project completion report 2014

Project Code: 00071269

Project Title: Social Cohesion and Peace

Building Programme for Refugee

Affected and Hosting Areas

adjacent to Peshawar-Torkham

Expressway—Education Service

Delivery Component

Project Completion Report March 2012– February 2014

Project Completion Report

2

PROJECT SNAPSHOT

Date: March 2012 – February 2014

Award ID:

Project ID: 00071269

Project Title: Social Cohesion and Peace Building Programme for Refugee

Affected and Hosting Areas Adjacent to Peshawar-Torkham

Expressway

Project Start Date: 1stMarch 2012

Project End Date: 28th February 2014

Implementing Partner: Directorate of Projects FATA, P&D Department KP

Responsible Parties: UNDP, P&D Department FATA, UNESCO, UNHCR, WHO, FAO,

UNHABITAT

Project Budget (all years): 12.8 million USD

Core Resources:

Non-Core Resources:

Government contribution:

Donor 1

Donor 2

Government of Japan

Project Brief Description and Outputs:

From among the following 3 sets of outputs, UNESCO is contracted to deliver output # 2.1 only

(highlighted in yellow below).

Expected Project Outcomes:

1. Improved livelihoods and local economies of the communities adjacent to Peshawar-Torkham

Expressway

2. Restoration of social services and public infrastructure

3. Greater social cohesion and empowerment through community development

4. Institutional support to the FATA Secretariat and government agencies for leading social cohesion

interventions

Expected Project Outputs

Output 1.1: Improved household income through diversified livelihood opportunities

Output 1.2: Improvement in the agricultural sector through enhancement of crop, vegetable and

livestock production and marketing; as well as rehabilitation of local irrigation systems and networks,

and smaller community infrastructure schemes

Output 1.3: Rehabilitation/Construction of essential infrastructure

Output 1.4: Community physical infrastructure repaired or constructed

Output 2.1: Educational delivery system from primary to secondary level improved and educational

infrastructure from primary to secondary level rehabilitated

Output 2.2: Health delivery systems improved

Output 2.3: Increased community access to safe drinking water and improved sanitation

Output 3.1: Communities mobilized and empowered to promote social cohesion and harmony among

the Pakistani and Afghan communities

Output 3.2: Communities and village level participatory monitoring systems established

Output 3.3: Local government institutional coordination mechanisms strengthened to support RAHA


3

communities and taking part in social cohesion exercises with the government

Output 3.4: Social cohesion improved through targeted and strategic media and behavioural change

communication based on the needs of the communities

Output 4.1: Capacities of social sector government departments built through various interventions

Output 4.2: Rehabilitation and retrofitting of social sector government buildings through private sector

engagement.

Overall Project Quality Rating (mark on the scale of 1 to 5 as per the following criteria): (5)

Exemplary (5)

*****

High (4)

****

Satisfactory (3)

***

Poor (2)

**

Inadequate (1)

*

All outputs are rated

High or Exemplary

All outputs are rated

Satisfactory or

higher, and at least

two criteria are

rated High or

Exemplary

One output may be

rated Poor, and all

other criteria are

rated Satisfactory or

higher

Two outputs are

rated Poor, and all

other criteria are

rated Satisfactory or

higher

One output is rated

Inadequate, or more

than two criteria are

rated Poor

Budget 2013

Expenditure 2013

Delivery %


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CONTENTS

1. Introduction

2. Situation Analysis

3. Project Performance and Results

3.1 Contribution toward Country Programme Outcome

3.2 Achievement of Project Results/Outputs

4. Lessons Learnt

5. Case Studies/Picture Gallery

6. The Way Ahead/Key Priorities for 2014


5

ACRONYMS

AEPAM Academy for Educational Planning and Management

BECS Basic Education Community Schools

CRPD Convention on the Right of Persons with Disabilities

CSO Civil Society Organization

CLC Community Learning Centers

DP Displaced Persons

DRR Disaster Risk Reduction

DRM Disaster Risk Management

ECE Early Childhood Education

ESD Education for Sustainable Development

EMIS Education Management Information System

EFA Education for All

FATA Federally Administered Tribal Areas

FAO Food and Agriculture Organization

FDE FATA Directorate of Education

FDMA FATA Disaster Management Authority

GoP Government of Pakistan

GHSS Government High Secondary School

GGPS Government Girls Primary School

GCET Government College of Elementary Teachers

HR Human Rights

ICG Islamabad College for Girls

IT Information Technology

KP Khyber Pakhtunkhwa

LFA Logical Framework Approach

MDG Millennium Development Goals

NGO Non Governmental Organization

NFBE Non Formal Basic Education

NCHD National Commission for Human Development

PMD Pakistan Meteorological Department

PSF Pakistan Science Foundation

PEAD Peace Education and Development Foundation

PITE Provincial Institute of Teacher Education

PCNA Post Conflict Needs Assessment

PERT Program Evaluation and Review Techniques

P&D Planning and Development

PTC Parent Teachers Committee

RAHA Refugee Affected and Hosting Areas

RITE Regional Institute of Teachers Education

SMC School Management Committee

SACIRS South Asian center for International and Regional Studies


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SRSP Sarhad Rural Support Programme

SAFRON Ministry of States and Frontier Regions

TIJ Taleemi Islahi Jirga

ToT Training of Trainers

THAAP Trust for History Art and Architecture Pakistan

USD United States Dollar

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific and Cultural Organization

UNHCR United Nations Higher Commissioner for Refugees

UNHABITAT United Nations Human Settlements Programme

UN United Nations

VEC Village Education Committee

WHO World Health Organization

WFP World Food Programme


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1. INTRODUCTION

The province of Khyber Pakhtunkhwa (KP) and the Federally Administered Tribal Areas (FATA)

have seen different problems and disasters, both natural and man-made, over the recent years.

More notably, this region is suffering from the consequences of the strife in its neighborhood

due to the influx of Afghan refugees from the warring zones as well as the wave of terrorism

sprouting up in the shape of bomb blasts, rampant attacks with improvised explosive devices

and firing incidents, especially in Peshawar district and Khyber agency. The Khyber Agency

alone had hosted 81,357 registered Afghans in the past of which some have returned while

others have dispersed to other parts of the country and quite a number of them still reside in

and around the agency. It is due to the prolonged burden on the part of the hosting

communities and problems associated to doing so including the challenge of facing incidents of

disasters and conflicts that these areas in particular need restoration and improvement of basic

service delivery systems such as delivery of health and education services and rehabilitation

and development of basic infrastructure.

Weak governance and lack of provision of adequate social services in FATA over a sustained

period of time has meant that the region suffers from dismal human development indicators,

high incidence of poverty and acute economic disparity relative to national standards. Host to a

population of about 4 million, it is the most underdeveloped region in Pakistan, with 60% of the

population living below the poverty line. The persistent terrorism in the region resulted in

numerous casualties and difficulty in maintaining law and order.

The “Social Cohesion and Peace building Programme for the Refugees Affected and Hosting

Areas adjacent to the Peshawar Torkham expressway” aimed at catering to the needs of the

areas and communities overburdened with the necessity of hosting the Afghan refugees and

sharing whatever meager resources available with them. The programme involved

interventions that helped create an enabling environment and conditions that were expected

to contribute to achieving durable solutions for Afghan refugees as envisaged by the

governments of Pakistan and Afghanistan. Apart from KP, Khyber agency alone remains one of

the most volatile and hard hit areas where many a times the terrorists have attacked the

educational facilities, targeting particularly girl’s schools. Girls also find it extremely dangerous

to commute to and from schools—the near fatal attack on Malala Yusafzai that drew worldwide

attention is a glaring example. The inadequate social safety and the prolonged terrorism have

held back the area from making any visible progress in important educational indicators. The

literacy rate remained as low as 34.2%, worst even was women literacy which stood at mere

10.1%. The education component of the Social Cohesion programme was seen to have made an

important contribution to the local efforts to tackle the problem of meeting the educational

needs of the communities.


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2. SITUATION ANALYSIS

The aim of the Refugee Affected and Hosting Areas programme (RAHA) is to promote regional

stability and compensate for the social, economic, cultural and environmental consequences

wrought on Pakistani communities by the presence of more than 3 million Afghans over the

past 30 years.

In the context of the 1.7 million registered Afghans refugees remaining in Pakistan after the

large-scale repatriation since 2002, the Social Cohesion and Peace Building programme which

was launched in 2012 was designed with limited scope to cater to the refugee hosting

communities in a limited area adjacent to Peshawar-Torkham Expressway with an aim to

promote peaceful co-existence of refugees with local communities until conditions in

Afghanistan would be conducive for their return.

The drift of refugees into the urban areas due to camp closures and the withdrawal of food

assistance in refugee villages exerted pressure on the Pakistani mainstream social service

delivery systems such as those of education, health, water and sanitation sectors. Such

pressure was felt most prominently in Karachi, Lahore, Peshawar, and Quetta. Afghan refugee

concentration in and around villages and camps contributed to the degradation of the

environment accelerating the deterioration of the physical infrastructure, forests and fields for

grazing livestock. The intermediate humanitarian support for education, health and sanitation

services currently extended to the refugees and local communities through UN is not a

sustainable solution to the issue.

An extension from humanitarian to development assistance is essential. Addressing the

consequences of the strain on local Pakistani services requires concerted efforts from the

international community to share the responsibility of protecting Afghan refugees’ rights while

in Pakistan, compensating local communities for hosting them, and providing time for

Afghanistan to stabilize enough politically and economically for the refugees to return home

voluntarily, safely and with dignity. This shift will boost Pakistan’s economic and social

development programmes in the poorest provinces where the impact of Afghan refugees has

been most severely felt.

Afghans can be credited for a substantial contribution to the economy of Pakistan. Since their

arrival, industries such as carpet making, timber retailing, transportation, and fruit and

vegetable marketing have benefited. Much of the income generated by Afghans is spent in

Pakistan. The menial jobs that the local population shy away from, such as garbage collection

and recycling in the major urban areas, are undertaken by Afghans. While some of these

economic activities have caused social inequity, the RAHA programme intends to build on the

positive elements of this influence.

The overall objective of the RAHA programme was to improve livelihoods, rehabilitate the

environment and enhance social cohesion within communities of refugee-affected and hosting

areas. It aimed at improving the delivery of public services and making policies more effective


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by strengthening the capacities of the government, community institutions and vulnerable

groups. The programme specifically considered addressing crosscutting issues related to

human rights, gender equality, civil society engagement and refugees as by the One UN

Programmes. Peaceful co-existence that the programme promoted between the communities

would safeguard a more predictable stay for Afghans until they could return to Afghanistan.

1.7 million registered Afghans remain in Pakistan after 30 years of war, civil strife and insecurity

in Afghanistan. Between 1979 and 1992, over six million people entered Pakistan and Iran in

the wake of the Soviet invasion of Afghanistan and the ensuing civil war. To those arriving in

Pakistan, the Government gave prima facie refugee status and provided them protection within

340 camps set up in KP and Balochistan, and one other in Punjab. With the assistance of UNHCR

and the international community, the GoP ensured international protection to safeguard

Afghan human rights, and established a Commission for Afghan Refugees at the federal,

provincial and local levels under the Ministry of States, Frontier Regions and Northern Areas

(SAFRON).

From 1985 onwards, UNHCR expanded its humanitarian assistance to Afghan refugees beyond

the immediate needs of shelter and food to health, education and vocational training for

livelihood improvement and self-reliance and, in 1995, direct food assistance from the World

Food Programme (WFP) was withdrawn. The government did not confine Afghans to the camps

and many drifted into Pakistani cities for work, and ceased to receive the humanitarian

assistance available to the camp dwellers. Due to the continued internal factional and ethnic

conflicts within Afghanistan, by the mid 1990s the estimated number of Afghans in Pakistan had

swelled to 3.3 million putting strain on Pakistani social services and creating the need to

address the overwhelming issue of what to do with so many displaced people.

Voluntary repatriation back to Afghanistan is considered the most sustainable solution for

Afghans in Pakistan and, since 2002, 2.74 million Afghans have returned home with UNHCR

assistance. Refugee camps in FATA were closed in 2005 due to ongoing military operations in

that area. However, this repatriation trend slowed considerably as socio-economic conditions in

Afghanistan deteriorated and civilian security worsened. After these camp closures, those who

did not return to Afghanistan moved to the urban areas and significant communities of Afghans

reside in Peshawar, Quetta, Lahore and Karachi. While there are some very wealthy Afghans in

the cities, the majority represents the poorest of these displaced people who own no land or

homes, or have limited opportunities in Afghanistan with which to rebuild their lives. These

Afghans are expected to remain in Pakistan until the economic and security environment in

Afghanistan improves.

During the 1980s, Pakistan received high levels of international humanitarian relief assistance

to support the Afghan refugees living in camps. Following the large-scale return of refugees

back to Afghanistan, funding for care and maintenance programmes was reduced considerably

from a peak of USD 100 million annually to approximately USD 28 million a year in 2004 to USD

12 million in 2007, and continues to diminish. Currently, assistance from UNHCR and the

international community through its Care and Maintenance programme is concentrated mainly


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on three sectors: primary education; health; water and sanitation, and delivered to Afghan

villages predominantly in KP and Balochistan.

The consequences of this protracted and internationally supported Afghan presence in Pakistan

have generated outstanding issues:

1. The health, education, water and sanitation services are better in the refugee-assisted

communities than in the mainstream Pakistan public sector. Although they are given

access to these service systems, ordinary Pakistani citizens living in the refugee-assisted

areas have developed a sense of exclusion. Furthermore, these internationally

supported service programmes are unsustainable, as they are not integrated into the

mainstream public sector

2. Afghans living in Pakistan have strained the Pakistani service sector’s financial resources

and infrastructure in the affected and hosting areas. Even where camps were fully

closed 25-30 percent of Afghans preferred to remain in Pakistan. Afghan school children

account for at least 20-25 percent of the students in Pakistani schools in these areas.

3. Large numbers of Afghans concentrated in and around villages and camps have

contributed to the degradation of the environment and have accelerated the

deterioration of local infrastructure. Forests have been more rapidly depleted,

rangelands have been over-grazed and extraneous livestock and diseases introduced,

water resources diminished, and roads and irrigation systems damaged, among other

impacts

4. Afghans living in Afghanistan regularly cross the border to take advantage of the

relatively better public health, market and financial services available in Pakistan

without paying taxes, further increasing pressure on local amenities. At the border

districts, 50-60percent of patients are Afghans, though women and girls from both

Afghan and local populations are most disadvantaged in accessing these facilities.

5. Afghans are likely to remain in Pakistan until the situation in Afghanistan is more

conducive to their return, and the challenge is how to achieve social harmony without

burdening Pakistani social and economic resources.

6. Nevertheless, Afghans have contributed towards economic uplift and have transferred

traditional knowledge and skills to local communities, including: Afghan-style carpet

weaving; cultivation of nuts, fruits and vegetables; beekeeping; timber gathering and

retailing; transportation, among others. The economy in some areas has flourished due

to the presence of low wage Afghan labourers and their entrepreneurial activities, such

as brick kilns, garbage collection and recycling. Unfortunately, local Pakistani wage

labourers have not been able to compete with the lower rates paid to Afghans,

distorting the local wage economy.


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In 2005, the Government of Pakistan appealed to the international community for three

interventions to support comprehensive solutions for Afghans in Pakistan:

1. A national Census of Afghan citizens living in Pakistan, and a registration of those

enumerated in the Census.

2. Increased development assistance in Afghanistan to encourage repatriation and

reintegration; and,

3. Development assistance for communities in Pakistan affected by the long presence of

large numbers of Afghans.

It was in such a context that the “Social Cohesion and Peace Building Programme for RAHA

Community” was conceived and the funding obtained from the Government of Japan for its

implementation. The programme adopted a bottom-up participatory approach based on

community development and social cohesion. Civil society organizations and NGOs have

facilitated social mobilisation and strengthen the capacities of communities to plan, implement

and manage their resources. Small to medium scale community infrastructure projects have

been undertaken targeting the identified community needs. Line government departments,

primarily at the agency and sub-agency levels, have been provided with a range of support

services. Employment and income generating activities for both male and female have been

proved to be a success. Education facilities have been made barrier free for people with

disabilities. Capacity building programmes have targeted the communities and the service

providers, and the concerned government departments at all levels.


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3. PROJECT PERFORMANCE AND RESULTS

3.1. Contribution towards Country Programme Outcome1 CPAP Outcome: 3.3: Vulnerable populations in crisis situations benefit from improved

prevention, risk reduction and response (mitigation), and are assisted to reach development

goals including MDG targets

Output 3.3.1: Vulnerable communities, particularly women, affected by crises have access to

training, entrepreneurship, livelihoods and community infrastructure.

Indicator(s):

Outcome

Indicator:Number of

affected/eligible

populations that have

returned to pre-disaster

income and production

levels within 18 months.

Output

Indicator:Number of

crisis-affected

population (sex

disaggregated) with

improved livelihoods,

economic opportunities

and community

infrastructure.

Baseline:

20 million

affected by

floods 2010; 5

million affected

by floods 2011;

1.5 million

affected by crisis

in Federally

Administered

Tribal Areas; 1.7

million refugees;

Target(s):

Initiatives taken with

respect to

leadership,

community

management,

conflict resolution;

Employment

creation and income

generation for

crisis/disaster-

affected vulnerable

groups i.e. persons

with disabilities,

women; Social

protection study with

recommendations on

improvement on

social protection

measures launched

with the

government.

Achievement(s):

Description of output level high/outcome level results achieved in 2013:

Means of Verification

1 Outcomes describe the intended changes in development conditions that result from the interventions of

governments and other stakeholders, including international development agencies such as UNDP. They are

medium-term development results created through the delivery of outputs and the contributions of various

partners and non-partners. Outcomes provide a clear vision of what has changed or will change globally or

in a particular region, country or community within a period of time. They normally relate to changes in

institutional performance or behavior among individuals or groups. Outcomes cannot normally be achieved by

only one agency and are not under the direct control of a project manager.


13

Progress towards Project Results/Outputs2

Project Output 2.1: Educational delivery system from primary to secondary level improved and

educational infrastructure from primary to secondary level rehabilitated

Indicator(s) Baseline Target(s) Achievement(s)

# of teachers,

educational

managers ,

teachers,

youths and CLC

facilitators

trained on

important

educational

themes

Educational

managers,

teachers and

youths

volunteers in

FATA

Directorate of

Education and

communities,

particularly in

Khyber Agency

lack capacity on

knowledge and

pedagogical

skills on

emerging and

critical

educational

themes such as

ECE, DRR, ESD,

NFE, education

for peace and

social cohesion

Organization

of workshops

and training

programmes

A pool of trained teachers and school

heads available in KP and FATA

particularly in Khyber Agency as teachers,

school managers and trainers with skills

and capacity to promote hitherto

neglected subject such as ECE concept

and method, emerging educational

themes (ESD, and education for culture of

peace, DRR etc.) through the following

activities:

Workshops

- 1 capacity building workshop of 3 days

conducted for 35 educators from FATA

and schools heads on early childhood

education.

- 2 workshops conducted on ECE for 60

teachers.

- 1 workshop conducted to create a pool

of 6 master trainers on ECE.

Capacity building on emerging themes

- 60 teachers trained on the use of

teacher’s resource kit on peace and

social cohesion and 70 teachers trained

on Education for Sustainable

Development (ESD).

Directorate of

Education had

no orientation

and capacity to

plan training

courses on

educational

planning and

Capacity of educational managers

enhanced through:

Workshop on education planning,

management and coordination

- 3 capacity building workshops on

educational planning and management

conducted for 82 educational managers

2 Outputs are short-term development results produced by project and non-project activities. They must be

achieved with the resources provided and within the time-frame specified (usually less than five years).


14

management and staff members from RAHA

communities.

FATA

Directorate of

Education had

no plans to

implement CLC

programme

Teachers well equipped with innovative

teaching techniques to handle the diverse

learning needs of the communities

regarding literacy and NFBE and

education for people with disabilities.

Capacity of youth volunteers, CLC

facilitators enhanced, teachers capacity

improved on gender and inclusive

education, and learning resources

developed through following activities:

Workshops/training

- 4 training workshops were organized

and 100 CLC facilitators and youth

volunteers trained on literacy and non

basic education formal themes.

- 2 workshops organized to train 60

teachers on gender and inclusive

education.

- Training modules, teachers guide

developed and distributed.

FATA

Directorate of

Education does

not have

capacity to

introduce

innovative CLC

projects nor do

they have

capacity to

depart

innovative

science

education.

FATA

secretariat have

no plans to

depart market

oriented skills

training to

Community ownership of organizing

literacy for adults, non-formal basic

education programme for out-of-school

children and inquiry based science

education for students ensured and local

volunteers took initiative to mobilize

learners for participation in learning

programmes through the following

activities:

Rollout literacy/skills training

programmes for adults and youth of

project communities and NFBE for out-

of-school children

- 21 broad based community meetings

resulted in identification of 60 potential

volunteers for our programme. 500

learners selected for enrolment based

on pre-defined criteria.

- 20 teachers trained to teaching adults.


15

communities

- 20 mobile based literacy centres

established with enrolment of 250

learners.

- 30 non-formal basic education

established

- Village education committees

established to promote enrolment

- 2 workshops conducted and 60 teachers

trained on importance of science and

inquiry based science education

- 3000 students and 300 teachers trained

on innovative scientific themes and

inquiry based science education through

mobile science caravan exhibitions.

- 11 science clubs established in public

schools.

- 1 training course/workshop of two and

half month organized to train 200 most

marginalized individuals (including 75

females) in 8 different market oriented /

employable trades that included

orientation on entrepreneurship to

encourage self employment.

FATA

Directorate of

Education does

not have

capacity to

train teachers

on DRR and

school safety

Pool of trainers and teachers with capacity

to train, teach DRR concept and practices

and be catalyst to ensure that DRR is

integrated in school curricula. Following

activities were carried out to this end:

Workshops/training programmes on

DRR and school safety

- 1 workshop and several meetings were

organized to develop a pool of 30 DRR

and school safety master trainers at

FATA Directorate of Education.

- 150 teachers trained by the DRR trained

trainers.

# of children

enrolled and

community

members

reached

FATA

Secretariat

lacks capacity

to develop

effective

advocacy

strategies and

Organization

of national

area level

seminars

Education officials developed capacity to

develop advocacy strategies and

awareness campaigns leading to increase

in student enrolment in schools in RAHA

communities. Following activities

contributed to achieve this purpose:


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awareness

campaigns to

bring out of

school children

to school and

increase

enrolment.

Enrolment drive

- 237 schools, 400 teachers and 10,000

community members mobilized through

enrolment drive programme which

resulted in the enrolment of about

10,000 out of school children.

- 135 community meetings, 30 cluster

level planning meetings, 82 mother

meetings organized. 920 posters and

598 banners displayed in the RAHA

communities.

- Besides regular monitoring, 5

networking meetings held on enrolment

drive with political administration and

parliamentarians/community leaders.

# of reference

materials

reviewed to

assess the local

context and

education

development

needs

No specific

baseline was

available

Development

of situation

analysis and

monitoring

systems

Funds were made available to UNESCO

quite late; hence, with the available

limited time project outputs needed to be

delivered on the basis of secondary data.

Carrying out field based needs assessment

survey was not possible. Therefore, the

planned two surveys were not carried out

and funds were diverted to other

substantive activities. The programme

intervention needs were determined

through secondary data source as

following:

Review of available documents

- Post Conflict Needs Assessment (PCNA)

2010, Education Management

Information System (EMIS) data, School

Safety Action Plan of KPK, 1998

Population Census, Pakistan Social and

Living Standards Measurement Survey

(Government of Pakistan) 2004-2015

and FATA Sustainable Development

Plan 2005-2017 were reviewed in order

to inform the planning process for

programme interventions.

# of learning

materials

developed

FATA

Directorate

lacked training

materials on

Development

and adaption

of training and

teaching

A comprehensive set of training and

teaching learning resources developed

and disseminated as following:


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innovative

educational

themes

learning

material

Development of training and teaching

learning resources

- 500 copies of guidebook on early

childhood education (ECE), 500 copies of

training modules on DRR/school safety ,

1000 copies of teacher resource kit for

promoting peace and social cohesion

through heritage education, 1000 copies

of ESD learning resources & brochure,

5000 copies of Disaster Master Game

and 1000 copies of learning from

disasters and remaining safe developed,

printed and disseminated

# of learning

materials and

ICT equipment

provided

FATA

Secretariat

lacked

appropriate

educational

learning

materials and

ICT equipment

Supply of ICT

equipment

and teaching

learning

materials

Education service delivery capacity of

local education institutions strengthened

through the provision of following

equipment and learning resources:

ICT equipment

FATA Secretariat, literacy centres,

teachers and learners benefitted through

the distribution of the following IT

equipment:

FATA Secretariat

• 17 laptops

• 4 Desktops computers

• 2 Fax machines

• 1 Photocopier

• 1 printer

Literacy centres, teachers and learners

• 500 mobile phones

• 20 laptops

Learning materials

Following learning materials were

provided to schools, Department of

Education KP and FATA through different

meetings, conferences, seminars and

workshops:

• 5000 sets of Disaster Master Game

• 500 copies of ECE guidebook


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• 1000 copies of ESD publication

• 1000 copies of peace and social

cohesion publication

• 1000 copies of the publication on

Learning from Disasters and Remaining

Safe

• 500 copies of training manual on DRR

and school safety

• 60 wheel chairs, 60 hearing aids, 35

crutches and 35 folding aid sticks

# of schools

made barrier

free.

No initiative

taken by FATA

secretariat to

refurbish

schools and

make them

barrier for

people with

disabilities.

Provide

technical

support to

educational

institutions

and learning

centers for

capacity

development

School authorities realized the

importance of inclusive education and

barrier free learning environment for

learners with disabilities and took

following initiatives:

- 1o schools and 5 literacy centres

promoted inclusive education by

removing physical barriers and obtaining

basic materials and equipment to allow

easy access and conducive learning

environment for learners with

disabilities

# of youth

developed

literacy skills.

RAHA

community

lacked effective

literacy

programme for

youths.

Capacity of FATA Directorate of

Education enhanced to deliver effective

literacy training to local youths through

the following activity:

- 500 youths improved their literacy skills

through mobile phone based literacy

learning programme and received 800+

advocacy text messages.

# of PTC/TIJ

members

sensitized.

Schools in

Khyber Agency

lacked

emergency

evacuation

plans.

Capacity of community institutions

(PTCs/TIJs) strengthened to guide school

administration effectively for better

management and service delivery through

following activities:

- 4 workshops organized to orient and

mobilize 200 members of the existing

PTCs/TIJs focusing on their role in

improving attendance and retention of

students and quality of education

- 100 students of FATA accompanied by


19

teachers participated in an exposure visit

to Islamabad College for Girls where

they observed and developed an

understanding of its ESD model so as to

promote the similar models in their own

contexts.

- DRR plans in 20 schools developed their

own DRR plans and painted school

specific evacuation plans on prominent

walls in school premises.

Description of output level results achieved in 2013-2014:

Out 2.1 Educational delivery system from primary to secondary level and non formal

education improved & educational infrastructure from primary to secondary level

and CLCs rehabilitated

2.1.1 Organization of workshops and training programmes

1. Organize training workshops for teachers

Teacher training on ECE. A 3-day capacity building workshop on ECE was organized by

DCTE from 26-28 April 2013 in Peshawar to provide orientation to teacher trainers, school

heads, teachers and officials of FATA Directorate of Education in Early Childhood Education

(ECE). The training workshop was organized at Regional Institute of Teacher Education

(RITE) and Dubgari Garden Peshawar. 35 educators and school heads of FATA Directorate

of Education received this training including those working in Government Colleges of

Elementary Teachers (Male & Female) of Jamrud, male and female teachers of government

primary schools in Khyber Agency, education managers from FATA Directorate of Education,

and education officers from various field offices of Khyber Agency. The workshop

contributed significantly to raising awareness among the 95 educators about the need for

increased attention to Early Childhood Education and improving their knowledge and skills

for effective delivery of ECE in the schools.

Teacher workshop on emerging themes. It was felt important that teachers should have an

understanding of how children of both refugees and families belonging to the hosting

communities could be encouraged to appreciate each other’s culture and way of life and

build social harmony. As well children need to be taught on consequences of environment

change, and protection and optimal use of natural resources, and ways to engage in

sustainable development activities. To this end, 60 teachers were trained on the use of

teacher’s resource kit on peace and social cohesion and 70 teachers were trained on

Education for Sustainable Development.

2. Training workshop for managers and civil society to improve educational

planning, management and coordination:


20

Three capacity building workshops of 3-day duration on Educational Planning &

Management (EPM) were organized by Academy of Educational Planning and Management

(AEPAM) at Islamabad for education planners and managers of Khyber Agency and FATA

Directorate of Education. The main purpose of the workshop was to improve capacity of the

participants in educational planning, management, implementation and monitoring of

programmes and projects. The workshop was attended by 82 education managers working

in Khyber Agency and FATA Directorate of Education. Twelve sessions of 90 minutes each,

were conducted by eminent resource persons from public and private sector on specific

topics/themes such as basic concepts and approaches to educational planning; project

management cycle: identification to implementation; logical framework approach (LFA) and

logical framework matrix; program evaluation and review techniques (PERT); sector-wide

approaches (SWAPs) to education; monitoring and evaluation techniques; education

indicators: stock, flow and EFA indicators; use of data in decision-making; population and

enrolment projection techniques; international and national commitments towards

education: EFA, MDGs, Article 25-A; office management and conflict & stress management.

3. Capacity development workshops/training for CLC facilitators and youth

volunteers

Considering the sensitive security situation of FATA and Khyber Agency, NCHD mobilized

two eminent resource persons from within FATA Education Department to organize the

three-day training of trainers (ToTs) for CLC facilitators at FATA Education Directorate.

Four training workshops were organized to train 100 facilitators and youth volunteers.

Another two workshops on Gender and Inclusive Education focusing on persons with

disabilities were organized by BECS for 60 teachers of Landi Kotal and Jamrud. Training

modules and teacher’s guides were developed and distributed among the teachers in the

workshops. All these teachers are now better trained and equipped with the latest teaching

techniques to handle the diverse needs of the communities regarding literacy and NFBE and

education of persons with disabilities.

4. Rollout literacy/skills training programmes for adults and youth of project

communities and NFBE for out-of-school children:

Identification of facilitators, volunteers and learners for mobile literacy programme. Broad

based community meetings were conducted to ensure participation of entire community in

the project. One of the main objectives of these meetings was to seek interest of local youths

to work as volunteers for the programme. These volunteers helped identifying learners and

the establishment of learning centers in appropriate communities. 60 youths in particular

volunteered to establish the learning centers. A total of 21 broad based community meetings

were organized in which 400 community members participated. The role of volunteers was

very important. They acted as catalyst for change in communities and helped increase

children’s enrollment in schools. A baseline assessment was carried out through which

more than 550 learners were identified and 500 learners were selected for the enrollment.

The screening of learners had taken place at 20 adult literacy centers. A well defined format

was used for the screening purpose and the 500 learners were selected for enrollment.


21

Besides the selection of learners, 20 teachers were also trained on teaching adults with

emphasis on method of teaching Urdu and Riazi (maths), monitoring / mushahida, using

different forms, keeping record, managing literacy centers, using low/no cost materials, and

using mobile as a tool for literacy learning and assessments. A total of 500 learners took

part in the mobile literacy programme rolled out in the 20 mobile based literacy centers of

Jamrud and Landi Kotal.

NFBE for out of school children. For the identification of out of school children, a list of the

target areas has been acquired using the UPEMIS data which was collected in the FATA by

NCHD. Books and other stationary items were arranged for the establishment of NFBE

centers at CLCs. Thirty NFBE centers were established. Community mobilization campaigns

were launched to organize enrolment drive focusing specifically on the children with

disabilities and to seek parents’ regular involvement. Village Education Committees (VECs)

were established for promoting positive perception about children with disabilities,

increasing their enrolment and the need to meet their educational needs at schools and in

the NFBE centres. BECS regional office in Peshawar had mobilized its resource persons for

door to door visits in communities and organizing consultative meetings with community

and local stakeholders. These visits and meetings were followed by the identification of

students and their assessment for enrolment. In order to allow barrier free access of

students with disabilities to the learning centers ramps were constructed.

Teacher training on science education. A training session on importance of science education

was organized at GHSS, Jamrud for teachers and head teachers from schools of Khyber

Agency. The session was facilitated by an expert from Pakistan Science Foundation.

Participants had an opportunity to learn about various aspects of science teaching, and the

facilities and resources available in PSF. Similarly, for further capacity building of the

teachers of Khyber Agency, a training workshop in Inquiry Based Science Education was

organized. For this purpose about sixty science teachers from different schools were invited

for the workshop. Two experts from PSF headquarters at Islamabad conducted the training

workshop for the science teachers of Khyber Agency.

Science caravans. Students and teachers from 16 schools of Khyber Agency were involved in

science caravan exhibition organized with a view to orient them on promoting students’

understanding of applied knowledge of science subject. Science Caravans are special

vehicles designed by Pakistan Science Foundation (PSF, Ministry of Science and Technology)

with an aim to popularize science education. These caravans allow mobility of display items

to rural areas and set up science exhibition in schools. 3000 students and 300 teachers

participated in different science related learning activities organized during the exhibition.

On the occasion learning resource on science and scientific knowledge including science

encyclopedia, UNESCO Disaster Master Kits and posters were also distributed to different

schools. During these functions registration forms for science club were filled and signed by

head teachers and science teachers of the invited schools. The occasion also marked the

announcement of the establishment of science clubs in 11 schools.

Skills training. A contract was awarded to Sarhad Rural Support Programme (SRSP) to


22

impart training on 8 different market oriented/employable trades to 200 (75 Females) most

marginalized including disabled youths from Jamrud and Landi Kotal Tehsils of Khyber

Agency, and University Town, Sufaid Dheri and Malakand Dher union councils of Peshawar

district for their economic empowerment. The trades included welding, plumbing,

electrician, mobile phone repairing, and computer hardware for males and beautician,

tailoring and Adda work for females. Training for males was organized centrally in Human

Resource Development Centre of SRSP whereas that for female trainees was organized in the

communities through the Community Based Training Centres taking into account the local

culture and values. The trainees were also provided orientation on entrepreneurship to

encourage self employment. Certification was done by Skill Development Council of Khyber

Pakhtunkhwa.

5. Workshops/training programmes on DRR and school safety

One workshop and several meetings were organized to develop a pool of 30 DRR and school

safety master trainers at FATA Directorate of Education. These trainers subsequently trained

150 teachers of schools in the Khyber Agency.

2.1.2 Organization of national and area level seminars

Seminars on enrolment drive and education for culture of peace. Extensive community

mobilization at cluster and community level resulted in the increase of student enrolment in

schools. Community meetings participated by mothers helped in generating mass

awareness on the issues of enrolment at the grassroots level. NCHD FATA in collaboration

with UNESCO launched an enrolment drive initiative in Jamrud and Landi Kotal Tehsils. It

covered 237 schools, 400 teachers, and about 10,000 parents and community elders and

aimed at achieving 100% enrolment of out of school children in the nearby schools. During

the enrolment drive, NCHD FATA as the implementation partner of UNESCO organized 30

cluster level planning meetings of stakeholders; 135 community meetings at responsible

school level; 82 mothers meetings at GGPS level; developed and printed 920 posters and 598

banners advocating right to education and benefits of sending children to school, all of which

were displayed at school gates and important focal points in target communities. Moreover,

NCHD FATA also mobilized local media and ensured wider coverage of activities relating to

enrolment drive. NCHD FATA team also conducted monitoring visits to various activities

and communities during the enrolment drive and conducted 5 networking meetings with

political administration and parliamentarians/influential persons of the catchment area and

FATA Directorate of Education.

2.1.3 Development of situation analysis and monitoring system

1. Conduct needs assessment survey, establish baseline and monitoring progress

Funds were made available to UNESCO quite late; hence, with the available limited time

project outputs needed to be delivered on the basis of secondary data. Carrying out field

based needs assessment survey was not possible. Therefore, the planned two surveys were


23

not carried out and funds were diverted to other substantive activities. The programme

intervention needs were determined through secondary data source as following:

Post Conflict Needs Assessment (PCNA) 2010, Education Management Information System

(EMIS) data, School Safety Action Plan of KPK, 1998 Population Census, Pakistan Social and

Living Standards Measurement Survey (Government of Pakistan) 2004-2015 and FATA

Sustainable Development Plan 2005-2017 were reviewed in order to inform the planning

process for programme interventions.

2.1.4 Development and adaptation of training and teaching learning material

1. Develop teaching modules with teachers for primary, secondary and higher level

pedagogy and T&L skills

Early Childhood Education (ECE) materials. An ECE guidebook for teachers was developed by

FATA Directorate of Education with Government College of Elementary Teachers – GCET

(Male), Jamrud, as the implementation partner to develop the script of the guidebook

outlining the concept and significance of ECE and methodologies of handling young children

in the classroom. UNESCO has extended support for printing 500 copies of the guidebook.

Modules on key emerging issues (DRR, Peace, HR and ESD). Modules on DRR, school safety,

and peace & social cohesion, and ESD were developed taking into account the local context of

FATA and bringing on board the relevant stakeholders for ownership and sustainability. ESD

publication was developed by UNESCO and other publications by SACIRS. UNESCO also

produced and published the two DRR-related learning resources, namely Disaster Master

Game and Learning from Disasters and Remaining Safe. Directorate of Education FATA

Secretariat led the initiatives and is now extensively using these training and learning

resources. PITE KP developed the school safety and DRR manual. THAAP, an NGO

implementing partner of UNESCO, developed the resource material on peace and social

cohesion that aimed at equipping teachers and educators with knowledge and skills to

integrate in teaching and learning process the cultural heritage as a significant contributor to

peace and social cohesion and help students to understand their cultural heritage,

indigenous value system and inspire them to respect diversity and multiculturalism for

peaceful co-existence. With the availability of these training and learning resources FATA

Directorate of Education has developed its capacity to both train their officials on emerging

educational themes and update the manuals periodically to best suit the local needs.

2.1.5 Supply of ITC equipment and teaching learning materials

Education service delivery capacity of local education institutions strengthened through the

provision of following equipment and learning resources:

ICT equipment

FATA Secretariat, literacy centres, teachers and learners benefitted through the distribution

of the following IT equipment:


24

For FATA Secretariat

• 17 laptops

• 4 Desktops computers

• 2 Fax machines

• 1 Photocopier

• 1 printer

For literacy centres, teachers and learners

• 500 mobile phones

• 20 laptops

Learning materials

Following learning materials were provided to schools, Department of Education KP and

FATA through different meetings, conferences, seminars and workshops:

• 5000 sets of Disaster Master Game

• 500 copies of ECE guidebook

• 1000 copies of ESD publication

• 1000 copies of peace and social cohesion publication

• 1000 copies of the publication on Learning from Disasters and Remaining Safe

• 500 copies of training manual on DRR and school safety

• 60 wheel chairs, 60 hearing aids, 35 crutches and 35 folding aid sticks

2.1.6 Provide technical support to educational institutions and learning centers for

capacity upgrading.

1. Barrier free learning condition for learners with disabilities.

Contract to implement this activity was awarded to Basic Education Community Schools

(BECS) and Comprehensive Health and Education Forum (CHEF). Ramps were constructed

in 5 literacy centres and 10 schools were made barrier free for the physically disabled

students for providing them barrier-free access to literacy centres. Equipment such as 60

wheel chairs, 60 hearing aids, 35 crutches and 35 folding aid sticks were procured and

distributed to the schools.

2. Establish/revitalize community learning centers at the project communities

Contract to implement this activity was awarded to National Commission for Human

Development (NCHD). There were 500 project beneficiaries from this intervention and 500

youth got literacy skills and received more than 800 advocacy messages through mobile

phones.

3. Form/revitalize SMCs/PTAs in schools of project communities

Provincial Institute of Teacher Education (PITE), Peshawar, under the contractual

agreement with UNESCO, organized 4 one-day workshops for orientation and mobilization

of already formed PTCs in project areas of Peshawar. 200 members of PTCs of schools

located in project communities of University Town Peshawar and two Union Councils


25

namely Sufaid Dhairi and Malakand Dhair were invited to these four one day workshops.

Selected members of PTCs (TIJs) from Khyber Agency were also invited to these workshops

in University Town Peshawar with a view to collect preliminary information about the

operational status, problems and issues of PTCs in tribal areas. These workshops covered

the important aspects of education, role and responsibilities of PTCs, actions needed for

increasing enrolment, and creating awareness about the right to free and compulsory

education. The message conveyed through these workshops was well received by the

participants. These workshops were expected to increase efficiency of PTCs and contribute

towards improving attendance and retention of students and quality of education in schools.

4. School level DRR action plan and support to implement the plan

The contract to train school teachers on DRR action plan was awarded to FATA directorate

of Education. FATA Directorate of Education trained 150 teachers of Jamrud and Landi Kotal

Tehsils and also conducted actual emergency evacuation drills in 20 schools. FDE has also

arranged painting/mounting of the emergency evacuation plan at prominent location in each

of the 20 schools. An exposure visit to Islamabad College for Girls (ICG) by approximately

100 students and teachers from FATA allowed them an orientation on and familiarity of

some best practices on ESD that the college had pioneered which could potentially be

adapted in their own school contexts.

Analysis

Landi Kotal and Jamrood of Khyber Agency, FATA and three union councils, namely

University Town, Malakan Dher, Susaid Dheri in Peshawar, KP were strategically chosen as

the project sites for education related intervention under the Social Cohesion and Peace

Building Programme in RAHA Community along the Torkhum Peshawar Expressway. The

project could have covered much wider area as many other RAHA communities were also in

dire need of essential educational support. But for all practical reasons a decision had to be

taken to limit the scope of the project in term of geographical coverage. Nonetheless, the key

purpose of this time bound and resource defined project was to deliver critical education

support programmes within the given time while at the same time strengthen the capacities

of the functioning public institutions and civil society by involving them in the process so

that other needy areas would eventually benefit from similar programme scaled up

collectively by these institutions and civil society organizations possibly with scaled down

technical back stopping from UNESCO. The project has by and large achieved this purpose.

In implementing the project UNESCO had collaborated with key public institutions both

those having presence in the RAHA communities and others functioning from Islamabad.

These institutions included FATA Directorate of Education, Provincial Institute of Teacher

Training (KP), NCHD, BECS, AEPAM, Pakistan Science Foundation and Islamabad College of

Girls. Similarly the civil society organizations involved in the project included PEAD, THAAP,

SRSP and SACIRS.

The project with the collaboration of the public institutions and CSOs had successfully

introduced innovative educational concepts and approaches that brought improvements and

effectiveness in the way educational services were delivered to the refugees and the hosting


26

communities. It covered a wide spectrum of important themes ranging from ECE, inclusive

education, education for sustainable development, education for culture of peace, science

education through scientific exhibition and exposure to science caravan to skills

development among female and male youths, literacy education for adults, educational

planning and management training for local education administrators and managers and

enrolment drive through massive campaign.

Capacity of education service providers and duty bearers engaged in some key sub-sectors

were of critical need in order to ensure that the right of local communities to have access to

fundamental quality education service was assured. The public institutions serving the

communities in RAHA lacked capacity as well as institutional base to extend quality

education services. Through the education component of the Social Cohesion and Peace

Building programme UNESCO launched activities that covered some fundamental aspects

such as capacity building of educational managers, teachers, CLC facilitators in important

fields as already mentioned above.

Studies have proved that children can experience a sustained development of both cognitive

and non-cognitive aspects during their physical growth and as they come of age if they have

had a chance to go through early childhood education and care. Unfortunately despite its

importance ECE has remained a neglected area in Pakistan and more so in the RAHA

communities. The limited attempt made in this aspect through the so called Kachhi classes

in RAHA communities were left without designated teachers let alone those having training

in ECE. To bridge the gap in this aspect to some extent, the education component of the

Social Cohesion and Peace Building Programme in RAHA Communities developed a pool of

trained educators and teachers who can now act as a catalyst of promoting and

institutionalizing ECE in the RAHA communities. A knowledge and human resource base has

become available for the local education authorities to tap on and promote ECE in the RAHA

and surrounding communities.

Many children and youths in the RAHA communities were either never been to school or had

dropped out of school without even completing primary cycle. For most of them, especially

for girls, going to school or re-entering school for those who dropped out was just not

possible for various socio-cultural and/or economic reasons. This group of children and

youths needed to be reached out with some sort of flexible or non-formal means to cater to

their learning needs. UNESCO project mobilized and prepared more than 100 youths to

serve as literacy and non-formal education facilitators and contribute to helping the out of

school children and youths acquire the basic education and enter into the path of lifelong

learning. The project also involved a locally based skills training center not only to help the

local out of school youths acquire skills in locally demanding trades, but also to facilitate

home based skills training for female youths who otherwise were unable to commute to and

from the training centre. These initiatives provided the local education authorities a

concrete evidence to be considered for formulating policy and institutionalizing the

approach.

The development of learning resources and training of teachers on emerging educational


27

themes which were of utmost relevance to a highly conflict sensitive and disaster prone

communities such as in RAHA was introduced by UNESCO’s project on education

component. The education authorities of FATA and KP are better placed on drawing from

the newly developed learning resources and trained teachers in subjects like education for

culture of peace, education for sustainable development, inquiry based learning of science

concepts and DRR education in order to go on scale promoting these aspects of education in

other RAHA communities and elsewhere in the area/province.

The project has made available a model of community mobilization and enrollment drive for

the authorities to be informed while they need to engage themselves in enforcing and

implementing Article 25 A of Pakistani Constitution on right of all children of age 5 to 16

years to education. The education authorities are confronted with a grave educational

situation of high number of out of school children of age 5 to 16 in and around RAHA

communities. These children in fact constitutionally deserve to have access to free and

compulsory education of good quality. The authorities, therefore, must be strategic and

mobilize communities and strengthen local volunteers to raise awareness and interest of

local people on education so that children are no longer out of school. The other important

consideration related to Article 25 A that the education departments must be cognizant of is

about paying attention to the educational needs of disabled children. Through the

promotion of inclusive education e.g. by providing barrier free access as done by UNESCO

project, the issue of educational participation of children with disabilities could be addressed

to a good extent. Some effective ways to meeting the EFA goals and abiding by the Article 25

A have been tried and tested successfully by UNESCO project which the education

authorities of FATA and KP can adapt and upscale. The human and institutional capacity

development support extended by the project to the authorities, particularly to FATA

Directorate of Education, has made them capable of delivering improved educational

services to the most needy people, whether refugees or permanent residents, residing in the

RAHA communities.

To conclude the analysis, it may be stated that the education project implemented in the

RAHA communities as part of the Social Cohesion and Peace Building Programme in RAHA

communities could be viewed as having useful educational, social and institutional impact.

In the days to come, public institutions of the area/province receiving support from the

project are now potentially capable to make progress in effectively delivering social services

in the RAHA communities over a sustained period of time which in turn will contribute to

overcoming the challenges such as dismal human development indicators, high incidence of

poverty and acute economic disparity relative to national standards. The peace building

interventions through education services will definitely result in significant reduction in

terrorism in the area/province. UNESCO’s direct activities themselves have to some extent

addressed the problems faced by the communities where the Afghan Refugees were hosted.

The project made some significant contribution to creating an enabling environment and

conditions that can eventually lead to finding durable solutions for Afghan refugees in

general and bringing more improvements in the education delivery mechanisms of the

area/provincial public institutions in particular.


28

Overall Output Status (mark the output on the scale of 1 to 5 as per the following criteria):

Exemplary (5)

*****

High (4)

****

Satisfactory (3)

***

Poor (2)

**

Inadequate (1)

* The project is expected

to over-achieve

targeted outputs

and/or expected levels

of quality, and there is

evidence that outputs

are contributing to

targeted outcomes

The project is expected

to over-achieve

targeted outputs

and/or expected levels

of quality


to achieve targeted

outputs with expected

levels of quality


to partially achieve

targeted outputs, with

less than expected

levels of quality

Project outputs will

likely not be achieved

and/or are not likely to

be effective in

supporting the

achievement of

targeted outcomes

Means of Verification

4. LESSONS LEARNT

It should be borne in mind that the project was designed and planed for two years starting

March 2012, but due to the delay of the release of the funds the project implementation

started only in January 2013, nine months after the agreed implementation date, requiring

UNESCO to rush the delivery of its planned activities within 15 months. Most of the results

reported in this project completion report could have been more concrete in terms of how

they could be sustainable if all 24 months of the project’s time period was available for the

project team for the implementation. Good amount of time could have been spent with

local stakeholders in exploring and strategizing the sustainability of the results that the

project was able to produce in the limited time. What UNESCO has outlined in this report is

the availability of resources related to knowledge, skills and human capital that the project

had contributed to strengthened. The unfortunate aspect is that the project is not allowed

to enter into its much needed successive phase that could have focused more on

strengthening communities and stakeholders for them to go on scale and sustain the

project approach and products. Nonetheless, the 15-month rollout of the project activities

has allowed some useful lessons to learn from as follows:

• Partnership with public institutions not only contributed to better interaction with

and mobilization of communities but also allowed practical field based experiences

for the stakeholders to reflect upon as they work closely with UNESCO partners in

strengthening their capacities.

• Direct relevance of subject matters covered makes capacity building workshops of

educational managers and teaching staff interestingly interactive allowing

participants to find them highly meaningful. For example, workshops on emerging

educational themes such as education for sustainable development (concepts and

practical observations of rain water harvesting, recycling papers were found

relevant in the context of RAHA communities where natural resources are


29

continuously depleting), education for culture of peace (appreciating cultural

heritage and differences made sense for the communities that had overly suffered

from conflict), disaster risk reduction (communities have bitter experiences of both

natural and man-made disasters), inquiry base learning of science concepts were all

perceived to be relevant and meaningful by the participants.

• Involvement of government counterparts from inception until completion of the

activities contributes to creating a potentially sustainable knowledge repository at

public institutions for them to be more effective duty bearers and service providers.

The human and learning resources developed in partnership with the official

counterparts and stakeholders have enabled them to continue strengthening their

capacities by using these resources and undertaking training programmes.

• Involvement of credible implementing partners is possible even in a time

constraining project like this if necessary waiver is justified and obtained to cut

short the process while ensuring that proper background check and verification of

the identified firms are assured through consultation with other agencies and/or

institutional records of the IPs.

The results cited in the report have been cross-verified through an independent rapid

assessment of project impact carried out by a consultant. The assessment comprised direct

interaction with stakeholders including community members, government and CSO

counterparts through one to one discussions, focus group consultations and administration

of questionnaire. Following are the case studies compiled from the rapid assessment of the

project impact:

5. Case Studies/Picture Gallery

Case Study 1: Institutional Capacity Building

Mr. Shahzar Khan, Deputy Director M&E, FATA Directorate of Education providing first

hand information on impact of the initiative referred to experiences of Ms Neelam Zia,

Principal Elementary College Jamrud, Ms. Rukhsana Khan, Science Subjects Specialist

Women’s College Jamrud and Mr. Jadoon Khan Principal Boys College Jamrud.

According to him, “this turned out to be an exemplary exercise in inclusive, consultative

and participatory approaches. The draft manual was piloted amongst female and male

Master Trainers who constantly contributed to the finalization of the manual bringing their

first hand field based experiences.”


30

He goes on to say, “the aim was to

ensure a manual which is not just for

the people but by the people who are to

use it and will also be its beneficiaries.

We adopted bottoms up approach,

ensuring that the manual was not just

gender responsive, but it highlighted

issues related to the most excluded and

marginalized groups amidst emergency

and risk environments. We therefore

found a whole new dimension added in

the manual that looks at epidemics and

disease in crisis situation. The examples

and prioritization actually came from

the participants during the piloting phase.

We discovered a lot of psycho-social trauma amongst refugee and displaced children – the

manual now not only encompasses physical needs and aspects but addresses psycho-social

needs of community groups. This is a break through because the whole exercise is people

centered and demand driven.

We now are at the stage where Master Trainers are conducting cascade training with

school teachers and students and the results are tangible. For example in Jamrud the

Secondary School already has a School Evacuation and Safety Plan.

He says, “this evacuation plan has been a product of joint efforts and ownership including

that of the students themselves. We are selecting 20 schools for further student training –

10 from Landi Kotal and an equal number from Jamrud.”

Mr. Shahzar Khan points out that the most encouraging part of this entire initiative is the

ownership it has also received from the ‘Taleemi Islahi Jirga’ (the Educational Reforms

Jirgah) in collaboration with the FATA Directorate. The Jirgah has committed itself to

ensuring that DRR is an integral part of the school management system in the RAHA

programme focus area. He also highlighted that it was already integrated in Elementary

Teachers’ Training curriculum and its implementation.

Highlighting a wide spectrum of stakeholders actively engaged in the development and

operationalization of the manual Mr. Shahzar Khan said that the following government

departments were effectively engaged in its dissemination:

a. FDMA

b. Rescue 1122 (engaged in KP as they don’t have presence in FATA)

c. M&E Department FATA

d. PMD

e. Directorate of Projects FATA.


31

Case Study 2: Promotion of Gender Equality and Women’s Empowerment

In her interview Ms Kiran Ghazanfer, Programme Coordinator – pointed out that the

interventions under UNESCO programme had borne longer term and unexpectedly positive

results for women in particular. She pointed out that women’s participation in the

programme firstly enhanced their mobility – a major socio-cultural barrier to women’s

empowerment.

“Once women were

together they

rapidly formed their

own working and

social groups. Many

of them pointed out

that this was the

first time ever that

they had the much

coveted opportunity

to share their lives’

narratives, their

experiences and

aspirations with

each other. It was as

if women had

suddenly found not

just visibility but

also the voice. I

could see social

transformation

happening before

my eyes.

An indicator of the success of this programme is that now we have trainers coming up from

amongst the trainees, registering themselves to be Master Trainers for the next generation

of the programme.

Another very motivating moment was when I attended a wedding and was informed that

the bride was made up by one of our trainees in her own salon. I was thrilled to further find

out that the entire wardrobe for the bride and many other female guests was designed and

prepared by a group of our trainees, who have now formed a working team.

To me this is what really is the end result of this kind of initiatives. Women taking hold of

their lives and finding not just the voice but becoming catalysts of change.”


32

Case Study 3: Youth Empowerment and Employability

Of the eight young men interviewed during a focus group meeting at SRSP, two young

men—the 20 years old Shahab from Jamrud who has passed his Second Year at college in

Science subjects and the 18-year-old Hamid Ali also from Jamrud with ten years of formal

education—took training in Plumbing.

The two young men pointed

how they had earned

respect within their families

and social set up for taking

up a vocational course that

has already begun to bear

rewards in terms of both the

boys being constantly on the

call for assignments.

“The best part of this

training was that along with

certificates from Skill

Development Council of

Khyber Pakhtunkhwa, we

also received a starters’ kit at the end of the course. We were immediately engaged in work.

But we also understand that we have to go a long way in becoming more trained plumbers.

Therefore, we are also working as apprentices with plumbing experts,” Shahab said.

Hamid Ali reflecting on his experience pointed out, “the difference is that we are plumbers

with formal education and formal training with equipped good quality tools; therefore we

actually ahead of other plumbers in taking up more challenging assignments and

methodically planning them.”

He went on to say, “despite the formal education we were largely whiling away our time in

the village, with no money, no prospects and hardly any motivation. We knew our

education had made us literate but was not going to help us make a living. This training has

instilled a new motivation in us. There’s respect and much demand for our work. But this is

just the beginning. We would like to come back to this course as Trainers.”

And he continued, “we are already providing informal training to young men who are with

us at plumbing shops where we are working as apprentices. This is helping us sharpen our

own skills and transfer our knowledge to other boys.”

Hamid Ali concluded by saying, “you too can have a life friend—a life beyond the boredom

of having/knowing nothing to do. That’s what I tell my friends.”


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6. THE WAY FORWARD/KEY PRIORITIES FOR 2014

Given below are identified priorities and recommended actions for up-scaling and

deepening the impact of the on-going interventions. These recommended actions have

been identified through independent focus groups consultations with stakeholders

comprising communities, specific groups, government and CSO partners.

Emerging themes and inclusive education

1. Baselines for learning needs up-scaled from FATA to other refugee/DP hosting areas

2. National institutions engaged in needs assessment for addressing youth human

trafficking issues

3. Comprehensive DRR & ESD teaching manual developed and integrated in selected

learning centers

4. Specific curriculum on inclusion and persons with disability developed and integrated

in education policy and provision

5. Scoping of and establishment of baseline data of Afghan refugee teachers and potential

teaching trainees

6. Recruitment of Afghan teachers/trainees in formal and informal sector

Culture

1. Specific scoping of cultural heritage conducted and results incorporated in national

cultural and refugee related policy frame-works.

2. Documentation of cultural heritage and culture of peace

3. Review and refinement of existing Culture and Heritage trainings curriculum/learning

material (in the light of pilot roll out)

4. Roll out of teacher trainings on culture of peace and social cohesion in programme

focus areas.

5. Establishment of ‘cultural hubs’ in programme focus areas

Skills and NFBE 1. Development and piloting of teachers and education policy makers’ guidelines manuals

based on inclusion of issues related to gender equality and special needs of persons with

disability in skills enhancement

2. Specific technical and vocational skills enhancement course for persons with disabilities

3. Identification of and advocacy with existing and emerging employers for equitable

employment drive

4. Rollout literacy skills training programme for adults and youth of project communities and

NFBE for out of school children up scaled

5. Comprehensive scoping of refugee/DP artisans and crafts persons

6. Engaging refugee/DP artisans and crafts persons in capacity building and income generating

skills enhancement of unemployed youth

7. Media training and engagement for advocacy and promotional drives for promotion of

culture of peace and inclusive society


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8. Provision of distant learning and learning through innovative methods introduced - and

where available up scaled

Policy

1. A comprehensive policy frame-work for education planning and coordination capacity

development workshops

2. Teachers’ and education policy makers comprehensive training and guidelines for

barrier free learning conditions for learners with disabilities and specific needs

3. Development of ECE Resource centers in refugee hosting areas

4. Trainings on and advocacy with education policy makers and learning centers staff on

Convention on the Right of Persons with Disabilities on CRPD

5. Development of community based learning tools and resources centers

(libraries/activity centers)

6. Disaggregated enrollment drive for formal and informal existing and new educational

institutions/learning centers

7. Coordinated Knowledge management system set up at provincial/regional level for

literacy & NFBE management information system covering all major areas of project,

planning, monitoring, assessment trainings, salaries, procurement and distribution

chains.

Community resilience against disaster

1. Teachers’ training in and implementation of DRR and school safety plans in all refugee

hosting areas of Pakistan

2. Formation and revitalization of SMCs/PTAs in schools of programme communities

beyond FATA and KP

3. Capacity building of programme community areas’ schools to roll out school based DRR

activities including emergency evacuation drills DRM committees with clear roles and

responsibilities

4. Inclusion of psycho-social counseling in teachers’ DRR training manual for targeted

schools.


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Annex: AWP based Reporting Matrix

EXPECTED OUTPUTS And baseline, associated indicators and

annual targets

PLANNED ACTIVITIES (as per AWP) Activity Status Completed, Ongoing,

Delayed, Cancelled

AWP

Budget ($) Expenditur

e ($) %

Delivery

Project Output 1 Indicators: Baseline: Targets:

1. Activity

2. Activity

3. Activity

4. Activity Project Output 2 Indicators: Baseline: Targets:

1. Activity

2. Activity

3. Activity


1. Activity

2. Activity

3. Activity


1. Activity

2. Activity

3. Activity

4. Activity TOTAL

project completion report 2014

Documents