultant, WorldBank), Babar Naseem Khan (Senior Social Development Specialist, World Bank)and Maryem Rahim(Operations Officer, World Bank)for their thoughtful feedback and guidance. We are also grateful to our Finally, this study would not have been possible without the strong partnership and commitment of theGovernment of Pakistan. We extend our deepest appreciation to the implementation team at thePMIU-SELECT—JunaidHameed Samo(Project Director), Erum Ismail Rind(Project Coordinator), Uzma Bano(Gender Specialist), Amir Memon(Component 3 Lead), Dr. Muhammad Memon(Component 1 Lead),Sabrina Agha(Socio-Emotional Support Specialist), Saleh Mangrio(Social Safeguard Specialist), SalmanRauf(Component 2 Lead Engineer),Afsana Kharal(Social Mobilisation Specialist),Tariq Masood(Monitoring andEvaluationSpecialist),andMuhammad Yusuf(Continuous Professional DevelopmentSpecialist)—as well as the representatives of the Material Review Committee, Material Development Executive Summary The Sindh Early Learning Enhancement through Classroom Transformation (SELECT) project seeks toadvance early‑grade learning while strengthening gender‑responsive education through a set ofintegrated design features.Gender considerations are embedded across teaching practices, schoolinfrastructure, leadership, and social mobilization. The project incorporates gender‑responsive approaches Thisreport provides an examination ofSELECT implementation, focusing on delivery quality, challenges,and lessons for improvement throughtheGender Process Evaluation.Using a mixed-methods approach,it examined processes rather thanprojectimpacts, including adherence to plans, design modifications,obstacles, and the involvement of gender experts. Data collection entailed 15 key informant interviewsand Lessons fromtheimplementationof SELECTdemonstrate that integrating gender across project activitiesrequires deliberate design, dedicated expertise, and adaptive implementation.TheGPE focused on thefollowingfour key areas.Findings should be interpreted with the following considerations in mind:(i) theanalysis relies on a relatively small sample from selected districts; (ii) thefocusis placedon implementation ▪Student Learning:SELECTintegratedgender considerations intoTeaching and Learning Materials (TLM)developmentled bythe Directorate of Curriculum Assessment and Research,undertheSindh Educationand Literacy Department(SELD)’sguidance andwithoversight fromtheDevelopment, Review andQuality Assurance Committees.PMIU’sGender Specialistintroducedagender and inclusion checklistand providedrelatedtraining.Whileadministrative constraintsand coordination gapschallenged theprocess,early results were visible in theinclusionofmoreempowering female characters,greaterrepresentationof fathers in caregiving roles, and more inclusive, culturally relevant language.Institutionalizinggender expertise andprovidingincentives for committee participation arecriticalfor ▪School safety for girls:The project upgraded 295 schools with gender-sensitive designs, includingseparate WASH facilities, secure boundary walls, accessible ramps, and ventilation,informedbycommunity consultations and a Gender Specialist’s checklist.Overall project implementation facedchallenges such asreducedschool targetsandflood-related procurement delays,as well aslimitedgender expertisewithin theDesign and Supervisionfirm andthelate approval of the Gender ActionPlan.Gender considerations were addressed through pre-construction screenings,community ▪Attendance redress and student retention strategies:The introduction of Pakistan’s first digitized ear