Welcome to the TALEEM Programme, a visionary initiative that seeks to catalyze transformative changes in Punjab’s education landscape. The Punjab Education Sector Programme Implementation Grant (ESPIG), supported by the Global Partnership for Education (GPE), empowers the TALEEM Programme to revolutionize access, learning outcomes, equity, and education management. As a collaborative endeavor between the School Education Department, Special Education Department, and Literacy and Non-Formal Basic Education Department, TALEEM stands as a testament to Punjab’s commitment to quality education for all.
Structured over a five-year period from January 2022 to December 2026, the TALEEM Programme is composed of five distinct components, each strategically designed to bring about targeted improvements in Punjab’s education sector.
At its core, the TALEEM Programme embodies the spirit of innovation and inclusivity. It aims to amplify educational opportunities by addressing critical gaps and challenges that hinder the realization of every child’s right to quality learning. Through strategic interventions, TALEEM envisions a future where educational excellence is not bound by socioeconomic barriers, and where learners of all backgrounds have equal access to holistic, empowering, and effective educational experiences.
Subcomponent-1.1 of the TALEEM programme is focused on building teachers’ capacity and supporting digital initiatives. Under this component, 32,383 tablets will be provided to all public primary schools in Punjab. This will help to support digital initiatives in the classroom, such as e-learning, blended learning, and online training.
Subcomponent-1.2 relates to improving foundational learning and skills by establishing learning camps. Under this initiative, a total of 9,366 learning camps are to be established over a period of 3 years, from 2023 to 2025. These learning camps will support more than 375,000 learners of age 5-9 years including currently enrolled students and Out-of-School Children (OOSC).
Subcomponent-1.3 is focused on establishing 1,000 Non-Formal Education Institutes (NFEIs) aimed at enrolling 40,000 students (40 per center). This initiative focuses on enhancing access to primary-level education for the most marginalized and disadvantaged children, especially girls in remote areas through the institutionalized Accelerated Education Programme (AEP).
Subcomponent-2.1 This component deals with improving equity and promoting the approach of inclusive education, by enabling schools to serve all children, particularly those defined as having special educational needs. This initiative includes the provision of accessible infrastructure to public schools, health screening of students and provision of assistive devices, and training of teachers in Jhelum & Multan.
Subcomponent-2.2 In order to enhance the learning experience of children with special needs, this initiative aims at providing assistive devices to all children in Special Education Department (SpED) institutes in Punjab.
Component-3 will ensure the integration of all the information systems including SpED and L&NFBED databases, and to collect missing data on important aspects required for better planning. Under this initiative, a comprehensive user-friendly dashboard ‘Integrated Management & Information System (IMIS)’ will be developed to support and promote a culture of evidence-based decision-making.
Component-4 The Afternoon School Program (ASP) aims to provide equitable educational opportunities to children in areas where access to schools remains a challenge along with low retention and high drop-out rates. The program is designed to ‘upgrade’ the existing primary or middle schools to middle or high school level respectively, thereby allowing the students to transition into higher grades within the same premises and existing infrastructure.
Component-5 The communication activities will transmit project-specific messages to target audiences to assist with programme implementation. The communication component of this programme is focused on changing mindsets to promote a culture of inclusivity at all levels of education. The approach includes:
- Treating Education as an Ecosystem
- Creating Communications-driven Interventions
- Positioning the Departments as Thought Leaders
- Focus on Quality
