Tool: Institutional Mapping Parts

Name of pesons

M SaleemShazia azizAsma kiran

Name of country

Pakistan

Name of PU

Sindh, Karachi

Community

Kemari town, UC-8

File name

BSLIMCPK001

When we look at national as well as international level there are too many institutions which have great impact on girls access to lower secondary education. These are state level institutions (national government), local government institutions, international agencies (including UN bodies and international NGOs), and national non-governmental organizations. Our research is based on secondary research.

We will enlight the impact of NGOs on the policies, procedures and programmes on post-primary education of Pakistan.and inspiring efforts of various non-government and non-profit organizations in fighting illiteracy using innovative strategies, in various rural areas across Pakistan.

Objective Understand the wider institutional environment in which girls access

lower secondary education Identify which factors enable girls access to lower secondary education Identify which factors constrain girls access to lower secondary

education

MethodThe main method is secondary research.

Most of the data and information is collected from the net that is from projects, reports and documents related to NGOs and other bodies

NGOs contribution to education at different levels

(i) Community level = 118 NGOs(ii)) Tehsil level = 18 NGOs(iii) District level = 27 NGOs(iv) Divisional level = 02 NGOs(v) Provincial level = 13 NGOs and(vi) National level = 31 NGOs

Information collected at country level

According to the Human Development in South Asia's 1998 report, 70 per cent of the schools in Pakistan have no toilets, 68 percent no drinking water, 92 percent no playgrounds, 60 per cent no boundary walls and 16 percent are without a building. These figures are overwhelming enough to motivate us to do something about Education in Pakistan.

The picture of illiteracy in Pakistan is grim. Although successive governments have announced various programmes to promote literacy, especially among women, they have been unable to translate their words into action because of various political, social and cultural obstacles.

Official statistics released by the Federal Education Ministry of Pakistan give a desperate picture of education for all, especially for girls. The overall literacy rate is 46 per cent, while only 26 per cent of girls are literate. Independent sources and educational experts, however, are sceptical. They place the overall literacy rate at 26 per cent and the rate for girls and women at 12 per cent, contending that the higher figures include people who can handle little more than a signature. There are 163,000 primary schools in Pakistan, of which merely 40,000 cater to girls. Of these, 15,000 are in Punjab Province, 13,000 in Sind, 8,000 in North-West Frontier Province (NWFP) and 4,000 in Baluchistan. Similarly, out of a total 14,000 lower secondary schools and 10,000 higher secondary schools, 5,000 and 3,000 respectively are for girls, in the same decreasing proportions as above in the four provinces. There are around 250 girls colleges, and two medical colleges for women in the public sector of 125 districts. Some 7 million girls under 10 go to primary schools, 5.4 million between 10 and 14 attend lower secondary school, and 3 million go to higher secondary schools. About 1.5 million and 0.5 million girls respectively go to higher secondary schools/colleges and universities.

Alarming situation in rural areas The situation is especially alarming in rural areas due to social and cultural obstacles. One of the most deplorable aspects is that in some places, particularly northern tribal areas, the education of girls is strictly prohibited on religious grounds. This is a gross misinterpretation of Islam, the dominant religion in Pakistan (96 per cent of the population), which like all religions urges men and women to acquire education. The situation is the most critical in NWFP and Baluchistan, where the female literacy rate stands between 3 per cent and 8 per cent. Some government organizations and non-governmental organizations have tried to open formal and informal schools in these areas, but the local landlords, even when they have little or nothing to do with religion or religious parties, oppose such measures, apparently out of fear that people who become literate will cease to follow them with blind faith. Unfortunately, the government has not so far taken any steps to promote literacy or girls education in these areas. It is even reluctant to help NGOs or other small political or religious parties do the job, because in order to maintain control, it needs the support of these landlords and chieftains who, as members of the two major political parties, are regularly elected to the national assembly. "I

want to go to school to learn but I cannot because my parents do not allow me to do so," said 9-year old Palwasha, who has visited the biggest city of Pakistan, Karachi, with her parents and seen girls like herself going to school. She lives in a village located in Dir district (NWFP), where education for girls does not exist. "We have only one school for boys," she said, adding, Aone of my friends goes school, but she is now in Peshawar (capital city of NWFP)".

Work but no school Poverty is also a big hurdle in girls' education. According to UNICEF, 17.6 per cent of Pakistani children are working and supporting their families. Indeed, children working as domestic help is a common phenomenon in Pakistan, and this sector employs more girls than boys. "Khanzadi, [a 10-year old girl with blue eyes working in a rich neighbourhood of Karachi] , her mistress says "We can spare some food and help her grow". But Khanzadi is miserable. Every day when she sees girls like herself going to school she becomes restless, but she has to stay in the house and do all the work. Jamila, 11, also works as a domestic servant. At first her job was only to look after the baby , but as she grew older , the other servant in charge of housecleaning and cooking was dismissed and Jamila was asked to do all the work. "I want to go to school like other children, but my parents can't afford it. So I have to work and help support my family, she said. In big cities and towns, people are joining together to send their daughters to school. In any case, because of better facilities, girls' literacy is higher in big cities such as Karachi, Lahore, Islamabad, Rawalpindi, Faisalabad, Hyderabad, Gujranwala, Peshawar and Quetta.

Ray of hope Even though there is a lack of concern on the part of government to promote girls' education, some religious groups, political parties and NGOs are working actively to do so despite all barriers. Alkhidmat, a countrywide NGO, is running almost 100 non-formal schools in small villages of Sind, Baluchistan and NWFP Provinces, where not merely girls but adult women are admitted for basic primary education. "We think women's education is equally important. When women become literate, they can build a better nation, said Mrs Abida Farheen, a graduate of Karachi university and the head of Alkhidmat's education wing. In Sind province, NAZ, a Khairpur-based NGO, is running fifty formal and non-formal girls' schools in the city's outskirts; the NGO Resource Center, a Karachi-based organisation, is operating scores of girls' schools while Green Crescent, another Karachi-based NGO, is running twenty non-formal schools for girls in villages throughout the province. In Punjab, the Al-Ghazali Education Trust, a Lahore-based organization, is operating some 200 formal and non-formal schools, mostly for girls and women, all over the province.

Using the information country level institutions collected in Table below

Table – country level institutionsNGO Policy ProgrammeThe citizen foundation Monitoring and

evaluationQuality education for less previliged

HOPE(Health Oriented Preventive Education)

HDF(human development foundation)

Promote Elementary & Secondary Education

Transforming lives

The Citizens Foundation (TCF) is a non-profit organization dedicated to helping the education system in Pakistan. Established in 1995, TCF is now one of the country’s leading organizations in education that has established 455 purpose-built schools nationwide with an enrollment of about 55,000 students. TCF encourages gender diversity in their schools by ensuring 50% female enrollment and a full female faculty. The overarching vision of this NGO is to bring a positive change to Pakistan by providing quality education to the country’s less-privileged youth.

Q: The Citizens Foundation (TCF) has established 455 purpose-built schools throughout Pakistan with an enrollment of about 55,000 students. How does the organization decide where to build these schools? Are there particular regions or areas that TCF generally targets?

The sites we take up are 70% donor driven and the rest are taken up on ‘as per need’ basis in those areas where we already have a certain number of schools and feel that there is need for expansion. Also, once a site has been taken up as requested by our donors, we try and develop that area for more schools so that they become logistically manageable for TCF.

Q: TCF also ensures a 50-50 ratio of male to female students at the time of admission in order to counter considerable gender disparaties in Pakistan’s education system. Given the social context of Pakistan’s gender gap, and that only 22 percent of girls in rural areas have completed primary level schooling, what difficulties or resistance has your organization faced in ensuring this 50-50 ratio?

So far no resistance as such to speak of. The odd areas do present a challenge but we have a system whereby counseling sessions are conducted

with parents and communities to maximize enrollment of girls in TCF schools. In order to promote female enrollment of students in our schools, the teaching faculty comprises of female members only.

Q: What kinds of values does TCF attempt to instill in their education curricula? Given the sometimes negative perceptions associated with madrassa education, do TCF’s schools focus more on secular or religious education or a combination of the two? In Pakistan, can these two types of education be separated?

Our focus is totally on secular education and Islamiat is one of the subjects taught. We are NOT a madrassa school but an excellent alternative. Training is imparted to teachers in such a way that stress is laid on character building and developing a well-rounded personality.

Q: What is TCF’s greatest success in education reform and development? What message are we sending through this success?

We can’t boast of success until we have actually made a dent in our illiteracy levels. However, we do try and brush-up the curricula in way that suits the needs of our children. Our aim is to encourage people to come forward and help. Nothing is impossible if you put your mind to it.

HOPE

Introduction of HOPE

HOPE (Health Oriented Preventive Education) is an NGO (non-governmental organization) based in Karachi, Pakistan, comprising of professionals (Doctors, Social workers, Educationists) as well as grass-root workers. The motto is SELF-SUFFICIENCY and SUSTAINABILITY.

The ultimate aim of HOPE is Community Development through self-sufficiency of the community. The members of HOPE are working along with community volunteers who are organized in Community Based Organizations (CBO'S). All activities in the community are planned in co-ordination with the CBO'S and implemented in the community through the CBO'S. Hence, the community becomes SELF- SUFFICIENT and the community development work is SUSTAINABLE.

HOPE is presently addressing the following issues in the community. 

Community development and Organization into CBO'S.  Community motivation. Provision of primary health care services. Awareness raising in community through literacy programs. Income-generation activities. Environmental sanitation. Promotion of hygienic health practices.

Through Community Development and Community Organization active members of the community, both male and female, are organized into CBO'S (Community Based Organizations) the community work is implemented through the community volunteers. HOPE believes in providing community development working together with grass-root CBOs. This includes provision of Primacy Health Care (prevention of diarrhea, malnutrition, promotion of breast-feeding, vaccination, ante-natal care, family-planning, and prevention of AIDs) as well as imparting awareness to the population through improvement of literacy status of children and women, income-generation activities as well as environmental sanitation and solid waste management.

Geographical Areas:HOPE is currently working nationwide to provide health and educational services. It reaches out to underprivileged communities in Sindh, Punjab, KP and AJK.HOPE is working in the following areas of Pakistan:RURAL

Ghaggar Phatak Link Road Gadap Kathore Dhabeji

KATCHI-ABADIS

Manzoor Colony Zia colony Bilal Colony Mujahid Colony Bhittaiabad

NORTHERN AREAS

Muzaffarabad AJK Bagh Chekoti Ghariduppata

Trainings and workshops have been held in: Hyderabad Larkana Sukkur Mirpurkhas

Information to be collected at PU and community level

Table – Community level institutionsNGOs ProgrammeFriends welfare association Secondary Education for Girls

Project of Access to girls education in District Mansehra

Global giving Send 30 girls in Pakistan to school for two yearsDream foundation trust Dream model street school

Friends Welfare Association

Friends Welfare Association (Friends Pakistan) is a non governmental, not for profit (Tax exempted), non political and development oriented organization operational in Khyber Pakhtoon Khawa (N.W.F.P) Pakistan. Friends Pakistan has been designing and implementing community driven innovative approaches to development. Friends Pakistan strongly believes in community participation as a key factor in the development. It is strongly committed towards the wellbeing of the communities surrounded by the widespread ignorance, poverty, multiple social backwardness, financial and educational problems. It believes in the uplift of communities through harnessing their own potentials developing linkages with relevant line agencies and building their capacities. The interventions made so far by Friends Pakistan are totally owned by the local communities and the Government of Pakistan.

Vision

A Caring Community in which every human has a precious life of equal values that respect freedom, equality and social harmony.

Mission

To educate, motivate and empower the communities to eradicate poverty and sufferings with special focus on development of vulnerable communities through capacity building, policy research, sensitizing policy makers and providing access to basic services with holistic, participatory and gender balanced approach

Aims & Objective To enhance literacy especially in rural, urban and disaster prone areas. To Empower communities with special focus on women & youth through group formation, capacity building and networking.

Secondary Education for Girls

The Low literacy rate of the women is the chief reason on account of which the women are not mainstreamed in the developmental activities. The reason for the low literacy rate in different areas of District Mansehra is the lack of separate institutions for the girls’ education especially after the primary level of education. In the absence of girls educational institutions at secondary level, the girls are deprived of their birth right of education as on account of the religious and cultural dogmatic norms they are not allowed to have education with boys in co-education environment. In such a situation, most of the girls quit their education after their primary education even against their greater urge to have further secondary level education. This deprivation from the right of education closes most of the avenues of opportunities for them.

Friends Pakistan with the support of Hoshyar Foundation has been implementing a project of Protection and Educational Assistance for the girls of the age group 10-14 years by operationalizing the girls’ secondary schools in the rural areas where there is no availability of any institution for the girls’ education beyond the primary level. Friends Pakistan is providing support to the vulnerable girls of UC Hilkot, UC Jabber-Devli and Mundagucha in District Mansehra in term of their access to Secondary Education by establishing the secondary schools in these areas.

The activities of this project include, Operationalizing the girls’ secondary schools in the rural vulnerable areas, Provision of essential educational supplies to the beneficiaries, training of teachers and PTC members on modern pedagogical practices and LFE and capacity building of women on women’s rights and elimination of violence against women.

In total, one hundred and fifty (150) girls are having their education at the secondary schools established by Friends Pakistan in the vulnerable rural areas of District Mansehra. The project of providing access to girls’ education at secondary level has been executed in the partnership of the District education department and the local communities with the defined role and responsibilities of each party, Friends Pakistan, District Education Department and the local communities

Project of Access to girls education in District Mansehra

Friends Pakistan has been implementing the project of providing access to girl’s education in three villages through supporting the schools, Community Management Girls Middle School Jabargali (CMGMS), GGMS Mandagucha and Government Girls Middle School Kotri Sathangali (GGMS).

Jabar Gali, where the Community Management Girls Middle School (CMGMS) is located is a big village which lies in the Union Council of Jabar Devli of District Mansehra. The project of support of the CMGMS Jabar Gali started from July 1st, 2009. Girls of nearby villages of Jabargali also take benefit of this school as there is no other institution (government or private) for the education of girls in all that area. In this school, girls of the area have their education up to the middle level after passing their primary education.) The said school has the availability of the infrastructural structure in the form of four (4) shelters.

The Government Girls Middle School (GGMS) Kotri Sathanagali is being supported by Friends Pakistan since April, 2009. The Government of Pakistan constructed this school in the year of 2007 but due to some administrative issues, the hiring of staff could not be made as a result the regular classes could not be arranged at this school for the girls of the area. This is a middle school for girls for whom there is no availability of the middle school in all that area. The other nearest Girls Middle School is in the Town of Battal which is fifteen (15) kilometer away from the village of Sathangali. Friends Pakistan started the support of this school to facilitate girls to continue their studies beyond their primary education without any discontinuation. Friends Pakistan will continue to support the girls of the school in providing them access to education until the hiring of teachers is completed by the Education Department Mansehra.

Recently, Friends Pakistan has initiated an intervention of support of girls’ education at the secondary level at the village of Mandagucha, where no facility to girls education was available for the girls at the secondary level.

Key Achievements • One hundred and fifty (150) girls got benefited through secondary education in Government Middle Schools which are functionalized by Friends Pakistan in UC Jabbar Devli and Hilkot.

Project by Global giving

Send 30 girls in Pakistan to school for two years

Summary

This project supports secondary education for 30 girls in two remote villages in Pakistan. Funds provide transportation, two sets of uniforms per girl, books, and other school supplies.

What is the issue, problem, or challenge?

The majority of the women in Laphi are illiterate. Boys and girls receive primary level education in separate schools in the village. Girls do not continue to the secondary level due to poverty, low priority given by families to educating daughters, and lack of transportation to distant secondary schools due to the absence of secondary schools for the girls in their village. This project provides transportation, uniforms and supplies for 30 girls to go to secondary school in Buchal Kalan.

How will this project solve this problem?

This project provides transportation, school uniforms, supplies, and book bags to 30 girls so that they may attend the Government Higher Secondary School, Buchal Kalan, district Chakwal.

Potential Long Term Impact

Uneducated girls have almost no chance to escape the cycle of poverty for them, their families and their communities. We will educate 30 girls allowing them to rise out of poverty, improving their families' health, economic status, and well being.

Project Message

I don’t collect woods in the jungle anymore, now I go to school. The first day at school when I rejoined was the best and the happiest day of my life. - Riffat, 6th grade student in program, rejoined school after 2 year break due to poverty

Funding Information

Total Funding Received to Date: $15,067Remaining Goal to be Funded: $4,405Total Funding Goal: $19,472

Information about schools to be collected at PU and community level

How many schools for children above primary school level in the area of the communities which are being surveyed?

Student population in these schools (number of boys and number of girls)

Number of teachers – male and female

Distance of school from the residential area where children attend

How many classrooms are there?

Are there toilets?

Is there water?

How is the school funded? Government/ non government/fees

Is the school part of a special programme funded by international agencies/ international NGO/ national NGO? What are these programmes?

Fill in this form using the information on Schools

Table 1 - SchoolsSchool

PopulationBoys – Girls -

TeachersMale – Female -

Distance(approx)

Classrooms

ToiletsNone –General –Separate for boys & girls -

WaterDrinking -Washing -

Funding

Private/fees

Special programme

Charitiesorganisations

Dream model street school

302 22 Kemari town UC-8

15 6-8 2-4 PKR2,000,0002,800,000In approval process

Dream foundation trust

The DreamHumaira still dreams of moving from the rented building and making her school a permanent, long lasting institution. Engro Vopak Terminal Ltd. (Pakistan)  has approved 2,000,000PKR ($23,529) towards the school but there remains a shortfall of 2,800,000PKS ($32,941)Rate of Land  2,000,000Construction of the land measuring 426Sq. Yrds., estimated cost of Rs.2,800,000/- for ground floor with 7 rooms. Volkart Foundation has also promised for the remaining amount, but it is in approval process.

BACKGROUND

 With worse development indicators, Pakistan ranks 141st on human development index among 182 countries[1]. Recent economic survey of the country provides unsatisfactory scenario of the state of the affairs, and with current plans and strategies, Pakistan is less

likely to achieve Millennium Development Goals (MDGs).

Among other social sectors, education has been neglected by all the governments, past and present and the education reforms have brought no visible and sustainable change. Pace of rise in literacy is very slow compared to population growth. Though the government takes effective measures to increase enrolment of students, drop out ratio continues to soar up. According to some estimates, 35,000 students drop out every year. Children, who do not receive education, often fall prey to gangs and mafias and are involved in street crime, child prostitution and begging. A study conducted by UNICEF in 2007 revealed that of 10,000 children surveyed, 9,000 were sexually abused. Substance abuse among street children has increased and 90% of 30,000 street children in Karachi alone are found to practice glue sniffing[2]. 

MUWACH HISTORY Muwach is a Goth (Village) populated area situated at the left side of Hub River Road (R.C.D Highway) & Northern by Pass in UC-8 Gabo Patt, Kemari Town, Karachi. It was populated in 1803 with a smaller number of people, now the population of the area is 90,000 (Census-1998).

LIVING STANDARD The majority of residents work for daily wages in factories and Mills eking out a living to support their families, but few are employees of various Government Institutions. Since beginning, Muwach has been a house of problems, such as education, health, unemployment, water & sewerage, electricity and poverty. 70% people of the area are ultra poor.

EDUCATION

There is an inverse pyramid of educational facilities literacy rate is 40% including 15% female. Government schools impart a very low standard of education. As children do not get benefit with the schools wasting their times, parents often do not take interest for the education their children, encouraging them to work and support their parents in earning. Private schools are so expensive, that poor could not afford them.

ESTABLISHMENT OF DREAM FOUNDATION TRUST

It is against this backdrop that The Dream Foundation was established in 2003 that Humaira Bachal a young girl with wisdom beyond her years and the support of a few like-minded girls started a school to educate street children. With a dedication and revolutionary

vision Humaira and her team began running the school in 2003. Within two years the dream was reality as the makeshift school, in Humaira’s family home was full to bursting with children eager to learn.

Over the years, organizations Like ARM Child & Youth Welfare, Engro Vopak, Orangi Pilot Project (OPP), Shirkat Gah, Behbood Association and Family Planning Association of Pakistan have supported The Dream Foundation’s efforts in various ways.

MISSION STATEMENT

To facilitate personal development and the enhancement of health, social, living and working conditions for people in the surrounding area through education, development, mentoring and awareness raising. 

    D > Development

To provide training for personal development to Community Based Organizations and individuals to build their     capacity to solve community based issues.R > Relief

To enhance the living standards of people by establishing technical institutions and arranging funds for the poor to enable them to start small businesses.

 E > Education

To strive towards equal and good quality education by establishing community schools and to enhance the condition of Govt. School with the combined efforts of CB Organizations.

A > Awareness

To work on awareness regarding education, health, environment, Women’s’ Rights, sports, enhancement of living standard and other issues of concern.

M > Mentoring

Career counseling for the students and providing guidelines for CB Organizations in their work.

Dream model street schoolThe Dream Model Street School is in one of Karachi’s many slum settlements. When Humaira was growing up there was no one living in the area who could read or write and non of the local children went to school. The school has already educated 2,000 students who otherwise wouldn’t have had access to education.

The school has a staff of 22 teachers, aged between 13 and 24. The teachers work for free and donate any spare cash towards the fund to buy a plot of land so they can build their own school.

Model Street School is the base of Dream Foundation Trust which has brought up all other projects. The initial theme of the project was to establish a school in Muwach Goth, for the reason behind there was no school in the area to facilitate the children. As children did not get benefit with the schools, wasting their times, parents were also not interested for their education, encouraging them to work and support their parents in earning. Private schools were so expensive, that poor could not afford them. Dream foundation initiated the education task and ARM Child & Youth Welfare started support so that the school could get-up-and-go.

EDUCATION FOR GIRLSDream Foundation provides education irrespective of gender, caste and religion. The school is situated in an area where education for girls is a taboo. In Brohi Mohalla various lingual and community people are living like Baloch, Sindhi, Brohi and Pakhtoon who maintain tribal and traditional views regarding girls’ education. Parents believe outside exposure will make their daughters vulgar, sexually promiscuous, and morally corrupt.  Even some old women oppose the idea of education of girls. To them, ultimate purpose of daughters is to get married and serve the husband and his family. She has nothing else to do and she should not work outside her home.

FEMALE LITERACY PROGRAMIn view of the said logic women had been facing difficulties in many affair of life, such as in helping their school going children in their studies; in hospitals, in grocery shopping and other related issues. Dream initiated a project for women literacy titled “Home School Literacy Program” with the support of ARM funded by Rotary Club of Karachi Metropolitan. Girls are provided education

from basic to matriculation within 5 years. This opportunity provided to those girls who have left their studies and did not have option to study. After matriculation they join schools as teacher or any other firm for earning. Parents in Brohi Mohalla are very happy to have such a school in their area. They see the establishment of the school as more than an institution of education. Especially girl teachers regularly visit the surrounding houses to meet women and advise them to educate their daughters.

OUTPUT OF LITERACY PROGRAMThere were 20 students in first batch of Female Literacy Program, out of which 10 girls have passed matriculation examination. Among these five are working in factories and five are continuing their studies as intermediate students. By seeing the progress of the 10 girls, more girls have showed their interest for study, thus we have started next batch of 40 girls in the month of February 2011.

Table 2 – Schools

Funding Special ProgrammeWhat do NGOs fund? What do fees/ private

donations fund?What programmes NGO? What programmes local charities/

organisations?

Starup expensesbuilding

Construction Development operations

Dream sportsSummer campAnnual functions

Youth recource centerDream foundation trustModel street school

Recording and labelling the data

All institutional Mapping in Part II will be done by PLAN country staff mostly relying on secondary data. However, staff should not hesitate to consult any other Key Informants should they wish to verify any information they may have. We already discussed how to come up with file names so that the data is easy to identify. However for Part II institutional mapping there is no need to put the code for the nature of the group (whether male or female) since this will be mostly secondary sources.

Country Level Institutional Mapping

Below is an example of how you will label the files from institutional mapping conducted at country level. We note that per country we will have one country level map;

• BSL = Building Skills for Life• IMC= Institutional Mapping Country level • P = Pakistan• K=Karachi• 001 = Institutional Mapping •

The name of the file will read: BSLIMCPK001