non-formal basic education

Non-Formal Basic EducationCollaboration with

UNDP-PLUS Programme

ROSHNI ORGANIZATION MULTANAli house St.# 9, Police Line # 1. Multan - Pakistan.Ph.#. +92-61-519459. Fax.# 61-6772996 . Mob. 0300-6303574

E.mail. [email protected] www.roshnimultan.org

ACKNOWLEDGEMENTBesides other problems, the education has much significance especially for those areas wherepeople are living hand to mouth and even have no educational facilities. They belonged toKatchi Abadies of Multan. They recognized the Importance of education whenever they have togo anywhere e.g. doctor, market and other places but due to the lake of knowledge/sources.They were unable to get the education. Some people are conservative they think our daughtercould not go outside even in a school or college where there is participation of men. Peoples ofthese particular areas demanded the Roshni Welfare Organization to provide them theeducational facilities. Roshni Welfare Organization, which is working for the development of thepeople contacted with UNDP-PLUS office. They agreed for the assistance of the people in thisregard. I am very thankful to Allah, after passing one year; I am very pleased that 180 studentsgot admission in 5 schools. Due to these informal ways our literacy ratio is going up. Now theseschool has handed over to VECs for continue. Roshni Organization will continue its technicalsupport when ever they feel its need.

For this first and far most I am thankful to Mr. Javed Iqbal Awan (Director General Katchi Abadi.I am also thankful to all my companions who always provided moral and physical support forthe Organization during the completion of this Prophet’s task. I would like to dedicate myThanks especially UNDP-PLUS staff of Multan office. Especially Mr.Riaz Akhter, Mr.Zulfiqar,Mr. Khuram Shazad, Ms.Saira, UCs Nazim and Naib Nazims and VECs members. I am alsothankful to Roshni staff for worked day and night to make the project successful.

Ch. Abdussalam

Chairman

ABBREVIATIONS

VOC Village organization Committees

SMC’s School Management Committees

CBO Community Based Organization

PTA’s Parent Teacher Association

NGO’s Non Government Organization

GO Government Organization

NFBE Non-formal Basic Education

NFPE Non-formal Primary Education

PMLC Prime Minister’s Literacy Commission

BES Basic Education Supervisor

CCE Child Centered Education

NBE Need Based Education

EMIS Education Management Information System

EPM Education Planning and Management

JOE Job oriented Education

NBC Need Based Curriculum

MTC Multi grade Teaching Concept

TMT Training of Master Trainers

NFSE Non-Formal System of Education

FSE Formal System of Education

CE Continuing Education

VEC Village Education Committee

VO Village organization

Project summary:

UNDP launced a project name “Livelihood of Urban Settlement” (PLUS) in three distructs ofPunjab, Multan, Gugranwala and Rawalpindi. Major component of the project was Low costsanitation with community participatory. It was 100% replication of Orangi Piolet Project startedby Late Dr.Akhter Hameed Khan in Orangi town. Execution agency was Directorate GeneralKatchi Abadies and Urban Settlement. Local development authorities were collaborated inexecution. Major partner were WASA. Social Mobilization and CO formation were key featureof the project. Education and Health component were as a sub component. It was incentive tocommunity.

In Multan there are 88 registered declared “Katchi Abadies” Initially detailed survey were

conducted by UNDP-PLUS employ themselves. Then initially 10 Katchi Abadies were identified

for initial work. 5 Abadies /Settlement were take up by Roshni organization. Roshni started

social mobilization and CO formation for low cost sanitation. Roshni also identify need for non-

formal schools. UNDP-PLUS allowed Roshni to established 5 nonformal schools. According to

MoU UNDP was responsible to bear all expenses for one years only. Major Task of the Roshni

Organization was sustainability of schools. Roshnim Organization introduced non-formal model

with community participation. After one year Roshni phase out from community. After

completing the funding cycle Roshni continue its technical support to teachers and VECs. With

effort of VECs, Roshni established 5 schools and all schools became sustainable

Project Objective:

This project had following main objectives:

To reinstate the education system of drop out children in the areas.

• To streamline the children to govt. schools ultimately.

• To enhance the literacy rate of target area.

• knowledge of people regarding usage of ATM and watan card

IMPLEMENTING METHODOLOGY.

To implement the project following methodology was adopted.

AREAS IDENTIFICATION.

MEETING WITH NAZIMS.

Executive Director ROSHNI ORG. Project Director and other staff member’s organized meeting

with Nazims and Naib Nazims of the targeted Union Councils. The meetings were organized according

to the following schedule. The project was discussed with the Nazims threadbare, Every elected

member of the Union Councils ensured to coordinate with Roshni Organization in achieving the requisite

goal.

SCHEDULE OF MEETINGS WITH NAZIMS & NAIB NAZIMS

S.# DATE ELECTED MEMBERS’S ROSHNI STAFF

1 03-11-2001 Rana Maraj Khalid , Hafiz Hafeez Ahmad

Farzana Bibi

Zahid Zahoor, Ahmad

Kamran, Lubna Akhtar,

Kiswar perveen

2 07-11-2001 Malik Khadam Sandeela, Malik Mujahid Sandeela,

Dilshad Bibi

Zahid Zahoor, Ahmad

Kamran, Lubna Akhtar,

3 09-11-2001 Malik Tahir Soora, Malik Liqat Sandeela, Shazia

Naseem, Safia Bibi

Zahid Zahoor,

M.Farooq,Lubna Akhtar,

Kiswar perveen

4 13-11-2001 Nazeer Ahmad Kalroo,Fiaz Ahmad Khan, Abid

Shah

Zahid Zahoor,


5 15-11-2001 Mian Abdul Waheed , Naveed Ahmad Khan ,

Fouzia Rasheed

Zahid Zahoor,


Kiswar perveen

COMMUNITY MOBILIZATION

The survey of the target areas revealed that the inhabitants of these areas were not mobilized to

be aware about the power of knowledge. They were totally unaware about the sanctity of education.

They followed rigid traditions of their ancestors and as such remained illiterate.

The staff of the Roshni Welfare organization prepared a plan to motivate the locality people to prepare

their minds to send their children for getting education. Though it was a very tough job yet they

succeeded to achieve their goal.

The staff initially identified activists to help them to continue the regime to proceed further. They

organized a series of meetings with community in the target areas. Project Director, Project Coordinator,

and Field officer initially conducted meeting with community with the sport of local activists who were

identified earlier. They introduced the whole programme and mobilized the people and motivated them

for Child education. For the purpose first of all corner meeting were arranged while women went door to

door to create awareness among the women. The Scholars of the area and other influential were

requested to advise the people to get the education. The female councilors played a pivot role in this

regard and succeeded in their aim. In the meanwhile VEC’s were formed. During the project the

mobilization schedule was followed by the members of these committees and the teachers.

V.E.C. FORMATION .

According to the prevalent practice of Roshni, it launched of its project with the participation of

community. Keeping in view its previous experience Village Education Committees (VEC) were formed

in collaboration with the community. After formation of V.E.C’s Community members and ROSHNI staff

decided time and place for meeting and according to the decision. Chairman and Executive Director of

the Roshni conducted meetings with community members. Every person from community was allowed

to attend this meeting.

Ch. Abdussalam Chairman Roshni Organization not only introduce the programme of child education

but also UNDP. Community members decided VEC (Village Education Committees) themselves. The

members selected as member VEC took it as honor. The female was encouraged in this selection.

Mostly the members of VEC are seven. But the minimum limit was five members. The local councilor or

the activist acted as host of the meeting. The criteria to be the members of the VEC Was:-

Chairman told the roles and responsibilities of VEC. It was the responsibility of VEC to identify and

select of teachers and site. The decision was taken on majority base. The selected members were to fill

two forms; one for Bio data and other for an agreement (Iqrar Nama). Enclosed as Annexure “ D ” .

V.E.C. MEETINGS IN A YEAR.

Nov.2001 De.2001 Jan.2002 Feb. March April May June July Aug. Sept. Oct.2002

• The Member must be local.

• She / He must have own interest.

• She / He must have spare time

for the activities.

• Her /His reputation must be

good.

• The people do not have objection

on him / her.

5 5 4 5 5 3 5 2 2 5 4 5

Following are the members of VECs

VEC # 1. Shah Shams Katchi Abadi

1. Shamshad President

2. M.Jameel Member

3. Roksana Member

4. Ms.Shamim Member

5. Noreen Akhter Member

6. Baba Noor Member

VEC # 2. Mohallah AL Abbas

1. Muzaffar Hussain President

2. Qaswar Hussain Member

3. Saeed Ahmad Member

4. Saeeda Bibi Member

5. Zenat Batool Member

6. Alia Batool Member

VEC # 3. Qayam Shah , Suraj Miani

1. Dr.Muhammad Arshad President

2. Muhammad Younas Member

3. Talab Hussain Member

4. Maqbool Hussain Member

5. Muhammad Sajjid Member

6. Shahid Ahmad Member

7. Aneesa Bibi Member

VEC # 4 .Kotla Waris Shah

1. Iftikhar Ahmad President

2. Ahmad Hassan Member

3. Riaz Ahmad Member

4. Zakia Bibi Member

5. Safia Bibi Member

6. Neelam Hassan Member

VEC # 5. Tareen Colony

1. Muhammad Naeem Khan President

2. Zahid Zikria Member

3. Asma Member

4. Nadia Imtiaz Member

5. Shabana Member

6. Khalida perveen Member

SELECTION OF TEACHERS.

After initially meeting before the VEC meeting community members nominate the teacher roughly who

meets the set criteria, which is as under

• The Teacher should be minimum Matriculates.

• Committed with this profession.

• Needy.

• Experienced teacher was preferred.

• The behavior of the teacher’s family also countable.

• Have a mobilization skill.

Initially three teachers were nominated in each area, out of these three one teacher was considered for

appointment in VEC meeting members of the VEC decided the best teacher with the consultation of

Roshni for this programme. The Bio-data of the three was obtained by means of a Performa, Which is

enclosed as Annexure “ C “ . They finalized the name of teacher. The following teachers were appointed

for this project.

1. Noreen Gull

2. Aneesa Bibi

3. Alia Batool

4. Khalida Perveen

5. Neelam Hassan

SITE SELECTION.

It was VEC task to select the suitable place for center. But in VEC meeting it was preferred if teacher’s

house having sufficient space accommodating at least 40 learners and spare room for the learners.

Secondly they tried to provide safe and approachable place voluntarily. Otherwise they selected rented

building and convinced the owner of the building for nominal rent. In this project 70% places were

offered by the community.

Teachers Training

Teachers Training Report On No formal Education(5th November to 20th November 2001)

1 .Project brief

Roshni Organization, in partnership with UNDP has undertaken the pilot project,

“ To improve the education situation of people of Katchi Abadies in 5 targeted Union Councils.

The UNDP- PLUS project is supporting this project. It is being Implemented in Multan. Toimprove participation and inclusion of qualified teachers males and females to teachuneducated children, Through this project specialized skills will be acquired by the Teachersleading to their empowerment, thus enabling them to teach in their best ways.

2. Rationale of the Training

Identified teachers for this project was untrained. That is why Roshni and UNDP mutuallydecided to conduct 10 days teachers training. In Ahsan Pur, because of skills and awareness,Teachers are excluded from mainstream development activities, both governmental and non –governmental. Much of this exclusion is because of communication barrier between teachersand Education department & communities, therefore teacher skills need to be provided.

As interpreters thy can carry out education awareness – raising activities with children in the

schools.This education awareness – raising activities will be organized, developed and

conducted by these trained teachers. They also decide who the target groups of students are

now able o get admission in Govt. schools.

3. Broad Objective of the Training

a) To develop confidence in teachers

b) To improve their teaching skills

d) To introduce new methodology and techniques in teaching

These union councils do not

have standardized trained

teachers. If teachers are

trained on using basic training

methodology, they can act as a

best education mobilizes

between uneducated

community and others.

e) To develop new ideas regarding teachings

4. Specific objectives of the training course4. After the training participants are able to:

a. Give a brief outline of the project.

b. List their role as best teacher in the project.

c. Communicate & teach students by using AV Aids and new techniques.

d. Support in training others in teaching methodologies.

e. Act as best teacher for illiterate people.

5. Training methods applied

In the training course different training methods were adopted to ensure effective and qualitylearning.

The different methods included:

a. Lecture

b. Demonstration

c. Individual practice

d. Group practices

e. Pair practice

f. Debate

g. Individual assignments

6. List of materials distributed

The participants on the training course were provided with different leaning materials including:

a. Complete course of class 1-5 and adult course issued by Govt. of Punjab educationfoundation.

b. 2 sets of charts: alphabet and numbers, and English alphabet and numbers.

c. 1 pocket board

d. All drawing material

e. White board

f. Writing pad, pencils.

g. Training manual

h. Training course outline

All of the materials distributed were developed by Roshni Organization. The training coursemanuals were developed through a systematic process of research and development. Trainersfrom the Roshni Organization which developed all training material under the coordination andmanagement of UNDP - PLUS Foundation.

Teacher`s Training Contents ;

1. Introduction of Participants.

2. Training Objectives.

3. Workshop rules.

4. Hopes & Fears

5. Expectations of participants.

6. Introduction of Roshni & UNDP-PLUS.

7. What is education and Literacy.

8. Introduction of NFE & FE.

9. Difference between NFE & FE.

10.Importance of female education.

11.NFE teacher`s responsibalities.

12. Identification of character of teachers.

13.Reason of iliiteracy & solution.

14. Quality of good teachers.

15.Development.

16.Motivation.

17.Formation of VEC.

18.Record keepimg.

19.School and class management.

20.Reason and solution of drop out.

21.Educational psychology.

22.Health & hygiene.

23.Physical education.

24.Steps of education.

25.Teaching methods.

26.Preparation of Low cost, no cost A.V.Aids.

27.Effectiveness of blackboard

28.Sitting plan in class.

29.Multigame Teaching

30.Lesson planning.

31.Teaching of Urdu.

32.Teaching of English.

33.Teaching of Math.

34.Teaching of Science.

35.Teaching of S.Studies/G.K.

36.Preparation of Question papers.

37.Technique of Paper Marking.

38.Preparation of mark sheet.

39.Quality of good teaching.

40. Individuals demonstration of teachers.

41. Monitoring & evaluation.

42.Co-curricula Activities.

43.Problem of children admission.

7. Expectation expressed by the participants at the beginning of the course

On the first day of the course, participants were asked to write one of their expectation. Theirdifferent expectation were :-

• To learn and teach other how to communicate with trainer and other staff members.

• To communicate with and assist social working and their town.

• To advocate for the right of education

• To get employment in their own town.

8. How for the expectations been met.?

An exercise was done in the closing session of the training course to assess whetherexpectation were met. Each participants was asked to mark out of 100 how for their expectationwere met during the training. a part from one participants al indicated that their expectationshad been met.

9. Evaluation finding and feedbacka. Participants’ feedback

All 8 participants provided their input in the evaluation of the training course. The majority (95%)commented that there were adequate opportunities for participation. All the participantsappreciated the trainers’ facilitation styles and approaches. Only 5% felt that the training andlearning materials could be improved further. And, almost all (95%) liked the training methodsused.

b. Trainers

One presumption that the trainers had was that training if teachers is the basic need of time.This was because most of the teachers of target Area communicate with educationdepartment, but in reality, it was seen that they possessed very limited knowledge onteaching methods. Unfortunately, these teachers were only able to teach on a very nominalscale with their students. During the fifteen days of training the participants learned anextensive amount and are now capable to teach more fluently with their students and theilliterate community.

When the course began, the participants lacked confidence in their ability to learnsufficiently in only fifteen days of training. But, as the days progressed, their confidencegrew and they were able to learn enough for basic communication.

The level of motivation of the participants increased rapidly during the course. Their self belief,and belief as a group, that they would be able to help improve the current situation of theeducation in Katchi Abadies. They all expressed their whole-hearted commitment to advocateand lobby for the rights of education in affected community.

The participants were very interested to learn and after only a few days they started practicingand teaching among themselves in training.

The teachers were also keen to participate in different learning activities during the trainingcourse. In particular, they learnt well through group practice and debate sessions.

It was noted that even more practice sessions should be included in the training. Also, for thebenefit of the participants, one or two affected community members should attend asparticipants in all teaching training.

10. Barriers encountered

Most of the teachers are engaged in education or in employment till month of August 2001, so itwas difficult for them to manage two weeks away to attend the training. Another difficulty arosein scheduling the required 15 days of training ensuring the course’s convenience for allteachers.

Because of those difficulties the training was initially scheduled from 1st to 15th November , butwas postponed as most teachers, at very last moment, expressed difficulty in coming to those.Thus the training was rescheduled for 5th to 20th November. This caused problems in allocatingtraining facilities for the rescheduled dates as other training courses then had to be shifted toaccommodate the teachers training at Roshni Organization office Multan.

In addition, some were reluctant to send their family members to the training in MDA office,as they are not used to staying away from home for such a long duration.

Furthermore, after very first day, some of the teachers changed their mind and did not attendthe training. A few participants also had unexpected engagements during the running of thecourse. All these factors reduced the total number of participants on the training course andthere was little time to take initiatives to select other teachers.

For the teachers, it was for the first that they were attending such training. This meantthat for the initial few days it was difficult for some to maintain their concentrationthroughout the day.

11. Learning and future recommendations

The first training for teachers under any project should be organized in their home districts.i. More orientation and motivational work should have been carried out with the selectedteachers and their families prior to organizing such activities.

ii. The teachers should be more involved in the total process.

iii.One of the teachers selected was injured by a hurdle on the way. So there must be First aidtraining session also so that during class work if any student gets injured it can be treatedtimely by teache

12. Follow up actions to be taken with regard to “Training of the Teachers”

• A representative from Roshni Organization took all teachers to a running non formalschool to evaluate deficiencies that were mostly regarding class management.

• On the very next day a training session was held to improve class management methodand an individual demonstration was taken.

• Three days adult refresher was planned to get best results before starting their schools.

• Some more teachers will be selected for the training of play group schools.

• Some trained teachers will assist the trainers from Roshni Organization as both observersand assistant trainers.

• All teachers are provided their relative courses (books)

• All the teachers will participate in the teacher’s group meetings and other concernedactivities mentioned in the project.

VEC Training

Supervision of school, Community Participation and Child Protection Training of VEC(Village Education Committee)

(21st November 2001 to 23rd November 2001)

Schedule of 3 days VEC training

Type: Training

Venue: Roshni Office Multan.

Timing: 10 A.M to 2 P.M

Coordinator: M Shahid Riaz

Trainers: Malik M. Aslam (Former NEF trainer)Attending participants: 28

Target coverage: 100%

Male: Female ratio - 16:12

Average age: 30 year

Workshop Objectives.

To equip VECs with information and give them awareness regarding their social obligations andto keep an eye on the implementation of the project, so that they could be more and morebeneficiary of this project.

These Village Education committees will meet regularly and provide input to the Field Monitorsspecifically with reference to school managements, cultural events, sports festivals drop outcovering campaigns and other social activities.

To facilitate in the conducting various events to raise awareness in collaboration with schools,health facilities, work areas, etc.

The VECs will also be focal points to develop community action plans and its implementationthrough participation and linkages development with service providers.

VEC Training Module:

The training module developed with consensus of Project Supervisor and Social Mobilizers andUNDP Education Coordinator.. A session plan prepared for the smooth implementation on theVEC training. The training session consists of 04 hours daily from 10am to 2pm. ProjectCoordinator facilitated in conduction of VEC training. The session plan is given below:

3 Days Training Schedule

Day One

S. # Session Duration Resource Person

Recitation 05 Minutes VEC member

2 Registration and introduction of trainerstrainees

20 Minutes Social Mobilizer

Introduction of Roshni/UNDP-PLUSproject objective of training

30 Minutes Project Coordinator

What is social mobilization?Why it is

important for our wellbeing.

60 Minutes Trainer

What is VEC? Role and Responsibilit

Village Education Committee (V.E.C)

45 Minutes Trainer

Group work / Role play /Presentations 20 Minutes Trainer

Suggestion from Participants for

working of VEC.


Refreshment Social Mobilizer

Day Two

Day Three


1 Recitation & attendance 05 Minutes VEC member

2 Feed back of Previous session 20 Minutes Project Coordinator

3 What is School Management?

Why it is important of future of our child.

Role and Responsibility of VillageEducation Comm (V.E.C) in Schoolmanagement.

60 Minutes Malik Aslam

4 What is monitoring of schools ?

Role and Responsibility of VillageEducation Committee (V.E.C) inMonitoring of Schools.

45 Minutes Malik Aslam

5 Group work / Role play /Presentations 45 Minutes Malik Aslam

6 Suggestion from Participants for idealSchools.


7 Refreshment


1 Recitation 05 Minutes VEC member

2 Feed back of last session 10 Minutes Social Mobilizer

3 Cocurricula Activities.

Problem resolution


4 What is a child? Which rights a child have?Who will him these rights?

60 Minutes Shahid Riaz

5 Role and Responsibility of VillageEducation Comm (V.E.C) to protect childrights.

45 Minutes Tanveer Ahmed

6 Record Keeping of schools. 45 Minutes Project Coordinator

7 Sustainability Plan of schools. Childprotection issues, Suggestion fromparticipan solve these issues.


8 Refreshment

Objective of Village Education Committees.

The venture is intended to present immediate relief and to ensure transparency and visibility.It also ensures maximum participation of targeted beneficiaries. Village EducationCommittees (VECs) formed in the targeted areas have reasonable representation ofmarginalized and vulnerable community groups and are acceptable to local communities.

Commencement of Training.Introduction of Roshni – UNDP-PLUS.

After registration and introduction of the participants, facilitator gives the brief introductionof Roshni and UNDP – PLUS. The facilitator told to the participants about the efforts ofRoshni and UNDP - PLUS for the flood effected community.

Roshni is focusing on the improvement of quality education in formal and non-formalsectors. It is supporting educational models that include working with the rural and urbanschools in government and municipal sectors, private schools and non-formal educationsystem.

The facilitator discuss with the participants about school management techniques, socialmobilization tools, need of social mobilization for improvement in program, Role andResponsibility of Village Education Committee (V.E.C) and the CRC (Convention on theRights of Child). He explained especially four points covering child protection issues in linewith CRC. These are basic four points which were discussed by trainer.

• Existence

• growth

• involvement

• Protection

Training methods applied

In the training course different training methods were adopted to insure effective andquality learning.

The different methods included as:

a. Lecture

b. Demonstration

c. Individual practice

d. Group practice

e. Pair practice

f. Debate

g. Individual assignmentsBrain storming.

This session was started with brain storming technique. The facilitator wrote a topic (Whatis importance of Education?) on white board and start to discussion on relevant topic withthe participants

He chalk out their views on white board .The facilitator encouraged all the participants’views during discussion.

Group Work

After the presentation of facilitator, the group work activity was done on above matter bythe participants, they divided in to two groups and discussed on this issue and localsituation, after iscussion they made presentations and presented to the entire participants.

Role play

A role play also demonstrated and presented to the participants about VEC monitoring acommittee monitored a school & adult literacy center and demonstrated in front of theparticipant that how to monitor the schools.

Role and Responsibilities of VEC (village education committee)

The facilitator converse in detail the role and responsibilities of VEC with the participantsthe session was interactive, white board used in the event properly.

This session was started with brain storming technique. The facilitator wrote a topic (Roleand Responsibilities of VEC.)

On white board and start to discussion on relevant topic with the participants.

He chalk out their views on white board .The facilitator encouraged all the participants’views during the discussion.

In the end role and responsibility shared by the Facilitator. Which are given below.

1. Visit the school and identify the gaps related to children education.

2. Motivate the children and their parents to come at School.

3. Promote good partnership behaviors in delivering high quality education services.

4. Maintain the acknowledge standards of quality education at Roshni Home Schools.

5. Represent the commitment of their services to promoting the safety and welfare ofchildren and young people, preventing abuse and neglect.

6. Have the appropriate delegated authority to make strategic and operational decisionson behalf of their services in relation to child protection.

7. Reflect services and accountability in decision making.

8. Ensure that decisions of the VEC and the implications of such decisions arecommunicated to and understood by officers at all levels of their respective service.

9. Ensure that obstacles and barriers to their service’s full participation in collaborativechild practice are addressed and overcome.

10. Be aware of current issues concerning child education and their relevance to thework/deliberations of the VEC and raise awareness of such issues in their service

11. Ensure the relevant tasks/actions from the work of the VEC are appropriately action.

12. Ensure appropriate links with relevant single agency groups.

Trainees can come with following fears.

1. Is the training will be informative and fruitful?

2. Is refreshment and DSAs will be given or not?

3. Is we will be free in time or not?

4. The attitude of trainers will be friendly or rude?

Trainer’s expectations

1. Trainees will learn keenly.

2. Thing which taught in trainings will be implemented with its full strength.

3. They listen attentively and raise logical questions.

4. They will not themselves in pity things like refreshment, lunch, and monetary benefit oftraining.

Opening of schools:After recruiting teachers next step was to provide them with the school material. For thisservices of Khuran Shazad and Zulfiqar Ali were taken. For the opening of schools Mr.faisal Mukhtar City District nazim inauguration the schools. Govt. syllabus was used inchildren schools. Every school had minimum 30 learners and one teacher. Purpose was tostreamline children to govt. school nearby.

Execution:Uniform, bags, shoes, books, stationary was provided to children by Roshni not only tohelp them but also to increase the number of enrolled student in the school. Many Co-curricular activities were also started. Playgroup was also started on demand of parents.Drawing, colors were provided to playgroup students. Subjects of urdu, English, Science,Social study and math were included in syllabus.

Awareness sessions:To boost the morale of the flood victims Roshni arranged awareness sessions. Fiveawareness sessions were organized, separately for males and females. Success stories ofdifferent people were discussed with them. Even the people who got the benefit in pastfrom roshni organization were called to tell their stories themselves, in session of “Merikahani meri Zubani”. Diffferent people from Muzafargarh and Multan went there. Samplereport of awareness session is as under:

Objectives of Awareness Raising Sessions.Here are some objectives which describes that why awareness sessions are compulsoryfor the successful implementation of the project.

1. Self-determination: Local people are in the best position to identify community needsand wants. Parents, as children's first and most important teachers, have both a right anda responsibility to be involved in their children's education.

2. Self-help: People are best served when their capacity to help themselves isencouraged and enhanced. When people assume ever-increasing responsibility for theirown well being, they acquire independence rather than dependence.

3. Leadership Development: The identification, development, and use of the leadershipcapacities of local citizens are prerequisites for ongoing self-help and communityimprovement efforts.

Localization: Services, programs, events, and other community involvement opportunities

that are brought closest to where people live have the greatest potential for a high level of

public participation. Whenever possible, these activities should be decentralized to

locations of easy public access

DETAIL OF EXAMINATION .

According to the schedule ROSHNI took three examinations during the session. Initially

syllabus was divided into three sections and syllabus was given to the teachers.

Examination of first term was held on 25th – 26th March, 2002. Second term examination

was held on 29th – 30th August, 2002. Last and final exams on 23rd – 26th November, 2002.

Initially lists of the learners are given from teachers who completed the assigned syllabus

and were able to appear in the examination. Project staff allotted them the roll numbers

according to the sequences and sent roll numbers to the teachers two days before the

examination. A total of 192 candidates appeared in the first examination, 180 in the

second examination while 180 learners appeared in the third. Before the commencement

of each examination, a meeting of VEC and teachers was held to decided the date, time

of the examination. In this meeting schedule, method, purpose and enrollment was

discussed five selected teachers of non-formal school prepared the question papers for

each examination with the help of Miss Kiswar Parveen Project coordinator. Paper was

written as well as oral. Each paper carried 50 marks. One member from each committee

participated and discussed the examination system.

The Project Director Lubna Akhtar visited approximately all centers during the

examination. After taking the exams paper were collected and brought to the office. Then

these papers were distributed for marking. Paper of one teacher was given to other

teacher. After marking Mrs.Mehmoona Saleem & salma Bibi rechecked these papers.

Then finalized the result.

OUT COMES OF PROJECT:

IMPACT OF PROJECT:

ROSHNI staff gained lot of experience from this project. Drastic changes took place in Roshni

Organization there are some feature of impact imprints on Roshni.

o Project result in new initiatives taken by the community.

o Roshni Developed new program of NFBE. .

o Increased membership.

o Roshni got many new potential volunteers from community.

o Roshni’s internal policy improved regarding NFE .

o Adopting new NFE practices.

o Roshni set new objectives for NFE.

o Roshni account staff becomes expert.

o Roshni Developed new relation with other NGO’s.

Achievement

Collected data of the relevant Basties.

Enlisted the Child of ages 6-14 who were illiterate.

Formed the Village Education Committees (VECs).

Schools become sustained through VECs.

The members of the VECs were trained to monitor the schools.

Recruited 5 Teachers.

Teachers became trained to go ahead with their assignments.

5 Non-formal schools were established as per requirements.

180 Children completed literacy course within the period of 12 months.

By means of visits of VECs and ROSHNI, the schools are running smoothly.

We got information of the areas by conducting VECs teachers meetings,

Challenges

Unaware about importance of literacy / education.

Rigid attitude of Community.

Old Baradry system.

Maintain the enrollment.

Lesson learnt.

Social Mobilization should continue altogether.

Integrated program with NFE. launch.

Communities are aware with regard to the importance of Education.

Illiterate children are desirous of getting education but they cannot fulfill their desire either

for non-availability of schools or traditional restrictions.

non-formal basic education

Documents