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Contents Sr. Topics Page no.1 Executive Summery 03 2 Overview of the Project 04 3 Target Beneficiaries 06 4 Key Interventions vis - a -vis Achievements 08 4.1 TSS Re Verification 08 4.2 Formation of ECE Centers 08 4.3 Caregivers and Attendant's appointment and Trainings 09 4.4 Formation of Youth groups and Training 11 4.5 Education Supplies Distribution 12 4.6 Teachers training on CFS and CRC 13 4.7 Reactivation of SMC and SMC Training 14 4.8 Cluster Meetings 16 5 Case Studies 16 6 Learning gaps identified in your targeted school particularly with

reference to child friendliness and ECE. 18

7 Key challenges & Lessons Learnt 18

Tables: Sr. Table Name Page no.1 Summary of Targeted Beneficiaries 06 2 District and Tehsil Wise Beneficiaries Information 06 3 District wise Caregivers Training 10 4 Educational Supplies Distribution Detail 12 5 District Wise Teachers Taining on CFS and CRC 14 6 District Wise SMC Trainings 15

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1- Executive Summary The project is designed to improve the educational system and rescue the children from the trauma of devastated flood through education and recreational activities. Pakistan faced one of the worst flood situations in late July 2010, 20 million people have been affected and thousands of school damaged and millions of children’s are unable to continue there education. Due to crushing economic crisis, Pakistan government is still trying hard to restore education in the affected areas. UN agencies along with national and international donors have come across and started working to support the local communities and giving backup to the different government departments to overcome this mammoth catastrophe. This project is primarily focusing on the education initiatives in the flood affected areas of South Punjab. Human Resource Development Network (HRDN) started operating under the umbrella of UNICEF as an Implementing partner in five effected districts of South Panjab (Multan, Muzzafargarh, Layyah, Bhakar and Mianwali). HRDN in collaboration with UNICEF identified the local schools for intervention where Temporary Learning Centers (TLC’s) are established and supplies are distributed to involve local community to support and enroll as much left out children as possible. Sites for Transactional School Structure (TSS) are also identified for UNICEF and ECE classes has been established to enroll left out children’s back to schools with the consultation of community and trained youth group members. ECE centers are also working to motivate children for education in their respective communities where also Reactivation of school management councils are formed and supporting the focused agenda of resuming education as the corner stone of the project. Capacity building through trainings is one of the key interventions by UNICEF in which Teachers, caregivers, youth groups and SMC members are the prime beneficiaries.

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2- Overview of the Project

The mega project by UNICEF (Resuming Education in Flood Effected Areas) was started after the flood in Pakistan in October 2010. This project decently covers flood affected areas of south Panjabi for educational interventions. In the beginning HRDN did site verifications of completely damaged schools and found 133 schools in the five districts of south Panjab i.e., Multan, Muzafargarh, Layyah, Bhakar and Mianwali. After proper site verification 167 Temporary Learning Centers (TLC) are established who provides UNICEF educational supplies for quick resumption of educational activities. These supplies consist of;

Stationary kits, Recreational kits, School in a Box kits, ECD kits, Soaps, Plastic mats, Black Board, School Bags, Teacher Table and chair, Water coolers.

Teachers are the main source for bridging the huge gaps in education, therefore different trainings are conducted for teachers on;

Psychosocial issues, SIB orientation, Child friendly schools and, Child rights convention

These trainings helped teachers to bring out and rescue the children from the flood trauma, also helped the teachers to understand the importance of child friendly school with the required information on child rights. 30 Early Childhood Education (ECE) centers and schools for Transactional School Structure (TSS) are identified, and for ECE centers 30 caregivers and attendant are hired to start KACHI classes or play groups in the above mentioned identified schools. Training was also conducted for caregivers on their role and responsibilities for making play group classes more productive, informative and with the help of community to bring the children’s back to the schools. 30 youth groups are also identified for above mentioned 30 ECE centers, each group consists of 6 members. Training was conducted for the enhancement of capacity and

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to improve the team building concept, strengthen the team work, productive and effective communication, Thus enabling them to work for their own development, therefore an outstanding result was found where 3428 children’s were the counted as increased enrollment in 30 ECE centers by the impressive hard work of caregivers and youth groups. School Management Councils are the part of every school and it has 5 or 6 members in each council and head teacher of the school is the chairperson of that council. We tried to reactivate the SMC by giving them training on their roles and responsibilities. We make possible that they should know about all the project activities.

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3- Target beneficiaries Table 1: Summary of Targeted Beneficiaries

Sr. Title Male Female Total 1 Number of Schools 76 57 133 2 Number of Children 8474 13259 21733 3 Number of ECE Children 1227 934 2161 4 Number of Teacher 232 131 363 5 Number of Caregivers 0 30 30

Table 1 takes the bird eye view of the target beneficiaries, HRDN had 133 schools in total, there are total 21733 children out of which 2161are in ECE and are Taught by total 363 teachers and 30 care givers respectively. Table 2: District and Tehsil Wise Beneficiaries Information

Sr. District / Tehsil wise Male Female Total A. District Muzzafargarh A.1 Number of Schools 1 Alipur 3 3 6 2 Jatoi 5 7 12 3 Kot Adu 14 19 33 A.2 Number of Children 1 Alipur 1321 657 1978 2 Jatoi 1349 1641 2990 3 Kot Adu 2563 2575 5138 A.3 Number of ECE Centers 1 Alipur 0 6 6 2 Jatoi 1 1 3 Kot Adu 1 1 A.4 Number of Teachers 1 Alipur 37 1 38 2 Jatoi 18 11 29 3 Kot Adu 42 48 90

Sr. District / Tehsil wise Male Female Total B. District Multan B.1 Number of Schools 1 Jalalpur 2 2 4 2 Multan 0 1 1 B.2 Number of Children 1 Jalalpur 242 411 653 2 Multan 56 103 159 B.3 Number of ECE Centres 1 Jalalpur 0 1 1 2 Multan 0 1 1

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B.4 Number of Teachers 1 Jalalpur 4 5 9 2 Multan 0 2 2

Sr. District / Tehsil wise Male Female Total C District Layyah C.1 Number of Schools 1 Layyah 33 11 44 2 Karorlalisun 12 5 17 C.2 Number of Children 1 Layyah 5110 1100 6210 2 Karorlalisun 1307 1078 2385 C.3 Number of ECE Centres 1 Layyah 7 7 2 Karorlalisun 7 7 C.4 Number of Teachers 1 Layyah 74 28 102 2 Karorlalisun 25 20 45

Sr. District / Tehsil wise Male Female Total D District Bhakar D.1 Number of Schools 1 Bhakar 1 2 3 D.2 Number of Children 1 Bhakar 149 232 381 D.3 Number of ECE Centres 1 Bhakar 0 1 1 D.4 Number of Teachers 1 Bhakar 2 4 6

Sr. District / Tehsil wise Male Female Total E District Mianwali E.1 Number of Schools 1 Isakhel 4 4 8 2 Mianwali 3 2 5 E.2 Number of Children 1 Isakhel 386 470 856 2 Mianwali 776 205 981 E.3 Number of ECE Centres 1 Isakhel 3 3 2 Mianwali 3 3 E.4 Number of Teachers 1 Isakhel 11 8 19 2 Mianwali 19 4 23

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GGPS Harni Wala, Alipur, Muzafargarh GGPS Larki, Alipur, Muzafargarh

GES Tehri Wala, Alipur, Muzafargarh

4- Key Interventions vis - a -vis Achievements

TSS Re-verification 30 sites for TSS construction were identified and documents were provided to UNICEF along with the approval from the education department. Pictures below are the schools which are most damaged and the education is resumed by establishing TLC’s in these respective locales.

Formation of ECE Centres 30 ECE centres were formed during this phase of the project. These centres were established in the most damaged schools and most of them are also verified for TSS construction. This intervention remarkably increased the enrolment in these respective schools.

GES Tehri Wala, Alipur, Muzafargarh

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Glimpse of ECE centers

Caregivers and Attendant's appointment and Trainings In 30 ECE centres 30 caregivers and 30 attendants are appointed respectively. These caregivers were between the age of 22-30 and most of them are graduates. All the caregivers belongs to the local village and have a very positive attitude and impression towards children, all of them behaves in a non discriminatory and gender sensitive fashion.

The concept of child friendly school (CFS) was needed badly to understand the general existing gaps and to implement the friendly based approach at ECE centers. Training on CFS was conducted especially for caregivers to understand what CFS is and how to make the ECE centres according to the CFS standards. Kathci Improvement Plan was established as well and instructed to all the caregivers to prepare KIP for ECE centre and it should also be visible on the wall of the ECE centre.

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Table:3 District wise Caregivers Training This table provides the information on the trainings of caregivers with respect to Districts, 30 caregivers were trained in total for listed below 05 Disricts. Sr. Particulars No of Participants Training of Caregivers Male Female Total 1 Layyeha (Layyah, Karor Lalisan) 14 14 2 Muzafargarh (Alipur, Jatoi, Kot Adu) 7 7 3 Multan (Jalalpur, Hamadpur) 2 2 4 Mainwali (Esa Khel, Mianwali) 6 6 5 Bhakar 1 1 Total 30 30

Glimpse of Trainings

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Formation of Youth groups and Training The concept of youth group is primarily to develop voluntarism and to motivate left out children back to schools to improve enrollment and to achieve resumption of education locally. HRDN established 30 youth groups in their targeted five districts of south Punjab namely Multan, Muzaafargarh, Layyah, Bhakar and Mianwali. Each youth group consists of 6 members. These groups are formed with the parents consent and child willingness, all of the members in youth groups are from the age group of 13-18. All the youth group members showed a great deal of voluntarism in their respective localities and showed a great deal of commitment to motivate and to change the caged vision of community members to send their children back to the schools hence, marching towards the better future as an educated nation. Training was conducted for youth group to enhance their spirit of voluntarism and to increase their capacity for developing their selves and their respective communities through the word of motivation to resume education at large. In the trainings the importance of education was highlighted in order to overcome the misunderstandings and cultural barriers regarding school education. Roles and responsibilities of the surrounding community members and coordination mechanism with the caregivers were also defined and discussed in detail. Youth groups did door to door survey in consultation with the caregiver and identified left out children and by exploring the root cause they started mobilizing campaigns to aware the parents by sensitizing them about the importance and ongoing call for education for a better and peaceful future. Some of the targeted areas where ECE centres are working, the enrolment increased magnificently due to the hard work of youth groups and caregivers. The training of youth groups multiplied their activism and spirit of volunteerism and hence they are now able to solve and rescue certain problematic situations. Glimpse of youth group trainings

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Education Supplies Distribution Education supplies were one of the core and functional element of the project. The basic motive of the education supplies distribution was to resume the educational activities where the locals have lost nearly everything due to massive flood hit. These supplies helped to bring the left out children back to school and to overcome on their flood trauma through consuming their energies at educational activities. Supplies includes stationary kits, recreational kits, School in a Box kits, ECD kits, soap, Plastic mats, Black Board, School Bags, Teacher Table and chair, and Water coolers. HRDN distributed all the supplies as per the criteria of UNICEF. Supplies were handed over to Headmasters of adopted schools and in order to confirm the receipts of the supplies have also been taken from them along with the entry in the stock register therefore, there is a complete record of the supplies to ensure the proper allocation and distribution of the supplies. Orientation on different supplies was given to the caregivers and teachers of the adopted schools. These supplies also helped to increase the enrolment of the schools. Table 4: Educational Supplies Distribution Detail Listed below are the items and quantity supplied

Sr. Name of Item Quantity 1 School in Carton 274 2 Recreational Kit 105 3 ECD Kit 150 4 Blackboard with stand 268 5 Chalk Packs 612 6 Water Cooler 395 7 Plastic Mats 665 8 Teacher table 39 9 Teacher Chair 39 10 Stationery Kit 31127

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Supply Distribution, GGPS, Ghulam Muhammad Wala, Mianwali

Supply Distribution, Hamadpur, Multan

Supply Distribution, Hamadpur, Multan

11 Tarpoulin Roll 113 12 school bags 8496 13 Soap 8038

Teachers training on CFS and CRC

Punjab government have shared a vision to develop all the schools as Child Friendly Schools and for this vision they issued an official orders to not to beat any children in the school and have spread a slogan as;

“MAAR NAHI PYAAR”

Although this concept is not new but the acceptance of this order in totality still needs to be practiced with immediate action. HRDN conducted the training on the CFS and CRC to orient the teacher to how to make child friendly schools and what are the actual child rights. Many teachers accepted the CFS concept but still a lot of them are over shadowed by the cultural practices and requires a visionary overhauling in order to establish productive education.

246 teachers benefited from CFS and CRC training. These trainings were conducted in five districts of south Punjab Multan, MuzafarGarh, Layyah, Bhakar and Mianwali.

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CFS & CRC Training, Muzafargarh

CFS & CRC Training, Muzafargarh CFS & CRC Training, Alipur Muzafargarh

Table 5: District Wise Teachers Training on CFS and CRC

Sr.No Particulars No of Participants Teacher Training on CFS and CRC Male Female Total 1 Jalapurpeerwala, Multan 5 3 8 2 Layyah 74 40 114 3 Muzafargarh 50 48 98 4 Mianwali 12 9 21 5 Bhakar 3 2 5 Total 144 102 246

Reactivation of SMC and SMC Training

School Management Council (SMC) is the managerial group of the school. Head teacher of the school is the leading SMC. Its function is to look after the school premises and the activities of the school but initially the SMC members had little knowledge about their roles and responsibilities. HRDN reactivated the SMC with the help of caregivers, youth groups, and education department along with the approval of EDOs of five districts to conduct the SMC training.

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SMC Training, Karor Lalisan Layyah

SMC Training, Muzafargarh SMC Training Khajia Layyah

SMC Training Multan

SMC training was conducted to orient the targeted members about their roles and responsibilities. 602 SMC members were participated in the training in five targeted district of south Punjab.

Table 6: District Wise SMC Trainings

Sr.No Particulars No of Participants SMC Training Male Female Total 1 Jalapurpeerwala, Multan 10 10 20 2 Layyah 190 105 295 3 Muzafargarh 120 130 250 4 Mianwali 22 0 22 5 Bhakar 5 10 15 Total 347 255 602

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Cluster meetings

Cluster meeting is one of the great sources of information sharing developed by UNCIEF in different regions of flood affected areas. All the IPs of UNICEF and other organization which are working on flood emergency response are invited, gathered and shared achievement and issues of their respective targeted groups and areas. This platform gives bright information about the stakeholders of education and helped to develop the strategy accordingly.

5- Case studies Pakistan face a lot of cultural and traditional boundaries for the girls. co-education system is still not fully accepted in most of the areas of Pakistan. The flood hit affected badly all walks of life and education was one important pillar which got disturbed heavily, therefore an urgent call emerged to resume education in the affected areas. The project interventions helped and rescued many children and several affected locales, it also helped to develop a sound track for fighting with coming challenges. MIANWALI GGPS Ghalay Khel/Esa Khel/Mianwali Head Teacher:Imtiaz Ahmad Care giver:Shahida Noreen Attendant:Iram Batool HRDN established ECE center in one of its adopted school, the care giver of the center is trying her level best to rescue children out the flood trauma with coordination and collaboration of youth group members, they conduct meetings with the parents as well to form an interactive atmosphere for resuming education. it is indeed a socially sanctioned taboo in the above mentioned locale of Mianwali to not to send their growing up daughters in male school premises for education purpose, the care giver and youth group members sensitized the parents on the importance of education, as a result now a school girl who is persuading her middle class education comes to the ECE center and take the tuition after the ECE classes.

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LAYYAH GGPS KACHI Bahar Karor lal esan/Layyah Head teacher Name: Kalsoom Akhter The above mentioned School was shelter less and was being run in a home, after flood the house was also destroyed and the teacher was carrying education in an open ground. HRDN established a TLC for resuming education for the children of that area and sensitized the community for the urgent requirement for a piece of land. By the extreme struggle of the team a local landlord donated land for the school. For quick resumption HRDN'S SO referred this case and construction work was started by the consent and involvement of the community, now the land has been registered with education Department and the documents have been handed over to the education department. In late august or early September the new building will be finalazied and will be handed over to the teacher. MUZAFFARGARH GGPS Larki/Ali Pur/Muzaffargarh Caregiver : Maria Rehman The above mentioned school is situated in the flood area and is sandwiched between Chanab and Indus. Here the flood level was alarmingly up to 12 feet, the school was totally damaged in the flood, the sanctioned teacher got her transfer done to Seatpur/Alipur due to insecurity as this are is threatened by terrorists named as Bosan gang. This School Universal primary education UPE area comprises of up to 500 families. Unfortnately there was no system of education for children in the school. HRDN established an ECE centre in the school and appointed an ECE CG to educate the children. There was a fair and positive response from the Community for this activity, therefore community visits were made by the CG and SMC meetings were held and the community was sensitized on educational urgent needs and fundamental requirements. The response was amazingly outstanding where the community itself repaired the floor and white washed one standing room of school, the locals are willing to do more for school and education but requires some little assistance. as a result of extensive team work the enrolment of school has crossed over 150 number.

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6- Learning gaps identified in your targeted school particularly with reference to child friendliness and ECE.

The behaviour of the school teacher with caregivers is less cooperative

Teachers even do not allow CGs to use ECD kits properly and when they complaint this issue to S.O then the head teacher threat them of their termination.

The behaviour of the EDOs and Education Officials till the end of tenure is less cooperative.

7- Key challenges & Lessons Learnt

• Electricity and Water for Children • Extreme weather • Shortage of Teachers • Boundary Walls in Girls Schools • Wash Facilities • Shortage of Students in the Summer Camp • Intervention of other NGOs in our adopted schools