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ADULT BASIC EDUCATION SOCIETY (ABES) PROFILE 20132

Adult Basic Education Society (ABES) was established in 1971. It has been registered with the Government under the Societies Registration Act 1860 and with the Central Board of Revenue, Islamabad as a non-profit organization. ABES, a non-sectarian organization, operating under supervision of an autonomous Board of Directors, is working for the welfare of the people in Pakistan without any discrimination of race, religion, caste or creed.

1. ABES ModelABES has vast experience of project planning, field implementation, monitoring, capacity building, materials development related to ECCD, primary formal and non-formal education, adult literacy (functional). As part of its holistic approach towards achieving its quantitative as well as qualitative educational targets, it has taken a “life cycle” approach towards child development which does not exclude “women / mothers empowerment” through functional knowledge and making community an active partner to the overall achievement of basic education goals.

ADULT BASIC EDUCATION SOCIETY (ABES) PROFILE 2013 3

2. Aims and ObjectiveThe aims and purposes of ABES, as enunciated in its Constitution and designed for welfare of all the people in Pakistan, are:

a) To promote Adult Education in Pakistan through implementation of pilot projects for illiterates and neo-literates, in basic literacy and functional subjects including employable skills to facilitate the participants in their ability to perform as useful and self-reliant citizen of Pakistan.

b) To promote socio-economic uplift of individuals under-privileged/excluded community groups with emphasis on advocacy, health and hygiene, livelihood, protection and disaster risk reduction.

c) To develop innovative methods, teaching materials and literature for adult education, formal and non-formal primary education incorporating aspects of quality education with a rights basic approach.

d) All programs would be designed and implemented within the ambit of cross cutting principles of values, accountability, impartiality, gender, children, environment, sustainability, parents and community participation.

e) To train, upgrade knowledge and skills of trainers, supervisors, senior management and persons engaged in leadership of adult and primary education and community development activities.

f) To carry out research in all significant thematic areas of organization comprising of adult, formal and non-formal education and to evaluate projects for further improvement and effectiveness.

3. ABES Offices

• HeadOffice(Gujranwala)• RegionalOffice/ABESTeacherEmpowermentCentre(Rawalpindi)• SubOffice(AJK)• SubOffice(Mianwali)

Note: The Sub Offices are working under the umbrella of its regional office, Rawalpindi.


4. Brief Progress of ABES over the Years

The Board of Directors comprising of 18 Pakistani members along staff is working under the leadership offounderdirectorofABES,Mr.VincentDavid.Hehasattendednumerousstudyandobservationtourson Adult Literacy, Family Planning, Health Nutrition, Childcare and Agriculture; Training courses onManagementofNon-ProfitOrganizationandInternationalTrainingProgramonManagementforChange.He is theauthorofseven technicalbooks foradult literacy,supervisors, teachersandstudents’eightbookletsonsocialevils,literacyteachingandfollow-upbooksforneo-literates.Hehaswritten22scriptsfor video lessons on adult functional literacy teachers training and 103 scripts for a functional literacy course. These contents were produced through video programs for Pakistan Television in 1974-1978 and for ABES in 1987-1988.

ABESin1993 instituted itsregionaloffice inRawalpindiandformedasectionby thenameofABES-Teacher Empowerment Centre. This section of ABES is exclusively working to improve the standard of teachers by providing quality in formal and non-formal primary education in Pakistan and is directed by thecompetentmanagement ofMr.EdwinSamson,ChiefCoordinator alongwith a teamof highlymotivatedprofessionals.ABES-TECnotonlypioneeredtheconceptofJoyfulLearningbutalsoinitiatedMulti-gradeTeachingSysteminPakistan.Ithasanexperienceof21yearsforprovidingqualityeducation,developing projects related to literacy, Primary Education, Functional Literacy with special focus on womenempowerment,EarlyChildhoodandDevelopmentandChildLabor forGovernmentandNon-Governmentorganizationsaswellaspromotingeducationamongdisadvantagechildren,especiallygirls.Ithascontributedfortheimprovementofqualityeducationthroughadvocacy.Thefocusistostrengthenteachers’networksandsupportsystemtobringteacher’spointofviewintogovernmenteducationplans.Inaddition,ABES iscurrentlyworkingonDisasterRiskReduction (DRR)andLivelihood toboost thestandard of living of economically vulnerable and marginalized communities.


5. Awards/Certificates/Shields

Inrecognitionofitsservices,ABEShashadtheprivilegeofbeinghonouredwithseveralprestigiousawards both at national and international level. Some of these are:

• GoldmedalawardsbyKarwan-e-SaqafatPakistan• GoldmedalbyPTVforbestpresentationof156adultLiteracyProgramsfor6years1975-1980.• UNESCOParisontheoccasionofInternationalLiteracyDay,theInternationalLiteracyPrizeJury

has awarded following: 1. AnHonorableMentionoftheInternationalReadingAssociationLiteracyAwardfor19842. TheNADEZHDAKK.KRUPSKAYAprizefor1991

• CertificateofRecognitionfromNationalCounciloftheChurchesofChristintheUnitedStatesofAmerica.

6. ABES-TEC AT A GLANCE

Profile…ABES-Teacher Empowerment Center is a section of Adult Basic Education Society, which was instituted in 1993.Our Vision is to…See all children involved in a joyful process of learning in which each day is relevant and important, teachers are satisfied, supported and motivated and communities are encouraging, enthusiastic and empowered.Mission is to…Provide training opportunities so that vibrant classrooms appear across regions, attracting parents to enroll their children, participate in the activities and experience total quality education.Commitment is to…Ensure that, right of every child is met, respected and practiced.


Our Staff…Presently, ABES team is consisting of 51 highlymotivated and dedicatedmembers in,management,programming, master trainers, mentors, social organizers, field mobilizers, finance, art & craft, video production, administration and transportation etc.

Our Areas of Expertise…1. Behavior change2. Ruralempowerment3. Disadvantaged Children4. Primary Education5. GenderIssues6. LeadershipDevelopment7. Community Development8. Child Labor9. Education in Emergency situations10. Advocacy11.PrimaryHealthcare

Approaches we use…12.BuildingTeacherSkillsandIndividualCapacity13.CommunityMobilization14.FocusonChildRights15.NeedsAssessmentandPlanning16.TrainingDesignandImplementation17. Public Private Partnerships18.MaterialDevelopment

Major Partners…• UNICEF• UNESCO• ReliefArm–NetherlandsReformedCongregations(AR-NRC)• Tearfund• DepartmentofLiteracy&NonFormalEducation(DLNE)• Asian Development Bank (ADB)• InternationalRescueCommittee(IRC)• Directorate of Primary Education, Quetta• FederalBoardofEducation,Islamabad• ActionAidPakistan,Islamabad• CatholicReliefServices,Islamabad• PakistanBait-ul-Mal,Islamabad• NationalRuralSupportProgram,Islamabad• SarhadRuralSupportProgram,Peshawar• PunjabRuralSupportProgram,Lahore• SSEWA Pak Sindh• Pakistan Tobacco Company• Flame• Plan Pakistan• Commonwealth Education Fund• Punjab Education Foundation


Our Thematic Areas…• Literacy• MultigradeTeaching• Child Friendly School• Early Childhood Education• HealthandHygiene• Livelihood• DisasterRiskReduction(DRR)• Teachers Training • MaterialDevelopment(ECE,CFS,DIC,MastertrainerKits)• VideoProductions• ResearchStudies


7. Project Implementation

ABESdesignedandimplementedAdultFunctionalLiteracyProjectfrom1972-1994andestablished110non-formalPrimaryEducationSchoolssince1995todatefromwhich10girlschoolsarenowgivenmiddlelevel.Duringtheperiodfrom1972to1994,ABESimplemented28projectsinwhich196,242studentswereenrolled,8,335teachersand902supervisorsweretrained.Adrop-outrateofmerely19.14%isanevidence of the success that was achieved in the implementation of this program.

8. Brief Efforts of ABES-TEC in Promotion of Quality Education

Theorganizationsinceitsestablishmentin1972hasbeenworkingtopromoteeducationincountrythroughits programs of adult literacy and child education. We continued our struggle to bring changes in traditional teaching system of Pakistan to make it more useful, interesting and encouraging for children and their families by modifying the teaching methods, modeless, and class room environment etc. By doing so, we have made a considerable impact on the rural community schooling system that has resulted in:

• Confident children• Independentlearners• Quality teachers• Attractive and friendly classrooms• Increaseinstudent’sachievementlevel• Motivatedcommunities• Genderbalance• Regularattendanceandreductioninstudent’sdrop-outrate• Improvedenrollment

In1993,ABESbeganaprojecttoimprovequalityofteachingandlearninginprimaryschoolsidentified


bytheFederalDirectorateofEducationinruralareasaroundIslamabad.Concurrently,10“CommunityPrimarySchools”(CPS)wereestablished,withUNICEF’sassistance,inruralareaswhichdidnothaveschools. The CPS experiment was judged successful based on criteria of low dropout and teacher performance of efficiency and motivation.

CPSwasextendedto75schoolswithsupportfromICCO-Hollandwithatotalenrolmentofabout2000childrenofwhom80%weregirls.Theprojectaimedatintroducing“activity-based,child-centredteachingapproach” through in-service training, closer community coordination and dissemination of a fortnightly newsletter“HumaryDunyia”(OurWorld). Amajorpriority forABEShasbeen thedevelopment of training andmaterials forMultigrade teachertraining.ThiscomprehensiveworkbookcoversprinciplesofMultigradeteaching(MGT)aswellasalargenumberofstrategies,whichcanbeusedinthesecontexts.ThesignificanceoftheMultigradefocusistwofold:

• Itaddresses the immediateandpragmatic issue formany teachers inPakistan thatMultigradeclasses are a normal daily experience but little or no preparation has been given to handle such situations.

• AddressingMultigrade skills is an effective platform for the introduction of new teaching andlearning processes, particularly in a context where many classrooms are teacher directed, children are passive recipients, and rote learning is common.

ABES produced the above-mentioned multigrade user-friendly handbook and along with this a complete set of29chartswereconceivedanddesignedtosuitthetrainingtimetablenationwide.ABESincollaborationwithUNICEForganizedaseriesofworkshopsin1995topromoteMultigrade-teachingconceptsinalltheprovinces.

In 1996 theABESproject on “MultigradeTeaching inPakistan”was selected among “CaseStudiesonInnovationinBasicEducationinPakistan”byPNECWing,MinistryofEducation(GoP),UNESCO,IslamabadandUNICEF,Islamabad.

8.1 Joyful Learning Methods in Classrooms

Coveringthespanfrom1995to1997,ABES-TECconductedmultipleworkshopsforbothgovernmentandcommunitysectorsusingMGTmaterialsandresourcessuccessfully.Theconceptofjoyfulteachingmethods made positive and constructive change in the learning environment making the classrooms more vibrant. The use of teaching kit enhances the contribution in learning from both sides - teachers and children.

UNICEFcontinuedsupportingjoyfullearningproject,implementingthestrategiesandfundedaprojectfor two years 1997 – 98 “Capacity Building of Education Practitioners for Improved and ExpandedServiceDelivery”.Theprojectmainly focusedtoprovide in-serviceteachertrainingprogramsonMGTJoyful Learningwith a teacher support system through follow-upactivities. Theproject involved1400GovernmentPrimarySchoolsofdistrictRawalpindiandtrained3600teachers.Thestrategyhadfocalareas to enhance girl- girl child participation and reducing the ratio of dropout in primary schools. 130 decentralizedresourcecentres(DRC)atunioncouncillevelgavewaytoacomprehensiveteachersupportsystem. During this project, ABES organized two seminars on awareness and social mobilization to bring quality in education and these seminars were attended by 900 education practitioners and community membersofdifferentareasofRawalpindidistrict.


SeeingtheeffectivenessofMultigradeJoyfulLearningpackage,in1998,UNICEFinvitedABEStostartaprojecttitled,“PromotingChildCentredSchools”inSialkotdistrictin84GovernmentPrimarySchools.It involved250 teachersand trained them inMGTJoyfulLearningMethods.Concurrently, theprojectestablished 10 non-formal/community primary schools. Follow-up monitoring was an important segment ofalltheseprojects.Regularplanningandreviewmeetingsofteachersonmonthlybasiswereheld.

1998 saw ABES TEC and Directorate of Staff Development (DSD) Lahore hold a series of training workshopsonMGTjoyfullearningmethodsfor2000primaryschoolteachersofBahawalpurDistrictinsouthernPunjabfundedbyUNICEFPunjabprovincialoffice.

DuetothepopularityofMGTJoyfulLearningapproachesinPakistan,inNovember1998,EdwinSamsonwas invitedby theFoundation for InternationalTraining (FIT)Canada toparticipate in three InnovativeWorkshopsaspresenteron“Child-CentredApproach inClassroomTeaching”organizedbyUNICEF,Egypt,MinistryofEducation,EgyptandCIDA.

8.2. Teacher Training with Child Rights Perspective

Theyear1999gaveanewdimensiontoABES-TECwhenitblendedtheconceptofMGTJoyfulLearningwithcurrenteducationalneeds.Makingteachersawareofchildrightsopeneddoorsforthemto learnaboutMultipleIntelligencesineverychild.During1999,ThePrimaryEducationDepartment,BalochistanandWorldBankgave the initiative toABES-TECtodevelop teachingmanualandasetof20chartsin Balochistan context. The package was designed for training of 10,000 Primary School teachers of Balochistanprovince.Mastertrainerscarriedoutaseriesoftrainingworkshopscarryingthesameideasuccessfully in the province. The responsibility also included monitoring of these training workshops in the field.Refreshersofthemastertrainershavealsobeenorganizedatdifferentstagesoftheprogram.

9. Updated Progress on Child Friendly Schools (Since 2001- onwards)

Promoting Child Friendly Schools-Quality Education

Education is the right of every Child. We must ensure that the talent, personalities, strength and choices children make are respected, encouraged and catered.

In2001,UNICEFbroughtforwardtheideaofdevelopingacompletetrainingpackageonChildFriendly


Schools (CFS) and quality education. This was the need of the hour as a lot of motivation was required since the primary education in Pakistan to meet the challenges of access, retention and quality. Accordingly ABES-TEC developed the local CFS concept and worked at close quarters with communities who responded well. The result was satisfying in the shape ofconfidentteachersandactivelylearningchildren.IntunewithnationalandUNICEFguidelines,theconceptof Child Friendly Schools was expanded to government and other private schools, upgrading and adding new materials and topics for training of teachers. A core team of trainers at national level comprised of provincialcoreteamswastrainedthroughNationalWorkshop.TheprovincialcoreteamscomprisedofrepresentativesofprovincialBureauofCurriculum,ProvincialInstituteofTeacherEducation(PITE)andtrainersofGovernmentCollegeofElementaryTeachers(GCET).

Similarly, ABES conducted one provincial workshop in Balochistan on Child Friendly Schools Quality EducationinOctober2001.Ittrainedallthemastertrainersofthegovernment.

ABES has always maintained a Pro-Active approach by involving its staff in community outreach primary educational activities.Keeping to its traditions theprojectalso includeda field implementationplan inorder to test and finalize the relevant approach on Promoting Child Friendly Schools. The project involved 87GovernmentPrimarySchoolsinGujarKhanTehsilofdistrictRawalpindi.Besidesteachertrainingtheimplementation stressed more on community coordination and support. The approach included, advocacy and social mobilization, capacity building, monitoring and follow-up and service delivery.

Year2002addedanotherfeatherinthealreadywell-decoratedcapofABESwhenitcollaboratedwithDevelopmentsInLiteracy(DIL)toestablish40communityschoolsinRawalpindiwherethesyllabusoffiveyearswillbecompletedinthree.Theseschoolshad80%girls’enrollmentwithallfemaleteachers.The CFS approach enriched the project and maintained much success since the communities were very responsive.

9.1. Child Friendly Schools in Balochistan

Strengthening Teachers Content based Knowledge Pedagogy Skills and Reinforcing and Enhancing the CFS Interventions

In year 2009, ABES elaborated the concept ofCFS through SHEEPModel and explained it in fivedimensions i.e. Self-knowledge,Health &well-being,Environment, Education and Protection.

The CFS frameworks are based on the five dimensions ofSelfKnowledge,HealthandWellbeing,Environment,EducationandProtection,(SHEEP).ThesedimensionsarebasedontheChildRightsrelatedtobuildingand


supporting successful Child Friendly Schools that are inclusive and child seeking, with effective education, addressing gender equality, with safe protective healthy environments and family and community focus and support.

The framework of support for classroom and community learning is laid out to show all the facets needed to be kept in mind to achieve the standards of a quality child centered life skill learning environment. The learning continuum of learning to be, learning to live, learning to live together, learning to know and learning to be safe, are the starting points, based on a principle that reflects the values of the dimension. Itfocusesonrelevantchildrights,theCRCPerspectivesandCFSStandards,LifeSkills,ChildCenteredActivities and the expected competencies and indicators to be gained by the children.

TheCFSSHEEPModel

SelfKnowledge: Knowingwhoyouare–(learningtobecommunication)

HealthandWellbeing:Knowinghowtobehealthy(learningtolivewellness)

Environment: Knowinghowtocreateanenablingenvironment(learning to live together relationships)

Education: Knowinghowtotransformlearning(learningtoknowknowledge)

Protection: Knowinghowtoprotectwhoandwhereweare(learning to be safe taking action)

TheSHEEPmodelisbeingimplementedintheBalochistanprovinceincollaborationwithUNICEF.Minimumstandards for Balochistan have been developed in consultation with the Education Department and district fieldteams.TheCFSisbeingimplementedineightUNICEFfocuseddistrictsin700governmentprimaryschools.

DuringtheperiodfromJuly,2011toOctober,2012,TeachersTrainingswereorganizedontheconceptsofChild Friendly Schools in the districts of Lasbella, Pishin, Kalat, Khuzdar, Sibbi, Zhob,Sherani ofBalochistanprovince.Thesetrainingswereheldin59clustersinwhichatotalof1,940teachers(1,282femaleand658male)weretrainedandapproximately67,900childrenbenefitedindirectly.

9.2. Child Friendly Schools in Azad Jammu and Kashmir

Transforming Newly Earthquake Resistant Constructed Schools into Inclusive Child FriendlyTeaching and Learning Environment

Approximately,83%oftheeducationalinstitutionsinthestateofAzadJammu&Kashmir(AJK)wereeitherpartially damagedor collapsed entirely as theOctober 8, 2005 earthquakewreaked havoc.Childrenbeing the frailest and vulnerable succumbed to psychological and emotional traumas.


Thesecircumstances instigatedUNICEFintoconstructing350newschoolbuildings inthedistrictsofMuzaffarabad,Bagh,Haveli,NeelumandHattian.Thesebuildingswerecomprisedofbrightlypaintedrooms, child appropriate furniture, adequate electricity, water and sanitation facilities.

However,itisnotonlytheexternaloutlookbutalsotheinternalclassroomenvironmentthatmakesschoolswelcoming for children. Such a conducive atmosphere ought to be furnished which

• Provides a positive learning experience for children• Promotes activity based peer learning methodologies• Inculcatesessentialskillsandvalues• Ensures the participation of all stakeholders

UNICEFvestedAdultBasicEducationSocietywith this responsibility to transform theseschools intoChild Friendly Schools (CFS). This transformation was a paradigm shift. A shift from schools based on needless discriminations to schools dwelling on inclusiveness. A shift from community deserted schools to schools revolving around the democratic participation of communities to provide managerial and financial support. A shift from rotten old techniques of teacher-centered learning to the brilliant concepts of activity based child-centered joyful learning.

School based trainings were conducted to provide hands-on training in school camps to the local teachers in a general class-room environment on the basic concepts of grouping techniques, seating arrangement, cooperative learning, development of corners, sharing of responsibilities, and demonstration of teaching kits, lesson planning and several different class-room issues.

Socialmobilizationwas the corner stone of the project. Itwas carried outwith a spirit tomake thepeoplerealizetheroleoftheentirecommunityinfulfillingthechildren’srighttoeducation.Toensuretheparticipationofthewomeninthedecisionmakingprocess,twowomenfromtheMotherSupportGroup(MSG)were included into theSchoolManagementCommittee. Trainingprogramswereorganized inwhich mothers were trained to prepare their children for schooling. Student councils were set up as a representativebodyofstudentstofacilitatechildren’sparticipationthroughpeerlearning.

The stake-holders participated in the process of School Self-Assessment were involved in judging their current status and also in setting for themselves goals, standards and mile-stones, thus, giving rise to a continuous cycle of internal self-review and external peer review. School Development Plans were formulated to set out the strategies the school will adopt to secure and sustain school improvement.

Theprojectdirectlybenefited28800students,3240SchoolManagementCommitteemembers,7200MotherSupportGroupmembersandtrained2843teachersincluding2128volunteerteachersand715Governmentemployedteachers.

TheCFSmodelputforwardbyABESincollaborationwithUNICEFandDepartmentofEducationhasproved to be an economically viable and cost effective solution to the imbalanced and expensive education infrastructureinthecountry.Here,ananalysisoftheprojectexpendituresiscarriedouttocalculateandcompare the costs and benefits of the project interventions.


9.3. Child Friendly Schools in Khyber Pakhtunkhwa

Transforming Newly Constructed Earthquake Affected Schools into Inclusive Child FriendlySchools

As a result of theOctober 8, 2005 earthquake, the education infrastructure of Khyber Pakhtunkhwasufferedhorrendousannihilationas6,083schoolsweredestroyedwithafurther3,885badlydamagedandhenceaffecting450,000primaryschoolchildren.However,thistragedybroughtwithitselfpsychosocialand emotional distress with traumatic scars on the infant minds of children that could never heal.

Forrehabilitation,UNICEFpickedthetaskandconstructed215earthquakeresistantschoolbuildingsalong with provision of furniture and water sanitation facilities was made possible in the districts of Abbottabad,MansehraandBattagram.

InadditionthetransformationofthesenewlyconstructedearthquakeresistantschoolswascarriedoutusingInclusiveChildFriendlySchoolapproach.PriortothisasimilarendeavourwasmadebyABESinAzadJammu&Kashmirinapilotprojectin20111.ThemodelwasdemonstratedinGGPSBherkund.Thus,UNICEFinvitedAdultBasicEducationSocietytoreplicatethemodelwithfewmodificationsinKPKaccording to the geographic, cultural, social, financial and demographic needs of the province. These modificationsprimarilyincludedcomponentsofDisasterRiskReduction,HealthscreeningofchildrenandEarlyChildhoodEducation.Hereisabriefdescriptionofthesemodifiedcomponents:

• Disaster Risk ReductionTo formulate a disaster management strategy enduring a subtle prototype shift from response to risk mitigationandresilience,Teacher’sTrainingGuideonDisasterRiskReductionandSchoolSafetywasdeveloped.OrientationsforMastertrainers,Teachersandchildrenwereconductedtostreamlinehazardassessment, mock drills and use of first aid kits.

ABEScollaboratedwithUNICEFtodevelopaTeachersTrainingGuideonDRRandSchoolSafetytopromote a “Culture of Safety”. This manual provides a set of simple instructions and functional tools to help teachers educate students in dealing with natural disasters and school emergencies. The basic aim is to make schools safer and child friendly for learning. The manual follows a multi-hazard approach as ample

1Forfurtherdetails,See“TransformingNewlyEarthquakeResistantConstructedSchoolsintoInclusiveChildFriendlyTeachingandLearningEnvironment-AzadJammu&Kashmir”


amount of stress is laid upon the man-made hazards prevalent in schools in addition to natural disasters.Universal Emergency Procedures are discussed in great detail in the manual as well. The whole manual accentuates the importance of conducting regular drills in schools to promote an air of preparedness among students and school staff. For this purpose, step-wise instructions are mentioned in the manual elaborating school emergency response protocols.

ThemanualhasbeenreviewedbyDirectorateofCurriculumandTeacher’sEducation(DCTE),ProvincialInstitute for Teacher’sEducation (PITE),ProvincialDisasterManagementAuthority (PDMA),RegionalInstitute for Teacher’s Education (RITE), Directorate of Elementary and Secondary Education (E&S),UNICEF,UniversityofPeshawarandEDO(Education)ofAbbottabad,MansehraandBattagramwerepresent on the occasion.

• Health ScreeningMonthlymeetingswithmothersandstudentbodieswereorganizedtotakeinitiativestopromotehealthylifestyles among communities in coordination with the teachers. The health coordinator visited the project schoolsinthethreedistrictsandconductedhealthscreeningofthestudents.Healthportfoliosforallthestudents were compiled in this regard.

• Early Childhood Education Workshops of primary school teachers were conducted with the aim to

Facilitatetheteacherstoprepare4-5yearsoldchildrenforformalschooling.1. IntroducetheConceptofEarlyChildhoodEducation(ECE)anddeveloptheunderstandingon2. linkages between ECE and Child Friendly School (CFS). IntroduceandpracticethejoyfulteachinglearningapproachesthroughECEteachingkit.3.

Inordertorendertheinitiativesustainableandensuretheharnessingoftheavailableresources,Katchiclass was transformed into ECE classes with the collaboration of the Department of Education. ABES JoyfulTeachingKitswerealsodisseminatedinalltheprojectschoolssothattheteacherscouldtranslatetheir learning acquired in the trainings into practical use in their indigenous classroom environments.

Theprojectdirectlybenefited17200students,1505SchoolManagementCommitteemembers,4438MotherSupportGroupmembersandtrained3306teachersincluding2636volunteerteachersand670Governmentemployedteachers.

9.4. Accelerating Recovery by Promoting Holistic Education (2007) in Collaboration with International Rescue Committee (IRC)

TheprojectwaspursuedbyABESincollaborationwithIRCin8UnionCouncilsofMansehradistrict.Thedirectbeneficiariescomprisedof16,707Katchiclassandprimarystudents.Theprojectwasdesignedtoenablegirlsandboysbetweentheagesof3and5in200schoolstoaccessquality,relevantKatchiclasseswith trained facilitators to prepare them for formal schooling and to facilitate relevant, quality teacher traininginabout200GovernmentPrimarySchoolsandmakepolicyrecommendationsonreductionofteacher absenteeism for female and male primary school teachers. ECCD centres were established at communitylevelaswellasinschools.Besides,Teachers’TrainingModulewasdevelopedandABESJofulTeachingKitsforPrimaryclassesandECCDweredistributedin200schools.ABESalsoprovidesIRCwithJoyfulTeachingKitsonregularbasis.


10. Early Childhood Education (ECE)

Firstfiveyearsarethemostcrucialperiodinchild’slifeasthisisthetimewhenchildrendevelopphysically,emotionally, socially, and intellectually at the most rapid pace. As scientific research has proven, physical and mental stimulation during these early childhood years is critical to the healthy development and future learning of the child.

Thus ECE programs should be designed by focusing to integrating health, nutrition and intellectual stimulation, providing the opportunities for exploration and active learning, as well as providing the social and emotional care and nurturing a child needs in order to realize her/his human potential and play an active role in their families and later in their communities”

Since 2004ABES is playing its significant role by providing services in developingmaterial, buildingcapacities of teachers, and respective stakeholders, mobilizing communities towards playing their active rolesinpromotingECEindifferentprojectsareasincludingPunjab,Balochistan,KPKandAJ&K.

ABES believes that interventions during the early year of children have multiple benefits for:

• Subsequent investments in child education • Promoting life skill based education from the early age• 100%on-timeenrollmentinprimaryschools• Better progress of children through schools • Reducingsocialinequalityand• Increasingprobabilityofprogressivetohigherlevelofeducation

10.1. ABES efforts to promote ECE

Indifferentprojectsfollowinginputshavebeenintervened:• Designing resourcematerial for trainers aswell as teachers includingTeachingKit,Resource

Manuals,SchemeofStudies,andPhonicsPackages.• Developing the professional skills among teachers through continues training programs • Providing technical support through regular monitoring • Strengthening capacities of Education Department on ECE program • Building capacities of Parents especially mothers on parenting and their role in child

development • InvolvingcommunityinestablishingCFSthroughsupportingECEatcommunitylevel


10.2. Outcomes

The outcomes found in different projects of ECE are:

• Childrenreadiness forattendingschooland100%enrollmentofchildren inprimaryeducationsystem

• Children are confident and effectively respond towards learning and practicing of life skills• Well trained teachers to kindle the early learning of children • Parents are well aware of their role and responsibilities towards child education • Communities are mobilized and actively participate in school activities

11. Continuous Professional Development Program (CPDP) in collaboration with Punjab Education Foundation (PEF)

From 2006-2012, ABES undertook the Continuous Professional Development Program (CPDP) incollaboration with Punjab Education Foundation (PEF). Under this program, ABES successfully conducted 226trainingsinwhich8,620teachersof1,335privateschoolsbenefited.Thisprogramcomprisedofthefollowing components:

• Cluster Based Training (CBTs) Toenhance theContentBasedKnowledgeofPrivateSchoolTeacher’sonEnglish,mathematicsandSciencetoimprovelessondeliveryusingJoyfulLearningMethod

• School Leadership Development program (SLDP)To upgrade professional knowledge and administrative skills of the principals, vice principals and head teachers’ofPrivateSchools.

• Foundation Level-IThe purpose of Foundation Level is to build the capacity of FAS (Foundation Assisted Schools) teachers in the followings areas:

a) MotivationandSensitizationb) ClassroomManagementc) Activity Based Learning

• Foundation Level-IIFoundation level-II emphasizes on strengthening teacher’s content based knowledge on English,MathematicsandScience.


12. Adult Literacy & Livelihood

12.1. TA-2134“ProvisionofSupervision&TechnicalBackstoppingServicesforLiteracythroughSkillsTraining”(January2009-January2011)inCollaborationwithDepartmentofLiteracy&NonFormalEducation(DLNE)andAsianDevelopmentBank(ADB):

Pakistan has tried various approaches with several education policies to bring in change in the field of education(FormalandNon-formalEducation,Literacy,Vocational Education and various short term literacyprograms). To make such programs affluent, it is therefore imperative to take measures and organize such opportunities that enable the female to acquire literacy skills that are relevant to the functional aspect of life and have an important effect on their everyday life.

The Asian Development Bank (ADB) in Pakistan gives high priority to human resource development, including literacy and skills development among women. Low levels of literacy among women, especially in the rural areas, has been of particular concern since literacy is a first step in skills development and hence an improved capacity to undertake livelihood activities to improve productivity, incomes and even handed access to employment opportunities.Mastery in demand driven skill occupies a fundamentalimportance in the development process, in terms of fight against poverty and to equip oneself with the power of basic reading, writing and numeracy for personal and economic growth and sustainability.

The said project Literacy through Skills Training (LTST) component aimed to improve literacy level and basic skills among women in conjunction with the livelihood opportunities provided under the SLBAP. The project was and is a step forward towards the attainment of the objectives framed for the Poverty ReductionPartnership(PRP)betweentheAsianDevelopmentBank(ADB)andGovernmentofPakistan,whichultimatelyfocusesonthepovertyreductionstrategysupportingfemaleprimaryeducation.Itwasfirst unique project in country that combines the literacy with the skill training and achieved remarkable results.

During the consultancy period (related to project TA-4414) ABES developed a comprehensive and useful Literacy cum Skills Curriculum ( Literacy primer and follow-up book on various skill us graded vocabulary approach along with a special teaching methodology) to complement the innovative project LTST in the light of its forty years of working experience in Pakistan in adult literacy.


UnderTA-2134,theprojectactivitiessignificantlyconsistedofcapacitybuildingof20MasterTrainers,618teachersand618skill trainers,trainingofteachers,refreshers,monitoringandtechnicalbackstoppingalong with reporting, close liaison with the stakeholders, communities and beneficiaries. The project directly benefited13,868beneficiariesofadultliteracyandskillstrainingandprovidedemploymentopportunitiesto618teachersand618skilltrainers.Moreover,throughtheprojectactivitiesandpromotionalmaterialtheLTSTcomponenthastouchedapproximately83,208householdsintheprojectareas.

Thisworkingmethodologyresultedinaminimum3%drop-outratio,90%attendancerateattheLTSTcentres despite challenges of extreme summer conditions and followed by the harvesting season. Coordination meetings with stakeholders provided the opportunity for future planning of LTST components in the districts.

Apoststudyimmediatelyafterthecompletionoftheprojectinfieldreportedthat52%womenoftheFirstPhaseimplementedthelearnedskillstoearnincomeand48%remainedunemployedduetoeconomicandsocialconstraints.TheSecondPhasehasmoreunemployedwomeni.e.79%whileonly21%areemployed.

ItisrecommendedthattheLTSTmodelneedstobereplicatedaftermodificationsinrelationtothechallengesandlearningbytheDepartmentofLiteracy&NonFormalEducation,whichhasbeenempoweredintermsof resource, LTST curriculum, trained human resources, infrastructure and the learning and experience of LTST.ThiswillcontributeinachievingtheMDGgoals.

12.2. Restoration of Livelihoods in Flood Affected Areas of Mianwali in collaboration with NRC (January 2011-December 2010) and Tearfund (September 2011-June 2013)

ForrehabilitationoffloodaffectedcommunitiesinDistrictMianwali,ABEShasinitiatedtwoprojectswithitslongtermpartnersi.e.ReliefArm–NetherlandsReformedCongregations(AR-NRC)andTearfundin16villages.Theprojectwith(AR-NRC)isworkinginsixunioncouncilsconsisitingofKamarMashahni,MariIndus,Tabiser,DhabBalochan,PaiKhelandKotChandanacoveringninevillagesi.eWandaKukranWala,MarIndus,Gandha,LalbaighKhel,Khudzai,KotBalian,SamnadWala,Jantiwala,Chak17ML.WhilewithTearfund,ABESisworkinginKamarMashahni,MariIndus,Tabiser,DhabBalochan,PaiKhelandKotChandanacoveringUtlaKhurd,UtlaPattan,KhanayKhel,Jalalpur,UtlaKalanChaAbbasWala,MariNewCity.

ABESthrough theseprojectsaimtosociallyandeconomicallyempower the52%neglectedgroupofsociety that arewomen. Illiteratewomenwill begiven a chance to learn functional literacy (reading,writing, arithmetic skills and micro enterprise) in addition to skills training which will help them implement small businesses and help their male counterparts in family income.Topics to be taught include playing positive roles in families, improving their health/hygiene, cleanliness, upbringing of children. These learnt skills would help them in convincing the male members of their households positively, actively participating in domestic chores besides being the source of earning income. The visibility of getting income would givethemimmenseconfidence;alongwiththebenefitsofusingtheirabilitiesfurtherencouragingthemtoincrease their participation in decision making.


12.2.1. Income Generating Skill for Voiceless Rural Women

The rural women spend most of the time in their homes due to cultural restrictions and lack of awareness. ABES plans to initiate income generating skill trainings with women in the literacy centres. Different skills ranging from poultry farming to handicrafts will be taught to them to increase the family earnings. Under thiscomponent,the41literacycentreswouldbeestablishedanditwillbenefit820women.

13. Health Services

ABES was established in 1970 for social welfare and major interventions were occurred in education sector (formal & non-formal) but it has expended its horizon with the country needs. Talking about interventions in health, since1980,ABESGujarnwalaorganizedmultiplemedical campswith the support of otherpartners in required circumstances.

Butthenationaltragedyofearthquake2005causedcasualtiesof83000people,150,000peopleinjuredand destruction of infrastructure and also opened the gaps in disaster management of the country as well. The subsequent program activities are mentioned below:

13.1. Mobile Health Unit and Health Awareness Campaign in AJ&K (2008-2010) with the support of Relief Arm – Netherlands Reformed Congregations (AR-NRC)

In2008,withthesupportof(AR-NRC),ABESworkedtoreducethevulnerabilitiesofthepeopleofChikar&Salmia inAJ&K.TheprojectareasTheUnionCouncilsChikarandSalmiaofTehsilHattianDistrictMuzaffarabad remainedneglected andhealth units failed to cater the largepopulationof those areasdue to lack of resources and support. Poor environment, bad health and sanitization, lack of awareness about health, seasonal diseases, un-hygienic conditions and psychosocial problems are the common issues faced by these communities. The hilly topography, difficult access and hostile weather conditions made it difficult and at times next to impossible for local communities to approach the health centre/units. TheMHUnotonlyremainedlimitedtomobilehealthfacilitiesbutalsoconductedthehealthawarenessactivities at door to door level in communities.

The project reports including the External Evaluation Study indicated that ABES has adopted a useful project methodology consisting of capacity building of the project team, social mobilization, conducting free medical camps, health screening, research study, inclusion of psychosocial support activities, promotional material, door to door health awareness with continuous monitoring and modifying it with the existing needs of the communities.

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ABEShealthunitteamconductedatotalof184MHUcampsagainstthetargetof192uptilltheevaluationofprojectbyexternalteam.ItisplannedbytheendoftheprojectteamwouldbeabletoorganizemoreMHUcampsbeyond its targetsandsimilarly thenumberofpatientswouldalso increase fromcurrentnumbersi.e.4128males,6158femalesand3386children(total13,672patients).

13.2. Emergency Relief Project for the Flood Victims with the collaboration of Tearfund-UK (September 2010-March 2011)

In September 2010, Pakistan faced historic worstfloods throughout the country. The United Nationshas rated this calamity as the greatest humanitarian crisisinitshistoryof65years.2Ithascausedlossesabove Rs. 10.05 billion in terms of damaged crops,infrastructure, irrigation, livestock with 1,961 deathsand2995injuries.

The floods disproportionally affected the poor regions ofsouthPunjab,KPKand ruralSindhprovincesandpushed the poverty stricken communities into further depthofviciouscycleofpoverty.DistrictMianwaliisamongsttheseverelyaffecteddistrictsofPunjab.

Thisgreathuman tragedyaffected107Villagesand13UnionCouncils inMianwali.According to theprovincialgovernment400,000peopleand600,000animalsweredisplaced,300,000acresoflandwereinundated,standingcropson250,000acreswerewashedawayand20,000homesweredemolished,equatingtouptoRs.2.52Billion.3

ABESimmediatelywiththesupportofTearfund-UKinitiatedanEmergencyReliefProjectinsixunionofDistrictMianwalii.e.Tabiser,Kaghawala,Paikhel,MariIndus,KotChandanaandKamarMashaniKacchainSeptember2010.

Ourhealthteamconducted86medicalcampsandtreated19444patients;outofthem46.14%patientswerefemale,31.20%childrenand22.64%men.Itclearlyshowsthatthewomenaretheworstvictimsof diseases.

The project has provided the medical facilities to the poor communities after the loss of livelihood and economic access to far off situated rural health centres. The project beneficiaries received the water purificationtabletstoimprovetheirdust-contaminatedwaterofIndusRiver.

The transition centres provided child friendly spaces to children immediately after the disaster to heal theiremotionalissuesi.e.waterphobia,anxiety,trauma,andnightfears.Itwasobservedthatmostofthechildren were out of schools or dropped out from schools spending time by playing in mud grounds from theirdepressedfamilycircumstances.Throughproject’sjoyfulteachingmethodologieschildrenreceivedthe psychosocial support and positive time consuming activity besides learning.

2http://www.un.org/apps/sg/sgstats.asp?nid=47743www.floodrelief. Punjab.gov.pk

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TheMSG’shelpedthewomentorevitalizetheirmotivation;selfesteem,relaxationtherapiesandincreasedthe capacities/knowledge of women on health, nutrition, hygiene, mother & childcare in groups. The mother and children also received nutrition at these centres, which improved their physical health.

The project has established the village education committees in 18 villages, which facilitated the team to run the transition centres. For the medical camps, these committees helped ABES in identifying places, providing free space, furniture, tents and collected people. The project took the initiative of introducing NADIwaterfilterinMianwaliandstartedfromthetransitioncentres.

13.3. Current Project Activities in Health

ThefindingsofABES’spreviousemergencyreliefprojectshowedespeciallythatwomenhavealackofknowledgeonhealthandtheoutbreakofdiseasesafterfloods,alongwithwaterbornediseases.HealthandwellbeingisanimportantcomponentoftheRiskManagementplaninthatitensureshighlevelsofpersonalsecurityandfreedomfromphysicalandphysiologicalthreatsandphysicalabilitytolabour;goodhealth is also then maintained in normal times through adequate food, hygiene and heath care.4

ABES through the health interventions under its rehabilitation project aims to improve the health/hygiene of the local people and increase their capacity towork in future calamities effectively. Itwould focuson health awareness among women in the community as the women are the major part of the families who have responsibility to take care of themselves and their family members. We believe that medicine isnotthepermanentsolutiontoillness-ratherit’sthemindthatneedstobechangedtodevelopgoodhabits of personal hygiene e.g. cleanliness at homes is likely to result in less people becoming sick and seekingmedicalaid.Healthawarenesswouldalsoincludeknowledgeonmotherandchildcare,nutrition,reproductive health. For this purpose, useful material with the different interactive activities for children andwomenhasbeendevelopedinlocallanguage.Underthiscomponent,weareworkingin16villagesofMianwaliholdinghealthawarenesssessionsinliteracycentres,womengroups,schoolsaswell.

4CharacteristicsofDisasterResilientCommunities,ThematicArea:RiskManagement&VulnerabilityReduction

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14. Disaster Risk Reduction

14.1. Services to Education in Earthquake Affected Areas of AJK (2008-2009) with Tearfund

UnderthisprojectinDRRcomponent,TearfundconductedcapacitybuildingtrainingofourstaffalongdevelopmentofcomprehensivematerialonDisasterResilientCommunities(DRCs).ItwasfirsttimethattheconceptofDRCswasimplementedincommunities.Eversince,thiscomponenthasbeenasignificantpart of all projects and training program.

14.2. Rehabilitation of the Flood Affected Communities in District Mianwali

Currently in our rehabilitation project with Tearfund ABES is working to increase the knowledge among communitiesonDRRstrategieswhichcanbeutilizedbytheminfuturedisasters.UnderthiscomponentacomprehensivePADRassessmentsurveywouldbeconductedin6mostaffectedandvulnerablevillages- Utlra Khurd, Ulta Pattan, Khaney Khel, Ultan Kalan,Cha Abbaswala and Jalalpur. The purpose ofthis assessment survey would be to identify the possible risks, vulnerability level, hazard ranking, its intensityandincidencerelatedwithgeographiclocations,identifyingthecommunities’possiblerecourses/capacities followed by developing the community action plan. The mitigation plan would consist of different action plans (Before the Disaster, during the disaster and after the disaster). The mitigation plans would incorporatethelongtermactionplansi.e.raisingembankments,riverbanksbutit’snotpossibletoworkonthisscaleunderthisproposedproject.Howeverafollow-upmitigationplanwouldinvolveadvocacywithdistrictgovernmentespeciallyDisasterManagementCellofDistrictCoordinationOfficer(DCO)andnon government organizations working in similar field to carry forward this project in future.

It would be followed by Disaster Preparedness Plan in which Disaster Resilient Community Groupswould be formed and trained on First Aid, evacuation drills, developing safe routes, early warning system, building their linkageswithGovernment departments (disaster& emergencies) andNonGovernmentOrganizations (NGOs). Disaster Resilient CommunityCommitteeswould consist of 13-15men andwomen from community facilitators to teachers, lady health worker, and government employee among them. The project team would ensure the regular coordination and progress sharing with them. Team will developadvocacy linkagesof theDRC’swithDisasterManagementCell ofDistrictGovernment,Departmentofveterinary,DepartmentofHealthandlocalNGOs.

14.3. Disaster Risk Management Plan (2010-ongoing):

ABESisworkingonDisasterRiskManagementplantorestoreandimprovethesocioeconomicconditions

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throughcapacitybuildingofthepoorcommunitieswithitstwopartnersTearfund-UKandReliefArm–NetherlandsReformedCongregations(AR-NRC)Netherlands.Thisendeavorcarriedoutinresponseoffloods2010thatbadlyaffectedDistrictMianwali.

UnderthisplanweareworkingineightunioncouncilsofdistrictincludingKamarMashnaiKacha,MariIndus,TabiSer,KotChandana,DhabBalochan,PaiKhel,QureshianandDherUmeedAliShahonfollowing major components:

• Adult Literacy• Livelihood Skills (Backyard Poultry Farming & other Employable Skills)• DisasterRiskReductionatCommunitiesLevelthroughAdvocacy• Health&Hygiene(SchoolandCommunityLevel)• Water

Our Objectives1. To rehabilitate the livelihood opportunities in flood affected poor communities through income

generating skills 2. Empoweringwomenphysicallyandemotionallythroughadultliterary,awarenessraising,improving

nutrition, increasing their share in house budget and thus encouraging their increased participation in decision making at domestic and community levels

3. To increase the knowledge, awareness on health, hygiene and disaster risk reduction strategies to reduce the human and material losses in future.

Quantitative outcomes:

Sr.no. Activity Direct Beneficiaries

Indirect Beneficiaries

1 Literacy 810 56702 DRR 800 56003 Poultry 309 2163

4Trainings of Government School Teachers of 25 schools on First Aid/Evacuation drills and Health/Hygiene

27 2700

5 Monthly Health Awareness Workshops with Children in Schools 1390 8340

6Participatory Assessment of Disaster Reduction (PADR) in six village forming Disaster Resilient Committees and Training them

900 6300

7 Community Health sessions 700 49008 Employments 50 3509 Skill Trainings 810 5670

10 Awareness on AIDs to community 60 420

11Chlorination (Cleaning) of Hand Pumps to improve clean drinking water supply in 16 villages

1000 -

12 Chlorination (Cleaning) of water tanks to ensure clean drinking water supply in 2 villages 900 -

Total 7756 42113

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Project Impact We aim to empower the communities, building their linkages with the local government department and localNGOsandmobilizingthemtostriveforthewelfare/developmentoftheirvillages.Thelearntskillsof literacy and income generating trainings will give them probabilities of starting small business for their family income in the future.

Capacity Building of Local Staff:Theprojectasperitsplanhastrainedlocalsupervisors;fieldmobilizers,focalpersononvariousaspectsincludingqualitystandards,poultryframing,adultliteracy,health,DRRand they are conducting activities at the field level.

Economic Benefits and Sustainability: Women Beneficiaries are rearing chickens successfully in their homeswithsupportoftheirmalemembersandadding100-120rupeesdailyinfamilyincome.Ityieldsthem10-15eggsdailyandalsoprovidesproteinfilledfoodforpoorfamilies.Nowtheycanuseearningson better diet, children education and other domestic expenses. They have also learnt other employable skills i.e. sewing, fine embroidery (Adda work) and are confident to apply this skill and earn income. After the process of skill assessment three top women in villages have been given sewing machines/Adda work to encourage them to start their businesses.

VillageCommittees:ABES has established villages committees in 41 villages that ensure the smooth flow of activities in their areas. For this purpose, we have signed an agreement with them and they have agreed to take steps for continuity of the project activities in the villages after the closing of the project in 2013.Villagecommitteesconsistingof6-7membersareworkingfunctioningactively.

Advocacy: We are developing linkages of villages committees with the line departments. The project team actively participate in meetings with district livestock, agriculture, health and education, rescue 1122. Inorder topassknowledgetobeneficiarieswealsotooksupportofRescue1122(Governmentline department that recue people in emergencies/road accidents) to train them on First Aid and coping techniquesinaccidents,emergencies.ThesepeoplearetrainedinDisasterresilientcommitteesof25-30members in each village.

Confidence Building in Women: The project activities transformed the lives of women through giving them literacy (reading & writing skills), Livelihood opportunities and knowledge on health, hygiene and DRR.Membersofformedwomenhealthclubsgointheirneighbourhood,familyandsharetheir learntknowledge on seasonal diseases, mother and childcare, cleanliness. Women that were confined to their homes in their traditional and rigid society we have seen that men started trusting our male members. They helptheirwomenincomingtocentresandencouragethemtocompletetheirlearning.Menarehappythattheir women are more skilful, their homes are cleaner and they raise their children better now.

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15. ABES Admin and Finance Department

Overtheyears,ABEShasimproveditsexistingorganizationalsystemsandprocedures.Themanagementhas improvised financial reporting, internal controls, budget monitoring, and risk assessment, implementation of admin and procumbent standards, effective utilization of resources immensely. The indicator of our systemstrengthisitscomplianceandacceptancebyINGO’slikeUNICEF.Moreover,financeteamhassuccessfullydealtwithfinancialreporting;externalauditsofprojects,spotchecksandhasbeengivenstrongrating.TheHRsectionundertheadmindepartmentisworkingforbettermentofhumanresource.Hopefully,withpaceoftimethiswouldbefurtherdeveloped.Itwillbeusefultoreviewthebackgroundofthese update and developments.

In2011,ABESmanagementhasdecidedtoconductanexternalassessmentofitsorganizationalsystemsincludingfinance,admin,procurement,InformationTechnologyandprogram.ThepurposeofthisactivitywastoassessthecurrentstatusandimproveitfurthertomeetexternalstandardsofpartnerslikeUNICEF.A.F. Ferguson conducted this assessment comprehensively. It is important to note that organizationundergoes the process of internal audit at the end of every fiscal year.

The Department significantly concentrates its efforts upon value of effective program implementation overall cost-effectiveness of both current and capital expenditure. • ProperInformation&Communicationwithotherdepartments&Fieldoffices• BudgetMonitoring(Monitoringtheeffectivenessriskreductionapproachesandcontrols)• RiskAssessment.(Identifyingfinancialriskinvolvesexaminingdailyfinancialoperations,especially

cash flow Cash risk control)

ABES being a national organization is no different than its counterparts has faced economic challenges likeinflationandsustainability.Moreover,itisstrugglingtocontinuetomatchdonor’srequirementkeptitatitstoes.Theimbursementpolicyofdonorsand25%ofitsownfundsutilizationinimplementationofrisk mitigation plans remain attentive issues for us.

Inthecomingfuture,weaimatfollowing:• RegularInternalAuditofABES(IncludingProjects)• ExternalAuditof2013aswehadin2012aswell• Monitoringandevaluationsection• Development of organizational accountability framework and its inclusion in organizational policy

manual


16. ABES Informational Technology (IT) Section

ThissectionhasalsoprogressedintermsofsecuringitsITsystems.Onthebasesofrecommendationsof external assessment of ABES, management decided to take necessarily steps to protect its data, smoothfunctioningofworkwiththeestablishmentofCentralNetworking.ITteamwasprovidedwithMicrosoftServer2008andwirelesssetupthatensuresorganizationalsecurityalongfacilitatingday-to-day work. ThisCentralNetworkingisprovidingthefollowingservices:

• Printer Sharing• File Sharing• SecuredaccesstoInternetandEmail• OtherDomainservices

Forestablishmentofthissystematorganization,ITTeamconductedanorientationsessionforallstaff.The session addressed the questions, on needs, staff expectations, and their related queries. To make thismoreuseful,theteamalsoconductedaneed-basedsurvey.Hopefully,itscompliedfindingswouldenablethemtofacilitatestafffurtherwithinABESpolicies.TheITsectionwithmanagementislookingforwardtorevisionofComputerandInternetPoliciesalongwithitsimplementationin2013.Thiswillalsoensure the safety of the electronic assets.


17. Material Development

Development of materials i.e. modules, resource books, posters, charts, brochures, activity books in consideration of local requirement, context, easiness, illustrations are the differentiating features of our organization.Ourprogramteamwithsupportofchiefcoordinatorandexpertsandmostoftimesaloneconceptualize the needs and effectiveness of materials. Later, they work with art team that develops wonderful,creativeillustrationsforthesewritingmaterialsanditgoesfurthertographicssection.Hereat graphics, Art director designs materials, formatting with documentation section that carries out its all typing. Finally program team reviews drafts and finalizes with chief coordinator and takes its technical feedback and suggestions. Consequently it is sent for printing then.

ABES has developed a number of books, manuals, teaching aids, formats and other classroom essentials over the years. A brief overview of these materials is mentioned below:

17.1. Literacy Program

• DesignanddevelopmentofNayaDinteachingmethodologyforadults• PublicationofLiteracyTeacher’sGuide,simplearithmeticforNeo-Literate(Part-IandII),Roshni

Primer • Publication of guide books for primary school teachers on teaching methods and activities • Developed functional literacy package comprised of basic literacy primer and five follow-up

booklets relevant to the income generation skills. • ResearchDocuments“Connectingthedots...teachers’perspectivesinpolicydevelopmentand

implementation• Documentary‘ChallengesandPossibilities’basedonteachersissuesinrelationtopolicygaps• Developed and produced basic literacy primers for adults and children in non-formal education.• Designed&DevelopedTeachingMethodologyforAdults• ProducedLiteracyTeachersTrainingProgrammeonVideo• Produced53lessonsofNayaDinbasicLiteracyprimeronvideo.• Developed&Producedmorethan200titlesoffollow-upreaders/books.• Produced 300,000 literate directly and 1000,000 indirectly.• Trained27,000literacyteachersand1200literacysupervisors.• DevelopmentofLiteracycumSkillCurriculumconsistingof32booksincludingliteracyprimer

“Zindagi”includingteachersguidebooks–aconsultancyofAsianDevelopmentBank.• DeliveryofLiteracy&skilltrainingsto13868womenintendistrictsofPunjabProvince,60%


approximately are using learnt skills to earn income and contributing in family income• Trainingof619teachers,619skilltrainersand20mastertrainersin619villagesof206union

councilsintwoyears(2009-2011)–LiteracythroughSkillTraining(LTST)aprojectofSLBAP(ABAD) and ADB.

17.2. Primary Education Program

• DevelopedandproducedaPakistaniVersionofMultigradeTeachingManualandTrainingchartsin English and Urdu.

• 8videolessonsonMathematics,ScienceandEnglish• DevelopmentofTeachingKitsonEarlyChildhoodEducation,JoyfulLearningandLiteracythat

are provided to teachers to use independently and effectively

17.3. Disaster Risk Reduction - DRR

• ResourcehandbookonDisasterAwarenessandSafety• DRRandSchoolSafety–TeachersGuidebook

17.4. Subject Based Activity Books as per curriculum of Balochistan Textbooks

These books were developed with the aim to promote activity based joyful learning interactions in the classrooms. Focus was laid on the abolition of traditional techniques based on cramming and encouraging text book dependence to pave the way towards the adoption of child rights based teaching methodologies that ensure child participation.

Sr.# Activity Book Grade No. of books1 Mathematics Nursery to V 62 English Nursery to V 63 Urdu Nursery to V 64 Social Studies IV to V 25 Science IV to V 2

Total books 22


17.5. Manuals and Resource Books

S.#. Title Description Target Group

1CFS Dimension on Standards and implementation steps.

Book: Dimensions, Standards and Cross Cutting Principles (SHEEP) Including multigrade.

Lead Master Trainers, District Master Trainers, Teachers, Community Education Promoters (social organizers) and District Coordinators.

2 Child Friendly Schools Manual: Method of Teaching to make the school environment child friendly.

Lead Master Trainers, District Master Trainers, Teachers,

3

Resource Book on additional information on Child Friendly Schools with instruction manual

Resource Handbook: for trainers and teachers containing information on all dimensions & Balochistan specific CFS standards


4Resource Handbook of English for Primary Teachers.

Resource Handbook: Focusing the hard areas in English of Primary School content with CF teaching methodology integrated

Lead Master Trainers, District Master Trainers, Teachers and Learning Coordinators.

5 Resource Handbook of English for Master Trainers.

Instruction Manual: For sessions and preparation of activities.

Lead Master Trainers and Teachers.

6Resource Handbook of Math’s for Primary Teachers trainings.

Resource Handbook: Focusing the hard areas in Mathematics of Primary School content with CF teaching methodology integrated

Lead Master Trainers, District Master Trainers, Teachers, CEP and District Coordinators.

7Resource Handbook of Science for trainers and primary teachers.

Resource Handbook: Focusing the hard areas in Science of Primary School content with CF teaching methodology integrated

Lead Master Trainers, District Master Trainers, Teachers, CEP and District Coordinators.

8 Resource book for Mentors. Using the method joyful learning by doing in local context

Lead Master Trainers, Mentors, Teachers, ECE teachers, Trainers and LCs.

9Manual for ECE teachers with resource handbooks both in English and Urdu

Manual: Teaching & learning for ECE teachers (Kachi Class) containing material for students as well.

ECE Teachers trainers district team, LCs and students

10 Activity Sheets of Math and English

Activity Sheets: Focusing the hard areas in Mathematics and English of Primary School content with CF teaching methodology integrated

Lead Master Trainers, District Master Trainers, Teachers, Children

11 Video Documentary on CFS in Balochistan

Book: Dimensions, Standards and Cross Cutting Principles (SHEEP) Including multigrade.


12Resource hand book for Head teacher of private schools

Roles and responsibilities of head teachers as leader, mobilizer, manager and teacher

School Head teacher, trainers

13

Instructional Manuel for trainer of School Leadership and Development Program (SLDP)

To facilitate the trainers in to prepare workshop sessions and activities. Trainers

14Resource handbook of Foundation level- I for primary teachers

The content of this resource handbook was based on the baseline survey report and focuses on classroom management and planning

Trainers, head teachers, teachers

15Instructional Manual for trainers of Foundation Level-I

To facilitate the trainers in workshops to prepare session and activities further.

Trainers

16Resource handbooks of Science, English and Mathematics for Teachers

Focus on the hard areas in English, Science and Mathematics complemented with joyful learning methodologies

Trainers, Head-teachers, teachers

17 Monitoring and assessment tools

to assess and monitor the progress of trainers, head teachers, teachers and children in schools and trainings

Project team


18. Art Craft & Video Department

ABESmaterialdevelopmentteamcomprisedofwriters,editors,proofreaders,ArtDesigners/IllustratorsandIT/VideoProductionExpertsareallpartofthematerialdesigning/developmentprocess.

18.1. Video Productions

Videosectioncomprisedofastudiowithlatestcameras,recording,editingequipmentalongthequalifiedstaff. Team has developed various video documentaries on social issues / project impact videos, teaching lessonsforliteracy,joyfulteachingkit,earlychildhoodeducation,art&craft.Recently,postfloods2010inMianwali,teamhasdevelopedafundraisingvideoforemergencyfloodreliefresponseforTearfund.Thefollowing list shows the video documentaries produced by this department.

S.No Title Description Production Year Duration Produced

For

1 Teaching Aids Subject Based LessonVideo Lesson

2004 15:22 min ESRA

2. Chalkboard Subject Based LessonVideo Lesson

2004 8:52 min ESRA

3. Classroom Management Subject Based LessonVideo Lesson

2004 9:27 min ESRA

4. Social Studies Subject Based LessonVideo Lesson

2004 8 min ESRA

5. Urdu Subject Based LessonVideo Lesson

2004 14:47 min ESRA

6. Mathematics Subject Based LessonVideo Lesson

2004 15:13 min ESRA

7. English Subject Based LessonVideo Lesson

2004 9:51 min ESRA

8. Science Subject Based LessonVideo Lesson

2004 11:42 min ESRA

9. Multigrade Subject Based LessonVideo Lesson

2004 14:13 min ESRA

10. Planning a Training Session

Subject Based LessonVideo Lesson

2004 32 min ESRA

11. Colours of Happiness – Art Workshop

Based on various art activities to organize creative learning opportunity for children of rural areas of Punjab. (Documentary)

2005 8 min ActionAid Pakistan


12. Challenges and Possibilities…the road to quality education in Pakistan

Highlighting problems and Issues of Primary School Teachers in Punjab Documentary

2006 26 min Commonwealth Education Fund (CEFG

13. ABES Joyful Teaching Kit (CFS)

Demonstration of Joyful Teaching Kit for Primary Classes Video Lesson

2007 50 min ABES

14. Children – Pakistan’s FutureEducation – an Instrument to a Better Future

Documentary on the issues and problems of the education access and retention in Pakistan specially focused to child Labour.

2008 16 min ActionAid & Global campaign for Education

15. Tailoring & Stitching Complete technique, tips, knowledge of skill and different patterns & designs Video Lesson

2008 2 hrs 46min ADB and ABES

16. Beautician Complete technique, tips and guiding perquisites to run a beauty parlous Video Lesson

2008 1 hr 37min ADB and ABES

17. Zindagi The video of Zindagi Primer provide the complete guideline to teach teacher and learners Video Lesson

2008 3 hrs ABES

18. “Roshni” primer for Literacy

The video of Roshni Primer provide the complete guideline to teach teacher and learners Video Lesson

2008 3 hrs ABES

19. First Aid How to provide first aidVideo Lesson

2008 39 min Tearfund UK

20.

A step ahead towards new LIFE

Project Documentary of Mobile Health Unit and Health Awareness Campaign in AJ&KDocumentary

2009 14 min Relief Arm Netherlands Reformed Congregation

21.ABES 1972 – 2009 ABES Vision and expansion

since 1972Documentary

2009 28 min ABES

22.Disaster Different ways to protect from

Hazards and Disasters Video Lesson

2009 37 min Tearfund UK

23. Introduction to Literacy Course

Methodology and importance of graded vocabulary books in literacy cum skill trainingVideo Lesson

2009 21 min ABES


24. How to Use Chalkboard Tips and techniques about how to hold and write with chalk and how to use chalkboard in more professional manner

2009 20 min ABES

25. Quality Education for Children in Balochistan

Documentary on Child Friendly School initiative in Balochistan by Education Department and UNICEF Documentary

2010 11 min UNICEF

26. ABES Joyful Teaching Kit (ECD)

Demonstration of ECD Joyful Teaching Kit for Early Childhood EducationVideo Lesson

2010 ABES

27. ABES Literacy Teaching Kit

Demonstration of Literacy Teaching Kit

2010 23 min ABES

28. Teaching of PHONICS Demonstration of Teaching of PHONICS using Joyful Learning MethodsVideo Lesson

2010 ABES

29. A Glimmer of HOPE Emergency Relief Project in District Mianwali.

2010 5:30 min TearFund, UK

30. Maths Lesson UNICEF, Balochistan 2010 UNICEF, Balochistan

31. Art & CraftLevel: Beginner– VOL.I

Introduction of Art & Craft, Basics

2010 15 min ABES

32. Art & CraftLevel: Beginner– VOL.II

Marbling, 2010 30 min ABES

33. Art & CraftLevel: Beginner– VOL.III

Leaf & Vegetable Printing 2010 30 min ABES

34. Model Lesson Maths Vol I

Teach Geometry JoyfullyFor Primary School Teachers.

2011 ABES

35. Model Lesson Maths Vol II


2011 ABES

36. Model Lesson Science Practical demonstrationAnd

Use of Electricity in our daily life.For Primary School Teachers.

2011 ABES


37. Model Lesson Science Teaching of Human System and its OrgansFor Primary School teachers.

2011 ABES

38. Model Lesson English Demonstration of teaching of syllablesBy using Joyful Learning Methods.

2011 ABES

39. Model Lesson English Teaching of Parts of SpeechFor Primary School Teachers.

2011 ABES

40. Model Lesson English Teaching of TensesFor Primary School Teachers.

2011 ABES

41. Art and CraftLevel: Intermediate – VOL.I

Candle Making 2011 ABES

42. Model Lesson English Creative Writing 2011 UNICEF, AJK

43. Model Lesson Mathematics

Fractions 2011 UNICEF, AJK

44. Model Lesson Science Matter and its states 2011 UNICEF, AJK

45. Project Impact Video Document

LTST Project Documentary 2011 ABES

46. AJK Documentary Child Friendly School project in AJK, UNICEF is funding project. Report documentary was prepared by ABES to show the activities done within the project.

2012 UNICEF, AJK

47. KPK Documentary Child Friendly School project in AJK, UNICEF is funding project. Report documentary was prepared by ABES to show the activities done within the project.

2012 UNICEF, ABES


48. Action Aid Art & Craft Video Lesson for Children

Art & Craft video focused on the preparation of Child Message Card by children. This video includes the techniques of making message cards attractive and meaningful.

2012 Action Aid

49. Candle Making This video gives complete knowledge from a block of wax to details of each material needed. It teaches a creative art of transforming a block of wax into beautiful decorative candles

2012 ABES

50. Audio Cassette Phonics Re-do of audio Phonics cassette provided in Teaching Kit.

2012 ABES

51. Adda Work It is methodology of teaching Adda work (R ka kaam)

2012 ABES

52. Paper Mashe By use of newspaper making functional and decorative objects, which can be used as income generation. It present innovative ideas demonstrated in such a way that beginners can also follow and produce quality work.

2012 ABES

53. Fabric Painting Advance level video specially recoded for the purpose of income generation. It contains detailed information on different techniques of fabric painting in simple and easy way. It also incudes introduction of all types of fabric painting.

2012 ABES

54. Math Video Lesson for Geometry Vol. I


2012 ABES

55. Math Video Lesson for Geometry Vol. II


2012 ABES

56. Video Journey of Mianwali Project

Footages were captured all year time to time

2012 ABES, Tearfund


List of Current & Previous Projects of ABES

S.# Project Name Funded byTotal

Budget (USD $)

District Sector

01 Capacity Building of Education Practitioners for Improved and Expanded Service Delivery (1997-98)

UNICEF

136,562 Rawalpindi Primary Education

02 Teacher Training Program of District Bahawalpur - 1998

UNICEF

45,699 Bahawalpur Primary Education

03 To improve Children’s Learning through Trail and Application of Innovative Learning Methods (April-June 2000)

UNICEF

2,237 Sialkot Primary Education

04 Quality Education (March to December, 2001)

UNICEF


05 Child Friendly Community Schools (2002-09)

Developments in Literacy (DIL)


06 Co-operative Rural Primary Schools (2003)

Pakistan Tobacco Company (PTC)

114,469 Swabi Primary Education

07 Early Childhood Care and Development (2004)

Plan Pakistan

40,894 Chakwal, Vehari,

Islamabad

Primary Education (Revised budget)

08 Innovative Teaching Methodologies and Child Focused Joyful Learning Techniques (2003-04)

CIDA

23,548 Jhelum Primary Education

09 Services to Education in Earthquake Affected Areas of AJ&K (2007-10)

Tearfund

478,502 Muzaffarabad Primary Education and Adult Literacy

10 Accelerating Recovery by Promoting Holistic Education (2007)

International Rescue Committee

(IRC)

74,986 Mansehra Primary Education

11 Quality Education through Quality Teachers (2007-08)

Catholic Relief Service (CRS)

59,420 Muzaffarabad &

MansehraPrimary Education

12 Strengthening Teachers for Quality Education through Child Friendly Teaching Methodologies (2009)

UNICEF 87,765 Khairpur, Mirpurkhas,

Sanghar, Thatta,

Umerkot

Primary Education


13 Developing and Enhancing Capacity of Education Department at Provincial and District Level to Implement a Basic Child Friendly School Package (2009)

UNICEF

36,782 Balochistan Primary Education

14 Demonstration of Child Friendly Schools through Early Childhood Education (ECE) Program (2009-10)

UNICEF

189,049 Muzaffarabad Primary Education

15 Developing and Enhancing Capacity of Education Department at Provincial and District Level to Implement a Basic Child Friendly School Package and Providing Technical Assistance for Continuous Professional Development of Teachers through Mentoring (2010)

UNICEF 79,190 Zhob, Sherani. Lasbela, Harnai, Pishin, Kalat, Khuzdar, Sibi

Primary Education

16 Rehabilitation of the Flood Affected Communities in District Mianwali (2010-11)

Tearfund-UK

89,301 Mianwali Health

17 Strengthening Teachers Content based Knowledge Pedagogy Skills and Reinforcing and Enhancing the CFS Interventions (2011-12) 20th June to 31st December, 2012 (6 month)

UNICEF

507,671 Zhob, Sherani. Lasbela, Harnai, Pishin, Kalat, Khuzdar, Sibi

Primary Education

18 Transform Newly Earthquake Resistant Constructed Schools into Inclusive Child Friendly Teaching and Learning Environment Phase-I (2010-2011)

UNICEF

165,655 Muzaffarabad, Hawalian,

Hattian and Bagh in AJ&K

Primary Education

19 Transform Newly Earthquake Resistant Constructed Schools into Inclusive Child Friendly Teaching and Learning Environment Phase-II (2011-12)

UNICEF

565,460 Muzaffarabad, Haveli, Hattian, Neelum, Bagh

Primary Education

20

Transforming Newly Earthquake Resistant School into Inclusive Child Friendly Schools (2011-12)

UNICEF

388,469 Abbottabad, Mansehra, Battagram,

Primary Education


21 Mobile Health Unit and Health Awareness Campaign in AJ&K (2008-10)

Relief Arm – Netherlands Reformed

Congregations (AR-NRC)

862,553 District Hattian

–Union councils Salmiah and

Chikkar

Health

22 Provision of Supervision & Technical Backstopping Services for Literacy through Skills Training (2009-11)

Sustainable Livelihood of Barani

Areas of Punjab – SLBAP (ABAD) - Asian Development

Bank

278,382 Rawalpindi,

Jhelum, Gujrat, Chakwal, Khushab, Mianwali, Layyah, Bhakkar, Sialkot, Narowal

Adult Literacy & Skill Training

23 Restoration of Livelihoods in Flood Affected Areas of Mianwali (2012-13)

Relief Arm – Netherlands Reformed

Congregations (AR-NRC) and Tearfund

UK

733,000 Mianwali Adult Literacy,

livelihood, DRR and health awareness

24 Capacity building of teachers on content based knowledge and pedagogy to improve quality education in private schools of district Pishin, Balochistan

Balochistan Responsive Fund

CIDA

8,215 Pishin Primary Education