Friends Welfare AssociationPakistan

Annual Report

2017

ACRONYMS AND ABBREVIATIONS

KnK Kokkyo naki Kodomotachi (children without borders)UNICEF United Na�ons Interna�onal Children’s Emergency FundUN United Na�onPCP Pakistan Center for PhilanthropyNPO Non-Profit Organiza�onNGO Non-Governmental Organiza�onINGO Interna�onal Non-Governmental Organiza�onMoU Memorandum of UnderstandingMoI Ministry of InteriorSDGs Sustainable Development GoalsUET University of Engineering & Technology NESPAK Na�onal Engineering Services Pakistan (Pvt) LimitedDRU District Reconstruc�on UnitERRA Earthquake Reconstruc�on & Rehabilita�on AuthoritySERRA State Earthquake Reconstruc�on & Rehabilita�on AuthorityKP Khyber PakhtoonkhawaAJ&K Azad Jammu and KashmirE&SE Elementary & Secondary Educa�onEEF Elementary Educa�on Founda�onASER Annual Status of Educa�on ReportTACS Take a Child to SchoolFAFEN Free and Fair Elec�on NetworkBBCM Broad Based Community Mee�ngCSI Comprehensive School ImprovementOOSC Out of School ChildrenUCs Union CouncilsSRC Students Representa�ve CouncilSMC School Management Commi�eePTC Parents Teachers CouncilCMGHS Community Managed Girls High SchoolCMGMS Community Managed Girls Middle SchoolCBS Community Based SchoolGPS Government Primary SchoolGHS Government High SchoolGMS Government Middle SchoolGMPS Government Maktab Primary SchoolFA Faculty of ArtsFSc Faculty of ScienceBA Bachelor of ArtsMA Master of Arts PTC Primary Teaching Cer�ficateCT Cer�ficate in TeachingD COM Diploma in CommerceEAD Economic Affairs DivisionMoFA Ministry of Foreign Affairs

03

1. Strengthening Educa�onal System through Infrastructure Development Support Program 1.1 Program’s Context and Background1.2 Outcomes’ Achieved1.3 Review of 2017

1.3.1 Educa�onal Infrastructure Developmenta. Strengthening School Educa�on through Improved Learning

Environment in State of AJ&Kb. Promo�ng Girls’ Educa�on through Improved Learning

Environment in District Mansehra.1.3.2 Capacity Building of Schools Players

a. Teachers’ Training b. PTC/SMC Trainingc. Students’ Representa�ve Councils (SRCs) Training d. Officials of Educa�on Department Training

1.3.3 Promo�on of girls’ educa�on through Advocacy 1.3.4 Impacts/ Salient Achievements (2017)

2. Suppor�ng Access to Girls’ Secondary and Higher Secondary Educa�on2.1 Program’s Context and Introduc�on2.2 Programs ‘Achievements/ Impacts to �ll Date

2.2.1 Community Based Girls’ Secondary Schools Established 2.2.2 Girls Successfully Passed Secondary and Higher Secondary

Educa�on2.3 Review of 2017

2.3.1 Program’s Achievements During 2017

3. Mainstreaming Out of School Children in Formal Schooling System3.1 Program’s Context and Introduc�on3.2 Review of 2017

3.2.1 ILMPOSSIBLE-Take a Child to School (TACS)3.2.2 Comprehensive School Improvement

3.3 Program’s Results Achieved

4. Monitoring and Evalua�on4.1 Baseline Survey in district Mansehra4.2 Knowledge A�tude and Prac�ce (KAP) Study4.3 Post Project Evalua�on

5. Lessons’ Learnt, Challenges and Constraints5. 1 Challenges & Constraints5.2 Lessons’ Learnt

6. Case Studies

7. Partners

8. Financial ReportTABLE OF CONTENTS05

10

1116171818

19

21212222222325

2627303031

3233

343536373840

41444548

505152

54

58

60

1. Strengthening Educa�onal System through Infrastructure Development Support Program 1.1 Program’s Context and Background1.2 Outcomes’ Achieved1.3 Review of 2017

1.3.1 Educa�onal Infrastructure Developmenta. Strengthening School Educa�on through Improved Learning

Environment in State of AJ&Kb. Promo�ng Girls’ Educa�on through Improved Learning

Environment in District Mansehra.1.3.2 Capacity Building of Schools Players

a. Teachers’ Training b. PTC/SMC Trainingc. Students’ Representa�ve Councils (SRCs) Training d. Officials of Educa�on Department Training

1.3.3 Promo�on of girls’ educa�on through Advocacy 1.3.4 Impacts/ Salient Achievements (2017)

2. Suppor�ng Access to Girls’ Secondary and Higher Secondary Educa�on2.1 Program’s Context and Introduc�on2.2 Programs ‘Achievements/ Impacts to �ll Date

2.2.1 Community Based Girls’ Secondary Schools Established 2.2.2 Girls Successfully Passed Secondary and Higher Secondary

Educa�on2.3 Review of 2017

2.3.1 Program’s Achievements During 2017

3. Mainstreaming Out of School Children in Formal Schooling System3.1 Program’s Context and Introduc�on3.2 Review of 2017

3.2.1 ILMPOSSIBLE-Take a Child to School (TACS)3.2.2 Comprehensive School Improvement

3.3 Program’s Results Achieved

4. Monitoring and Evalua�on4.1 Baseline Survey in district Mansehra4.2 Knowledge A�tude and Prac�ce (KAP) Study4.3 Post Project Evalua�on

5. Lessons’ Learnt, Challenges and Constraints5. 1 Challenges & Constraints5.2 Lessons’ Learnt

6. Case Studies

7. Partners

8. Financial ReportTABLE OF CONTENTS05

10

1116171818

19

21212222222325

2627303031

3233

343536373840

41444548

505152

54

58

60

With the close of 2017, Friends Welfare Associa�on has completed its twelve (12) years of opera�ons in field as the organiza�on was first registered in 2006. This twelve (12) years

of journey has been fascina�ng and exci�ng. We have enjoyed and learnt a lot from our works in KP province of Pakistan and state of AJ&K. As our learning about communi�es evolved, our approaches have also evolved with the passage of �me.

The year of 2017 offered FWA, much to celebrate as the organiza�on got successfully registered with Economic Affairs Division under new government’s policy of registra�on of NGOs in Pakistan thus this achievement became instrumental to remove the legal and administra�ve hurdles to con�nue its opera�ons in Pakistan. The report year is also significant in the sense that District Government of Mansehra has awarded FWA with a shield of “best performance” for execu�ng interven�ons which were highly relevant to the needs of local communi�es. Secondly its programma�c interven�ons have also been expanded both in thema�c and geographic terms. In the same way, since FWA is a dynamic organiza�on which regularly reviews its systems, the organiza�onal structure was revised and new organiza�onal structure has got opera�onal with the turn of new Year of 2018.

During the year, the organiza�on has proved its capacity to manage large and diverse interven�ons keeping in view the contextual reali�es and aligning our exper�se with our partners’ diverse thought process and sectorial priori�es. During the year of 2017 as well, educa�on remained the core sector as it is the only hope to break free from the vicious cycle of poverty and to improve the quality of exis�ng lives of the community members.

Educa�onal experts reiterate that improvement in infrastructure effec�vely translates into improvement in enrollment and gender parity. The organiza�on funneled adequate funds into quality-focused interven�ons to augment the heavy support to educa�onal infrastructure. The program of “Educa�onal Infrastructure Development” remained the major interven�on in the report year as eleven (11) more schools were supported in term of infrastructural development along with provision of all requisite facili�es in KP province and state of AJ&K. Previously, FWA has reconstructed sixty (60) schools benefi�ng twenty eight thousands and eight hundred (28800) girls and boys in District Mansehra and State of AJ&K while ensuring the ac�ve role of schools’ players in schools’ affaires to improve the learning environment at the target schools.

FWA believes that educa�ng girls is the best investment to create safer world and has an incredible mul�plier effect providing returns for genera�ons. The organiza�on con�nued its program “suppor�ng access to girls’ secondary and higher secondary educa�on”. In this program, three thousands (3000) girls have a�ained access to quality educa�on at Foreword

07

With the close of 2017, Friends Welfare Associa�on has completed its twelve (12) years of opera�ons in field as the organiza�on was first registered in 2006. This twelve (12) years

of journey has been fascina�ng and exci�ng. We have enjoyed and learnt a lot from our works in KP province of Pakistan and state of AJ&K. As our learning about communi�es evolved, our approaches have also evolved with the passage of �me.

The year of 2017 offered FWA, much to celebrate as the organiza�on got successfully registered with Economic Affairs Division under new government’s policy of registra�on of NGOs in Pakistan thus this achievement became instrumental to remove the legal and administra�ve hurdles to con�nue its opera�ons in Pakistan. The report year is also significant in the sense that District Government of Mansehra has awarded FWA with a shield of “best performance” for execu�ng interven�ons which were highly relevant to the needs of local communi�es. Secondly its programma�c interven�ons have also been expanded both in thema�c and geographic terms. In the same way, since FWA is a dynamic organiza�on which regularly reviews its systems, the organiza�onal structure was revised and new organiza�onal structure has got opera�onal with the turn of new Year of 2018.

During the year, the organiza�on has proved its capacity to manage large and diverse interven�ons keeping in view the contextual reali�es and aligning our exper�se with our partners’ diverse thought process and sectorial priori�es. During the year of 2017 as well, educa�on remained the core sector as it is the only hope to break free from the vicious cycle of poverty and to improve the quality of exis�ng lives of the community members.

Educa�onal experts reiterate that improvement in infrastructure effec�vely translates into improvement in enrollment and gender parity. The organiza�on funneled adequate funds into quality-focused interven�ons to augment the heavy support to educa�onal infrastructure. The program of “Educa�onal Infrastructure Development” remained the major interven�on in the report year as eleven (11) more schools were supported in term of infrastructural development along with provision of all requisite facili�es in KP province and state of AJ&K. Previously, FWA has reconstructed sixty (60) schools benefi�ng twenty eight thousands and eight hundred (28800) girls and boys in District Mansehra and State of AJ&K while ensuring the ac�ve role of schools’ players in schools’ affaires to improve the learning environment at the target schools.

FWA believes that educa�ng girls is the best investment to create safer world and has an incredible mul�plier effect providing returns for genera�ons. The organiza�on con�nued its program “suppor�ng access to girls’ secondary and higher secondary educa�on”. In this program, three thousands (3000) girls have a�ained access to quality educa�on at Foreword

07

secondary and higher secondary level in the hard to reach areas which are totally devoid of post primary educa�onal ins�tu�ons for girls. Three hundred and thirty two (332) girls have passed matricula�ons and one hundred and thirty four (134) girls are in process to complete the matricula�on this year from the supported secondary schools of FWA. Our support allows a girl to get into school, do well academically, and maximize the value of her educa�on a�er gradua�on.

During the report year, the organiza�on con�nued its program of “mainstreaming the out of school children (OOSC) in formal schooling system”. According to third party evalua�on, out of the enrolment of 7060 OOSC, that FWA achieved last year, 90% children are retained in the targeted two hundred and forty two (242) schools of District Mansehra, Torghar and Batagram. 80% of young volunteers and members of Mohallah Commi�ee trained in the program are ac�ve in their respec�ve areas for ensuring the enrolment and reten�on of OOSCs in schools.

The progress made in 2017, the achievements celebrated and groundwork laid would not have been possible without the support of our valued partners such as KnK Japan, Hoshyar Founda�on, Bri�sh Council, The Waterloo Founda�on, The Maria Helena Founda�on, Habib Bank Limited Founda�on, ICI Paints, Circle of Women and Embassy of Japan in Pakistan. Their dedica�ons to furthering the rights and wellbeing of Pakistan’s children underpins our work.

I feel strongly indebted to federal and provincial government’s line departments for their highly suppor�ve role during the execu�on of all programma�c interven�ons of the organiza�on. I am also thankful to Board of Directors for their guidance to set the strategic objec�ves and their contribu�ve role in evolving the organiza�onal system and overall capacity of the organiza�on.

Lastly, I would also acknowledge the dedica�on of staff of FWA, who always remain proac�ve in the discharge of their du�es and firmly believe in what they are doing.

It gets my heart brimful with immense pleasure to present you the “Annual Progress Report” for the year of 2017 of the Friends Welfare Associa�on Pakistan.

Friends Welfare Associa�on Pakistan aspires to design, implement and sustain evidence based interven�ons to break the deficiencies of our exis�ng educa�onal system. Our aim is to begin with developing proven models and working with governmental systems and partners to implement models at scale and finally transi�oning the model to the relevant systems' partners.

The year that was

MODEL TO SCALE UP IMPACTFWA strives to scale up impacts through replica�on of the model or components of the model through partnership with Governmental Systems.

Direct Interven�on(Create evidence

based model)

n 3-4 Yearsn Design model & pilotsn Implement on large

scalen Micro planning,

baseline, protocolised interven�on, endline

Indirect Interven�on(Ins�tu�onlized change)

n 3 yearsn Strengthen capacity

of community to demand service

n Strengthen capacity of Govt systems to supply quality services

n Monitor processes

Handover & Exit

n Handover evidence-based model to Govt. systems

n Provide any further training/followups

n Support as needed

Javed IqbalExecutive Director

0908

secondary and higher secondary level in the hard to reach areas which are totally devoid of post primary educa�onal ins�tu�ons for girls. Three hundred and thirty two (332) girls have passed matricula�ons and one hundred and thirty four (134) girls are in process to complete the matricula�on this year from the supported secondary schools of FWA. Our support allows a girl to get into school, do well academically, and maximize the value of her educa�on a�er gradua�on.

During the report year, the organiza�on con�nued its program of “mainstreaming the out of school children (OOSC) in formal schooling system”. According to third party evalua�on, out of the enrolment of 7060 OOSC, that FWA achieved last year, 90% children are retained in the targeted two hundred and forty two (242) schools of District Mansehra, Torghar and Batagram. 80% of young volunteers and members of Mohallah Commi�ee trained in the program are ac�ve in their respec�ve areas for ensuring the enrolment and reten�on of OOSCs in schools.

The progress made in 2017, the achievements celebrated and groundwork laid would not have been possible without the support of our valued partners such as KnK Japan, Hoshyar Founda�on, Bri�sh Council, The Waterloo Founda�on, The Maria Helena Founda�on, Habib Bank Limited Founda�on, ICI Paints, Circle of Women and Embassy of Japan in Pakistan. Their dedica�ons to furthering the rights and wellbeing of Pakistan’s children underpins our work.

I feel strongly indebted to federal and provincial government’s line departments for their highly suppor�ve role during the execu�on of all programma�c interven�ons of the organiza�on. I am also thankful to Board of Directors for their guidance to set the strategic objec�ves and their contribu�ve role in evolving the organiza�onal system and overall capacity of the organiza�on.

Lastly, I would also acknowledge the dedica�on of staff of FWA, who always remain proac�ve in the discharge of their du�es and firmly believe in what they are doing.

It gets my heart brimful with immense pleasure to present you the “Annual Progress Report” for the year of 2017 of the Friends Welfare Associa�on Pakistan.

Friends Welfare Associa�on Pakistan aspires to design, implement and sustain evidence based interven�ons to break the deficiencies of our exis�ng educa�onal system. Our aim is to begin with developing proven models and working with governmental systems and partners to implement models at scale and finally transi�oning the model to the relevant systems' partners.

The year that was

MODEL TO SCALE UP IMPACTFWA strives to scale up impacts through replica�on of the model or components of the model through partnership with Governmental Systems.

Direct Interven�on(Create evidence

based model)

n 3-4 Yearsn Design model & pilotsn Implement on large

scalen Micro planning,

baseline, protocolised interven�on, endline

Indirect Interven�on(Ins�tu�onlized change)

n 3 yearsn Strengthen capacity

of community to demand service

n Strengthen capacity of Govt systems to supply quality services

n Monitor processes

Handover & Exit

n Handover evidence-based model to Govt. systems

n Provide any further training/followups

n Support as needed

Javed IqbalExecutive Director

0908

Partners: n KnK Japan through Ministry of Foreign Affairs Japann Earthquake Reconstruc�on and Rehabilita�on Authority

(ERRA)n Na�onal Engineering Services Pakistan (Pvt) Limited

(NESPAK) n Elementary & Secondary Educa�on Department KP.

1.1 Programs’ Context and Introduc�on

Under the Ar�cle “25-A” of the Cons�tu�on of Pakistan, it is the responsibility of the state to provide free and compulsory educa�on to every child between the ages of 5 to 16. However, Pakistan today faces an educa�onal crisis of unprecedented propor�ons. Forty three (43) % of government’s schools are in a dangerous or dilapidated condi�on and lack basic facili�es such as school buildings, furniture, bathrooms, boundary walls, electricity and drinking water etc. Budget alloca�ons for educa�on are insufficient and funds that are available are not spent effec�vely. As per the report of “Alif Ailan”, forty nine (49) % of the schools in Pakistan are func�oning without electricity, thirty seven(37) % of the schools have no drinking water and thirty five(35) % of the schools lack the provision of toilets in schools. As a result, twenty four (24) million children between the ages of 5 to 16, are out of school (Source: Alif Ailan).

This dismal situa�on in term of educa�on got further aggravated with the occurrences of natural disasters i.e. earthquakes, floods and man-made disasters such as Militancy etc. The Earthquake of 2005 had caused a par�cularly severe blow to the educa�on sector in the Khyber Pakhtoonkhawa (KP) province and state of Azad Jammu and Kashmir (AJ&K). Along with the death toll of 76,000, over 67% of the educa�onal ins�tu�ons were destroyed or severely damaged in the severely affected districts of KP province and state of AJ&K.

Alif Ailan

No Toilet Facility

35%

No Drinking Water

37 %

Without Electricity

49%

Without Electricity No Drinking Water No Toilet Facility

Figure 1: Alif Ailan - Sta�s�cs of Missing Facili�es

Strengthening Educational System through Infrastructure Development Support 1.

11

Partners: n KnK Japan through Ministry of Foreign Affairs Japann Earthquake Reconstruc�on and Rehabilita�on Authority

(ERRA)n Na�onal Engineering Services Pakistan (Pvt) Limited

(NESPAK) n Elementary & Secondary Educa�on Department KP.

1.1 Programs’ Context and Introduc�on

Under the Ar�cle “25-A” of the Cons�tu�on of Pakistan, it is the responsibility of the state to provide free and compulsory educa�on to every child between the ages of 5 to 16. However, Pakistan today faces an educa�onal crisis of unprecedented propor�ons. Forty three (43) % of government’s schools are in a dangerous or dilapidated condi�on and lack basic facili�es such as school buildings, furniture, bathrooms, boundary walls, electricity and drinking water etc. Budget alloca�ons for educa�on are insufficient and funds that are available are not spent effec�vely. As per the report of “Alif Ailan”, forty nine (49) % of the schools in Pakistan are func�oning without electricity, thirty seven(37) % of the schools have no drinking water and thirty five(35) % of the schools lack the provision of toilets in schools. As a result, twenty four (24) million children between the ages of 5 to 16, are out of school (Source: Alif Ailan).

This dismal situa�on in term of educa�on got further aggravated with the occurrences of natural disasters i.e. earthquakes, floods and man-made disasters such as Militancy etc. The Earthquake of 2005 had caused a par�cularly severe blow to the educa�on sector in the Khyber Pakhtoonkhawa (KP) province and state of Azad Jammu and Kashmir (AJ&K). Along with the death toll of 76,000, over 67% of the educa�onal ins�tu�ons were destroyed or severely damaged in the severely affected districts of KP province and state of AJ&K.

Alif Ailan

No Toilet Facility

35%

No Drinking Water

37 %

Without Electricity

49%

Without Electricity No Drinking Water No Toilet Facility

Figure 1: Alif Ailan - Sta�s�cs of Missing Facili�es

Strengthening Educational System through Infrastructure Development Support 1.

11

The studies have proved that learning environment is interrelated with the physical environment of the schools and the goal of establishing child friendly inclusive schools can never be realized un�l and unless the children have access to safe and protec�ve physical environment at schools especially for girls while ensuring the provision of requisite basic facili�es at schools.

In the year of 2010, Friends Welfare Associa�on (FWA) in partnership with Kokkyo Naki Kodomotachi (KnK Japan) and Government of Pakistan’s line departments entered into partnership to strengthen the educa�onal system through infrastructural development support and capacity development of the schools players in the earthquake affected areas of KP province and State of Azad Jammu and Kashmir (AJ&K) with the financial support of Ministry of Foreign Affairs (MoFA) Japan.

Since the year of 2010, the said program has passed through different phases of transforma�on based on lessons’ learnt, FWA’s

strategic plans and partner’s priori�es. This transforma�on occurred both in geographic coverage i.e. star�ng from District Mansehra, the interven�on was replicated to state of AJ&K and then shi�ed again to District Mansehra and Torghar based on dire unfulfilled educa�onal needs prevalent in the field and change in design and scope of the actual program. The said program has been addressing and implemen�ng various campaigns and approaches incorpora�ng them �me to �me in regular phases of interven�ons.

The said interven�on aimed at reviving and strengthening the educa�onal system by assis�ng the government in building back an educa�onal system even be�er than the one present before the disaster. The program’s main focus areas included reconstruc�on of the seismic resistant educa�onal infrastructure, capacity building of school players i.e. officials of concerned educa�on departments, officials of District Reconstruc�on units (DRUs), teachers, communi�es, students and launching advocacy campaigns in the local communi�es to enhance the awareness of the rights’ holders to hold the office bearers accountable for the realiza�on of children’s right to educa�on which ul�mately led towards the overall improvement of the learning environment at the schools in target areas.

This program of educa�onal infrastructure development remained con�nued for four consecu�ve years in District Mansehra i.e. from March 2010 to February 2014 in which forty (40) schools including primary, middle and high schools were re-constructed and the ac�ve role of schools’ players in schools’ affaires was ensured to improve the learning environment at the target schools. A complete detail of schools’ reconstructed in district Mansehra and other requisite facili�es provided to the target schools within the above men�oned dura�on is given below.

In 2005 Earthquake, 67% of educational institutes were destroyed in affected areas

of KP & AJ&K

Figure 2: Details of Schools Reconstructed in District Mansehra

22

Schools’ Reconstructed - Mansehra

Total

Schools

Girls Primary Boys

Primary

Boys Middle Girls Middle High(Girls &

Boys)

45

40

35

30

25

20

15

10

5

0N

o o

f S

chools

40

18

13

5

131212

The studies have proved that learning environment is interrelated with the physical environment of the schools and the goal of establishing child friendly inclusive schools can never be realized un�l and unless the children have access to safe and protec�ve physical environment at schools especially for girls while ensuring the provision of requisite basic facili�es at schools.

In the year of 2010, Friends Welfare Associa�on (FWA) in partnership with Kokkyo Naki Kodomotachi (KnK Japan) and Government of Pakistan’s line departments entered into partnership to strengthen the educa�onal system through infrastructural development support and capacity development of the schools players in the earthquake affected areas of KP province and State of Azad Jammu and Kashmir (AJ&K) with the financial support of Ministry of Foreign Affairs (MoFA) Japan.

Since the year of 2010, the said program has passed through different phases of transforma�on based on lessons’ learnt, FWA’s

strategic plans and partner’s priori�es. This transforma�on occurred both in geographic coverage i.e. star�ng from District Mansehra, the interven�on was replicated to state of AJ&K and then shi�ed again to District Mansehra and Torghar based on dire unfulfilled educa�onal needs prevalent in the field and change in design and scope of the actual program. The said program has been addressing and implemen�ng various campaigns and approaches incorpora�ng them �me to �me in regular phases of interven�ons.

The said interven�on aimed at reviving and strengthening the educa�onal system by assis�ng the government in building back an educa�onal system even be�er than the one present before the disaster. The program’s main focus areas included reconstruc�on of the seismic resistant educa�onal infrastructure, capacity building of school players i.e. officials of concerned educa�on departments, officials of District Reconstruc�on units (DRUs), teachers, communi�es, students and launching advocacy campaigns in the local communi�es to enhance the awareness of the rights’ holders to hold the office bearers accountable for the realiza�on of children’s right to educa�on which ul�mately led towards the overall improvement of the learning environment at the schools in target areas.

This program of educa�onal infrastructure development remained con�nued for four consecu�ve years in District Mansehra i.e. from March 2010 to February 2014 in which forty (40) schools including primary, middle and high schools were re-constructed and the ac�ve role of schools’ players in schools’ affaires was ensured to improve the learning environment at the target schools. A complete detail of schools’ reconstructed in district Mansehra and other requisite facili�es provided to the target schools within the above men�oned dura�on is given below.

In 2005 Earthquake, 67% of educational institutes were destroyed in affected areas

of KP & AJ&K

Figure 2: Details of Schools Reconstructed in District Mansehra

22

Schools’ Reconstructed - Mansehra

Total

Schools

Girls Primary Boys

Primary

Boys Middle Girls Middle High(Girls &

Boys)

45

40

35

30

25

20

15

10

5

0

No o

f S

chools

40

18

13

5

131212

Along with District Mansehra, the Earthquake of 2005 had caused serious devasta�on in the State of AJ&K. Owing to the vulnerable infrastructural condi�ons of schools, the organiza�on a�er taking the consent of its partners replicated the same program of educa�onal infrastructural development in the State of AJ&K in the year of 2014. From the year of 2014, �ll February 2017, twenty (20) schools comprised of primary, middle and high schools which included both boys’ and girls’ schools have been completed in three (03) phases and handed over to the concerned Educa�on Departments of State of AJ&K. A complete detail of schools’ reconstructed in State of AJ&K within the above men�oned dura�on is given below,

In total, under the above men�oned program, sixty (60) schools have been re-constructed while benefi�ng twenty eight thousands and eight hundred(28800) girls and boys in District Mansehra and State of AJ&K and the ac�ve role of schools’ players

in schools’ affaires was ensured to improve the learning environment at the target schools. A complete detail of disaggregated data of total number of beneficiaries and total number of schools’ reconstructed in district Mansehra and State of AJ&K is given as under,

Figure 3: Details of Requisite Facili�es Provided in District Mansehra

Requisite Facilities Provided

Facilities Constructed

Cla

ssro

oom

s

Of

ces

Labo

ratie

sExa

min

atio

n Hal

l

120100

80604020

0

119

11 1 1

Figure 4: Details of Schools Reconstructed in State of AJ&K

Figure 5: Total Direct Beneficiaries

Figure 6: Schools' Reconstructed (Mansehra & AJ&K)

Schools’ Reconstructed (AJ&K)

Girls

Primary

Boys

Primary

Boys

Middle

Girls

MiddleBoys High Girls High

Class/Type

25

20

15

10

5

0

20

6

43

1

42

Total

Schools

No o

f S

chools

Total Direct Beneficaries (Mansehra & AJ&K)

Total Girls Boys

28800 15264 13536

35000

30000

25000

20000

15000

10000

5000

0

28800

1526413536

Schools’ Reconstructed (Mansehra & AJ&K)

70

60

50

40

30

20

10

0

No o

f S

chools

Total

Schools

Girls

Primary

Boys

Primary

Boys

Middle

Girls

MiddleBoys High Girls High

Class/Type

60

2417

83 5 3

14 15

Along with District Mansehra, the Earthquake of 2005 had caused serious devasta�on in the State of AJ&K. Owing to the vulnerable infrastructural condi�ons of schools, the organiza�on a�er taking the consent of its partners replicated the same program of educa�onal infrastructural development in the State of AJ&K in the year of 2014. From the year of 2014, �ll February 2017, twenty (20) schools comprised of primary, middle and high schools which included both boys’ and girls’ schools have been completed in three (03) phases and handed over to the concerned Educa�on Departments of State of AJ&K. A complete detail of schools’ reconstructed in State of AJ&K within the above men�oned dura�on is given below,

In total, under the above men�oned program, sixty (60) schools have been re-constructed while benefi�ng twenty eight thousands and eight hundred(28800) girls and boys in District Mansehra and State of AJ&K and the ac�ve role of schools’ players

in schools’ affaires was ensured to improve the learning environment at the target schools. A complete detail of disaggregated data of total number of beneficiaries and total number of schools’ reconstructed in district Mansehra and State of AJ&K is given as under,

Figure 3: Details of Requisite Facili�es Provided in District Mansehra

Requisite Facilities Provided

Facilities Constructed

Cla

ssro

oom

s

Of

ces

Labo

ratie

sExa

min

atio

n Hal

l

120100

80604020

0

119

11 1 1

Figure 4: Details of Schools Reconstructed in State of AJ&K

Figure 5: Total Direct Beneficiaries

Figure 6: Schools' Reconstructed (Mansehra & AJ&K)

Schools’ Reconstructed (AJ&K)

Girls

Primary

Boys

Primary

Boys

Middle

Girls

MiddleBoys High Girls High

Class/Type

25

20

15

10

5

0

20

6

43

1

42

Total

Schools

No o

f S

chools

Total Direct Beneficaries (Mansehra & AJ&K)

Total Girls Boys

28800 15264 13536

35000

30000

25000

20000

15000

10000

5000

0

28800

1526413536

Schools’ Reconstructed (Mansehra & AJ&K)

70

60

50

40

30

20

10

0

No o

f S

chools

Total

Schools

Girls

Primary

Boys

Primary

Boys

Middle

Girls

MiddleBoys High Girls High

Class/Type

60

2417

83 5 3

14 15

1.3 Review of 2017

The year of 2017 remained phenomenal in term of progress achieved through addressing the pressing needs of local communi�es in term of improved physical infrastructure and learning environment at the target schools. The year of 2017 is also remarkable in the sense that programma�c interven�ons got successfully completed in state of AJ&K as twenty (20) schools furnished with all requisite facili�es were completed and handed over to Educa�on Departments of concerned districts i.e. Muzafarabad, Bagh and Ha�an Bala of State of AJ&K. Third phase was the last phase with the comple�on of which the programma�c interven�ons of FWA ended in state of AJ&K while achieving the desired targets.

During the year of 2017, two programma�c interven�ons were executed. The detail of which is given below,

a) Strengthening School Educa�on through improved learning environment in State of AJ&K

b) Promo�ng girls’ educa�on through improved learning environment in District Mansehra.

The major components of the above men�oned two interven�ons were same and included ac�vi�es of reconstruc�on of the seismic resistant educa�onal infrastructure, capacity building of school players i.e. officials of concerned educa�on departments,

Enhanced knowledge and a�tude of popula�on i.e. one hundred and twenty thousand (120,000) individuals of 250 villages in both KP province and State of AJ&K about children’s right to educa�on especially girls and sending children to schools on regular basis.

EnhancedKnowledge

1.2 Outcomes’ Achieved

Ensured Safe and protec�ve physical environment especially for girls’ students through construc�on of Sixty (60) standard seismic resistant schools’ buildings in District Mansehra, and State of AJ&K.

Safe & Protec�ve School Environment

Increased enrollment of children to 28800 which includes girls 15264 and boys 13536, a 150% increase in enrollment against the baseline number of children at target sixty(60) schools in district Mansehra and State of AJ&K.

Increased Enrolment

Improved transi�on rate of children to 70% as against the baseline value of 40% from primary to secondary level at target sixty(60) schools in district Mansehra and State of AJ&K.

Improved Transi�onRate

Improved net enrollment rate (NER) from 40% to 90% at target sixty (60) schools in district Mansehra and State of AJ&K as a result of improved physical and learning environment at schools.

Improved NetEnrolment

Improved classrooms prac�ces as 80% teachers now implement the training methods learned in the capacity development workshops.

Improved ClassroomsPrac�ces

Enhanced implementa�on of schools development plans (SDPs) as 95% schools develop/implement SDPs/Ac�on plans at their respec�ve schools for holis�c school improvement.

Improved School Development Plans

Improved School Development Plans

Enhanced implementa�on of schools development plans (SDPs) as 95% schools developed/implemented SDPs/Ac�on plans at their respec�ve schools for holis�c school improvement.

Improved Par�cipa�on

Enhanced involvement of Students Representa�ve Councils (SRCs) as 90 % of members of SRCs understand the roles of SRC and ac�vely par�cipate and manage the co-curricular ac�vi�es in schools.

16 17

1.3 Review of 2017

The year of 2017 remained phenomenal in term of progress achieved through addressing the pressing needs of local communi�es in term of improved physical infrastructure and learning environment at the target schools. The year of 2017 is also remarkable in the sense that programma�c interven�ons got successfully completed in state of AJ&K as twenty (20) schools furnished with all requisite facili�es were completed and handed over to Educa�on Departments of concerned districts i.e. Muzafarabad, Bagh and Ha�an Bala of State of AJ&K. Third phase was the last phase with the comple�on of which the programma�c interven�ons of FWA ended in state of AJ&K while achieving the desired targets.

During the year of 2017, two programma�c interven�ons were executed. The detail of which is given below,

a) Strengthening School Educa�on through improved learning environment in State of AJ&K

b) Promo�ng girls’ educa�on through improved learning environment in District Mansehra.

The major components of the above men�oned two interven�ons were same and included ac�vi�es of reconstruc�on of the seismic resistant educa�onal infrastructure, capacity building of school players i.e. officials of concerned educa�on departments,

Enhanced knowledge and a�tude of popula�on i.e. one hundred and twenty thousand (120,000) individuals of 250 villages in both KP province and State of AJ&K about children’s right to educa�on especially girls and sending children to schools on regular basis.

EnhancedKnowledge

1.2 Outcomes’ Achieved

Ensured Safe and protec�ve physical environment especially for girls’ students through construc�on of Sixty (60) standard seismic resistant schools’ buildings in District Mansehra, and State of AJ&K.

Safe & Protec�ve School Environment

Increased enrollment of children to 28800 which includes girls 15264 and boys 13536, a 150% increase in enrollment against the baseline number of children at target sixty(60) schools in district Mansehra and State of AJ&K.

Increased Enrolment

Improved transi�on rate of children to 70% as against the baseline value of 40% from primary to secondary level at target sixty(60) schools in district Mansehra and State of AJ&K.

Improved Transi�onRate

Improved net enrollment rate (NER) from 40% to 90% at target sixty (60) schools in district Mansehra and State of AJ&K as a result of improved physical and learning environment at schools.

Improved NetEnrolment

Improved classrooms prac�ces as 80% teachers now implement the training methods learned in the capacity development workshops.

Improved ClassroomsPrac�ces

Enhanced implementa�on of schools development plans (SDPs) as 95% schools develop/implement SDPs/Ac�on plans at their respec�ve schools for holis�c school improvement.

Improved School Development Plans

Improved School Development Plans

Enhanced implementa�on of schools development plans (SDPs) as 95% schools developed/implemented SDPs/Ac�on plans at their respec�ve schools for holis�c school improvement.

Improved Par�cipa�on

Enhanced involvement of Students Representa�ve Councils (SRCs) as 90 % of members of SRCs understand the roles of SRC and ac�vely par�cipate and manage the co-curricular ac�vi�es in schools.

16 17

The detail the seven (07) schools supported in term schools’ infrastructural development during the phase 3rd,executed in the year of 2017 is given as under,

1. GHS Hotrari Union Council Muzafarabad2. GHS Padermasto Union Council Rangla3. GMS Padermasto Union Council Rangla4. GPS Padermasto Union Council Rangla5. GHS Seridara Union Council Noora Seri6. GMS Seridara Union Council Noora Seri7. GPS Seridara Union Council Noora Seri

b) Promo�ng Girls’ Educa�on through Improved Learning Environment in District Mansehra.

A�er the closing of the said interven�on in the state of AJ&K, the said program was again shi�ed to District Mansehra owing to unfulfilled needs of schools’ infrastructure development while including district Torghar of KP province as well.

From the mid July, 2017, a new phase of said program has been ini�ated again in district Mansehra with the special focus on promo�ng girls’ educa�on through improved learning environment. The major components include, school facility improvement for girls’ educa�on, training sessions with Staff of

teachers, communi�es, students and launching advocacy campaign in the local communi�es to enhance the awareness of the right’s holders about the importance of educa�on. The component wise progress and achievements i.e. educa�onal infrastructural development and capacity building of schools players in the year of 2017 is given as below,

1.3.1 Educa�onal Infrastructure Development

a) Strengthening School Educa�on through improved learning environment in state of AJ&K

During the year of 2017, third phase of the said program i.e. “strengthening school educa�on through improved learning environment in state of AJ&K” got closed in state of AJ&K. The third phase of the said program was ini�ated on March 25, 2016 and was completed on February 23, 2017. In this phase, seven schools’ modules comprised of primary, middle and high schools for boys and girls were completed and handed over to the concerned educa�on department of state of AJ&K.

The comple�on of reconstruc�on of seven (07) schools revitalized the hope of educa�onal revival in the target communi�es. The pre-project enrollment that was six hundred and eighty four (684) got increased to thirteen hundred and two (1302) in 2017 which shows an increase of fi�y two (52%) increase in enrollment. These reconstructed schools have new classrooms, offices, furniture, water, sanita�on’s facili�es and boundary walls along with spacious playgrounds.

Enrollment Comparison - Pre Project Vs Post Project

Pre Project Post Project

1500

1400

1300

1200

1100

1000

900

800

700

600

500

684

1302

Figure 7: Enrollment comparison-Phase 3

Facili�es Provided

Classrooms Three Seated (Desk/Bench)

Toilets

Quan�ty

18252

8

1918

The detail the seven (07) schools supported in term schools’ infrastructural development during the phase 3rd,executed in the year of 2017 is given as under,

1. GHS Hotrari Union Council Muzafarabad2. GHS Padermasto Union Council Rangla3. GMS Padermasto Union Council Rangla4. GPS Padermasto Union Council Rangla5. GHS Seridara Union Council Noora Seri6. GMS Seridara Union Council Noora Seri7. GPS Seridara Union Council Noora Seri

b) Promo�ng Girls’ Educa�on through Improved Learning Environment in District Mansehra.

A�er the closing of the said interven�on in the state of AJ&K, the said program was again shi�ed to District Mansehra owing to unfulfilled needs of schools’ infrastructure development while including district Torghar of KP province as well.

From the mid July, 2017, a new phase of said program has been ini�ated again in district Mansehra with the special focus on promo�ng girls’ educa�on through improved learning environment. The major components include, school facility improvement for girls’ educa�on, training sessions with Staff of

teachers, communi�es, students and launching advocacy campaign in the local communi�es to enhance the awareness of the right’s holders about the importance of educa�on. The component wise progress and achievements i.e. educa�onal infrastructural development and capacity building of schools players in the year of 2017 is given as below,

1.3.1 Educa�onal Infrastructure Development

a) Strengthening School Educa�on through improved learning environment in state of AJ&K

During the year of 2017, third phase of the said program i.e. “strengthening school educa�on through improved learning environment in state of AJ&K” got closed in state of AJ&K. The third phase of the said program was ini�ated on March 25, 2016 and was completed on February 23, 2017. In this phase, seven schools’ modules comprised of primary, middle and high schools for boys and girls were completed and handed over to the concerned educa�on department of state of AJ&K.

The comple�on of reconstruc�on of seven (07) schools revitalized the hope of educa�onal revival in the target communi�es. The pre-project enrollment that was six hundred and eighty four (684) got increased to thirteen hundred and two (1302) in 2017 which shows an increase of fi�y two (52%) increase in enrollment. These reconstructed schools have new classrooms, offices, furniture, water, sanita�on’s facili�es and boundary walls along with spacious playgrounds.

Enrollment Comparison - Pre Project Vs Post Project

Pre Project Post Project

1500

1400

1300

1200

1100

1000

900

800

700

600

500

684

1302

Figure 7: Enrollment comparison-Phase 3

Facili�es Provided

Classrooms Three Seated (Desk/Bench)

Toilets

Quan�ty

18252

8

1918

the local Educa�on Department, teachers, parents and students for improving girls’ educa�on and advocacy to promote the awareness about the girls’ educa�on.

During the Phase 1st, four (04) primary schools (GPS Bakki Pakkha, GPS Chontri, GPS Bajna and GPS Taar – all of them provide educa�on under very harsh learning environments without roofs were chosen with the assistance of the Educa�on Department Mansehra.

Construc�on work at the target schools is being executed by the accredited construc�on firms, selected through standard tendering process. In terms of �me and quality, construc�on works at sites is frequently monitored by line departments and Friends Welfare Associa�on’s technical team by ensuring all the requisite tests through accredited laboratories. The latest construc�on work progress at the target four (04) schools’ sites is given as under:

Table 2: Latest work progress at sites

S# School Comments

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of March 2018.

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of March 2018

Achievements

Planned Achieved Variance

GPS Bakki Pakhha1 75% 82.9% +7.9%

GPS Taar2 75% 84.1% +9.1%

GPS Bajna3 70% 82.5% +12.5%

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of March 2018

GGPS Chontri4 90% 99.4% +9.4%

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of February 2018.

1.3.2 Capacity building of Schools’ Players

The quality educa�onal outputs can be achieved only if quality is ensured at each level of the educa�onal process from standard se�ng, learning environment, teacher’s training, teaching-learning process, community responsive mechanism, promo�ng volunteerism, regular assessment and monitoring.

In the year of 2017, alongside with resump�on of physical school environment of schools, the organiza�on has also capacitated the important school players for improving the learning environment of the schools and developing the responsive mechanism of the local communi�es to ensure the accountability system at the local level. Schools’ teachers, members of Students Representa�ves Councils (SRCs), members of Parents Teachers’ Councils (PTCs) or School Management Commi�ees (SMC) and officials of educa�on department remained the prime beneficiaries of capacity building sessions. As a results of these capacity building sessions, the involvement of primary stakeholders in management of schools, planning and implementa�on of school development plans, students’ enrolment, students’ a�endance and reten�on, responsive mechanism of community and involvement of educa�on departments have considerably improved. The detail of types of training conducted for different stakeholders during the report year is given as under,

a. Teachers’ Training

In order to improve teachers’ subject content knowledge and pedagogical skills, and to bring about a posi�ve change in their thinking, percep�ons and a�tude towards child friendly inclusive educa�on, professional development workshops were conducted for the teachers in both state of AJ&K and District Mansehra. The capacity gaps of teachers iden�fied in the Training need assessment (TNA) were incorporated and addressed in the training module for teachers’ training. The par�cipants of teachers’ training were exposed to popular learning theories, mul�ple intelligences, interes�ng instruc�onal strategies, effec�ve lesson planning, developing and u�lizing learning resources effec�vely, students’ assessment, arousing cri�cal thinking in children and holis�c development of the child. The dura�on of training was four (04) days in State of AJ&K and five (05) days in district Mansehra.

Table 3:Teachers' Trained

AJ&K

43

Mansehra

32

2120

“I have been a Master Trainer a�er EQ 2005 and trained hundreds of primary teachers on contents and methodology but in the “training for teachers” conducted by FWA, we got introduced with a new technique of teaching i.e. “Inquiry based Learning” or “Philosophy for Children”. This was really a complete new learning for me and for my fellow teachers and aroused a great bit of interest in all of us. We are really thankful to FWA and KnK Japan for transferring such a useful knowledge to us and equipping us with novel pedagogical methods which we will use during classrooms prac�ces.”

Mr. Muhammad Aslam , PST Teacher Bakki Pakha

the local Educa�on Department, teachers, parents and students for improving girls’ educa�on and advocacy to promote the awareness about the girls’ educa�on.

During the Phase 1st, four (04) primary schools (GPS Bakki Pakkha, GPS Chontri, GPS Bajna and GPS Taar – all of them provide educa�on under very harsh learning environments without roofs were chosen with the assistance of the Educa�on Department Mansehra.

Construc�on work at the target schools is being executed by the accredited construc�on firms, selected through standard tendering process. In terms of �me and quality, construc�on works at sites is frequently monitored by line departments and Friends Welfare Associa�on’s technical team by ensuring all the requisite tests through accredited laboratories. The latest construc�on work progress at the target four (04) schools’ sites is given as under:

Table 2: Latest work progress at sites

S# School Comments

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of March 2018.

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of March 2018

Achievements

Planned Achieved Variance

GPS Bakki Pakhha1 75% 82.9% +7.9%

GPS Taar2 75% 84.1% +9.1%

GPS Bajna3 70% 82.5% +12.5%

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of March 2018

GGPS Chontri4 90% 99.4% +9.4%

The work progress achieved so far is well ahead of planned work progress set for this �me period. The school will be handed over to the Educa�on Department Mansehra at the end of February 2018.

1.3.2 Capacity building of Schools’ Players

The quality educa�onal outputs can be achieved only if quality is ensured at each level of the educa�onal process from standard se�ng, learning environment, teacher’s training, teaching-learning process, community responsive mechanism, promo�ng volunteerism, regular assessment and monitoring.

In the year of 2017, alongside with resump�on of physical school environment of schools, the organiza�on has also capacitated the important school players for improving the learning environment of the schools and developing the responsive mechanism of the local communi�es to ensure the accountability system at the local level. Schools’ teachers, members of Students Representa�ves Councils (SRCs), members of Parents Teachers’ Councils (PTCs) or School Management Commi�ees (SMC) and officials of educa�on department remained the prime beneficiaries of capacity building sessions. As a results of these capacity building sessions, the involvement of primary stakeholders in management of schools, planning and implementa�on of school development plans, students’ enrolment, students’ a�endance and reten�on, responsive mechanism of community and involvement of educa�on departments have considerably improved. The detail of types of training conducted for different stakeholders during the report year is given as under,

a. Teachers’ Training

In order to improve teachers’ subject content knowledge and pedagogical skills, and to bring about a posi�ve change in their thinking, percep�ons and a�tude towards child friendly inclusive educa�on, professional development workshops were conducted for the teachers in both state of AJ&K and District Mansehra. The capacity gaps of teachers iden�fied in the Training need assessment (TNA) were incorporated and addressed in the training module for teachers’ training. The par�cipants of teachers’ training were exposed to popular learning theories, mul�ple intelligences, interes�ng instruc�onal strategies, effec�ve lesson planning, developing and u�lizing learning resources effec�vely, students’ assessment, arousing cri�cal thinking in children and holis�c development of the child. The dura�on of training was four (04) days in State of AJ&K and five (05) days in district Mansehra.

Table 3:Teachers' Trained

AJ&K

43

Mansehra

32

2120

“I have been a Master Trainer a�er EQ 2005 and trained hundreds of primary teachers on contents and methodology but in the “training for teachers” conducted by FWA, we got introduced with a new technique of teaching i.e. “Inquiry based Learning” or “Philosophy for Children”. This was really a complete new learning for me and for my fellow teachers and aroused a great bit of interest in all of us. We are really thankful to FWA and KnK Japan for transferring such a useful knowledge to us and equipping us with novel pedagogical methods which we will use during classrooms prac�ces.”

Mr. Muhammad Aslam , PST Teacher Bakki Pakha

1.3.3 Promo�on of Girls’ Educa�on through Advocacy:

A complete component of advocacy ac�vi�es has been integrated in the scope of the new phase of the said program in district Mansehra to achieve the goal of promo�on of girls’ educa�on by complemen�ng the components of improvement of physical environment of schools and capacity development of the school players. Awareness raising of the local communi�es has been conducted in the target areas to pool and interlink their capabili�es towards the empowerment of females and program’s sustainability.

As the designed interven�on aims to s�mulate and promote the study of girls’ educa�on in the target areas, Knowledge A�tude and Prac�ce (KAP) was conducted to closely view the exis�ng gaps in regard to educa�on in general and girls’ educa�on in par�cular with an analysis and recommenda�on for bridging it up through whole school Improvement and child friendly approaches. The KAP study was done by arranging the Broad Based Community Mee�ngs (BBCM) at target three UCs ie Bhogarmong, Devli/ Jabber and Tanda/Bajna of district Mansehra. Seventy (70) parents par�cipated in the KAP study and expressed their views to improve the status of girl’s educa�on in their respec�ve areas.

b. PTC/SMC Training:

Training sessions for PTC/SMCs were conducted to let the PTC/SMC members in the target schools understand the roles and responsibili�es of PTCs as set in the guidelines of the educa�on departments. These PTC/SMCs trainings remained instrumental in ensuring the ac�ve par�cipa�on of PTCs in school's management, development and then implementa�on of Schools Development Plans (SDPs) and organizing be�er community's responsive mechanism to ensure the accountability and transparency at local level. The dura�on of PTC training was two (02) days in State of AJ&K and four days (04) days in district Mansehra.

c. Students' Representa�ve Councils (SRCs) Training

UNCRC urges the Government and ins�tu�ons to make efforts to ensure the par�cipa�on of the children in schools' affairs. In this perspec�ve, students are first organized in Students Representa�ves Councils (SRCs) and then are capacitated on their rights and responsibili�es. SRCs trainings have been conducted in both state of AJ&K and district Mansehra. In these trainings, the focus was laid on enhancing the children abili�es to play leading role in improving their schools through ac�ve par�cipa�on and developing ac�on plans for fostering ac�vi�es regarding their rights and responsibili�es.

d. Officials of Educa�on Department will be Training:

The officials of educa�on department have been trained on Child Friendly Inclusive School (CFIS) model to enable them to understand the standards of quality educa�on as outline in CFIS approach and to assess and grade the schools under their jurisdic�on as per the prevalent situa�on of the schools against the standards of the quality educa�on. Thirty (30) officials of educa�onal department Mansehra both male and female will be trained on CFIS model in 2018.

Table 4: PTC/SMC members trained

AJ&K (SMC)

56

Mansehra (PTC)

32

Table 5: SRC members trained

AJ&K

56

Mansehra

40

22 23

1.3.3 Promo�on of Girls’ Educa�on through Advocacy:

A complete component of advocacy ac�vi�es has been integrated in the scope of the new phase of the said program in district Mansehra to achieve the goal of promo�on of girls’ educa�on by complemen�ng the components of improvement of physical environment of schools and capacity development of the school players. Awareness raising of the local communi�es has been conducted in the target areas to pool and interlink their capabili�es towards the empowerment of females and program’s sustainability.

As the designed interven�on aims to s�mulate and promote the study of girls’ educa�on in the target areas, Knowledge A�tude and Prac�ce (KAP) was conducted to closely view the exis�ng gaps in regard to educa�on in general and girls’ educa�on in par�cular with an analysis and recommenda�on for bridging it up through whole school Improvement and child friendly approaches. The KAP study was done by arranging the Broad Based Community Mee�ngs (BBCM) at target three UCs ie Bhogarmong, Devli/ Jabber and Tanda/Bajna of district Mansehra. Seventy (70) parents par�cipated in the KAP study and expressed their views to improve the status of girl’s educa�on in their respec�ve areas.

b. PTC/SMC Training:

Training sessions for PTC/SMCs were conducted to let the PTC/SMC members in the target schools understand the roles and responsibili�es of PTCs as set in the guidelines of the educa�on departments. These PTC/SMCs trainings remained instrumental in ensuring the ac�ve par�cipa�on of PTCs in school's management, development and then implementa�on of Schools Development Plans (SDPs) and organizing be�er community's responsive mechanism to ensure the accountability and transparency at local level. The dura�on of PTC training was two (02) days in State of AJ&K and four days (04) days in district Mansehra.

c. Students' Representa�ve Councils (SRCs) Training

UNCRC urges the Government and ins�tu�ons to make efforts to ensure the par�cipa�on of the children in schools' affairs. In this perspec�ve, students are first organized in Students Representa�ves Councils (SRCs) and then are capacitated on their rights and responsibili�es. SRCs trainings have been conducted in both state of AJ&K and district Mansehra. In these trainings, the focus was laid on enhancing the children abili�es to play leading role in improving their schools through ac�ve par�cipa�on and developing ac�on plans for fostering ac�vi�es regarding their rights and responsibili�es.

d. Officials of Educa�on Department will be Training:

The officials of educa�on department have been trained on Child Friendly Inclusive School (CFIS) model to enable them to understand the standards of quality educa�on as outline in CFIS approach and to assess and grade the schools under their jurisdic�on as per the prevalent situa�on of the schools against the standards of the quality educa�on. Thirty (30) officials of educa�onal department Mansehra both male and female will be trained on CFIS model in 2018.

Table 4: PTC/SMC members trained

AJ&K (SMC)

56

Mansehra (PTC)

32

Table 5: SRC members trained

AJ&K

56

Mansehra

40

22 23

Three Community Advocacy/Ac�on Groups(CAGs) were also formed at target three UCs i.e. Bhogarmong, Devli Jabber and Tanda/Bajna for several lobbying ac�vi�es to encourage the local authori�es to improve reali�es of girl’s educa�on and to resolve the educa�onal problems within the Union Council through self-help ini�a�ves.

As per the findings of KAP study, in the Revenue village Bakki, UC Bhogarmong, there are five(5) boys’ primary schools and three(3) girl’s primary school but no middle school for girls. In this area, all girls get out of school a�er passing the primary level educa�on.

The community Advocacy/Ac�on Group (CAG) of UC Bhogarmong a�er being organized took this issue urgently and conducted mee�ngs with Member Provincial Assembly (MPA) of their respec�ve cons�tuency and with Minister for Educa�on KP province to solve this issue of girl’s educa�on on urgent basis. The Elementary and Secondary Educa�on (E&SE) department KP province has principally approved a girls middle school Bakki realizing the dire issue of girls’ educa�on at secondary level in the said area. This has been a big success of CAG Bhogarmong that they achieved in favor of girls’ right to educa�on.

1.3.4 Salient Achievements (2017)

• In total, eleven (11) schools were supported in term of schools’ infrastructural development along with provision of all requisite facili�es in KP province and State of AJ&K

• Fi�y two percent (52%) increase in enrolment (increased from 684 to 1302) in seven schools reconstructed in State of AJ&K.

• 1,500 students (600 boys and 900 girls, age group 5 to 9 years) have benefi�ed from the construc�on of four (04) schools in district Mansehra.

• Students’ a�endance ra�o has improved to 95% in eleven (11) schools supported in State of AJ&K and District Mansehra.

• Ninety eight 98% Teacher’s a�ained the advance and proficient level of a�endance as per the record of monitoring visits of educa�onal departments in State of AJ&K and District Mansehra.

• Ninety percent 90% of teachers are planning educa�onal contents by adding more relevant informa�on and knowledge, prac�cing modern teaching methodologies , mul� grade teaching, engaging students in ac�vity base learning and following the study schemes developed for the en�re calendar year in eleven (11) schools supported in state of AJ&K and District Mansehra.

• Ninety Percent 90 % of PTCs/SMC’s have been developing and implemen�ng the school development plans (SDPs), conduc�ng and recording regular mee�ngs and conduc�ng local level advocacy in favor of increasing enrollment and reten�on rates in their respec�ve schools

• 90% of cumula�ve work progress has been achieved on four schools of Phase I in district Mansehra.

2524

Three Community Advocacy/Ac�on Groups(CAGs) were also formed at target three UCs i.e. Bhogarmong, Devli Jabber and Tanda/Bajna for several lobbying ac�vi�es to encourage the local authori�es to improve reali�es of girl’s educa�on and to resolve the educa�onal problems within the Union Council through self-help ini�a�ves.

As per the findings of KAP study, in the Revenue village Bakki, UC Bhogarmong, there are five(5) boys’ primary schools and three(3) girl’s primary school but no middle school for girls. In this area, all girls get out of school a�er passing the primary level educa�on.

The community Advocacy/Ac�on Group (CAG) of UC Bhogarmong a�er being organized took this issue urgently and conducted mee�ngs with Member Provincial Assembly (MPA) of their respec�ve cons�tuency and with Minister for Educa�on KP province to solve this issue of girl’s educa�on on urgent basis. The Elementary and Secondary Educa�on (E&SE) department KP province has principally approved a girls middle school Bakki realizing the dire issue of girls’ educa�on at secondary level in the said area. This has been a big success of CAG Bhogarmong that they achieved in favor of girls’ right to educa�on.

1.3.4 Salient Achievements (2017)

• In total, eleven (11) schools were supported in term of schools’ infrastructural development along with provision of all requisite facili�es in KP province and State of AJ&K

• Fi�y two percent (52%) increase in enrolment (increased from 684 to 1302) in seven schools reconstructed in State of AJ&K.

• 1,500 students (600 boys and 900 girls, age group 5 to 9 years) have benefi�ed from the construc�on of four (04) schools in district Mansehra.

• Students’ a�endance ra�o has improved to 95% in eleven (11) schools supported in State of AJ&K and District Mansehra.

• Ninety eight 98% Teacher’s a�ained the advance and proficient level of a�endance as per the record of monitoring visits of educa�onal departments in State of AJ&K and District Mansehra.

• Ninety percent 90% of teachers are planning educa�onal contents by adding more relevant informa�on and knowledge, prac�cing modern teaching methodologies , mul� grade teaching, engaging students in ac�vity base learning and following the study schemes developed for the en�re calendar year in eleven (11) schools supported in state of AJ&K and District Mansehra.

• Ninety Percent 90 % of PTCs/SMC’s have been developing and implemen�ng the school development plans (SDPs), conduc�ng and recording regular mee�ngs and conduc�ng local level advocacy in favor of increasing enrollment and reten�on rates in their respec�ve schools

• 90% of cumula�ve work progress has been achieved on four schools of Phase I in district Mansehra.

2524

Supporting Access to Girls’ Secondary and Higher Secondary Education2.

Partners: n Hoshyar Founda�on USAn The Waterloo Founda�onn Habib Bank Limited Founda�onn ICI Pakistan Founda�onn Circle of Women USA

2.1 Program’s Context and Introduc�on

According to Pakistan Economic Survey 2016-2017, literacy rate of Pakistan is fi�y eight (58%) percent where male literacy rate is 70% while the literacy rate of female is just 48%.

According to Pakistan social and living standards’ measurement survey, the net enrolment ra�o for girls is 54% at primary level, declining to 21 % at middle and 13 % at secondary level.

In Pakistan, there is a huge disparity of opportuni�es available for boys and girls. This disparity increases when we move from primary to secondary level as few female ins�tu�ons are available in comparison to boy’s ins�tu�ons at middle and high level. The transi�on rate from primary to secondary level in girls is alarmingly low as compared to boys at post primary level.

In term of availability of educa�onal opportuni�es, girls remain disadvantaged in Pakistan. There are various barriers to girls' educa�on, ranging from supply-side constraints to nega�ve social norms.

In KP province specifically, the girls who are born in ‘hard-to-reach’ demographics where facili�es like schools at secondary level are at least more than four kilometers far, (at �me more than 10 kilometers) from their homes, mostly get out of school due to unavailability of middle and high school near their villages.

FemaleLiteracyRate 48%

MaleLiteracyRate 70%

Figure 1: Female vs. Male Literacy Rate in Pakistan

27

Supporting Access to Girls’ Secondary and Higher Secondary Education2.

Partners: n Hoshyar Founda�on USAn The Waterloo Founda�onn Habib Bank Limited Founda�onn ICI Pakistan Founda�onn Circle of Women USA

2.1 Program’s Context and Introduc�on

According to Pakistan Economic Survey 2016-2017, literacy rate of Pakistan is fi�y eight (58%) percent where male literacy rate is 70% while the literacy rate of female is just 48%.

According to Pakistan social and living standards’ measurement survey, the net enrolment ra�o for girls is 54% at primary level, declining to 21 % at middle and 13 % at secondary level.

In Pakistan, there is a huge disparity of opportuni�es available for boys and girls. This disparity increases when we move from primary to secondary level as few female ins�tu�ons are available in comparison to boy’s ins�tu�ons at middle and high level. The transi�on rate from primary to secondary level in girls is alarmingly low as compared to boys at post primary level.

In term of availability of educa�onal opportuni�es, girls remain disadvantaged in Pakistan. There are various barriers to girls' educa�on, ranging from supply-side constraints to nega�ve social norms.

In KP province specifically, the girls who are born in ‘hard-to-reach’ demographics where facili�es like schools at secondary level are at least more than four kilometers far, (at �me more than 10 kilometers) from their homes, mostly get out of school due to unavailability of middle and high school near their villages.

FemaleLiteracyRate 48%

MaleLiteracyRate 70%

Figure 1: Female vs. Male Literacy Rate in Pakistan

27

community based girls’ schools are established in spaces donated by community or newly constructed infrastructure provided by FWA. The organiza�on with the support of its partners provides the support of teachers’ salaries, opera�onal cost of the school and construc�on of girl’s schools for a �me bound period. Meanwhile, FWA develops linkages and mobilize the local communi�es to raise voice for the cause of girls’ educa�on at secondary level in their areas. With the effec�ve mobiliza�on of local communi�es and u�lizing the linkages with elected na�onal and provincial assembly representa�ves, a formal government school at secondary level is established in their respec�ve areas. Once a formal secondary school is established by Government in a target area, FWA phases out of the target area and starts a similar interven�on at some other vulnerable area in term of girls’ educa�on.

FWA has developed an innova�ve model for the promo�on of girls’ educa�on in consensus with Elementary and Secondary Educa�on (E&SE) Department KP province and has already tested this model in District Mansehra and Torghar while achieving remarkable impacts. The model of community based girls’ secondary educa�on is elaborated diagramma�cally as follows,

Meanwhile, in day-to-day life, vulnerable girls are o�en denied of their rights of par�cipa�on, development & protec�on. Furthermore, the community’s mindset is limited, offering more and more opportuni�es to their boys as he can help them to earn their livelihood and denying the hopes and desires of their girls. In their eyes, a girl can only be the core helper for their housekeeping work and later in the huge responsibility of her marriage.

Friends Welfare Associa�on believes that girls’ demographics cannot be the indica�on for their des�ny. Every girl deserves a chance to experience a whole new life, filled with opportuni�es to take full advantage of themselves and learn new things while building self-confidence.

In such context, Friends Welfare Associa�on Pakistan has undertaken a comprehensive program “Suppor�ng Access to Girls’ Secondary and Higher Secondary Educa�on”, targe�ng hard –to-reach and socially excluded regions of KP Province. Since the year of 2008, this program is being implemented with the community based approach with the close collabora�on of Educa�on Departments at Provincial and District level. Community based girls’ schools at secondary level are established in such areas where girls get out of school a�er passing primary educa�on due to unavailability of secondary schools. Such,

Figure 2: Model of Girls' Secondary Educa�on

n Iden�fy outreach communi�es

n Iden�fy OOSC girls at secondary level

n Develop partnership with local community & Edu Dept

DirectInterven�on

Indirect Interven�ons

n Establish girls' secondary school

n Provide quality services for �me bound period

n Monitoring processes

n Strengthen capacity of community to demand service

n Strengthen capacity of Govt systems

n Develop community responsive mechanism

Handover& Exit

n Handover the girls' secondary schools to educa�on department & communi�es

Ins�tu�onalChange

2928

community based girls’ schools are established in spaces donated by community or newly constructed infrastructure provided by FWA. The organiza�on with the support of its partners provides the support of teachers’ salaries, opera�onal cost of the school and construc�on of girl’s schools for a �me bound period. Meanwhile, FWA develops linkages and mobilize the local communi�es to raise voice for the cause of girls’ educa�on at secondary level in their areas. With the effec�ve mobiliza�on of local communi�es and u�lizing the linkages with elected na�onal and provincial assembly representa�ves, a formal government school at secondary level is established in their respec�ve areas. Once a formal secondary school is established by Government in a target area, FWA phases out of the target area and starts a similar interven�on at some other vulnerable area in term of girls’ educa�on.

FWA has developed an innova�ve model for the promo�on of girls’ educa�on in consensus with Elementary and Secondary Educa�on (E&SE) Department KP province and has already tested this model in District Mansehra and Torghar while achieving remarkable impacts. The model of community based girls’ secondary educa�on is elaborated diagramma�cally as follows,

Meanwhile, in day-to-day life, vulnerable girls are o�en denied of their rights of par�cipa�on, development & protec�on. Furthermore, the community’s mindset is limited, offering more and more opportuni�es to their boys as he can help them to earn their livelihood and denying the hopes and desires of their girls. In their eyes, a girl can only be the core helper for their housekeeping work and later in the huge responsibility of her marriage.

Friends Welfare Associa�on believes that girls’ demographics cannot be the indica�on for their des�ny. Every girl deserves a chance to experience a whole new life, filled with opportuni�es to take full advantage of themselves and learn new things while building self-confidence.

In such context, Friends Welfare Associa�on Pakistan has undertaken a comprehensive program “Suppor�ng Access to Girls’ Secondary and Higher Secondary Educa�on”, targe�ng hard –to-reach and socially excluded regions of KP Province. Since the year of 2008, this program is being implemented with the community based approach with the close collabora�on of Educa�on Departments at Provincial and District level. Community based girls’ schools at secondary level are established in such areas where girls get out of school a�er passing primary educa�on due to unavailability of secondary schools. Such,

Figure 2: Model of Girls' Secondary Educa�on

n Iden�fy outreach communi�es

n Iden�fy OOSC girls at secondary level

n Develop partnership with local community & Edu Dept

DirectInterven�on

Indirect Interven�ons

n Establish girls' secondary school

n Provide quality services for �me bound period

n Monitoring processes

n Strengthen capacity of community to demand service

n Strengthen capacity of Govt systems

n Develop community responsive mechanism

Handover& Exit

n Handover the girls' secondary schools to educa�on department & communi�es

Ins�tu�onalChange

2928

2.2.2 Girls’ successfully passed secondary and higher secondary educa�on The program of “Suppor�ng Access to Girls’ Secondary and higher secondary Educa�on” has resulted into impressive achievements since its start. Star�ng from middle level educa�on, the girls of the hard to reach areas passed secondary educa�on and higher secondary educa�on from the supported twelve (12) schools of FWA. A�er passing secondary and higher secondary level educa�on, the girls pursued further educa�on on their own. Three hundred and thirty two (332) girls have so far completed matricula�on, one hundred and thirty four (134) girls are currently enrolled at secondary level, sixty eight (68) girls have completed FA, ninety eight (98) girls are currently doing FA, Four(4) girls have completed FSc and seventeen(17) girls are currently doing FSc, seventeen(17) have completed BA and nineteen(19) girls are currently doing BA, Sixteen(16) girls have completed PTC and five (5) are currently doing PTC course, one (1) girl has completed D.Com and seven (7) are con�nuing D.Com, one girl is currently doing CT and one girl has completed the Master degree.

2.2 Programs’ Achievements/

Impacts to �ll Date

Three Thousands(3000) girls' students have directly benefi�ed from the program. Twelve Thousands(12000), are Indirect beneficaries.

Beneficaries

Community Based Girls' Secondary Schools Established

Twelve (12) community based girls secondar schools have been established in outreach communi�es of District Torghar and District Mansehra

Formal Schools Sanc�oned (Handed Over to Educa�on Department)

Out of twelve (12) , five (5) schools have been formally sanc�oned and were handed over to educa�on department

Figure 3: Targeted outreach communities Vs facilities handed over to Govt

Community Based Schools Established Vs Schools Handed Over

Community based school established Handed Over To Education Department

12

5

Figure 4: Sta�s�c of girls who have passed secondary and higher secondary educa�on

Girls Passed Secondary and Higher Secondary level Educa�on - Results Achieved

350

300

250

200

150

100

50

0

332

134

6898

417 1719 16 5 1 7 1 0 1 0

Certied

In Progress

Matric FA FSc BA D Com CT Masters

332

134

68

98

4

17

17

19

16

5

1

7

1

0

1

0

PTC.

2.2.1 Community Based Girls’ Secondary

Schools Established

3130

2.2.2 Girls’ successfully passed secondary and higher secondary educa�on The program of “Suppor�ng Access to Girls’ Secondary and higher secondary Educa�on” has resulted into impressive achievements since its start. Star�ng from middle level educa�on, the girls of the hard to reach areas passed secondary educa�on and higher secondary educa�on from the supported twelve (12) schools of FWA. A�er passing secondary and higher secondary level educa�on, the girls pursued further educa�on on their own. Three hundred and thirty two (332) girls have so far completed matricula�on, one hundred and thirty four (134) girls are currently enrolled at secondary level, sixty eight (68) girls have completed FA, ninety eight (98) girls are currently doing FA, Four(4) girls have completed FSc and seventeen(17) girls are currently doing FSc, seventeen(17) have completed BA and nineteen(19) girls are currently doing BA, Sixteen(16) girls have completed PTC and five (5) are currently doing PTC course, one (1) girl has completed D.Com and seven (7) are con�nuing D.Com, one girl is currently doing CT and one girl has completed the Master degree.

2.2 Programs’ Achievements/

Impacts to �ll Date

Three Thousands(3000) girls' students have directly benefi�ed from the program. Twelve Thousands(12000), are Indirect beneficaries.

Beneficaries

Community Based Girls' Secondary Schools Established

Twelve (12) community based girls secondar schools have been established in outreach communi�es of District Torghar and District Mansehra

Formal Schools Sanc�oned (Handed Over to Educa�on Department)

Out of twelve (12) , five (5) schools have been formally sanc�oned and were handed over to educa�on department

Figure 3: Targeted outreach communities Vs facilities handed over to Govt

Community Based Schools Established Vs Schools Handed Over

Community based school established Handed Over To Education Department

12

5

Figure 4: Sta�s�c of girls who have passed secondary and higher secondary educa�on

Girls Passed Secondary and Higher Secondary level Educa�on - Results Achieved

350

300

250

200

150

100

50

0

332

134

6898

417 1719 16 5 1 7 1 0 1 0

Certied

In Progress

Matric FA FSc BA D Com CT Masters

332

134

68

98

4

17

17

19

16

5

1

7

1

0

1

0

PTC.

2.2.1 Community Based Girls’ Secondary

Schools Established

3130

2.3 Review of 2017

During the year of 2017, the organiza�on con�nued this program of girls' educa�on with the financial support of its partners.

The year of 2017 remained very progressive in term of handover of community managed girls’ high school Meilbat, CMGMS Raiter & CMGMS Chota Bala to Government’s educa�on department, scaling-up the support of girls’ educa�on to district Torghar, achieving ninety nine (99)% result of matricula�on and eighty eight (88)% of result in HSSC board examina�on. At present, seven (7) educa�onal schools are being supported. These schools are opera�onal at following loca�ons of District Mansehra and District Torghar. 2.3.1 Program’s Achievements during 2017

• Improved Academic Performance During the year of 2017, the detail of girls who passed the

matricula�on from the schools’ supported by the organiza�on is given as below in the following figure,

Table 2: Beneficiaries of 2017

S# School Name Current Enrolment

1

2

3

4

5

6

7

54

48

101

96

79

52

42

CMGHS Paras

CMGHS Bararkot

CMGHS Jabber

CMGHS Bhunja

CMGHS Khairabad

CMGMS Shangri

CMGMS Darbani

Matric Result - 2017 171 169

163163

Total Students

(9th & 10th )

Students

Appeared

Students

PassedOverall Result

171 169 163 96%

96%

Figure 5: Matricula�on Results 2017

Higher Secondary School Result - 2017

24

23

TOTAL STUDENTS APPEARED TOTAL STUDENTS PASSED

Figure 6: Higher Secondary Schools' Result 2017

Total Current Enrolment 472

Table 1: Detail of Schools

Name of SchoolS# District Tehsil Union Council

1

2

3

4

5

6

7

Mansehra

Torghar

Mansehra

Balakot

Darbani

Jabber Devli

Karnol

Brarkot

Kawai

Kawai

Kawai

Darbani

CMGHS Jabber Galli

CMGHS Khairabad

CMGMS Brarkot

CMGHS Paras

CMGHS Bhonja

CMGMS Shangri

CMGMS Darbani

33

“Siren Valley is situated in the far flung and remotest area of District Mansehra. If we peep into the near past, the possibility of the girls' educa�on at secondary level was just a dream for the en�re valley. Efforts of the FWA with the collabora�on of its sponsors' organiza�ons have now changed the en�re scenario of the educa�on of the valley. We have schools for girls up to higher secondary level where girls are not only acquiring quality educa�on at their door steps but also contribu�ng in the society in term of teachers, nurses and local poli�cal representa�ves. The curse of the early marriages has substan�ally been diminished and the slogan of girls' educa�on is reverbera�ng in every nook and corner of the valley.” Mr. Muhammad YounasKiyaniPresident Siren Welfare Society Devli Jabber Siren Valley Mansehra

32

2.3 Review of 2017

During the year of 2017, the organiza�on con�nued this program of girls' educa�on with the financial support of its partners.

The year of 2017 remained very progressive in term of handover of community managed girls’ high school Meilbat, CMGMS Raiter & CMGMS Chota Bala to Government’s educa�on department, scaling-up the support of girls’ educa�on to district Torghar, achieving ninety nine (99)% result of matricula�on and eighty eight (88)% of result in HSSC board examina�on. At present, seven (7) educa�onal schools are being supported. These schools are opera�onal at following loca�ons of District Mansehra and District Torghar. 2.3.1 Program’s Achievements during 2017

• Improved Academic Performance During the year of 2017, the detail of girls who passed the

matricula�on from the schools’ supported by the organiza�on is given as below in the following figure,

Table 2: Beneficiaries of 2017

S# School Name Current Enrolment

1

2

3

4

5

6

7

54

48

101

96

79

52

42

CMGHS Paras

CMGHS Bararkot

CMGHS Jabber

CMGHS Bhunja

CMGHS Khairabad

CMGMS Shangri

CMGMS Darbani

Matric Result - 2017 171 169

163163

Total Students

(9th & 10th )

Students

Appeared

Students

PassedOverall Result

171 169 163 96%

96%

Figure 5: Matricula�on Results 2017

Higher Secondary School Result - 2017

24

23

TOTAL STUDENTS APPEARED TOTAL STUDENTS PASSED

Figure 6: Higher Secondary Schools' Result 2017

Total Current Enrolment 472

Table 1: Detail of Schools

Name of SchoolS# District Tehsil Union Council

1

2

3

4

5

6

7

Mansehra

Torghar

Mansehra

Balakot

Darbani

Jabber Devli

Karnol

Brarkot

Kawai

Kawai

Kawai

Darbani

CMGHS Jabber Galli

CMGHS Khairabad

CMGMS Brarkot

CMGHS Paras

CMGHS Bhonja

CMGMS Shangri

CMGMS Darbani

33

“Siren Valley is situated in the far flung and remotest area of District Mansehra. If we peep into the near past, the possibility of the girls' educa�on at secondary level was just a dream for the en�re valley. Efforts of the FWA with the collabora�on of its sponsors' organiza�ons have now changed the en�re scenario of the educa�on of the valley. We have schools for girls up to higher secondary level where girls are not only acquiring quality educa�on at their door steps but also contribu�ng in the society in term of teachers, nurses and local poli�cal representa�ves. The curse of the early marriages has substan�ally been diminished and the slogan of girls' educa�on is reverbera�ng in every nook and corner of the valley.” Mr. Muhammad YounasKiyaniPresident Siren Welfare Society Devli Jabber Siren Valley Mansehra

32

Partners: n Bri�sh Counciln Children Global Network (CGN)n School of Leadership Founda�on (SoLF)n FAFEN

3.1 Program’s Context and Introduc�on

Pakistan has the highest propor�on of out-of-school children (OOSC) in South Asia and has the world’s second highest number of out of school children at the primary level. There are 50.8 million children in Pakistan between the ages of 5 and 16, of which 24.0 million are out of school (Source: Alif Ailaan).

According to Pakistan Educa�on Sta�s�c 2015-2016, there are currently 5.03 million out of school children in the age group of 5-9 years, 6.40 million, OOSC in the age group of 10-12 years, 4.88 million, OOSC in the age group of13-14 years and 6.33 million, OOSC in the age group of 15-16 years.

Mainstreaming Out of School Children in Formal Schooling System3.

OOSC by Age

OOSC In School

Primary (5-9)

Middle (10-12)

High (13-14)

Higher Secondary (15-16)

502596817102984

64008446147869

48797333344585

63313971939106

Figure1: Out of school children-Province wise detail

Figure 2: Detail of OOSC by Age

OOSC - Province Wise Detail

Balochistan

66%

FATA

62%

Sind

51%GB

48%

Punjab

47%

AJ&K

43%

KPK

34%

35

Partners: n Bri�sh Counciln Children Global Network (CGN)n School of Leadership Founda�on (SoLF)n FAFEN

3.1 Program’s Context and Introduc�on

Pakistan has the highest propor�on of out-of-school children (OOSC) in South Asia and has the world’s second highest number of out of school children at the primary level. There are 50.8 million children in Pakistan between the ages of 5 and 16, of which 24.0 million are out of school (Source: Alif Ailaan).

According to Pakistan Educa�on Sta�s�c 2015-2016, there are currently 5.03 million out of school children in the age group of 5-9 years, 6.40 million, OOSC in the age group of 10-12 years, 4.88 million, OOSC in the age group of13-14 years and 6.33 million, OOSC in the age group of 15-16 years.

Mainstreaming Out of School Children in Formal Schooling System3.

OOSC by Age

OOSC In School

Primary (5-9)

Middle (10-12)

High (13-14)

Higher Secondary (15-16)

502596817102984

64008446147869

48797333344585

63313971939106

Figure1: Out of school children-Province wise detail

Figure 2: Detail of OOSC by Age

OOSC - Province Wise Detail

Balochistan

66%

FATA

62%

Sind

51%GB

48%

Punjab

47%

AJ&K

43%

KPK

34%

35

The cons�tu�on of Pakistan guarantees the right to educa�on for all children aged 5-16 years. This right is reinforced by laws, policies and programs at both federal and provincial level.Out of school children (OOSC) o�en face deep rooted structural inequali�es and dispari�es. In Pakistan, the major causes of out of school children and inequali�es with them are linked to gender biases, income poverty, un-availability of schools in hard to reach areas, child labor, inadequacies in the supply of schools, lack of teachers especially in rural and remote areas, lack of infrastructure and school facili�es especially for girls, deficiencies in the teaching- learning process and inadequate budget alloca�ons and resource distribu�on.

The sta�s�cs of out of school children (OOSC) presents a huge scale of challenge that demands collabora�ve efforts of public and private ins�tutes to intervene. Friends welfare associa�on has been execu�ng a program of “mainstreaming the out of school children (OOSC) in formal schooling system” and focusing those out of school Children (OOSC) who have school going age in accordance with Na�onal Educa�on Policy and Educa�on Sector Plan of KP Province. In the above men�oned program, the organiza�on has been working on the analysis of all types of out of school children and then devising strategies to remove the factors which cause the exclusion of children. Three types of OOSCs are focused during the execu�on of the programma�c ac�vi�es which are given below,

3.2 Review of 2017

During the year of 2017, the interven�ons that have contributed towards the organiza�onal programma�c goal of ge�ng out of school children(OOSC) back under the fold of educa�on are given as under, • ILMPOSSIBLE-Take a Child to School (TACS)• Comprehensive School Improvement (SCI)

3.2.1 ILMPOSSIBLE-Take a Child to School (TACS)

Friends Welfare Associa�on Pakistan, with the partnership of Bri�sh Council, Community Global Network (CGN), School of Leadership Founda�on (SOLF), Free and Fair Elec�on Network (FAFEN) and Educa�onal Departments at provincial and District level has been implemen�ng a project “ILMPOSSIBLE-Take a Child to School” in District Mansehra, Torghar and Batagram. This project was first ini�ated in district Mansehra in the year of 2015 and then was scaled-up to include district Torghar and Batagram as well. The objec�ve of this project is to enroll out of school children and then ensure their reten�on through mobilizing and training a pool of young volunteers and community leaders in the form of “Mohallah Commi�ees” to complete primary school cycle in the target primary schools located in the target Union Councils of District Mansehra, Torghar and Batagram. As a results of this interven�on of “ILMPOSSIBLE – Take a Child to School- (TACS)” project, more than seven thousands out of school children have been enrolled in District of Mansehra and Torghar.

Children who have never been to any schooling and are in lower and upper school going age.Children who got dropout of schools in primary and lower secondary levelChildren who freshly entered into the school going age but are not enrolled at primary level

Out of School Children

OOSC Enrolled

Female

Male

Total OOSC Enrolled

3139

3941

7060

0 1000 2000 3000 4000 5000 6000 7000 8000

Figure 3: Out of school children (OOSC) enrolled so far

36

The cons�tu�on of Pakistan guarantees the right to educa�on for all children aged 5-16 years. This right is reinforced by laws, policies and programs at both federal and provincial level.Out of school children (OOSC) o�en face deep rooted structural inequali�es and dispari�es. In Pakistan, the major causes of out of school children and inequali�es with them are linked to gender biases, income poverty, un-availability of schools in hard to reach areas, child labor, inadequacies in the supply of schools, lack of teachers especially in rural and remote areas, lack of infrastructure and school facili�es especially for girls, deficiencies in the teaching- learning process and inadequate budget alloca�ons and resource distribu�on.

The sta�s�cs of out of school children (OOSC) presents a huge scale of challenge that demands collabora�ve efforts of public and private ins�tutes to intervene. Friends welfare associa�on has been execu�ng a program of “mainstreaming the out of school children (OOSC) in formal schooling system” and focusing those out of school Children (OOSC) who have school going age in accordance with Na�onal Educa�on Policy and Educa�on Sector Plan of KP Province. In the above men�oned program, the organiza�on has been working on the analysis of all types of out of school children and then devising strategies to remove the factors which cause the exclusion of children. Three types of OOSCs are focused during the execu�on of the programma�c ac�vi�es which are given below,

3.2 Review of 2017

During the year of 2017, the interven�ons that have contributed towards the organiza�onal programma�c goal of ge�ng out of school children(OOSC) back under the fold of educa�on are given as under, • ILMPOSSIBLE-Take a Child to School (TACS)• Comprehensive School Improvement (SCI)

3.2.1 ILMPOSSIBLE-Take a Child to School (TACS)

Friends Welfare Associa�on Pakistan, with the partnership of Bri�sh Council, Community Global Network (CGN), School of Leadership Founda�on (SOLF), Free and Fair Elec�on Network (FAFEN) and Educa�onal Departments at provincial and District level has been implemen�ng a project “ILMPOSSIBLE-Take a Child to School” in District Mansehra, Torghar and Batagram. This project was first ini�ated in district Mansehra in the year of 2015 and then was scaled-up to include district Torghar and Batagram as well. The objec�ve of this project is to enroll out of school children and then ensure their reten�on through mobilizing and training a pool of young volunteers and community leaders in the form of “Mohallah Commi�ees” to complete primary school cycle in the target primary schools located in the target Union Councils of District Mansehra, Torghar and Batagram. As a results of this interven�on of “ILMPOSSIBLE – Take a Child to School- (TACS)” project, more than seven thousands out of school children have been enrolled in District of Mansehra and Torghar.

Children who have never been to any schooling and are in lower and upper school going age.Children who got dropout of schools in primary and lower secondary levelChildren who freshly entered into the school going age but are not enrolled at primary level

Out of School Children

OOSC Enrolled

Female

Male

Total OOSC Enrolled

3139

3941

7060

0 1000 2000 3000 4000 5000 6000 7000 8000

Figure 3: Out of school children (OOSC) enrolled so far

36

The enrolment of 7060 OOSC was made possible with the engagement of young volunteers and members of Mohallah Commi�ees of ten Union Councils of District Mansehra, Torghar and Batagram.

3.2.2. Comprehensive School Improvement (CSI)

Friends Welfare Associa�on Pakistan has been execu�ng its programma�c approach that focus the overall improvement in schools’ learning environment through a set of various project’s designs that incorporate mainstreaming of children with disabili�es, providing access to outreach children in hard to reach areas and mainstreaming the out of school children and awareness

raising of local communi�es about the children’s right to educa�on especially girls’ educa�on at primary and secondary level. FWA interven�ons under Comprehensive School Improvement Program has so far contributed in mainstreaming and enrolment of 35,000 children in 547 schools supported in 06 districts of KP Province and three districts of state of AJ&K.

During the year 2017, ILMPOSSIBLE-Take a Child to School (TACS) remained con�nued in term of monitoring and reten�on of OOSC in three districts of KP province. According to third party evalua�on of enrolment of 7060 OOSC, 90% children are retained in the targeted two hundred and forty two (242) schools of District Mansehra, Torghar and Batagram. 80% of young volunteers and members of Mohallah Commi�ee trained in the program are ac�ve in their areas for ensuring the enrolment and reten�on of OOSCs in schools.

Volunteer’s Engaged

Total: Male Female

730 708

22

Figure 4: Volunteer’s Engaged

Benecairies of CSI Projects

Enrolment

35,000

School

547

Figure 5: Beneficiaries of CSI Projects

Figure 6: OOSC Review

OOSC Review - 2017

Retention of OOSC90%

Active Volunteers

80%

Active M C80%

3938

The enrolment of 7060 OOSC was made possible with the engagement of young volunteers and members of Mohallah Commi�ees of ten Union Councils of District Mansehra, Torghar and Batagram.

3.2.2. Comprehensive School Improvement (CSI)

Friends Welfare Associa�on Pakistan has been execu�ng its programma�c approach that focus the overall improvement in schools’ learning environment through a set of various project’s designs that incorporate mainstreaming of children with disabili�es, providing access to outreach children in hard to reach areas and mainstreaming the out of school children and awareness

raising of local communi�es about the children’s right to educa�on especially girls’ educa�on at primary and secondary level. FWA interven�ons under Comprehensive School Improvement Program has so far contributed in mainstreaming and enrolment of 35,000 children in 547 schools supported in 06 districts of KP Province and three districts of state of AJ&K.

During the year 2017, ILMPOSSIBLE-Take a Child to School (TACS) remained con�nued in term of monitoring and reten�on of OOSC in three districts of KP province. According to third party evalua�on of enrolment of 7060 OOSC, 90% children are retained in the targeted two hundred and forty two (242) schools of District Mansehra, Torghar and Batagram. 80% of young volunteers and members of Mohallah Commi�ee trained in the program are ac�ve in their areas for ensuring the enrolment and reten�on of OOSCs in schools.

Volunteer’s Engaged

Total: Male Female

730 708

22

Figure 4: Volunteer’s Engaged

Benecairies of CSI Projects

Enrolment

35,000

School

547

Figure 5: Beneficiaries of CSI Projects

Figure 6: OOSC Review

OOSC Review - 2017

Retention of OOSC90%

Active Volunteers

80%

Active M C80%

3938

3.3 Program’s Results Achieved

• Enrolment/Reten�on of Out of School Children (OOSC)The par�cipa�on and joint efforts of pool of volunteers, members of schools players such as teachers and PTCs members and members of Mohallah commi�ees comprised of local Social workers have played a decisive role in ensuring the enrollment of 7060 OOSCs even in isolated pockets of hard to reach areas of District Mansehra, Torghar and Batagram.

• Reduc�on in Drop out Ra�oThe said interven�on has not only focused the enrollment of children in schools but has also devised a mechanism for ensuring the reten�on of the enrolled children in schools �ll the comple�on of primary cycle through constant follow-up, sports ac�vi�es and re-enrollment of dropout children. In this way, during the academic year of 2017-2018, 90% reten�on rate has been achieved at the targeted schools.

• Ac�ve engagement of Youth Volunteers. The prime impact that has been achieved in the said program of “mainstreaming out of school children in formal schooling system” is the engagement of seven hundred and thirty (730) unemployed youth in the posi�ve ac�vity of collec�on of data of OOSC and then ensuring their enrollment and reten�on in the respec�ve schools. Eighty (80) % of the youth engaged and trained remained highly ac�ve for the fulfillment of stated cause as per the data collected in 2017.

• Ac�ve role of members of Mohallah Commi�ee for improvement in school environment

An ac�ve body of social workers was organized and ac�vated in the selected UCs of the target districts in the form of “Mohallah Commi�ees”. Eighty (80) % of the members of these Mohallah commi�ees remained ac�ve as per the data collected in 2017 in developing liaison with concerned Educa�on Departments and other humanitarian organiza�ons to address the iden�fied needs of their respec�ve schools by u�lizing the condi�onal grants provided by Educa�on departments for school improvement through concerned PTCs.

40

Monitoring and Evaluation4.

3.3 Program’s Results Achieved

• Enrolment/Reten�on of Out of School Children (OOSC)The par�cipa�on and joint efforts of pool of volunteers, members of schools players such as teachers and PTCs members and members of Mohallah commi�ees comprised of local Social workers have played a decisive role in ensuring the enrollment of 7060 OOSCs even in isolated pockets of hard to reach areas of District Mansehra, Torghar and Batagram.

• Reduc�on in Drop out Ra�oThe said interven�on has not only focused the enrollment of children in schools but has also devised a mechanism for ensuring the reten�on of the enrolled children in schools �ll the comple�on of primary cycle through constant follow-up, sports ac�vi�es and re-enrollment of dropout children. In this way, during the academic year of 2017-2018, 90% reten�on rate has been achieved at the targeted schools.

• Ac�ve engagement of Youth Volunteers. The prime impact that has been achieved in the said program of “mainstreaming out of school children in formal schooling system” is the engagement of seven hundred and thirty (730) unemployed youth in the posi�ve ac�vity of collec�on of data of OOSC and then ensuring their enrollment and reten�on in the respec�ve schools. Eighty (80) % of the youth engaged and trained remained highly ac�ve for the fulfillment of stated cause as per the data collected in 2017.

• Ac�ve role of members of Mohallah Commi�ee for improvement in school environment

An ac�ve body of social workers was organized and ac�vated in the selected UCs of the target districts in the form of “Mohallah Commi�ees”. Eighty (80) % of the members of these Mohallah commi�ees remained ac�ve as per the data collected in 2017 in developing liaison with concerned Educa�on Departments and other humanitarian organiza�ons to address the iden�fied needs of their respec�ve schools by u�lizing the condi�onal grants provided by Educa�on departments for school improvement through concerned PTCs.

40

Monitoring and Evaluation4.

accomplishments to be determined within the context of the implementa�on of programs. It ensures that accountability is cri�cally important issue based on transparent procedure, oversight, and data-based repor�ng and helps the organiza�on to become progressively more cost-effec�ve by building on the lessons of both successes and failure early enough for them to make a difference.

To access the situa�on on vulnerabili�es, track the project deliverability and to improve decision making rela�ng to strategies, program management, performance, Friends Welfare Associa�on has been conduc�ng the research studies i.e. Baseline Assessment, Knowledge A�tude and Prac�ce (KAP) study, Mid Term Reviews and post project evalua�ons.

The aim of Monitoring and Evalua�on (M&E) in Friends Welfare Associa�on is to highlight the achievements of the programma�c interven�ons, control of qual ity,

accountability and dissemina�on of results with the stakeholders. The monitoring and Evalua�on mechanism helps result-based management of the programma�c interven�ons and inform program’s decisions accordingly.

The major part of M&E mechanism is based on M&E framework.

Objec�ves of M&E Framework:

1. Measuring Programs/projects’ progress and assess the impacts of the interven�ons

2. To ensure result based management of the programs/projects3. Informed decision making during programs’ implementa�on 4. Informa�on sharing with key stakeholders5. To ensure quality, transparency and accountability6. Pathway towards strategic achievementsMonitoring and evalua�on in FWA plays an important role in producing consistent informa�on that allows the organiza�onal

Figure 2: Monitoring Cycle

Project end

Project Start

Start here

Inputfrompast

learning

Midtermevaluation

and/or reviews

BaselineStudy

MELPlanning

Projectdesign

Initialneeds

assessment

Learning& review

Finalevaluation

OngoingMONITORINGEVALUATION& LEARNING

Informa�on generates from the ac�vity which is being

done at level

Data Analyses

and Repor�ng and Dissemina�on

Field Staff

Field StaffMonitoring & Evalua�on Sec�on

Mid Management and

Project staff

Top Management

/Donors/Stakeholders

U�liza�on

Collec�on, Compila�on and Analysis

Compila�onData

Feed Back

Figure 1: M&E Process

4342

accomplishments to be determined within the context of the implementa�on of programs. It ensures that accountability is cri�cally important issue based on transparent procedure, oversight, and data-based repor�ng and helps the organiza�on to become progressively more cost-effec�ve by building on the lessons of both successes and failure early enough for them to make a difference.

To access the situa�on on vulnerabili�es, track the project deliverability and to improve decision making rela�ng to strategies, program management, performance, Friends Welfare Associa�on has been conduc�ng the research studies i.e. Baseline Assessment, Knowledge A�tude and Prac�ce (KAP) study, Mid Term Reviews and post project evalua�ons.

The aim of Monitoring and Evalua�on (M&E) in Friends Welfare Associa�on is to highlight the achievements of the programma�c interven�ons, control of qual ity,

accountability and dissemina�on of results with the stakeholders. The monitoring and Evalua�on mechanism helps result-based management of the programma�c interven�ons and inform program’s decisions accordingly.

The major part of M&E mechanism is based on M&E framework.

Objec�ves of M&E Framework:

1. Measuring Programs/projects’ progress and assess the impacts of the interven�ons

2. To ensure result based management of the programs/projects3. Informed decision making during programs’ implementa�on 4. Informa�on sharing with key stakeholders5. To ensure quality, transparency and accountability6. Pathway towards strategic achievementsMonitoring and evalua�on in FWA plays an important role in producing consistent informa�on that allows the organiza�onal

Figure 2: Monitoring Cycle

Project end

Project Start

Start here

Inputfrompast

learning

Midtermevaluation

and/or reviews

BaselineStudy

MELPlanning

Projectdesign

Initialneeds

assessment

Learning& review

Finalevaluation

OngoingMONITORINGEVALUATION& LEARNING

Informa�on generates from the ac�vity which is being

done at level

Data Analyses

and Repor�ng and Dissemina�on

Field Staff

Field StaffMonitoring & Evalua�on Sec�on

Mid Management and

Project staff

Top Management

/Donors/Stakeholders

U�liza�on

Collec�on, Compila�on and Analysis

Compila�onData

Feed Back

Figure 1: M&E Process

4342

The details of Research studies conducted during the year 2017 is given as under.

o Baseline Survey district Mansehra:o Knowledge a�tude and prac�ce(KAP) studyo Post project Evalua�on

4.1 Baseline Survey in district Mansehra:

The Baseline survey is the vital step of project cycle to analyze the prevailing situa�on and providing informa�on which helps to plan the interven�ons.

The main purpose of this Baseline survey was to assess and analyze the exis�ng condi�on of physical facili�es in the schools (s�ll running in open sky or in vulnerable temporary shelters once demolished in Earthquake 2005) of District Mansehra and their effects on the learning process of the children so that these assessed schools might be considered for the reconstruc�on in Phase 2nd.

The Baseline survey findings have provided credible informa�on that helped in design the implementa�on strategy for whole school improvement in learning friendly schooling environment. This assessment was ini�ated on June 25, 2014 and completed on July 15, 2014. A�er the coordina�on with Educa�on Department Mansehra, a special commi�ee was cons�tuted to conduct the baseline assessment in terms of social and technical feasibility. This special commi�ee visited the vulnerable schools in term of educa�onal infrastructure located at different loca�ons in District Mansehra. All the requisite data rela�ng the vulnerability, popula�on, strength of students, rooms and other facili�es required, land ownership and measurement of plot was collected in the visits to these target schools. Technical team of Friends Welfare Associa�on has completed the work on designs, drawings and cost es�ma�on of the selected schools that will be constructed in the year of 2018.The detail of schools assessed in the baseline survey is given as under,

4.2 Knowledge A�tude and Prac�ce (KAP) study.

A complete component of advocacy ac�vi�es has been integrated in the scope of the project “promo�ng girls’ educa�on through improved learning environment in district Mansehra, KP province” to achieve the goal of promo�on of girls’ educa�on by complemen�ng the components of improvement of physical environment of schools and capacity development of the schools’ players. As the designed interven�on aimed to s�mulate and promote the status of girls’ educa�on in the target areas, a Knowledge A�tude and Prac�ce (KAP) study was conducted to closely view the exis�ng gaps in regard to educa�on in general and g i r l s ’ e d u c a� o n i n p a r � c u l a r w i t h a n a n a l ys i s a n d recommenda�ons for bridging it up through whole school Improvement and child friendly approaches.

The KAP study was specifically conducted to explore and assess the level of knowledge, a�tude and prac�ces regarding importance of educa�on especially girls’ educa�on in Parents, PTC’s members, head teachers, teachers and officials of District Educa�on Department Mansehra. This KAP study was conducted at the three target UCs of District Mansehra ie UC Bhogarmong, Bajna/Tanda and Devli/Jabbar.

Number of Schools

Assessed

LevelCurrent Status of Schools

Male Female Total Primary Middle High

UnionCouncils Safe

Par�allydamage

MajorDamage

Runningin Open

Sky

S#

1 28 9 37 24 6 2 2 2 1 14 Nil Nil 1 36

44 45

The details of Research studies conducted during the year 2017 is given as under.

o Baseline Survey district Mansehra:o Knowledge a�tude and prac�ce(KAP) studyo Post project Evalua�on

4.1 Baseline Survey in district Mansehra:

The Baseline survey is the vital step of project cycle to analyze the prevailing situa�on and providing informa�on which helps to plan the interven�ons.

The main purpose of this Baseline survey was to assess and analyze the exis�ng condi�on of physical facili�es in the schools (s�ll running in open sky or in vulnerable temporary shelters once demolished in Earthquake 2005) of District Mansehra and their effects on the learning process of the children so that these assessed schools might be considered for the reconstruc�on in Phase 2nd.

The Baseline survey findings have provided credible informa�on that helped in design the implementa�on strategy for whole school improvement in learning friendly schooling environment. This assessment was ini�ated on June 25, 2014 and completed on July 15, 2014. A�er the coordina�on with Educa�on Department Mansehra, a special commi�ee was cons�tuted to conduct the baseline assessment in terms of social and technical feasibility. This special commi�ee visited the vulnerable schools in term of educa�onal infrastructure located at different loca�ons in District Mansehra. All the requisite data rela�ng the vulnerability, popula�on, strength of students, rooms and other facili�es required, land ownership and measurement of plot was collected in the visits to these target schools. Technical team of Friends Welfare Associa�on has completed the work on designs, drawings and cost es�ma�on of the selected schools that will be constructed in the year of 2018.The detail of schools assessed in the baseline survey is given as under,

4.2 Knowledge A�tude and Prac�ce (KAP) study.

A complete component of advocacy ac�vi�es has been integrated in the scope of the project “promo�ng girls’ educa�on through improved learning environment in district Mansehra, KP province” to achieve the goal of promo�on of girls’ educa�on by complemen�ng the components of improvement of physical environment of schools and capacity development of the schools’ players. As the designed interven�on aimed to s�mulate and promote the status of girls’ educa�on in the target areas, a Knowledge A�tude and Prac�ce (KAP) study was conducted to closely view the exis�ng gaps in regard to educa�on in general and g i r l s ’ e d u c a� o n i n p a r � c u l a r w i t h a n a n a l ys i s a n d recommenda�ons for bridging it up through whole school Improvement and child friendly approaches.

The KAP study was specifically conducted to explore and assess the level of knowledge, a�tude and prac�ces regarding importance of educa�on especially girls’ educa�on in Parents, PTC’s members, head teachers, teachers and officials of District Educa�on Department Mansehra. This KAP study was conducted at the three target UCs of District Mansehra ie UC Bhogarmong, Bajna/Tanda and Devli/Jabbar.

Number of Schools

Assessed

LevelCurrent Status of Schools

Male Female Total Primary Middle High

UnionCouncils Safe

Par�allydamage

MajorDamage

Runningin Open

Sky

S#

1 28 9 37 24 6 2 2 2 1 14 Nil Nil 1 36

44 45

The qualita�ve data was collected through FGDs, interviews, and observa�ons. The qualita�ve methods were used to document meaningful experiences within the local context. On the other hand, published and unpublished literature on status of educa�on and especially the girls’ educa�on was also studied to understand the current situa�on in the country, KP Province and District Mansehra to iden�fy opportuni�es for improving factors related to girls’ Educa�on. The quan�ta�ve data was collected by using a checklist about school’s profiles.

By employing these methods of Interviews, FGDs and observa�ons, the Knowledge, a�tude and exis�ng prac�ce of the communi�es and schools’ players were ascertained and then recorded so that an apt coping mechanism might be devised. In the end of a KAP study, key findings were recorded and success indicators were defined in consensus with par�cipants. Ques�onnaires were developed for the interviews and informa�on was gathered by taking interviews from the parents, teachers, PTC members and educa�on officials.

Baseline• Current Situa�on of

E d u c a � o n a n d available facili�es at target areas.

KAP Study• Assess general behavior

towards educa�on• Acceptance for Educa�on

• Faci l ita�on in Exis�ng

Situa�on

F i n a l i z e C o n t e n t s f o r Te a c h e rs ’ P ro fe s s i o n a l Development Training for teachers

Devise Mobiliza�on Strategy• Community Awareness

Sessions• PTCs ac�ve role

Results• Increased Community acceptance and facilita�on towards

educa�on especially girls’ educa�on.• Devised comprehensive mobi l iza�on strategy towards

mainstreaming all the out of school children in schools and ensure their transi�on to secondary educa�on.

• Increased role of PTCs for overall educa�onal promo�on in their respec�ve areas

• Improved Capaci�es of teachers on crea�ng friendly learning environment at target schools

Objec�ves of KAP Study• To e n h a n c e t h e ,

a�tude knowledge,

and prac�ces of local

community towards

educa�on especially

girls’ educa�on• To establish baseline

r e g a r d i n g t h e

exis�ng situa�on and

acceptance of local

community towards

educa�on especially

girls’ educa�on to

a n a l y z e t h e

c o m m u n i t y

behavioral change.• To devise strategies

for advocacy in light

of the local norms,

c u l t u r e a n d

c i rcumstances to

promote educa�on

e s p e c i a l l y g i r l s ’

educa�on.

The findings of KAP study suggest that in the target three UCs i.e. Bhogarmong, Jabber/Devli and Tanda/Bajna, there is a disparity of opportuni�es available for boys and girls. The disparity is at both primary and post primary levels and this disparity increases, when we move from primary to secondary level as limited girls’ secondary schools are available in comparison to boys’ secondary schools. As a result the transi�on rate of girls from primary level to secondary level is lower as compared to boys.

Parents and local communi�es of the target three UCs realize the importance of girls’ educa�on. All the respondents were in favor of girls’ educa�on provided that their security and safety be ensured. As per the responses of the respondents, educa�on of girls is indispensable for the subsequent benefits for the girls and their families.

As per the data received from the concerned Officials of Educa�on Department Mansehra, local communi�es, Parents and PTC members through interviews and FGDs, the reten�on rate for boys was 75% and 66% for girls at primary level in the target three UCs of District Mansehra. This means that in average, 25% boys and 34% girls were out of school at primary level at the said target UCs. Similarly, at post primary level i.e. Secondary level, the overall reten�on rate was 36% for boys and 22% for girls at the said target UCs. Hence the propor�on of out of school children grew substan�ally higher at secondary level especially in regard to girls.

As per the responses of the respondents of target three UCs especially parents and local community members, the overall environment in majority of the schools need massive improvements. Majority of the schools even do not have basic facili�es such as sea�ng chairs, desks or mats for students to sit comfortably. In majority of the schools, proper planta�on, vegeta�on, and beau�fica�on of the schools’ premises were not done. Hence the schools located in targeted three UCs had a lot of work to do on improvement of schools’ physical environment.

4746

The qualita�ve data was collected through FGDs, interviews, and observa�ons. The qualita�ve methods were used to document meaningful experiences within the local context. On the other hand, published and unpublished literature on status of educa�on and especially the girls’ educa�on was also studied to understand the current situa�on in the country, KP Province and District Mansehra to iden�fy opportuni�es for improving factors related to girls’ Educa�on. The quan�ta�ve data was collected by using a checklist about school’s profiles.

By employing these methods of Interviews, FGDs and observa�ons, the Knowledge, a�tude and exis�ng prac�ce of the communi�es and schools’ players were ascertained and then recorded so that an apt coping mechanism might be devised. In the end of a KAP study, key findings were recorded and success indicators were defined in consensus with par�cipants. Ques�onnaires were developed for the interviews and informa�on was gathered by taking interviews from the parents, teachers, PTC members and educa�on officials.

Baseline• Current Situa�on of

E d u c a � o n a n d available facili�es at target areas.

KAP Study• Assess general behavior

towards educa�on• Acceptance for Educa�on

• Faci l ita�on in Exis�ng

Situa�on

F i n a l i z e C o n t e n t s f o r Te a c h e rs ’ P ro fe s s i o n a l Development Training for teachers

Devise Mobiliza�on Strategy• Community Awareness

Sessions• PTCs ac�ve role

Results• Increased Community acceptance and facilita�on towards

educa�on especially girls’ educa�on.• Devised comprehensive mobi l iza�on strategy towards

mainstreaming all the out of school children in schools and ensure their transi�on to secondary educa�on.

• Increased role of PTCs for overall educa�onal promo�on in their respec�ve areas

• Improved Capaci�es of teachers on crea�ng friendly learning environment at target schools

Objec�ves of KAP Study• To e n h a n c e t h e ,

a�tude knowledge,

and prac�ces of local

community towards

educa�on especially

girls’ educa�on• To establish baseline

r e g a r d i n g t h e

exis�ng situa�on and

acceptance of local

community towards

educa�on especially

girls’ educa�on to

a n a l y z e t h e

c o m m u n i t y

behavioral change.• To devise strategies

for advocacy in light

of the local norms,

c u l t u r e a n d

c i rcumstances to

promote educa�on

e s p e c i a l l y g i r l s ’

educa�on.

The findings of KAP study suggest that in the target three UCs i.e. Bhogarmong, Jabber/Devli and Tanda/Bajna, there is a disparity of opportuni�es available for boys and girls. The disparity is at both primary and post primary levels and this disparity increases, when we move from primary to secondary level as limited girls’ secondary schools are available in comparison to boys’ secondary schools. As a result the transi�on rate of girls from primary level to secondary level is lower as compared to boys.

Parents and local communi�es of the target three UCs realize the importance of girls’ educa�on. All the respondents were in favor of girls’ educa�on provided that their security and safety be ensured. As per the responses of the respondents, educa�on of girls is indispensable for the subsequent benefits for the girls and their families.

As per the data received from the concerned Officials of Educa�on Department Mansehra, local communi�es, Parents and PTC members through interviews and FGDs, the reten�on rate for boys was 75% and 66% for girls at primary level in the target three UCs of District Mansehra. This means that in average, 25% boys and 34% girls were out of school at primary level at the said target UCs. Similarly, at post primary level i.e. Secondary level, the overall reten�on rate was 36% for boys and 22% for girls at the said target UCs. Hence the propor�on of out of school children grew substan�ally higher at secondary level especially in regard to girls.

As per the responses of the respondents of target three UCs especially parents and local community members, the overall environment in majority of the schools need massive improvements. Majority of the schools even do not have basic facili�es such as sea�ng chairs, desks or mats for students to sit comfortably. In majority of the schools, proper planta�on, vegeta�on, and beau�fica�on of the schools’ premises were not done. Hence the schools located in targeted three UCs had a lot of work to do on improvement of schools’ physical environment.

4746

4.3 Post Project Evalua�on

FWA in partnership with Kokkyo Naki Kodomotachi (KnK Japan) had executed a program to strengthen the educa�onal system through infrastructural development support and capacity development of the schools’ players in the earthquake affected areas of KP province with the financial support of Ministry of Foreign Affairs (MOFA) Japan.

This program of educa�onal infrastructure development remained con�nued for four consecu�ve years in District Mansehra i.e. from March 2010 to February 2014 in which forty (40) schools including primary, middle and high schools for both boys and girls were re-constructed and the ac�ve role of schools players in schools’ affaires was ensured to improve the learning environment at the target schools.

In the Month of October 2017, Ministry of Foreign Affairs (MOFA) Japan conducted a Post Evalua�on of above men�oned program that was executed in five phases in district Mansehra between 2010 and 2014.

Mr. Yuta Shiotsuka San who is working as “Second Secretary” at the Embassy of Japan Pakistan conducted this Post Evalua�on on October 26 and October 27, 2017, covering seven (07) schools out of total forty (40) schools. The result of this evalua�on is given as under,

A: Plan was highly relevant.

B: Plan was relevant.

C: Plan was not relevant, or turned out to be not relevant because of

remarkable change of circumstances.

Evaluation Question Scales/ Scoring of Evaluation

Relevance of planning

A: Goals were well achieved.B: Goals were partly achieved, but there are some difficul�es. C: Most of the goals were not achieved.

Achievement and Effectiveness of goals

Findings / Results A: Plan was highly relevant.

A: The project was conducted highly efficient.B: The project was efficient.C: The project was not efficient.

Efciency

Findings / Results A: Goals were well achieved.

A: The project has great impact.

B: Goals were achieved, but there is not impact on long-term goal.

C: The project has nega�ve impact.

Efciency

Findings / Results A: The project was conducted highly efficient.

A: Management system and sustainable opera�on system are well arranged, and sustainability is expected. B: System and funds are not adequate, but the benefits of the project would be con�nued.C: There is no sustainability.

Efciency

Findings / Results A: The project has great impact.

A: The project had adequate considera�on. Beneficiaries were mainly women

and vulnerable people, and they ac�vely par�cipated in the project.

B: The project did not have adequate considera�on for women and

vulnerable people, but there was no problem.

C: The project did not have any considera�on for women and vulnerable

people. It had nega�ve impact.

Social Consideration and Inuence

Findings / Results A: Management system and sustainable operation system are well arranged, and sustainability is expected.

A: The project aimed environmental conserva�on, and had proper measures.

B: The project did not have adequate considera�on for environment, but

there was no problem.

C: The project did not have any considera�on for environment and had

nega�ve impact. There was no measure taken against it.

C: The project did not have any considera�on for women and vulnerable

people. It had nega�ve impact.

Environmental Consideration and Inuence

Findings / Results A: The project had adequate consideration. Beneficiaries were mainly women and vulnerable people, and they actively participated in the project.

Findings / Results B: The project did not have adequate consideration for environment, but there was no problem.

Table 2: Findings of Post Project Evaluation:

4948

4.3 Post Project Evalua�on

FWA in partnership with Kokkyo Naki Kodomotachi (KnK Japan) had executed a program to strengthen the educa�onal system through infrastructural development support and capacity development of the schools’ players in the earthquake affected areas of KP province with the financial support of Ministry of Foreign Affairs (MOFA) Japan.

This program of educa�onal infrastructure development remained con�nued for four consecu�ve years in District Mansehra i.e. from March 2010 to February 2014 in which forty (40) schools including primary, middle and high schools for both boys and girls were re-constructed and the ac�ve role of schools players in schools’ affaires was ensured to improve the learning environment at the target schools.

In the Month of October 2017, Ministry of Foreign Affairs (MOFA) Japan conducted a Post Evalua�on of above men�oned program that was executed in five phases in district Mansehra between 2010 and 2014.

Mr. Yuta Shiotsuka San who is working as “Second Secretary” at the Embassy of Japan Pakistan conducted this Post Evalua�on on October 26 and October 27, 2017, covering seven (07) schools out of total forty (40) schools. The result of this evalua�on is given as under,

A: Plan was highly relevant.

B: Plan was relevant.

C: Plan was not relevant, or turned out to be not relevant because of

remarkable change of circumstances.

Evaluation Question Scales/ Scoring of Evaluation

Relevance of planning

A: Goals were well achieved.B: Goals were partly achieved, but there are some difficul�es. C: Most of the goals were not achieved.

Achievement and Effectiveness of goals

Findings / Results A: Plan was highly relevant.

A: The project was conducted highly efficient.B: The project was efficient.C: The project was not efficient.

Efciency

Findings / Results A: Goals were well achieved.

A: The project has great impact.

B: Goals were achieved, but there is not impact on long-term goal.

C: The project has nega�ve impact.

Efciency

Findings / Results A: The project was conducted highly efficient.

A: Management system and sustainable opera�on system are well arranged, and sustainability is expected. B: System and funds are not adequate, but the benefits of the project would be con�nued.C: There is no sustainability.

Efciency

Findings / Results A: The project has great impact.

A: The project had adequate considera�on. Beneficiaries were mainly women

and vulnerable people, and they ac�vely par�cipated in the project.

B: The project did not have adequate considera�on for women and

vulnerable people, but there was no problem.

C: The project did not have any considera�on for women and vulnerable

people. It had nega�ve impact.

Social Consideration and Inuence

Findings / Results A: Management system and sustainable operation system are well arranged, and sustainability is expected.

A: The project aimed environmental conserva�on, and had proper measures.

B: The project did not have adequate considera�on for environment, but

there was no problem.

C: The project did not have any considera�on for environment and had

nega�ve impact. There was no measure taken against it.

C: The project did not have any considera�on for women and vulnerable

people. It had nega�ve impact.

Environmental Consideration and Inuence

Findings / Results A: The project had adequate consideration. Beneficiaries were mainly women and vulnerable people, and they actively participated in the project.

Findings / Results B: The project did not have adequate consideration for environment, but there was no problem.

Table 2: Findings of Post Project Evaluation:

4948

During the year of 2017, Friends Welfare Associa�on has expanded its programma�c interven�ons both in thema�c and geographic terms by execu�ng various

campaigns and worked very closely with the communi�es through a systema�c process of involving everyone who can play a role in children’s educa�on. FWA’s field teams in the project areas formed parent’s groups, youth & volunteer’s groups. Through these community groups, we engaged local community in a rigorous capacity building process so that they would acquire skills, knowledge and a�tude to play their ac�ve roles for the rights of quality educa�on to children especially for girls.

In compliance with Governments new policy, Friends Welfare Associa�on Pakistan is amongst the thirty three (33) na�onal NGOs that have been so far registered with Economic Affairs Division (EAD). A�er a rigorous process of verifica�on, an MOU between the FWA and EAD has been signed under new government policy of registra�on of NGOs in Pakistan. Friends Welfare Associa�on Pakistan’s achievements are the results of challenges that have been encountered and have resulted into lessons’ learnt during the course of implementa�on of programma�c interven�ons.

5.1. Challenges & Constraints:

• Ensuring educa�on for women in Pakistan is a challenge, par�cularly in remote areas where girls face social and cultural barriers and are unable to go to school. Although, Friends Welfare Associa�on has priori�zed female educa�on’s Programs, many of the beneficiaries who were involved in these programs have voiced a need for more educa�onal projects for girls, especially in the remote vulnerable areas of KP province.

• With poor road infrastructure and difficult terrain, schools are inaccessible to children who live in isolated areas. The government does not see establishing or upgrading schools in these areas as a priority. Where a school is accessible, commu�ng proves to be challenging for many children. It is also difficult to recruit teachers, who are o�en unwilling to move to regions that lack the most basic facili�es. This is par�cularly true for female teachers. FWA has addressed this issue of finding and retaining dedicated teachers in remote areas by ensuring the ample contribu�on and involvement of the local communi�es to facilitate the female teachers in their respec�ve areas.

51

Lessons’ learnt, Challenges and Constraints5.

During the year of 2017, Friends Welfare Associa�on has expanded its programma�c interven�ons both in thema�c and geographic terms by execu�ng various

campaigns and worked very closely with the communi�es through a systema�c process of involving everyone who can play a role in children’s educa�on. FWA’s field teams in the project areas formed parent’s groups, youth & volunteer’s groups. Through these community groups, we engaged local community in a rigorous capacity building process so that they would acquire skills, knowledge and a�tude to play their ac�ve roles for the rights of quality educa�on to children especially for girls.

In compliance with Governments new policy, Friends Welfare Associa�on Pakistan is amongst the thirty three (33) na�onal NGOs that have been so far registered with Economic Affairs Division (EAD). A�er a rigorous process of verifica�on, an MOU between the FWA and EAD has been signed under new government policy of registra�on of NGOs in Pakistan. Friends Welfare Associa�on Pakistan’s achievements are the results of challenges that have been encountered and have resulted into lessons’ learnt during the course of implementa�on of programma�c interven�ons.

5.1. Challenges & Constraints:

• Ensuring educa�on for women in Pakistan is a challenge, par�cularly in remote areas where girls face social and cultural barriers and are unable to go to school. Although, Friends Welfare Associa�on has priori�zed female educa�on’s Programs, many of the beneficiaries who were involved in these programs have voiced a need for more educa�onal projects for girls, especially in the remote vulnerable areas of KP province.

• With poor road infrastructure and difficult terrain, schools are inaccessible to children who live in isolated areas. The government does not see establishing or upgrading schools in these areas as a priority. Where a school is accessible, commu�ng proves to be challenging for many children. It is also difficult to recruit teachers, who are o�en unwilling to move to regions that lack the most basic facili�es. This is par�cularly true for female teachers. FWA has addressed this issue of finding and retaining dedicated teachers in remote areas by ensuring the ample contribu�on and involvement of the local communi�es to facilitate the female teachers in their respec�ve areas.

51

Lessons’ learnt, Challenges and Constraints5.

• Some of the schools that have been established by FWA under its educa�onal infrastructure development program fall in remote areas. Naviga�ng difficult terrain mostly causes delays in the delivery of construc�on materials, and a vola�le security situa�on in the region coupled with severe weather condi�ons also hinder the construc�on process. FWA has been coping this challenge by adop�ng a “Milestone Approach” and by ensuring the ample contribu�on and mo�va�on of Partner’s communi�es and construc�on firms to complete the construc�on process on �me.

• The natural disasters such as earthquake in 2005, 2015 and flood of 2010 and 2014 have severely affected the educa�on sector of KP province. The missing infrastructure and lack of capacity in available infrastructure is important aspect that contributes in enrolling and retaining out of school children especially in disaster hit areas. Currently, FWA is the major organiza�on that is suppor�ng the E&SE department KP province in reconstruc�on and rehabilita�on of demolished schools. However, there are s�ll hundreds of schools in Mansehra, Batagram, Shangla, Kohistan and Torghar which have not yet been constructed and the organiza�on is con�nuously receiving requests from communi�es and educa�on departments to contribute in these districts. However, on account of financial constraints, the organiza�on is facing challenges in fulfilling the infrastructural needs of the vulnerable communi�es.

5.2. Lessons’ Learnt:

• Friends Welfare Associa�on’s programs operate on various levels and there are many approving and implemen�ng agencies involved. The success of programma�c interven�ons relies upon seamless coordina�on with the federal and provincial government in close collabora�on with partners, all the way through to the community organiza�ons. Streamlining this process is not an easy task and Program’s ac�vi�es get fully efficient once people are connected and working in accordance with the Program’s objec�ves.

• The organiza�on designs all its interven�ons in congruence with the framework of government policies and exis�ng procedures as it ensures the ownership of the Government and contributes to sustainability of all the interven�ons even a�er the closing of partner’s support. During the year, five (5) more community managed schools that were ini�ally owned and managed by local communi�es were successfully taken

over by the Elementary and Secondary Educa�on (E&SE) KP Province.

• Children have increased chances of reaching their poten�al when there are others around to mo�vate and mentor. Teachers o�en play this role; however, the success of a school is the responsibility of the en�re community, a�er all, it takes a village to raise a child. Teachers, in coordina�on with volunteers registered with the school, have follow-up of dropout children and encourage them to con�nue with their educa�on. Addi�onally, volunteers can help parent-teacher’s councils to launch campaigns on children’s rights, par�cularly those related to educa�on.

5352

• Some of the schools that have been established by FWA under its educa�onal infrastructure development program fall in remote areas. Naviga�ng difficult terrain mostly causes delays in the delivery of construc�on materials, and a vola�le security situa�on in the region coupled with severe weather condi�ons also hinder the construc�on process. FWA has been coping this challenge by adop�ng a “Milestone Approach” and by ensuring the ample contribu�on and mo�va�on of Partner’s communi�es and construc�on firms to complete the construc�on process on �me.

• The natural disasters such as earthquake in 2005, 2015 and flood of 2010 and 2014 have severely affected the educa�on sector of KP province. The missing infrastructure and lack of capacity in available infrastructure is important aspect that contributes in enrolling and retaining out of school children especially in disaster hit areas. Currently, FWA is the major organiza�on that is suppor�ng the E&SE department KP province in reconstruc�on and rehabilita�on of demolished schools. However, there are s�ll hundreds of schools in Mansehra, Batagram, Shangla, Kohistan and Torghar which have not yet been constructed and the organiza�on is con�nuously receiving requests from communi�es and educa�on departments to contribute in these districts. However, on account of financial constraints, the organiza�on is facing challenges in fulfilling the infrastructural needs of the vulnerable communi�es.

5.2. Lessons’ Learnt:

• Friends Welfare Associa�on’s programs operate on various levels and there are many approving and implemen�ng agencies involved. The success of programma�c interven�ons relies upon seamless coordina�on with the federal and provincial government in close collabora�on with partners, all the way through to the community organiza�ons. Streamlining this process is not an easy task and Program’s ac�vi�es get fully efficient once people are connected and working in accordance with the Program’s objec�ves.

• The organiza�on designs all its interven�ons in congruence with the framework of government policies and exis�ng procedures as it ensures the ownership of the Government and contributes to sustainability of all the interven�ons even a�er the closing of partner’s support. During the year, five (5) more community managed schools that were ini�ally owned and managed by local communi�es were successfully taken

over by the Elementary and Secondary Educa�on (E&SE) KP Province.

• Children have increased chances of reaching their poten�al when there are others around to mo�vate and mentor. Teachers o�en play this role; however, the success of a school is the responsibility of the en�re community, a�er all, it takes a village to raise a child. Teachers, in coordina�on with volunteers registered with the school, have follow-up of dropout children and encourage them to con�nue with their educa�on. Addi�onally, volunteers can help parent-teacher’s councils to launch campaigns on children’s rights, par�cularly those related to educa�on.

5352

Burdens become lighter when they are well borne.

1. Case Study of Kainat Bibi Union Council Darbani Torghar

Everyone has a story to tell and every story has lessons to learn. In the same way, the story of Kainat Bibi has lessons for people that everything is

possible if you are commi�ed and employ �reless efforts to achieve your aim in life.

Kainat Bibi is a resident of village Darbani District Torghar. District Torghar was formerly a provincially administrated tribal area which became a se�led district in 2011. The educa�onal opportuni�es for both boys and girls are scarce but the situa�on of girls’ educa�on at post primary level is alarming as only one girls’ middle school is available in en�re district of Torghar. There is no girl’s high school as well in the en�re district and there is not a single local matriculated girl in district Torghar.

Kainat Bibi also passed her 5th grade and like most of other girls who reside in district Torghar, she was compelled to discon�nue her further educa�on at middle level on account of non- availability of school at post primary level.

In the year of 2017, realizing the issues pertaining the girls’ educa�on at secondary level, FWA started its interven�on to establish one model girls’ school at secondary level in Union Council Darbani, district Torghar with the collabora�on of the District Educa�on Department Torghar and a UK based organiza�on“The Waterloo Founda�on”.

Kainat Bibi expresses her views in these words, “I passed my grade fi�h (5th) examina�on in 2012 and since then lost my hope for further educa�on due to lack of educa�onal facili�es for girls in District Torghar. My

parents were always talking about my marriage a�er the discon�nua�on of my studies which did not sound good to me as my inten�ons were totally different to what they thought. I was eager to get more educa�on and become a teacher. When a�er almost five (5) years of my comple�ng grade 5, I heard about a middle school for girls in my union council, I got so ecsta�c. I compelled my mother to take me to school and enroll me there so that I might fulfill my aspira�ons but she totally disagreed to do so arguing that my marriage was ready and I had become grownup enough to be enrolled in the school. I argued with her again and again and moulded my mother’s mind to get me enrolled in the school. A�er this, I got admission in grade 6th at Girls’ middle school at Darbani established by FWA. In the school, I saw my class fellows, who were not as tall and grownup as I was. Some�mes it was very awkward for me to sit with them in the class but my aspira�ons to become a teacher were so high that I stopped to mind such pe�y things. I am now in school and my parents, teachers and all other community members of my village and surrounding areas are happy and quote my example as a symbol of convic�on and dedica�on. Along with me, Forty two (42) girls who were out of school have got admission in Girls’ middle school Torghar in the first academic year of 2017-2018 and next year more girls will be enrolled in our school. I am really grateful to FWA and Educa�on Department Torghar for their efforts to make arrangements for ini�a�on of classes at secondary level in our village.

Source: PTC, Girls’ Middle School DarbaniCase Studies6.55

Burdens become lighter when they are well borne.

1. Case Study of Kainat Bibi Union Council Darbani Torghar

Everyone has a story to tell and every story has lessons to learn. In the same way, the story of Kainat Bibi has lessons for people that everything is

possible if you are commi�ed and employ �reless efforts to achieve your aim in life.

Kainat Bibi is a resident of village Darbani District Torghar. District Torghar was formerly a provincially administrated tribal area which became a se�led district in 2011. The educa�onal opportuni�es for both boys and girls are scarce but the situa�on of girls’ educa�on at post primary level is alarming as only one girls’ middle school is available in en�re district of Torghar. There is no girl’s high school as well in the en�re district and there is not a single local matriculated girl in district Torghar.

Kainat Bibi also passed her 5th grade and like most of other girls who reside in district Torghar, she was compelled to discon�nue her further educa�on at middle level on account of non- availability of school at post primary level.

In the year of 2017, realizing the issues pertaining the girls’ educa�on at secondary level, FWA started its interven�on to establish one model girls’ school at secondary level in Union Council Darbani, district Torghar with the collabora�on of the District Educa�on Department Torghar and a UK based organiza�on“The Waterloo Founda�on”.

Kainat Bibi expresses her views in these words, “I passed my grade fi�h (5th) examina�on in 2012 and since then lost my hope for further educa�on due to lack of educa�onal facili�es for girls in District Torghar. My

parents were always talking about my marriage a�er the discon�nua�on of my studies which did not sound good to me as my inten�ons were totally different to what they thought. I was eager to get more educa�on and become a teacher. When a�er almost five (5) years of my comple�ng grade 5, I heard about a middle school for girls in my union council, I got so ecsta�c. I compelled my mother to take me to school and enroll me there so that I might fulfill my aspira�ons but she totally disagreed to do so arguing that my marriage was ready and I had become grownup enough to be enrolled in the school. I argued with her again and again and moulded my mother’s mind to get me enrolled in the school. A�er this, I got admission in grade 6th at Girls’ middle school at Darbani established by FWA. In the school, I saw my class fellows, who were not as tall and grownup as I was. Some�mes it was very awkward for me to sit with them in the class but my aspira�ons to become a teacher were so high that I stopped to mind such pe�y things. I am now in school and my parents, teachers and all other community members of my village and surrounding areas are happy and quote my example as a symbol of convic�on and dedica�on. Along with me, Forty two (42) girls who were out of school have got admission in Girls’ middle school Torghar in the first academic year of 2017-2018 and next year more girls will be enrolled in our school. I am really grateful to FWA and Educa�on Department Torghar for their efforts to make arrangements for ini�a�on of classes at secondary level in our village.

Source: PTC, Girls’ Middle School DarbaniCase Studies6.55

2. Success Story of Taleemi Mohalla Commi�ee Union Council Phulra Mansehra

Friends Welfare Associa�on started an interven�on “ILMPOSSIBLE- Take a Child to School” with the collabora�on of Bri�sh Council and Educa�on Department KP in 2015. The said interven�on was designed to enroll and retain out of school children in target schools at five(5) Union Councils of the District Mansehra. During the project’s interven�ons, it was assessed that mostly people were not enrolling children in schools due to lack of physical infrastructure of schools as most of the schools were demol ished in EQ 2005 and were not yet reconstructed.

Government Boys Primary School Phulra is also one of those schools which were not reconstructed even a�er 12 years of the EQ 2005.A Taleemi Mohallah Commi�ee (TMC) was cons�tuted during a Broad Based Community Mee�ng (BBCM) conducted in UC Phulra while orien�ng the TMC on its roles and responsibili�es as well.

Taleemi Mohalla Commi�ee (TMC) in UC Phulra immediately a�er its cons�tu�on started collec�ng the data of the educa�onal issues of the Union Council and came across the fact that the central school of the Union Council Phulra is running without a building. The chairperson of the Taleemi Mohalla Commi�ee (TMC) along with the other commi�ee members visited the school and met with the Head Teacher and the Chairperson of the Parents Teachers Council (PTC) of the said school. On inquiring, Head Teacher of the said school shared that the school’s building has not yet been reconstructed due to some land issues. Head

teacher also shared that children were compelled to study in open sky and that is the major reason of children’s high dropout rate in the school. Chairperson, TMC asked the name of the owner of the land and arranged a mee�ng with him.

During the mee�ng with the owner of the land, the chairperson made him realized the importance of educa�on and the physical infrastructure of the school which was not provided because of the land issue. A�er a lengthy effort, the land owner had withdrawn all his concerns and allowed the Taleemi Mohallah Commi�ee (TMC) to start efforts for the reconstruc�on of the school’s building.

A�er wri�en agreement with the land owner, TMC contacted with the educa�on department Mansehra which immediately contacted with the concerned department for the reconstruc�on of GPS Phulra.

With the consistent efforts of the Taleemi Mohalla Commi�ee (TMC), the school’s reconstruc�on is near to comple�on and children of the said school will have their educa�on in a safe and protec�ve environment with the start of new academic year in April 2018.

3. Success Story of Maria Bibi,

CMGHSS Paras

Born in 1991, Maria Bibi is from village paras, a remote

village in Mansehra, where �ll 2011 girls lacked basic

facili�es of con�nuing their studies a�er middle level

of educa�on. The only available educa�onal facility

was government girls’ middle school Paras where girls

could con�nue their studies �ll grade 8th. In 2011,

Friends Welfare Associa�on with the support of

Hoshyar Founda�on USA ini�ated high classes for the

girls of village paras that opened an avenue of

op�mism for girls to pursue their educa�on beyond

middle level.

Ms. Maria Bibi D/O Abdul Rasheed Shah was amongst

those students who had completed her middle level

educa�on in 2003 and despite great aspira�on for

con�nuing her educa�on, she could not pursue her

dream of ge�ng educa�on on account of non-

availability of schooling opportuni�es at high level.

For eight years, she remained at home and involved in

household works. She narrates her story in her own words, ‘’The year

2011 was the year of resuming my educa�on, I was

much happy as well as worried at the same �me. I was

happy to know that high level classes were started in

our village and had also apprehensions that whether

or not my family allow me for further educa�on,

school management would give me admission in

grade 9th and whether I be able to keep my academic

pace a�er such a long disconnec�on . I am thankful to

my teachers, School Management Commi�ee,

Friends Welfare Associa�on and Hoshyar Founda�on

who contributed to ini�ate high school classes at

CMGHS Paras where girls like me resumed their

educa�on who were earlier excluded from the cycle of

educa�on. The suppor�ve environment created for

me within my family and inside the school eased me to

take decision of taking admission in grade 9th’’.

Despite her hardships, driven by her passion for

knowledge, Maria Bibi con�nued her educa�on at

high level and remained a dis�nc�ve student of the

school. She took second posi�on in matricula�on

examina�ons that was conducted in 2013. A�er

passing matricula�on, she joined the coaching classes

of intermediate (FA) at CMGHS Paras. She successfully

passed FA in 2015 and applied for a job of teaching in a

private school. She was selected as a teacher and now

she is teaching to girls of her village. Alongside with

teaching, she con�nued her studies at gradua�on

level and has passed her gradua�on with dis�nc�on in

2017. Speaking about her goals she said that ‘’I will

con�nue my studies at master level and will con�nue

to work for the educa�on of girls in Paras’’.

5756

“We express our deepest gratefulness to Friends Welfare Associa�on for organizing us in such a dynamic group and then building our capacity to get the office

bearers accountable for the realiza�on of our rights and suppor�ng us in the enrollment and reten�on of OOSCs in schools by involving mul� stakeholders for this cause”

Mr. Zaheer: Chairman Taleemi Mohallah Commi�ee, UC Phulra

2. Success Story of Taleemi Mohalla Commi�ee Union Council Phulra Mansehra

Friends Welfare Associa�on started an interven�on “ILMPOSSIBLE- Take a Child to School” with the collabora�on of Bri�sh Council and Educa�on Department KP in 2015. The said interven�on was designed to enroll and retain out of school children in target schools at five(5) Union Councils of the District Mansehra. During the project’s interven�ons, it was assessed that mostly people were not enrolling children in schools due to lack of physical infrastructure of schools as most of the schools were demol ished in EQ 2005 and were not yet reconstructed.

Government Boys Primary School Phulra is also one of those schools which were not reconstructed even a�er 12 years of the EQ 2005.A Taleemi Mohallah Commi�ee (TMC) was cons�tuted during a Broad Based Community Mee�ng (BBCM) conducted in UC Phulra while orien�ng the TMC on its roles and responsibili�es as well.

Taleemi Mohalla Commi�ee (TMC) in UC Phulra immediately a�er its cons�tu�on started collec�ng the data of the educa�onal issues of the Union Council and came across the fact that the central school of the Union Council Phulra is running without a building. The chairperson of the Taleemi Mohalla Commi�ee (TMC) along with the other commi�ee members visited the school and met with the Head Teacher and the Chairperson of the Parents Teachers Council (PTC) of the said school. On inquiring, Head Teacher of the said school shared that the school’s building has not yet been reconstructed due to some land issues. Head

teacher also shared that children were compelled to study in open sky and that is the major reason of children’s high dropout rate in the school. Chairperson, TMC asked the name of the owner of the land and arranged a mee�ng with him.

During the mee�ng with the owner of the land, the chairperson made him realized the importance of educa�on and the physical infrastructure of the school which was not provided because of the land issue. A�er a lengthy effort, the land owner had withdrawn all his concerns and allowed the Taleemi Mohallah Commi�ee (TMC) to start efforts for the reconstruc�on of the school’s building.

A�er wri�en agreement with the land owner, TMC contacted with the educa�on department Mansehra which immediately contacted with the concerned department for the reconstruc�on of GPS Phulra.

With the consistent efforts of the Taleemi Mohalla Commi�ee (TMC), the school’s reconstruc�on is near to comple�on and children of the said school will have their educa�on in a safe and protec�ve environment with the start of new academic year in April 2018.

3. Success Story of Maria Bibi,

CMGHSS Paras

Born in 1991, Maria Bibi is from village paras, a remote

village in Mansehra, where �ll 2011 girls lacked basic

facili�es of con�nuing their studies a�er middle level

of educa�on. The only available educa�onal facility

was government girls’ middle school Paras where girls

could con�nue their studies �ll grade 8th. In 2011,

Friends Welfare Associa�on with the support of

Hoshyar Founda�on USA ini�ated high classes for the

girls of village paras that opened an avenue of

op�mism for girls to pursue their educa�on beyond

middle level.

Ms. Maria Bibi D/O Abdul Rasheed Shah was amongst

those students who had completed her middle level

educa�on in 2003 and despite great aspira�on for

con�nuing her educa�on, she could not pursue her

dream of ge�ng educa�on on account of non-

availability of schooling opportuni�es at high level.

For eight years, she remained at home and involved in

household works. She narrates her story in her own words, ‘’The year

2011 was the year of resuming my educa�on, I was

much happy as well as worried at the same �me. I was

happy to know that high level classes were started in

our village and had also apprehensions that whether

or not my family allow me for further educa�on,

school management would give me admission in

grade 9th and whether I be able to keep my academic

pace a�er such a long disconnec�on . I am thankful to

my teachers, School Management Commi�ee,

Friends Welfare Associa�on and Hoshyar Founda�on

who contributed to ini�ate high school classes at

CMGHS Paras where girls like me resumed their

educa�on who were earlier excluded from the cycle of

educa�on. The suppor�ve environment created for

me within my family and inside the school eased me to

take decision of taking admission in grade 9th’’.

Despite her hardships, driven by her passion for

knowledge, Maria Bibi con�nued her educa�on at

high level and remained a dis�nc�ve student of the

school. She took second posi�on in matricula�on

examina�ons that was conducted in 2013. A�er

passing matricula�on, she joined the coaching classes

of intermediate (FA) at CMGHS Paras. She successfully

passed FA in 2015 and applied for a job of teaching in a

private school. She was selected as a teacher and now

she is teaching to girls of her village. Alongside with

teaching, she con�nued her studies at gradua�on

level and has passed her gradua�on with dis�nc�on in

2017. Speaking about her goals she said that ‘’I will

con�nue my studies at master level and will con�nue

to work for the educa�on of girls in Paras’’.

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“We express our deepest gratefulness to Friends Welfare Associa�on for organizing us in such a dynamic group and then building our capacity to get the office

bearers accountable for the realiza�on of our rights and suppor�ng us in the enrollment and reten�on of OOSCs in schools by involving mul� stakeholders for this cause”

Mr. Zaheer: Chairman Taleemi Mohallah Commi�ee, UC Phulra

is a secular, non-profit, U.S.-based organization whose purpose is to raise and distribute funds in support of human empowerment through female education.Hoshyar takes as its primary mandate the goal of increasing girls' and women's access to education in historically underserved localities, particularly in Pakistan and other underserved areas of South Asia. It seeks to promote a variety of appropriate programs in response to local initiativesProjects are identified through research and field trips and include an array of incentives designed to increase female enrollment in educational institutions and to retain students once they are enrolled. Hoshyar Foundation is a legally registered public charity in the state of Texas with 501(c) 3 tax exempt status

The ultimate goal of The Peace Stone Foundation is to bring the world peace. NPO, "STONE FOR PEACE ASSOCIATION OF HIROSHIMA" started to donate a so-called Peace Stone to each Head of the State in the world to share the desire for peace in 1991. These stones were actually hit by the atomic bomb in August 1945 and were revived by the people in Hiroshima as a silent witness of the tragedy which took 140,000 of lives instantly. As of June 2001, approximately 100 heads have accepted the Stone, and they are displayed in public.

As this worldwide activity expands, providing opportunities for children to receive basic education has come up as the necessity to pursue peace in a grass-root level. Improving educational opportunities so that children can learn and grow international understanding and harmonization, which is THE PEACE STONE FOUNDATION believes as its mission.

THE PEACE STONE FOUNDATION will make grants to support or assist educational projects for children who can not afford to go to school.

UNICEF is the driving force that helps build a world where the rights of every child are realized. We have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality. That makes us unique among world organizations, and unique among those working with the young.

We believe that nurturing and caring for children are the cornerstones of human progress. UNICEF was created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child's path. We believe that we can, together, advance the cause of humanity.

We advocate for measures to give children the best start in life, because proper care at the youngest age forms the strongest foundation for a person's future.

TWF is an independent grant-making Foundation created in 2007, and based in Cardiff, Wales. We give grants to organisations in both the UK and world-wide. We are most interested in projects that help globally particularly in the areas of the disparity of wealth and climate-related issues. We want to help both the global community and the local community here in Wales.

KnK “Children Without Borders” Japan KnK is a Non Governmental Organization established in Japan in 1997 as a humanitarian and educational association, to provide support to street children, defavorized children, children in conflict with the law, trafficked children and children who have been the victims of natural disaster, and to promote friendship and better understanding among children, mainly in Asia.

HANDICAP International, an international humanitarian aid and development NGO, was founded in 1982 and holding the specialization in the field of Disability. Non-governmental, non-religious, non-political and non-profit making, it works along side people with disabilities, whatever the context, offering them assistance and supporting them in their efforts to become self-reliant.

Partners

5958

AHAN initiative of the Government of Pakistan has been launched to promote rural businesses. Thus, the AHAN initiative will aim at providing the much needed non-traditional work opportunities in the rural areas by adopting and indigenizing the One Village One Product (OVOP) concept. The initiative envisages enabling the rural businesses to access a range of business development services, including appropriate technologies and financial capital.

The Onaway Trust was established in 1974 with the overall objective to relieve poverty and suffering. This is expressed in many areas and includes the protection of the environment, the support of children and adults with learning difficulties the assistance of smaller charities whose aim is to safeguard sick, injured, threatened or abandoned animals and emergency relief for victims of disaster. Remaining central, however since Onaway's inception is the support of Indigenous peoples - particularly Native Americans.

To date, Onaway has supported an extensive number of projects worldwide, many of which have grown to become successful, sustainable organizations in their own right.

Japan Water Forum (JWF) is a nonprofit organization with international perspective. JWF is set up through cooperation of all stakeholders, including NGOs, Government, Private sector and Academia in Japan for the purpose of solving water problem in the world.

Established in 2003, the COMO Foundation supports non-profit grassroots organizations that work directly in development, education and healthcare for women and girls. Its goal is to help them support themselves.

By focusing on women, it is believed that progress passes among families to improve their futures. At the same time, a strong sense of community ownership is encouraged through local ownership, peer support, mentoring and collective decision-making.

The Orskov Foundation promotes sustainable development for the poorest rural communities in the world. We aim to achieve this through the integration of agricultural education with community projects. The resultant sharing of knowledge, experience and information will be key factors to enable people and communities to find their own solutions to the complex problems they face and move towards self-sufficiency on their own terms. We support both individual students and a programme of community projects. Each of the community projects we fund is set up using a revolving-fund. This is a simple method of providing access to affordable credit to buy what the communities deem to be most useful. When they are able they then pay back to the fund to enable others to benefit. Each project, its goals and management, is set up in partnership with the active participation of the community groups involved.

Japan Platform (JPF) is an international emergency humanitarian aid organization which offers more effective and prompter emergency aid, in response to the world situation, focusing the issues of refugees and natural disaster. JPF conducts such aid with a tripartite cooperation system where NGOs, business community, and government of Japan work in close cooperation, based on equal partnership, making the most of the respective sectors' characteristics and resources

The Maria-Helena Foundation is a non-profit, non-sectarian Pakistani-Canadian family-based organization that focuses on development in South Asia, primarily Pakistan. Our goal is to reduce poverty by supporting: education (especially of girls), skills training of women, and health care of children.

We connect people with learning opportunities and creative ideas from the UK. Whether you want to learn or teach English, take an exam, study in the UK or find out about our forthcoming events, this is the place to start.

HBL-Foundation is a charity foundation of HBL Limited to enable people to advance with confidence and success.

Circle of Women is a non-profit organization, run entirely by full-time students. The organization was founded in 2006, since then, true to the mission of making education more accessible for women across the globe, Circle of Women has built sustainable secondary schools in six different countries. To date, Circle of Women has completed 8 projects in 6 countries: Afghanistan, India, Kenya, Malawi, Pakistan, and Tanzania.

is a secular, non-profit, U.S.-based organization whose purpose is to raise and distribute funds in support of human empowerment through female education.Hoshyar takes as its primary mandate the goal of increasing girls' and women's access to education in historically underserved localities, particularly in Pakistan and other underserved areas of South Asia. It seeks to promote a variety of appropriate programs in response to local initiativesProjects are identified through research and field trips and include an array of incentives designed to increase female enrollment in educational institutions and to retain students once they are enrolled. Hoshyar Foundation is a legally registered public charity in the state of Texas with 501(c) 3 tax exempt status

The ultimate goal of The Peace Stone Foundation is to bring the world peace. NPO, "STONE FOR PEACE ASSOCIATION OF HIROSHIMA" started to donate a so-called Peace Stone to each Head of the State in the world to share the desire for peace in 1991. These stones were actually hit by the atomic bomb in August 1945 and were revived by the people in Hiroshima as a silent witness of the tragedy which took 140,000 of lives instantly. As of June 2001, approximately 100 heads have accepted the Stone, and they are displayed in public.

As this worldwide activity expands, providing opportunities for children to receive basic education has come up as the necessity to pursue peace in a grass-root level. Improving educational opportunities so that children can learn and grow international understanding and harmonization, which is THE PEACE STONE FOUNDATION believes as its mission.

THE PEACE STONE FOUNDATION will make grants to support or assist educational projects for children who can not afford to go to school.

UNICEF is the driving force that helps build a world where the rights of every child are realized. We have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality. That makes us unique among world organizations, and unique among those working with the young.

We believe that nurturing and caring for children are the cornerstones of human progress. UNICEF was created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child's path. We believe that we can, together, advance the cause of humanity.

We advocate for measures to give children the best start in life, because proper care at the youngest age forms the strongest foundation for a person's future.

TWF is an independent grant-making Foundation created in 2007, and based in Cardiff, Wales. We give grants to organisations in both the UK and world-wide. We are most interested in projects that help globally particularly in the areas of the disparity of wealth and climate-related issues. We want to help both the global community and the local community here in Wales.

KnK “Children Without Borders” Japan KnK is a Non Governmental Organization established in Japan in 1997 as a humanitarian and educational association, to provide support to street children, defavorized children, children in conflict with the law, trafficked children and children who have been the victims of natural disaster, and to promote friendship and better understanding among children, mainly in Asia.

HANDICAP International, an international humanitarian aid and development NGO, was founded in 1982 and holding the specialization in the field of Disability. Non-governmental, non-religious, non-political and non-profit making, it works along side people with disabilities, whatever the context, offering them assistance and supporting them in their efforts to become self-reliant.

Partners

5958

AHAN initiative of the Government of Pakistan has been launched to promote rural businesses. Thus, the AHAN initiative will aim at providing the much needed non-traditional work opportunities in the rural areas by adopting and indigenizing the One Village One Product (OVOP) concept. The initiative envisages enabling the rural businesses to access a range of business development services, including appropriate technologies and financial capital.

The Onaway Trust was established in 1974 with the overall objective to relieve poverty and suffering. This is expressed in many areas and includes the protection of the environment, the support of children and adults with learning difficulties the assistance of smaller charities whose aim is to safeguard sick, injured, threatened or abandoned animals and emergency relief for victims of disaster. Remaining central, however since Onaway's inception is the support of Indigenous peoples - particularly Native Americans.

To date, Onaway has supported an extensive number of projects worldwide, many of which have grown to become successful, sustainable organizations in their own right.

Japan Water Forum (JWF) is a nonprofit organization with international perspective. JWF is set up through cooperation of all stakeholders, including NGOs, Government, Private sector and Academia in Japan for the purpose of solving water problem in the world.

Established in 2003, the COMO Foundation supports non-profit grassroots organizations that work directly in development, education and healthcare for women and girls. Its goal is to help them support themselves.

By focusing on women, it is believed that progress passes among families to improve their futures. At the same time, a strong sense of community ownership is encouraged through local ownership, peer support, mentoring and collective decision-making.

The Orskov Foundation promotes sustainable development for the poorest rural communities in the world. We aim to achieve this through the integration of agricultural education with community projects. The resultant sharing of knowledge, experience and information will be key factors to enable people and communities to find their own solutions to the complex problems they face and move towards self-sufficiency on their own terms. We support both individual students and a programme of community projects. Each of the community projects we fund is set up using a revolving-fund. This is a simple method of providing access to affordable credit to buy what the communities deem to be most useful. When they are able they then pay back to the fund to enable others to benefit. Each project, its goals and management, is set up in partnership with the active participation of the community groups involved.

Japan Platform (JPF) is an international emergency humanitarian aid organization which offers more effective and prompter emergency aid, in response to the world situation, focusing the issues of refugees and natural disaster. JPF conducts such aid with a tripartite cooperation system where NGOs, business community, and government of Japan work in close cooperation, based on equal partnership, making the most of the respective sectors' characteristics and resources

The Maria-Helena Foundation is a non-profit, non-sectarian Pakistani-Canadian family-based organization that focuses on development in South Asia, primarily Pakistan. Our goal is to reduce poverty by supporting: education (especially of girls), skills training of women, and health care of children.

We connect people with learning opportunities and creative ideas from the UK. Whether you want to learn or teach English, take an exam, study in the UK or find out about our forthcoming events, this is the place to start.

HBL-Foundation is a charity foundation of HBL Limited to enable people to advance with confidence and success.

Circle of Women is a non-profit organization, run entirely by full-time students. The organization was founded in 2006, since then, true to the mission of making education more accessible for women across the globe, Circle of Women has built sustainable secondary schools in six different countries. To date, Circle of Women has completed 8 projects in 6 countries: Afghanistan, India, Kenya, Malawi, Pakistan, and Tanzania.

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Financial Report

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B1-17 Datta Hamlet Housing Scheme Mansehra, KPK, PakistanTel: +92-997-440-172 Fax: +92-997-302-310

URL: www.friendswa.org, Email: info@friendswa.org

Friends Welfare Association Pakistan