annual report 2014 - friends welfare association...

www.friendswa.org

F R I E N D S W E L FA R E A S S O C I AT I O N PA K I S TA N

ANNUAL REPORT

BoDs Board of Directors

MoFA Ministry of Foreign Affairs

KnK Kokkyo naki Kodomotachi (children without borders)

UNICEF United Nations Children's Fund

DRU District Reconstruction Unit

ERRA Earthquake Reconstruction & Rehabilitation Authority

SERRA State Earthquake Reconstruction & Rehabilitation Authority

KPK Khyber Pakhtunkhwa

AJK Azad Jammu and Kashmir

E&SE Elementary & Secondary Education

UCs Union Councils

EQ Earthquake

SRC Students Representative Council

SMC School Management Committee

PTC Parents Teachers Councils

SSC Secondary School Certificate

GGMS Government Girls Middle School

CMGHS Community Management Girls High School

CMGMS Community Management Girls Middle School

CBOs Community Based Organizations

GPS Government Primary School

GGPS Government Girls Primary School

GMS Government Middle School

GCMS Government Community Model School

GMPS Government Maktab Primary School

TACS Take A Child to School

ACRONYMS AND ABBREVIATIONS

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TABLE OF CONTENTS

Foreword 1. Strengthening Education System through infrastructure Development Support in

District Mansehra 1.1 Summary of four Years Program in District Mansehra 1.2 Pre & Post Project Enrollment Comparison1.3 Capacity Building of Beneficiaries

2. Strengthening Education System through Infrastructure Development Support- AJK 2.1 School Construction and Education Environment

st 2.1.1 Phase 1 of project comprising six (06) schools2.2 Stakeholders Capacity Building and Active Participation 2.3 Networking and Publication of Newsletter 2.4 Partner Visit 2.5 Major Achievements 2.6 Success Stories 3. Access to Girls Secondary Education 3.1 Background 3.2 Hoshyar Foundation Support in Access to Girls Secondary Education 3.2.1 Community Managed Girls High School Jabar Gali 3.2.2 Community Managed Girls High School Mandagucha 3.2.3 Community Managed Girls High School Paras 3.2.4 Community Managed Girls High School Meil But 3.2.5 Community Managed Girls High School Bararkot 3.2.6 CMGMS Chota Bala and CMGHS Khairabad 3.2.7 Capacity Building 3.2.8 Total Beneficiaries of the project3.3 Embassy of Japan support in Access to Girls Secondary Education Construction of the Girls Middle and High School Meelbut3.4 The Maria Helena Foundation support in Access to Girls Secondary Education 3.4.1 CMGMS Maryum –Helima Raiter 3.4.2 CMGMS Maryum –Helima Shangri3.5 Major Achievements of the project “Access to Girls Secondary Education”3.6 Success Stories

4. ILMPOSSIBLE – Take a Child to School 4.1 Background4.2 Expected Results 5. Research Studies 5.1 Baseline Assessment AJK 5.2 Baseline Assessment – Access to Girls Education5.3 Post Project Evaluation

6. Lesson Learnt, Challenges and Constraints: 6.1 Challenges and Constraints6.2 Lesson Learnt

7. Human & Organizational Development7.1 Staff Capacity Building

Publications

Government Recognition

Member of

Partners

Organization’s Structure

Financial Report

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WELCOME

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During the year 2014, F r i e n d s W e l f a r e Association Pakistan has achieved some r e m a r k a b l e milestones in term of p r o g r a m achievements and o r g a n i z a t i o n a l development. This report is an attempt

to provide a highlight of our efforts and to provide insight of our commitment to the development and uplift of vulnerable communities particularly emphasizing the right to education especially for the girls. During the past year, a core program of our organization, “strengthening the educational system through infrastructure support” in District Mansehra came to end. This program remained continued since last four years and in total forty (40) Government schools including primary, middle and high schools were reconstructed as per the seismic standards and handed over to the Education Department Mansehra. Along with the rehabilitation of the physical infrastructure, the capacity building of the schools players and improvement in teaching and learning process remained a hallmark of this program.

The Elementary and Secondary Education Department KPK remained vehement ly appreciative of this program and Friends Pakistan efforts to rehabi l i tate the demolished infrastructure of schools of KP Province.

During the report year of 2014, the outreach of our program of strengthening the educational system through infrastructure support was extended to the State of Azad Jammu and Kashmir. Thus our organization has successfully replicated the model of strengthening the educational system through infrastructure support in AJK.

Another core Program of Friends Pakistan is strengthening the educational system through access to girl's education support which remained continued with the support of Hoshyar Foundation during the past year. In this intervention, girls of the vulnerable areas who do not have this facilitation to continue their education after passing the primary education are supported to acquire their

middle and higher level education at the safe and protective educational centers provided within their locality by involving the local communities in the school's management. Friends Pakistan resource mobilization strategies underwent a significant change as a result new partners such as “The Maria Helena Foundation” and “Embassy of Japan in Pakistan” joined hands with us in the cause of promoting girls education in the vulnerable areas of KP province. The model of Friends Pakistan to provide the support of access to quality education to the vulnerable girls at Secondary level by filling the gap of community demand for girl's secondary education and Government support is appreciated by the national and international partners. Hence the scale of support in term of providing access to girl's education is extending with each passing year and now our organization is supporting nine (9) community based schools in KPK province. The approval of a permanent building of community managed girl's high school Meilbut by Embassy of Japan in Pakistan and arrangement of a vehicle for the pick and drop of the girls of far flung areas to access school at Meilbut by Waterloo Foundation in Pakistan was a major achievement of the past year.

I take this opportunity to thank all those, who have helped us to achieve the incredible success of the report year. My special thanks are to Government departments, local communities and our partners, KnK Japan, Hoshyar Foundation, The Maria Helena Foundation, Embassy of Japan, British Council and Waterloo Foundation who's constant and persistent support enabled us to achieve the key milestones during the past year. I also appreciate the Friends Pakistan's team as a whole for taking their work seriously but at the same time managed to keep the atmosphere warm and engaging.

I conclude with the prayer that we further get “enlightened” to develop broader vision of development and willingness to serve the unfortunate with renewed vigor and commitment.

Ameen

Javed Iqbal Executive Director Friends Pakistan

FOREWORD

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During the year 2014, F r i e n d s W e l f a r e Association Pakistan has achieved some r e m a r k a b l e milestones in term of p r o g r a m achievements and o r g a n i z a t i o n a l development. This report is an attempt

to provide a highlight of our efforts and to provide insight of our commitment to the development and uplift of vulnerable communities particularly emphasizing the right to education especially for the girls. During the past year, a core program of our organization, “strengthening the educational system through infrastructure support” in District Mansehra came to end. This program remained continued since last four years and in total forty (40) Government schools including primary, middle and high schools were reconstructed as per the seismic standards and handed over to the Education Department Mansehra. Along with the rehabilitation of the physical infrastructure, the capacity building of the schools players and improvement in teaching and learning process remained a hallmark of this program.

The Elementary and Secondary Education Department KPK remained vehement ly appreciative of this program and Friends Pakistan efforts to rehabi l i tate the demolished infrastructure of schools of KP Province.

During the report year of 2014, the outreach of our program of strengthening the educational system through infrastructure support was extended to the State of Azad Jammu and Kashmir. Thus our organization has successfully replicated the model of strengthening the educational system through infrastructure support in AJK.

Another core Program of Friends Pakistan is strengthening the educational system through access to girl's education support which remained continued with the support of Hoshyar Foundation during the past year. In this intervention, girls of the vulnerable areas who do not have this facilitation to continue their education after passing the primary education are supported to acquire their

middle and higher level education at the safe and protective educational centers provided within their locality by involving the local communities in the school's management. Friends Pakistan resource mobilization strategies underwent a significant change as a result new partners such as “The Maria Helena Foundation” and “Embassy of Japan in Pakistan” joined hands with us in the cause of promoting girls education in the vulnerable areas of KP province. The model of Friends Pakistan to provide the support of access to quality education to the vulnerable girls at Secondary level by filling the gap of community demand for girl's secondary education and Government support is appreciated by the national and international partners. Hence the scale of support in term of providing access to girl's education is extending with each passing year and now our organization is supporting nine (9) community based schools in KPK province. The approval of a permanent building of community managed girl's high school Meilbut by Embassy of Japan in Pakistan and arrangement of a vehicle for the pick and drop of the girls of far flung areas to access school at Meilbut by Waterloo Foundation in Pakistan was a major achievement of the past year.

I take this opportunity to thank all those, who have helped us to achieve the incredible success of the report year. My special thanks are to Government departments, local communities and our partners, KnK Japan, Hoshyar Foundation, The Maria Helena Foundation, Embassy of Japan, British Council and Waterloo Foundation who's constant and persistent support enabled us to achieve the key milestones during the past year. I also appreciate the Friends Pakistan's team as a whole for taking their work seriously but at the same time managed to keep the atmosphere warm and engaging.

I conclude with the prayer that we further get “enlightened” to develop broader vision of development and willingness to serve the unfortunate with renewed vigor and commitment.

Ameen

Javed Iqbal Executive Director Friends Pakistan

FOREWORD

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1.1 Summary of Four Years Program in District Mansehra

Friends Pakistan in the partnership of Ministry of Foreign Affairs Japan through KnK Japan and Elementary and Secondary Education Department KPK had initiated a four years program “Strengthening education through infrastructure development support” in District Mansehra to contribute its part in rehabilitating the demolished infrastructure of schools (demolished in the Earthquake of 2005) and improving the overall educational environment at the targeted schools. This program initiated in the March 2010 and remained continued till March 2014 in District Mansehra. This program proved to be a foundation stone for the reconstruction and rehabilitation of the demolished non strategy schools in district Mansehra and after Friends Pakistan, other organizations such as UNICEF also stepped forwarded to contribute in the rehabilitation of demolished infrastructure of the non strategy schools.

In the scope of this intervention, along with the construction of the permanent school buildings in compliance to the seismic standards set by ERRA, the capacity development of the schools' players such as Teachers, PTCs members, Students etc have been the major components of the above mentioned program. This project was completed in six phases and forty (40) schools have been completed in this project by March 2014.

The objective of this intervention was to improve the learning environment of the vulnerable schools (demolished completely during the Earthquake of 2005 and were not rebuilt afterwards), through providing the safe physical infrastructure in the form of permanent school buildings, toilets, boundary

1. Strengthening Education System through Infrastructure Development Support in District Mansehra

Strengthening Education System through Infrastructure Development Support in District Mansehra

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1.1 Summary of Four Years Program in District Mansehra

Friends Pakistan in the partnership of Ministry of Foreign Affairs Japan through KnK Japan and Elementary and Secondary Education Department KPK had initiated a four years program “Strengthening education through infrastructure development support” in District Mansehra to contribute its part in rehabilitating the demolished infrastructure of schools (demolished in the Earthquake of 2005) and improving the overall educational environment at the targeted schools. This program initiated in the March 2010 and remained continued till March 2014 in District Mansehra. This program proved to be a foundation stone for the reconstruction and rehabilitation of the demolished non strategy schools in district Mansehra and after Friends Pakistan, other organizations such as UNICEF also stepped forwarded to contribute in the rehabilitation of demolished infrastructure of the non strategy schools.

In the scope of this intervention, along with the construction of the permanent school buildings in compliance to the seismic standards set by ERRA, the capacity development of the schools' players such as Teachers, PTCs members, Students etc have been the major components of the above mentioned program. This project was completed in six phases and forty (40) schools have been completed in this project by March 2014.

The objective of this intervention was to improve the learning environment of the vulnerable schools (demolished completely during the Earthquake of 2005 and were not rebuilt afterwards), through providing the safe physical infrastructure in the form of permanent school buildings, toilets, boundary

1. Strengthening Education System through Infrastructure Development Support in District Mansehra

Strengthening Education System through Infrastructure Development Support in District Mansehra

Strengthening Education System through Infrastructure Development Support – AJK

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wall, water & sanitation along with providing the requisite school supplies (Furniture, School bags etc), enhancing the capacities of students and teachers to improve the teaching and learning process in schools and to enhance the capacities of the PTCs to have active involvement in schools affairs for overall school improvement.

The detail of schools that were constructed during the period, March 2010 to March 2014 is displayed in the below given graph,

1.2 Pre & Post Project Enrollment Comparison

This intervention of Strengthening Education System through Infrastructure Development Support in District Mansehra has resulted in considerable increase in enrollment. The pre and post project enrollment comparison is given in below graph:

1.3 Capac i ty Bu i ld ing of Beneficiaries:

Capacity building of stakeholders such as Parents Teachers Councils (PTC), Students Representative Council (SRC) and Teachers was an important component of school reconstruction project. Capacity building of beneficiaries has enabled the primary stakeholder to play efficient role in improving the overall school environment. In total, three hundred and twenty (320) PTCs members (160 male and 160 female), one hundred sixty six (166) Teachers (male 95, female 71) and two hundred and eighty six (286) SRCs members have been trained in all the targeted forty (40) schools to ensure the active participation of the school players for the improvement in the school environment.

40

18

13

52

45

40

35

30

25

20

15

10

5

0

Graph 1: Number of Schools Reconstructed in Mansehra

Graph 2: Facilities Provided –

120

100

80

60

40

20

0

119

111 1

Classrooms Offices Laboratory Examination Hall

Series1

Facilities Provided

Facilities Constructed

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mb

er

392

Enrollment Comparison

575 400

841

591

750

537602

860

1008

827

1010

Pre Post

Phase II Phase III Phase IV Phase VPhase I Phase VI

Graph 3: Enrollment comparison

Constructed Schools

Total Schools Girls Primary Boys Primary Boys Middle Girls Middle High (Girls & Boys)

Class/Type

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2.1 School Construction & Educational Environment

(A joint venture of Government Education Department, KnK Japan (MoFA Japan) and Friends Pakistan)

The earthquake of 2005 has also caused serious devastation in the state of Azad Jammu and Kashmir (AJK). Over 67% of the institutions (including school buildings) were affected in AJK. Friends Pakistan/KnK Japan received constant demands of community and Governmental Departments of AJK for the rehabilitation of demolished educational infrastructure. Friends Pakistan/KnK Japan after the consultation of Ministry of Foreign Affairs (MoFA) Japan initiated the first phase of school reconstruction project in AJK in March 2014.

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Table 1: Educational Statistics of Azad Jammu and Kashmir

Level

Primary

Middle

High

Colleges

Total

Before 8th October After 8th October Damaged

Percentage

2243

591

325

81

3239

1852

498

273

68

2691

83%

84%

84%

87%

83%

No of Institution

Table 2: Detail of Students Beneficiaries

S# School Name District Union Councils Pre Project Enrollment (Current)

Post Project Enrolment

GPS Balak Bana

GGPS Abial

GGPS Malsi Payeen

GGPS Ghori Sayedan

GGPS Noor Behni

Muzafarabad

Muzafarabad

Muzafarabad

Muzafarabad

Muzafarabad

Muzafarabad

1.

2.

3.

4.

5.

6.

Gojra

Gojra

Langar Pura

Langar Pura

Kahori

Chattar Domail

60

80

59

32

57

190

85

150

120

103

98

233GGHS Muhajar Colony (Primary & High Section)

Total 478 789


478

1000

800

600

400

200

0

Pre & Post project Enrollment-Pahse I

789

Pre Project Enrollment Post Project Enrollment

st2.1.1 Phase 1 of project comprising six

(06) schools

During the first phase of this project, six schools building have been completed and handed over to Line Department as per specification and building code of Earthquake Reconstruction & Rehabilitation Authority (ERRA) and NESPAK. New admissions in schools have not yet started but because of the construction of the new school buildings, number of children increased by ten (10) % during the session and there are eminent chances of increase in enrollment in new session.

The list of constructed school is as under.

1) Government Primary School (GPS) Balak

Bana , UC Gojra

2) Government Girls Primary School (GGPS)

Abial , UC Gojra


Malsi Payeen, UC Langar Pura


Ghori Sayedan, UC Langar Pura


Noor Behni UC Kahori

6) Government Girls High School (GGHS)

Muhajar Colony (Primary & High Section) UC

Chattar Domail

The objective of this intervention is to improve learning environment of the demolished schools through providing the safe physical infrastructure in the form of permanent school buildings, providing the requisite school supplies (Furniture etc), enhancing the capacities of students and teachers to improve the teaching and learning process in schools and to enhance the capacities of the communities to have active involvement in schools affairs for overall school improvement.

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2.1 School Construction & Educational Environment

(A joint venture of Government Education Department, KnK Japan (MoFA Japan) and Friends Pakistan)

The earthquake of 2005 has also caused serious devastation in the state of Azad Jammu and Kashmir (AJK). Over 67% of the institutions (including school buildings) were affected in AJK. Friends Pakistan/KnK Japan received constant demands of community and Governmental Departments of AJK for the rehabilitation of demolished educational infrastructure. Friends Pakistan/KnK Japan after the consultation of Ministry of Foreign Affairs (MoFA) Japan initiated the first phase of school reconstruction project in AJK in March 2014.

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Table 1: Educational Statistics of Azad Jammu and Kashmir

Level

Primary

Middle

High

Colleges

Total

Before 8th October After 8th October Damaged

Percentage

2243

591

325

81

3239

1852

498

273

68

2691

83%

84%

84%

87%

83%

No of Institution

Table 2: Detail of Students Beneficiaries

S# School Name District Union Councils Pre Project Enrollment (Current)

Post Project Enrolment

GPS Balak Bana

GGPS Abial

GGPS Malsi Payeen

GGPS Ghori Sayedan

GGPS Noor Behni

Muzafarabad

Muzafarabad

Muzafarabad

Muzafarabad

Muzafarabad

Muzafarabad

1.

2.

3.

4.

5.

6.

Gojra

Gojra

Langar Pura

Langar Pura

Kahori

Chattar Domail

60

80

59

32

57

190

85

150

120

103

98

233GGHS Muhajar Colony (Primary & High Section)

Total 478 789


478

1000

800

600

400

200

0

Pre & Post project Enrollment-Pahse I

789

Pre Project Enrollment Post Project Enrollment

st2.1.1 Phase 1 of project comprising six

(06) schools

During the first phase of this project, six schools building have been completed and handed over to Line Department as per specification and building code of Earthquake Reconstruction & Rehabilitation Authority (ERRA) and NESPAK. New admissions in schools have not yet started but because of the construction of the new school buildings, number of children increased by ten (10) % during the session and there are eminent chances of increase in enrollment in new session.

The list of constructed school is as under.

1) Government Primary School (GPS) Balak

Bana , UC Gojra


Abial , UC Gojra


Malsi Payeen, UC Langar Pura


Ghori Sayedan, UC Langar Pura


Noor Behni UC Kahori

6) Government Girls High School (GGHS)

Muhajar Colony (Primary & High Section) UC

Chattar Domail

The objective of this intervention is to improve learning environment of the demolished schools through providing the safe physical infrastructure in the form of permanent school buildings, providing the requisite school supplies (Furniture etc), enhancing the capacities of students and teachers to improve the teaching and learning process in schools and to enhance the capacities of the communities to have active involvement in schools affairs for overall school improvement.

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2.2. Capacity Building of Stakeholders & Active Participation:

Capacity building of primary stakeholders and their active participation in school affairs is important component of school reconstruction project. It has enabled the Teachers, School Management Committees (SMC), and Students of the targeted schools to realize and execute their responsibilities in effective manner. Under the scope of school reconstruction project capacity building session with respect to

formation of Students' Representatives Councils (SRC), training of Students Representative Council, Capacity Building of Schools' Management Committees (SMC) and Schools' Teachers remained the major capacity building activities. Through these capacities building sessions, the participation of primary stakeholders in management of schools, formation and implementation of schools improvement plans, collective efforts in removing the hurdles and gaps in gender equality, attendance and enrollment drive have considerably increased. The gender segregated data of beneficiaries of the trainings during the implementation of this project is given as under.

Capacity Building

SRC

SMC

Teachers

Male

48

48

2

Female

8

8

18

Total

56

56

20

S#

1

2

3

Table 3: Beneficiaries of Capacity Building (Phase I)

SMC: 56

Beneficiaries of Capacity Building

Teachers: 20

SRC: 56

2.3. Networking and Publication of Newsletters:

Networking activities and publication of newsletters is an important component of the project “Strengthening education system through infrastructure development support” to assess the learning environment and promote the competition amongst schools. The follow up of completed schools is continued to monitor the teaching and learning process of these schools and to assess the level of participation of Teachers, Students and SMC members in school affairs. In this respect, staff members of Friends Pakistan participates in the meetings of SRCs, Teachers, SMCs, Education Department and District Reconstruction Units

and collect data about the teaching and learning process, participation of Teachers, Students and SMCs in school affairs and feedback/inputs of Departments regarding the project outcomes. Based on this data, publication of newsletter titled as “Naya Din” is published and disseminated amongst all stakeholders on quarterly basis to create awareness, interest and competit ive environment amongst stakeholder.

During the year 2014, four (04) quarterly newsletter were published which in addition to assessing the overall educational environment in reconstructed schools remained very supportive tool to connect the stakeholders of the project.

2.4. Partner Visit:

The first phase of school reconstruction project in AJK was started in March 2014 and completed in January 2015. During the course of project representatives from KnK Japan visited the project area to monitor the activities at site. In this respect Ms. Kimie Moriya and Ms. Karori Murrai have visited the construction sites during the month of May, 2014. During their visit, they met with Teachers, SRCs, SMC and the Community Members.

Another visit of KnK Japan was held in November, 2014. During this visit Mr. Dominique Pierre and Ms. Ayako Otake have visited the ongoing project site in AJK and have also visited the completed schools in District Mansehra. During the visit of AJK, Mr.

Dominique Pierre and Ms. Ayako have inaugurated the Government Primary School Balak Bana. Students of School, Teachers, SMC member, Local Community, Officials from Education Department and DRU & SERRA have

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2.2. Capacity Building of Stakeholders & Active Participation:

Capacity building of primary stakeholders and their active participation in school affairs is important component of school reconstruction project. It has enabled the Teachers, School Management Committees (SMC), and Students of the targeted schools to realize and execute their responsibilities in effective manner. Under the scope of school reconstruction project capacity building session with respect to

formation of Students' Representatives Councils (SRC), training of Students Representative Council, Capacity Building of Schools' Management Committees (SMC) and Schools' Teachers remained the major capacity building activities. Through these capacities building sessions, the participation of primary stakeholders in management of schools, formation and implementation of schools improvement plans, collective efforts in removing the hurdles and gaps in gender equality, attendance and enrollment drive have considerably increased. The gender segregated data of beneficiaries of the trainings during the implementation of this project is given as under.

Capacity Building

SRC

SMC

Teachers

Male

48

48

2

Female

8

8

18

Total

56

56

20

S#

1

2

3

Table 3: Beneficiaries of Capacity Building (Phase I)

SMC: 56

Beneficiaries of Capacity Building

Teachers: 20

SRC: 56

2.3. Networking and Publication of Newsletters:

Networking activities and publication of newsletters is an important component of the project “Strengthening education system through infrastructure development support” to assess the learning environment and promote the competition amongst schools. The follow up of completed schools is continued to monitor the teaching and learning process of these schools and to assess the level of participation of Teachers, Students and SMC members in school affairs. In this respect, staff members of Friends Pakistan participates in the meetings of SRCs, Teachers, SMCs, Education Department and District Reconstruction Units

and collect data about the teaching and learning process, participation of Teachers, Students and SMCs in school affairs and feedback/inputs of Departments regarding the project outcomes. Based on this data, publication of newsletter titled as “Naya Din” is published and disseminated amongst all stakeholders on quarterly basis to create awareness, interest and competit ive environment amongst stakeholder.

During the year 2014, four (04) quarterly newsletter were published which in addition to assessing the overall educational environment in reconstructed schools remained very supportive tool to connect the stakeholders of the project.

2.4. Partner Visit:

The first phase of school reconstruction project in AJK was started in March 2014 and completed in January 2015. During the course of project representatives from KnK Japan visited the project area to monitor the activities at site. In this respect Ms. Kimie Moriya and Ms. Karori Murrai have visited the construction sites during the month of May, 2014. During their visit, they met with Teachers, SRCs, SMC and the Community Members.

Another visit of KnK Japan was held in November, 2014. During this visit Mr. Dominique Pierre and Ms. Ayako Otake have visited the ongoing project site in AJK and have also visited the completed schools in District Mansehra. During the visit of AJK, Mr.

Dominique Pierre and Ms. Ayako have inaugurated the Government Primary School Balak Bana. Students of School, Teachers, SMC member, Local Community, Officials from Education Department and DRU & SERRA have

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also participated in this inauguration ceremony.

With the perspective of evaluating the existing situation of completed schools, Mr. Dominique Pierre and Ms. Ayako Otake have also visited the completed schools in District Mansehra. During this visit two schools i.e. GPS Janglan and GGMS

Janglan were visited. During their visit, they have met with the Teachers, Students, PTCs, Community members and officials from E&SE Department. They have highly appreciated the functionality and construction standards of the completed schools.

Success Story

Impact of newly rehabilitated physical infrastructure and Capacity Building Workshops on Enrolment

During the School Construction Project from 2010-2014 Friends Pakistan in the partnership of KnK Japan rehabilitated the demolished infrastructure of forty (40) Earthquake demolished schools in District Mansehra KPK Pakistan. Apart from providing child friendly schools, Friends Pakistan provided trainings to the Teachers on improving their teaching methodology, enhanced the capacity of the Parents Teachers Councils to fully involve them in the schools financial and administrative affairs and students representative council were constituted and trained to enhance students' role in improving the school learning environment.

Friends Pakistan collaborative efforts with the community, teachers and students left tremendous impact not only on delivering and acquiring quality education but also played an

important role for increasing the enrolment in schools particular girls enrolment.

Prior to reconstruction of these schools, our baseline assessments revealed that on account of prevailing challenges in the field, the ratio of drop out children was high and the enrollment was very low. The basic reasons were the lack of infrastructure and lack of congenial learning environment at schools. Similarly on account of lack of awareness and miserable learning environment at schools parents of students were reluctant to send their children to school.

The rehabilitation of 40 non strategy schools in District Mansehra not only gave the beginning of new educational era but also changed the attitude of the parents towards education. The parents who were rather disappointed with the education or reluctant in the past are now enthusiastically participating in the enrolment campaigns and retention. With the collective efforts of the parents, communities, teachers and children not only the enrolment of the schools improved but also lead path to provide quality education. Enrolment which was 3607 in the start of project reached to 4786. Thus an increase of 25% enrollment shows the positive

impact of this intervention.

F r i e nd s Pak i s t an w i t h t he collaboration of the KnK Japan provided child friendly environment to the forty (40) schools and in return trained teachers and community provided quality education which not only restored the confidence of community on these schools.

Source: Post Project Evaluation and School Record

2.5. Major Achievement (2014)

v Fifteen (15) schools' buildings have been completed and handed over to the Government Education Department (9 schools to Education Department Mansehra and 6 schools to Education Department AJK) providing protective and child friendly environment to the children.

v Enrollment increased from One thousands

three hundred and five (1305) to one thousands seven hundred and ninety nine (1799) at the targeted fifteen (15) constructed schools in both Mansehra and AJK.

v Capacity of the one hundred and twenty eight (128) SRCs members, one hundred and twenty eight (128) PTCs/SMCs members and sixty four (64) teachers were enhanced in District Mansehra and AJK.

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also participated in this inauguration ceremony.

With the perspective of evaluating the existing situation of completed schools, Mr. Dominique Pierre and Ms. Ayako Otake have also visited the completed schools in District Mansehra. During this visit two schools i.e. GPS Janglan and GGMS

Janglan were visited. During their visit, they have met with the Teachers, Students, PTCs, Community members and officials from E&SE Department. They have highly appreciated the functionality and construction standards of the completed schools.

Success Story

Impact of newly rehabilitated physical infrastructure and Capacity Building Workshops on Enrolment

During the School Construction Project from 2010-2014 Friends Pakistan in the partnership of KnK Japan rehabilitated the demolished infrastructure of forty (40) Earthquake demolished schools in District Mansehra KPK Pakistan. Apart from providing child friendly schools, Friends Pakistan provided trainings to the Teachers on improving their teaching methodology, enhanced the capacity of the Parents Teachers Councils to fully involve them in the schools financial and administrative affairs and students representative council were constituted and trained to enhance students' role in improving the school learning environment.

Friends Pakistan collaborative efforts with the community, teachers and students left tremendous impact not only on delivering and acquiring quality education but also played an

important role for increasing the enrolment in schools particular girls enrolment.

Prior to reconstruction of these schools, our baseline assessments revealed that on account of prevailing challenges in the field, the ratio of drop out children was high and the enrollment was very low. The basic reasons were the lack of infrastructure and lack of congenial learning environment at schools. Similarly on account of lack of awareness and miserable learning environment at schools parents of students were reluctant to send their children to school.

The rehabilitation of 40 non strategy schools in District Mansehra not only gave the beginning of new educational era but also changed the attitude of the parents towards education. The parents who were rather disappointed with the education or reluctant in the past are now enthusiastically participating in the enrolment campaigns and retention. With the collective efforts of the parents, communities, teachers and children not only the enrolment of the schools improved but also lead path to provide quality education. Enrolment which was 3607 in the start of project reached to 4786. Thus an increase of 25% enrollment shows the positive

impact of this intervention.

F r i e nd s Pak i s t an w i t h t he collaboration of the KnK Japan provided child friendly environment to the forty (40) schools and in return trained teachers and community provided quality education which not only restored the confidence of community on these schools.

Source: Post Project Evaluation and School Record

2.5. Major Achievement (2014)

v Fifteen (15) schools' buildings have been completed and handed over to the Government Education Department (9 schools to Education Department Mansehra and 6 schools to Education Department AJK) providing protective and child friendly environment to the children.

v Enrollment increased from One thousands

three hundred and five (1305) to one thousands seven hundred and ninety nine (1799) at the targeted fifteen (15) constructed schools in both Mansehra and AJK.

v Capacity of the one hundred and twenty eight (128) SRCs members, one hundred and twenty eight (128) PTCs/SMCs members and sixty four (64) teachers were enhanced in District Mansehra and AJK.

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Parents Teachers Council and Students Representative Council Role at GGPS Gurwal UC Phulra

Government Girls Primary School Gurwal in Union Council Phulra was running in tents before the reconstruction of the school by Friends Pakistan and KnK Japan. Thirty four (34) Girls students who were enrolled in the school

before reconstruction of the school were acquiring education in a very miserable condition. Attendance in the school was always a challenge as during the harsh weather only those girls used to attend the schools whose houses were near to the school tents. Dropout rate of the school was very high in the entire circle Phulra.

The year 2013 was perhaps the year of fortune for the community and the young girls of the village Gurwal when Friends Pakistan in partnership of KnK Japan laid down the foundation of the permanent girls' school building in the village. The day when the foundation of the school was being laid down was perhaps the happiest day in the village. Dream of having a girl's school with a safe and protective environment in the village after nine (9) years of the deadly earthquake was coming true.

Along with the school reconstruction process, Friends Pakistan arranged capacity building trainings for teachers, PTCs and trained students representative councils. Follow up of these trainings were the vital part of this

project which helped teachers, PTC and students to make this newly reconstructed school building a real source of education.

Joint effort of all the stakeholders bore fruit and currently the enrolment of the school increased from thirty four (34) to one hundred (100) girls. Amongst new enrolled girls, 14 years old girl Humaira who got admission in grade 3rd is a real success of the project. Humaira belongs to a very poor family. She has

nine 9 more brothers and s i s t e r s . B e f o r e t h e reconstruction of the GGPS Gurwal, she was sitting home and despite many efforts she did not get admission in the school. Whenever her family w a s c o n t a c t e d f o r h e r admission, the only answer received was that when there is no protection for girls, her admission was not possible. Elapsed time multiplied her age against the required age for primary classes.

In 2013 when GGPS Gurwal was handed over to the Education Department SRC and PTC restarted the efforts to bring Humaira in the school. These efforts became successful this time and now Humaira along with her two younger sisters are going to school. She, definitely, is not that satisfied at the gone years of her age but is determined to complete her education and become a teacher.

Source: SRC and PTC GGPS Gurwal

ACCESS TO GIRLS SECONDARY EDUCATION

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3.1 BACKGROUND

Friends Welfare Association Pakistan has a tested and result oriented model in promoting girls' education where there is no access or schooling opportunity for the girls in the vulnerable areas of KPK Pakistan by developing the consensus with Elementary and Secondary Education Department KPK Pakistan. In the province of KPK, government girl's institutes are already 50% less than boy's institutions and there are many Union Councils where there is no institution for girls to study in after the primary education i.e. at middle, secondary and higher secondary level. Parents usually do not permit their grown-up girls to go to study outside (city areas or town) mainly on account of their security concerns. In this way girls remain deprived of education after completing their primary education.

Friends Pakistan with the financial support of Hoshyar Foundation, The Maria Helena Foundation and The Embassy of Japan in Pakistan is contributing in providing the opportunity of acquiring education to all those girls whose education was always at stake after the completion of primary level.

Friends Pakistan not only continued its project of providing access to girl's education through supplementing the government's efforts and establishing community managed girls' middle and high schools with the financial cooperation of its above mentioned partners. During the year 2014, along with previous supported five(5) community managed schools, two new community managed schools were established at Khairabad, union council Karnol and Chota Bala union council Jabber Devli. With the addition of these two schools, total number of the community managed schools was seven. Currently the project is providing support to CMGHS Jabber Gali, CMGHS

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Meelbat, CMGHS Mandagucha, CMGHS Paras, CMGHS Khairabad, CMGMS Chota Bala and CMGHS Bararkot. Three (03) new community managed schools, CMGMS Shangari UC Kewai, CMGMS Raiter UC Karori and CMGHS Bhonja UC Kewai will be initiated in the year 2015 where light weight “Pre-fabricated school structure” will be installed with the support of the local communities.

The report year 2014 proved very successful in term of providing access to quality education at middle, high and higher secondary level to girls who were deprived of the schooling opportunities after primary level in these far flung and remote areas in both Arts and Science subjects. With the cooperation of the local communities, professionally sound teachers and fully equipped science labs, the experience of initiating the science classes remained successful.

Friends Pakistan in order to ensure quality education at secondary level is planning to centralize education at secondary level i.e. to provide one community based high school at a union council level Friends Pakistan has also .arranged a school vehicle (Pickup) to provide pick and drop to the girls for an easy access to the school at central place of Meilbut with the support of Waterloo Foundation. Community of the siren valley has not only appreciated the decision of merging schools at one central place but also stated it as a landmark for the promotion of the girls' education in the most ignored union council of the district Mansehra.

3.2 Hoshyar Foundation Support in Access to Girls Secondary Education

Hoshyar Foundation has been a major contributor in Friends Pakistan program of Access to Girls Education since the year of 2008. The detail of all schools supported by Friends Pakistan and Hoshyar Foundation is given as under,

3.2.1 COMMUNITY MANAGEMENT GIRLS HIGH SCHOOL (CMGHS) JABBAR GALI

Community Management Girls High School (CMGHS) Jabber Gali is located at the Union Council Jabbar Devli of District Mansehra. In

addition to village Jabbar Gali, the young girls of adjacent villages are also benefiting from CMGHS Jabbar Gali as there is no other institution for the middle and high level education of girls in that area. With the participation of local community, Friends Pakistan and Hoshyar Foundation initiated CMGMS Jabbar Gali in July 2009 and this support remained continued during the year 2014. At CMGHS Jabergali, the girls have the facilitation to study in science or Arts subjects. By studying science now the girls of the most backward areas of the district Mansehra have the opportunity to join different professions in their lives.

The experiment of starting coaching classes of higher secondary classes remained quite successful. The result of the first year remained 80%. Currently eighty two (82) girls are enrolled

ndat CMGHS Jabber Gali in all grades from 6 to 2 year and are continuing their academic activities.

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3.1 BACKGROUND

Friends Welfare Association Pakistan has a tested and result oriented model in promoting girls' education where there is no access or schooling opportunity for the girls in the vulnerable areas of KPK Pakistan by developing the consensus with Elementary and Secondary Education Department KPK Pakistan. In the province of KPK, government girl's institutes are already 50% less than boy's institutions and there are many Union Councils where there is no institution for girls to study in after the primary education i.e. at middle, secondary and higher secondary level. Parents usually do not permit their grown-up girls to go to study outside (city areas or town) mainly on account of their security concerns. In this way girls remain deprived of education after completing their primary education.

Friends Pakistan with the financial support of Hoshyar Foundation, The Maria Helena Foundation and The Embassy of Japan in Pakistan is contributing in providing the opportunity of acquiring education to all those girls whose education was always at stake after the completion of primary level.

Friends Pakistan not only continued its project of providing access to girl's education through supplementing the government's efforts and establishing community managed girls' middle and high schools with the financial cooperation of its above mentioned partners. During the year 2014, along with previous supported five(5) community managed schools, two new community managed schools were established at Khairabad, union council Karnol and Chota Bala union council Jabber Devli. With the addition of these two schools, total number of the community managed schools was seven. Currently the project is providing support to CMGHS Jabber Gali, CMGHS

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Meelbat, CMGHS Mandagucha, CMGHS Paras, CMGHS Khairabad, CMGMS Chota Bala and CMGHS Bararkot. Three (03) new community managed schools, CMGMS Shangari UC Kewai, CMGMS Raiter UC Karori and CMGHS Bhonja UC Kewai will be initiated in the year 2015 where light weight “Pre-fabricated school structure” will be installed with the support of the local communities.

The report year 2014 proved very successful in term of providing access to quality education at middle, high and higher secondary level to girls who were deprived of the schooling opportunities after primary level in these far flung and remote areas in both Arts and Science subjects. With the cooperation of the local communities, professionally sound teachers and fully equipped science labs, the experience of initiating the science classes remained successful.

Friends Pakistan in order to ensure quality education at secondary level is planning to centralize education at secondary level i.e. to provide one community based high school at a union council level Friends Pakistan has also .arranged a school vehicle (Pickup) to provide pick and drop to the girls for an easy access to the school at central place of Meilbut with the support of Waterloo Foundation. Community of the siren valley has not only appreciated the decision of merging schools at one central place but also stated it as a landmark for the promotion of the girls' education in the most ignored union council of the district Mansehra.

3.2 Hoshyar Foundation Support in Access to Girls Secondary Education

Hoshyar Foundation has been a major contributor in Friends Pakistan program of Access to Girls Education since the year of 2008. The detail of all schools supported by Friends Pakistan and Hoshyar Foundation is given as under,

3.2.1 COMMUNITY MANAGEMENT GIRLS HIGH SCHOOL (CMGHS) JABBAR GALI

Community Management Girls High School (CMGHS) Jabber Gali is located at the Union Council Jabbar Devli of District Mansehra. In

addition to village Jabbar Gali, the young girls of adjacent villages are also benefiting from CMGHS Jabbar Gali as there is no other institution for the middle and high level education of girls in that area. With the participation of local community, Friends Pakistan and Hoshyar Foundation initiated CMGMS Jabbar Gali in July 2009 and this support remained continued during the year 2014. At CMGHS Jabergali, the girls have the facilitation to study in science or Arts subjects. By studying science now the girls of the most backward areas of the district Mansehra have the opportunity to join different professions in their lives.

The experiment of starting coaching classes of higher secondary classes remained quite successful. The result of the first year remained 80%. Currently eighty two (82) girls are enrolled

ndat CMGHS Jabber Gali in all grades from 6 to 2 year and are continuing their academic activities.

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classes at CMGHS Paras.

3.2.4 COMMUNITY MANAGEMENT GIRLS HIGH SCHOOL MEILBUT

Friends Pakistan continued its support for CMGHS Meelbat during the year of 2014.Friends Pakistan also started the science classes at CMGHS Meelbut for the girls who wanted to join professional colleges and were interested in doing F.Sc after their matriculation. In this regard the provisions of qualified science teachers and science laboratory for experiments have been ensured to facilitate the students to study the science subjects in a learning friendly environment.

During the year 2014, a permanent building of five (5) class rooms plus one office was approved for CMGHS Meilbut and the construction work is in progress with the support of Embassy of Japan in Pakistan. During

the past academic year, hundred (100%) of the girls who appeared in the examination of Secondary school certificate (SSC) at Abbottabad Board passed the examination with high grades.

The potential enrollment during the new session of 2015 is presented in the graph,

3.2.5 COMMUNITY MANAGEMENT GIRLS HIGH SCHOOL BARARKOT

Support extended to the community managed girls’ high school Bararkot in the year 2014 proved quite handy for the young girls of the area who were deprived of the secondary education due to unavailability of the facility in term of high school. During the year 2014, the number of the girls’ student increased and more and more girls are showing interest to get admission in the school as the new academic starts in March 2015.

3.2.6 CMGMS CHOTA BALA AND CMGHS KHAIRABAD

Friends Pakistan another landmark in the year 2014 was the start of the CMGMS Chota Bala union council Jabber Devli and CMGHS Khairabad union council Karnol with the support of the Hoshyar Foundation. Due to little space in the government primary schools in the area, it was not possible to provide education support to the young girls in the government schools premises. Community provided pieces of land in both the areas for the establishment of the schools. Friends Pakistan with generous financial support of the Hoshyar Foundation

3.2.2 COMMUNITY MANAGED GIRLS HIGH SCHOOL MANDAGUCHA

Mandagucha village is one of the remotest villages of Siran valleys. Inhabitants of this village mostly rely on farming while some work in cities to earn their livelihood. There is only one middle school in Mandagucha and young girls of the area have no other means to continue their education after grade 8th. The nearest high school for girls is in the town of Shinkiari which is twenty six (26) kilometer away from the village of Mandagucha. Since June 2010, Friends Pakistan started the support of this school to facilitate girls to continue their studies after completing their education at middle level. Currently thirty eight (38) young girls are enrolled at CMGHS Mandagucha and are continuing their academic activities

3.2.3 COMMUNITY MANAGED GIRLS HIGH SCHOOL PARAS

Friends Pakistan continued its support of providing access to secondary education to the young girls of CMGHS Paras.

Friends Pakistan also initiated the science classes at GGMS Paras as there were many girls who wanted to join professional colleges and were interested in doing F.Sc after their matriculation. Friends Pakistan after developing the consensus with its partner organization Hoshyar Foundation and Education Department Mansehra initiated the regular science classes at CMGHS Paras in the year 2013. Provision of the sound science teachers and the laboratory equipped with the science equipments proved handy to cope with the challenging situation in the beginning.

Friends Pakistan with the cooperation of the Hoshyar Foundation also started coaching classes of higher secondary classes at Paras in 2013. Hundred percent (100% of all 1st year students enrolled at Paras passed with good percentage and now they are near to complete their FA. Currently forty nine (49) girls are enrolled and continuing their academic activities in secondary and higher secondary

Graph 1: Comparison of Enrollment

Graph 2: Comparison of Enrolled and Promoted Students


Graph 4: Potential Enrollment

Graph 5 Comparison of Students

Comparison of Enrollment

4545

2

70 68 70 70 6964

8777

82

55444

2009 2010 2011 2012 2013 2014

Enrolled Promoted Teachers

2010 2011 2012 2013 2014

22

2

22

16 14 16

11

2219

38

1 2 2 2



2011 2012 2013 2014

15 15

2

28 28

41 4149

432



Meelbat Enrollment

52

115

MiddleSection

HighSection

AppearedPassed

Teachers

31

56

273

2

2013 2014

Comparison of Students

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classes at CMGHS Paras.

3.2.4 COMMUNITY MANAGEMENT GIRLS HIGH SCHOOL MEILBUT

Friends Pakistan continued its support for CMGHS Meelbat during the year of 2014.Friends Pakistan also started the science classes at CMGHS Meelbut for the girls who wanted to join professional colleges and were interested in doing F.Sc after their matriculation. In this regard the provisions of qualified science teachers and science laboratory for experiments have been ensured to facilitate the students to study the science subjects in a learning friendly environment.

During the year 2014, a permanent building of five (5) class rooms plus one office was approved for CMGHS Meilbut and the construction work is in progress with the support of Embassy of Japan in Pakistan. During

the past academic year, hundred (100%) of the girls who appeared in the examination of Secondary school certificate (SSC) at Abbottabad Board passed the examination with high grades.

The potential enrollment during the new session of 2015 is presented in the graph,

3.2.5 COMMUNITY MANAGEMENT GIRLS HIGH SCHOOL BARARKOT

Support extended to the community managed girls’ high school Bararkot in the year 2014 proved quite handy for the young girls of the area who were deprived of the secondary education due to unavailability of the facility in term of high school. During the year 2014, the number of the girls’ student increased and more and more girls are showing interest to get admission in the school as the new academic starts in March 2015.

3.2.6 CMGMS CHOTA BALA AND CMGHS KHAIRABAD

Friends Pakistan another landmark in the year 2014 was the start of the CMGMS Chota Bala union council Jabber Devli and CMGHS Khairabad union council Karnol with the support of the Hoshyar Foundation. Due to little space in the government primary schools in the area, it was not possible to provide education support to the young girls in the government schools premises. Community provided pieces of land in both the areas for the establishment of the schools. Friends Pakistan with generous financial support of the Hoshyar Foundation

3.2.2 COMMUNITY MANAGED GIRLS HIGH SCHOOL MANDAGUCHA

Mandagucha village is one of the remotest villages of Siran valleys. Inhabitants of this village mostly rely on farming while some work in cities to earn their livelihood. There is only one middle school in Mandagucha and young girls of the area have no other means to continue their education after grade 8th. The nearest high school for girls is in the town of Shinkiari which is twenty six (26) kilometer away from the village of Mandagucha. Since June 2010, Friends Pakistan started the support of this school to facilitate girls to continue their studies after completing their education at middle level. Currently thirty eight (38) young girls are enrolled at CMGHS Mandagucha and are continuing their academic activities

3.2.3 COMMUNITY MANAGED GIRLS HIGH SCHOOL PARAS

Friends Pakistan continued its support of providing access to secondary education to the young girls of CMGHS Paras.

Friends Pakistan also initiated the science classes at GGMS Paras as there were many girls who wanted to join professional colleges and were interested in doing F.Sc after their matriculation. Friends Pakistan after developing the consensus with its partner organization Hoshyar Foundation and Education Department Mansehra initiated the regular science classes at CMGHS Paras in the year 2013. Provision of the sound science teachers and the laboratory equipped with the science equipments proved handy to cope with the challenging situation in the beginning.

Friends Pakistan with the cooperation of the Hoshyar Foundation also started coaching classes of higher secondary classes at Paras in 2013. Hundred percent (100% of all 1st year students enrolled at Paras passed with good percentage and now they are near to complete their FA. Currently forty nine (49) girls are enrolled and continuing their academic activities in secondary and higher secondary

Graph 1: Comparison of Enrollment



Graph 4: Potential Enrollment

Graph 5 Comparison of Students


4545

2

70 68 70 70 6964

8777

82

55444

2009 2010 2011 2012 2013 2014


2010 2011 2012 2013 2014

22

2

22

16 14 16

11

2219

38

1 2 2 2



2011 2012 2013 2014

15 15

2

28 28

41 4149

432



Meelbat Enrollment

52

115

MiddleSection

HighSection

AppearedPassed

Teachers

31

56

273

2

2013 2014

Comparison of Students

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3.3 Embassy of Japan support in Access to Girls Education

Construction of the Girls Middle and High School Meelbut

Union Council Jabber Devli is located in hilly terrain. As this area is located in very difficult hilly terrain, there is a scarcity of social services such as education and health. In regard to female education this Union council is considered the most vulnerable. There is no Governmental educational facility for females students in this area after the Primary level of education. Most of the girls' students stay in their homes after passing their primary education as there is no institution beyond primary levels in whole union council.

Keeping in view this situation, Friends Pakistan with the munificent support of the Embassy of Japan in Pakistan approved a permanent building of the girls' middle and high school Meelbut. The construction work is in progress. The building will be completed in the year 2015. Community of the siren valley is fully involved in the project and they are contributing physically and financially in the construction process of the school.

3.4 T h e M a r i a H e l e n a Foundation support in Access to Girls Education

Friends Pakistan has initiated two girls' middle schools in District Mansehra with the support of The Maria Helena Foundation. The details of these two schools is given as under,

3.4.1 CMGMS Maryum –Helima Raiter

Village Raiter, union council Karori, Tehsil Oghi, District Mansehra is situated in the educationally- most vulnerable and backward area. The area is mountainous and the source of most people's livelihood is farming, livestock and labor. As far as the facilities for the female education are concerned, there is no girls' middle school for this population of 10,000, though there are three (3) primary schools available in the area. Most of the girls attend boys' primary schools, but are unable to continue into middle school after completing primary school due to the non-availability of a middle school in the nearby vicinity. Mobility of girls is also a big challenge, as there is no normal public transport in the area.

Friends Pakistan with the collaboration of “The Maria Helena Foundation” started to construct girls middle school (Prefabricated structure) keeping in view the vulnerability and the backwardness of the area which will not only light the beacon of girls' education in this area, but also provide an opportunity to girls who are currently deprived of this basic right of education at secondary level. The Hoshyar Foundation has accepted the responsibility of providing teachers for the school and local community will ensure enrolment and its retention. Classes will formally start from the academic year 2015.

constructed the two schools buildings (Prefabricated structures) with all the requisite facilitation such as Boundary wall, furniture, safe drinking water and washrooms etc. Community fully and effectively involved themselves managed to construct prefab schools in both areas where schools are fully functional and young girls who were once deprived of education after completing primary school education are now equipping them with the education at secondary level.

3.2.7 CAPACITY BUILDING

Apart from providing congenial environment for learning in the schools, Friends Pakistan strongly believes in building the capacity of all stakeholders involving in the process of education. To provide quality education to the children, Friends Pakistan arranged regular on job trainings for the teachers on Activity Based Learning Techniques, Simulation techniques, child friendly schools and teaching of science subjects. Besides the regular meetings with PTCs, they were trained on their role and responsibilities as well. Mothers Groups were formed and mothers' capacity was enhanced on their important role in promoting and sustaining female education. Peer counseling groups were also formed and training sessions were held with the peer counselors to train them on their possible contribution in strengthening the schools and increase in enrolment.

3.2.8 TOTAL BENEFICIARIES OF THE PROJECT

Table 1: Initiation of Secondary Classes at CMGHS Khairabad

Students in Grade 9

Students in Grade 10

Total Students

Total Teachers

13 13 26 2

Table 2: Initiation of Secondary Classes at CMGMS Chota

Students below

Grade 5

42 9 2 2

Students in Grade

5

Students in Grade

6

Total Students

Total Teachers

53

S# Name of School

1.

2.

3.

4.

5.

6.

7.

CMGHS Jabar Gali

CMGHS Mandagucha

CMGHS Paras

CMGHS Meelbat

CMGHS Bararkot

CMGHS Khairabad

CMGMS Chota Bala

Total

Beneficiaries Students

188

68

61

138

57

26

52

590

Table 3: Total Student Beneficiaries of the Project

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3.3 Embassy of Japan support in Access to Girls Education

Construction of the Girls Middle and High School Meelbut

Union Council Jabber Devli is located in hilly terrain. As this area is located in very difficult hilly terrain, there is a scarcity of social services such as education and health. In regard to female education this Union council is considered the most vulnerable. There is no Governmental educational facility for females students in this area after the Primary level of education. Most of the girls' students stay in their homes after passing their primary education as there is no institution beyond primary levels in whole union council.

Keeping in view this situation, Friends Pakistan with the munificent support of the Embassy of Japan in Pakistan approved a permanent building of the girls' middle and high school Meelbut. The construction work is in progress. The building will be completed in the year 2015. Community of the siren valley is fully involved in the project and they are contributing physically and financially in the construction process of the school.

3.4 T h e M a r i a H e l e n a Foundation support in Access to Girls Education

Friends Pakistan has initiated two girls' middle schools in District Mansehra with the support of The Maria Helena Foundation. The details of these two schools is given as under,

3.4.1 CMGMS Maryum –Helima Raiter

Village Raiter, union council Karori, Tehsil Oghi, District Mansehra is situated in the educationally- most vulnerable and backward area. The area is mountainous and the source of most people's livelihood is farming, livestock and labor. As far as the facilities for the female education are concerned, there is no girls' middle school for this population of 10,000, though there are three (3) primary schools available in the area. Most of the girls attend boys' primary schools, but are unable to continue into middle school after completing primary school due to the non-availability of a middle school in the nearby vicinity. Mobility of girls is also a big challenge, as there is no normal public transport in the area.

Friends Pakistan with the collaboration of “The Maria Helena Foundation” started to construct girls middle school (Prefabricated structure) keeping in view the vulnerability and the backwardness of the area which will not only light the beacon of girls' education in this area, but also provide an opportunity to girls who are currently deprived of this basic right of education at secondary level. The Hoshyar Foundation has accepted the responsibility of providing teachers for the school and local community will ensure enrolment and its retention. Classes will formally start from the academic year 2015.

constructed the two schools buildings (Prefabricated structures) with all the requisite facilitation such as Boundary wall, furniture, safe drinking water and washrooms etc. Community fully and effectively involved themselves managed to construct prefab schools in both areas where schools are fully functional and young girls who were once deprived of education after completing primary school education are now equipping them with the education at secondary level.

3.2.7 CAPACITY BUILDING

Apart from providing congenial environment for learning in the schools, Friends Pakistan strongly believes in building the capacity of all stakeholders involving in the process of education. To provide quality education to the children, Friends Pakistan arranged regular on job trainings for the teachers on Activity Based Learning Techniques, Simulation techniques, child friendly schools and teaching of science subjects. Besides the regular meetings with PTCs, they were trained on their role and responsibilities as well. Mothers Groups were formed and mothers' capacity was enhanced on their important role in promoting and sustaining female education. Peer counseling groups were also formed and training sessions were held with the peer counselors to train them on their possible contribution in strengthening the schools and increase in enrolment.

3.2.8 TOTAL BENEFICIARIES OF THE PROJECT

Table 1: Initiation of Secondary Classes at CMGHS Khairabad

Students in Grade 9

Students in Grade 10

Total Students

Total Teachers

13 13 26 2

Table 2: Initiation of Secondary Classes at CMGMS Chota

Students below

Grade 5

42 9 2 2

Students in Grade

5

Students in Grade

6

Total Students

Total Teachers

53

S# Name of School

1.

2.

3.

4.

5.

6.

7.

CMGHS Jabar Gali

CMGHS Mandagucha

CMGHS Paras

CMGHS Meelbat

CMGHS Bararkot

CMGHS Khairabad

CMGMS Chota Bala

Total

Beneficiaries Students

188

68

61

138

57

26

52

590

Table 3: Total Student Beneficiaries of the Project

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Success Stories:

Asia Bibi belongs to village Paras .She started her education from Bright Future school in Paras. She was very keen to become a lady doctor. After her primary, she got admission in CMGMS Paras for her middle classes. At that time, Friends Pakistan started its intervention in the school and started regular classes for grade 9 and 10. She was happy to hear this news but she wanted to take admission in science subjects in grade 9, but it was not possible at CMGMS Paras as there were only arts classes. She was very desperate as her financial condition was not so good which support her to go outside for science classes. She passed her middle grade with 1st position. She was very helpless and thinking to take admission in arts but at the 11th hour, she heard about the initiation of science classes in grade 9 by the Friends Pakistan at CMGHS Paras. She took admission in grade 9 and started her studies with full enthusiasm. With the help of highly educated and competent teachers, she worked

hard and devoted herself for studies and secured 70% marks in grade 9. She is committed to do more efforts in grade 10 so that she can get admission in science subjects in higher secondary classes also. She is very hopeful for her future plan and believes that “where there is a will, there is a way”. There was no ray of hope for her and suddenly she got the way, similarly she will find the ways in her future and will become a doctor to serve her community. She believes that “Hard work always pays off” and she will get a lot better results if she works hard.

Shanza Shabeer is a student of grade 9 at CMGHS Khairabad. She belongs to a family whose financial condition is very poor, but this condition could not surrender her determined wishes. When she passed her grade 8, she was very hopeless. Though her desire of education was very zealous but she could not continue her education as there was no other source of education and her financial condition didn't allow her to go to GGHS Doga, as she can't afford transport charges. In her state of despair, she heard that classes of grade 9 and 10 are being initiated in the village by Friends Welfare Association. She became happy but then she realized that she doesn't know the authenticity of the news. But it was a great day for her, when community member Mr.Mushtaq contacted her mother for her admission in CMGHS Khairabad. She was very excited to take admission in the school. The day of inauguration was a very important day for her which paved a way for her to attain her wishes. She took admission in grade 9 of the community managed Girls High School Khairabad supported by the Friends Pakistan in collaboration of Hoshyar Foundation. She is studying with full interest and wants to become a teacher.

3.4.2 CMGMS Maryum –Helima Shangri

The village of Shangri Paras is located about eighty (80) km northeast of Mansehra city. In Shangri and its catchment villages (such as Shangri, Nakian, Paghna and Patoria), there is no middle school either for boys or girls. The local high school is located in the town of Paras. Normally it takes about 45 minutes to reach Paras from Shangri via Jeep, but no public transport is available. As a result it takes about two and half hours to walk to Paras from one side. As a whole, a student will have to walk for about five hours daily to access the middle and high school in Paras. On account of parents'

concern for their childrens’ safety and protection during such a long walk, very few girls in this village are allowed to attend high school. Hence, almost all of the girl leave school after passing their primary education, even against their great will to continue and pursue higher education.

Realizing the girls’ education need at secondary l eve l , Friends Pakistan with the collaboration of “The Maria Helena Foundation” started t o c o n s t r u c t a p r e f a b r i c a t e d structure of girls' middle school in Shangri. The Hoshyar Fo u n d a t i o n w i l l support the school in

term of teachers for the school. Local community will manage the school in term of enrolment and retention. Currently the construction process is in progress with the involvement of the community and classes will commence from the start of the academic year 2015.

3.5 Major Achievements of the project “Access to Girls Secondary Education”

Ø 590 girls have acquired quality education at a safe environment near their homes at seven schools who were tota l l y disappointed about their academic journey after passing their primary education.

Ø Seventy six (76) girls have passed the Secondary School Certificate Examination (Matriculation) since the start of the project.

Ø Capacities of the SMCs and PTCs have been enhanced and contributing effectively in school's affairs.

Ø Twenty nine (29) girls have been acquiring higher secondary classes at three community managed schools in a safe environment near their homes.

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Success Stories:

Asia Bibi belongs to village Paras .She started her education from Bright Future school in Paras. She was very keen to become a lady doctor. After her primary, she got admission in CMGMS Paras for her middle classes. At that time, Friends Pakistan started its intervention in the school and started regular classes for grade 9 and 10. She was happy to hear this news but she wanted to take admission in science subjects in grade 9, but it was not possible at CMGMS Paras as there were only arts classes. She was very desperate as her financial condition was not so good which support her to go outside for science classes. She passed her middle grade with 1st position. She was very helpless and thinking to take admission in arts but at the 11th hour, she heard about the initiation of science classes in grade 9 by the Friends Pakistan at CMGHS Paras. She took admission in grade 9 and started her studies with full enthusiasm. With the help of highly educated and competent teachers, she worked

hard and devoted herself for studies and secured 70% marks in grade 9. She is committed to do more efforts in grade 10 so that she can get admission in science subjects in higher secondary classes also. She is very hopeful for her future plan and believes that “where there is a will, there is a way”. There was no ray of hope for her and suddenly she got the way, similarly she will find the ways in her future and will become a doctor to serve her community. She believes that “Hard work always pays off” and she will get a lot better results if she works hard.

Shanza Shabeer is a student of grade 9 at CMGHS Khairabad. She belongs to a family whose financial condition is very poor, but this condition could not surrender her determined wishes. When she passed her grade 8, she was very hopeless. Though her desire of education was very zealous but she could not continue her education as there was no other source of education and her financial condition didn't allow her to go to GGHS Doga, as she can't afford transport charges. In her state of despair, she heard that classes of grade 9 and 10 are being initiated in the village by Friends Welfare Association. She became happy but then she realized that she doesn't know the authenticity of the news. But it was a great day for her, when community member Mr.Mushtaq contacted her mother for her admission in CMGHS Khairabad. She was very excited to take admission in the school. The day of inauguration was a very important day for her which paved a way for her to attain her wishes. She took admission in grade 9 of the community managed Girls High School Khairabad supported by the Friends Pakistan in collaboration of Hoshyar Foundation. She is studying with full interest and wants to become a teacher.

3.4.2 CMGMS Maryum –Helima Shangri

The village of Shangri Paras is located about eighty (80) km northeast of Mansehra city. In Shangri and its catchment villages (such as Shangri, Nakian, Paghna and Patoria), there is no middle school either for boys or girls. The local high school is located in the town of Paras. Normally it takes about 45 minutes to reach Paras from Shangri via Jeep, but no public transport is available. As a result it takes about two and half hours to walk to Paras from one side. As a whole, a student will have to walk for about five hours daily to access the middle and high school in Paras. On account of parents'

concern for their childrens’ safety and protection during such a long walk, very few girls in this village are allowed to attend high school. Hence, almost all of the girl leave school after passing their primary education, even against their great will to continue and pursue higher education.

Realizing the girls’ education need at secondary l eve l , Friends Pakistan with the collaboration of “The Maria Helena Foundation” started t o c o n s t r u c t a p r e f a b r i c a t e d structure of girls' middle school in Shangri. The Hoshyar Fo u n d a t i o n w i l l support the school in

term of teachers for the school. Local community will manage the school in term of enrolment and retention. Currently the construction process is in progress with the involvement of the community and classes will commence from the start of the academic year 2015.

3.5 Major Achievements of the project “Access to Girls Secondary Education”

Ø 590 girls have acquired quality education at a safe environment near their homes at seven schools who were tota l l y disappointed about their academic journey after passing their primary education.

Ø Seventy six (76) girls have passed the Secondary School Certificate Examination (Matriculation) since the start of the project.

Ø Capacities of the SMCs and PTCs have been enhanced and contributing effectively in school's affairs.

Ø Twenty nine (29) girls have been acquiring higher secondary classes at three community managed schools in a safe environment near their homes.

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4.1 Background:

The British Council in partnership with Children's Global Network (CGN), School of Leadership (SoLF), Free and Fair Election Network (FAFEN) and 30 local partners is implementing ILM-Possible: Take a Child to School in 60 districts of four provinces—Baluchistan, Khyber Pakhtoonkhawa, Punjab and Sindh—where enrollment and completion rates are the lowest in Pakistan. ILM-Possible: Take a Child to School will enroll 130,000 Out of School boys and girls in primary schools in Pakistan.

Friends Pakistan as an implementing partner (IP) of British Council is responsible to launch this project “ILMPOSSIBLE: Take a Child to School (TACS) in five Union Councils i.e. Kewai, Pairan, Lassan Nawab, Lassan Thakral and Sawan Mera of District Mansehra. The objective of this project is to contribute in ensuring the enrollment of all out of school children and their retention through mobilizing and training a pool of young volunteers and community leaders to complete primary school cycle in the targeted primary schools located in the targeted districts of Mansehra.

In the scope of this project, Friends Pakistan will ensure approximately eighty (80) percent of the newly enrolled students to stay in school during the course of the project. The project will accomplish these results using a holistic approach that engages all education stakeholders to ensure children enrolled in school, stay in school and learn while there. For these stakeholders, the project will deliver: (a) increased number of better informed parents committing to enroll their children, (b) strong coordinated ownership amongst the community influencers and partners who will facilitate access to schools and enrolment, and (c) a positive learning environment created through life skills and sports encouraging retention. These goals and objectives will be achieved at the targeted five Union Councils through a set of activities that will engage and train over three hundred (300) young ILM-Possible volunteers, five (05) Mohalla Committees, twenty five (25) schools engaged in life skills education and sports, and mobilize civil society organizations, communities and district education offices to work alongside parents and children to increase enrolment and reduce dropout. The overall length of the project is twelve months.

4.2 Expected Results:

1 Three hundred (300) of young leaders, volunteers aged 18-32 recruited and trained through ILMPOSSIBLE module workshop.

2 Three thousands (3000) of out of school children (OOSC) have been enrolled in nearby school and properly monitor/mentor by the concern young leaders.

3 Twenty five (25) of schools benefited through Sport trainings and Life skills Education components 'DOSTI'

4 Efficient and effective tracking of online data regarding the child enrollment and retention status.

5 Improved communities' engagements, Youth Volunteers and Mohalla Committees to do advocacy in favor of concerned schools' issues with Public elected representatives.

6 Improved community and religious leaders involvement awareness and responsiveness of the general public about the importance of education especially girls education.

4. ILMPOSSIBLE – Take a Child to School

ILMPOSSIBLE – Take a Child to School

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4.1 Background:

The British Council in partnership with Children's Global Network (CGN), School of Leadership (SoLF), Free and Fair Election Network (FAFEN) and 30 local partners is implementing ILM-Possible: Take a Child to School in 60 districts of four provinces—Baluchistan, Khyber Pakhtoonkhawa, Punjab and Sindh—where enrollment and completion rates are the lowest in Pakistan. ILM-Possible: Take a Child to School will enroll 130,000 Out of School boys and girls in primary schools in Pakistan.

Friends Pakistan as an implementing partner (IP) of British Council is responsible to launch this project “ILMPOSSIBLE: Take a Child to School (TACS) in five Union Councils i.e. Kewai, Pairan, Lassan Nawab, Lassan Thakral and Sawan Mera of District Mansehra. The objective of this project is to contribute in ensuring the enrollment of all out of school children and their retention through mobilizing and training a pool of young volunteers and community leaders to complete primary school cycle in the targeted primary schools located in the targeted districts of Mansehra.

In the scope of this project, Friends Pakistan will ensure approximately eighty (80) percent of the newly enrolled students to stay in school during the course of the project. The project will accomplish these results using a holistic approach that engages all education stakeholders to ensure children enrolled in school, stay in school and learn while there. For these stakeholders, the project will deliver: (a) increased number of better informed parents committing to enroll their children, (b) strong coordinated ownership amongst the community influencers and partners who will facilitate access to schools and enrolment, and (c) a positive learning environment created through life skills and sports encouraging retention. These goals and objectives will be achieved at the targeted five Union Councils through a set of activities that will engage and train over three hundred (300) young ILM-Possible volunteers, five (05) Mohalla Committees, twenty five (25) schools engaged in life skills education and sports, and mobilize civil society organizations, communities and district education offices to work alongside parents and children to increase enrolment and reduce dropout. The overall length of the project is twelve months.

4.2 Expected Results:

1 Three hundred (300) of young leaders, volunteers aged 18-32 recruited and trained through ILMPOSSIBLE module workshop.

2 Three thousands (3000) of out of school children (OOSC) have been enrolled in nearby school and properly monitor/mentor by the concern young leaders.

3 Twenty five (25) of schools benefited through Sport trainings and Life skills Education components 'DOSTI'

4 Efficient and effective tracking of online data regarding the child enrollment and retention status.

5 Improved communities' engagements, Youth Volunteers and Mohalla Committees to do advocacy in favor of concerned schools' issues with Public elected representatives.

6 Improved community and religious leaders involvement awareness and responsiveness of the general public about the importance of education especially girls education.

4. ILMPOSSIBLE – Take a Child to School

ILMPOSSIBLE – Take a Child to School

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To access the situation on vulnerabilities, track the project deliverability and to improve decision making relating to strategies, program management, performance, Friends Pakistan has been conducting the research studies i.e., Baseline Assessment, Mid Term Review, Impact Assessment or Post Project Evaluation during the year 2014.

5.1 Baseline Assessment AJK:

Friends Pakistan conducted the Baseline survey for its School construction project in Azad Jammu and Kashmir (AJK). The Earthquake caused severe blow, particularly to the education sector in the affected districts of Azad Jammu and Kashmir (AJK). Along with the death toll of 76,000, over 67% of the institutions (including school buildings) were destroyed or severely damaged. Even after nine and half years have passed after the EQ but still the demolished schools infrastructure in AJK could not be restored.

After the initiation of phase (I) in AJK, that included the construction of six schools in Azad Jammu and Kashmir, Friends Pakistan conducted the baseline assessment of demolished schools in AJK. This assessment was initiated on June 25, 2014 and completed on July 15, 2014. After the coordination with Education Department and District Reconstruction Unit (DRU) regarding the data of demolished schools in AJK, a special committee was constituted to conduct the baseline assessment in terms of social and technical feasibility. This special committee visited twelve (12) schools located at different location in AJK. All the requisite data relating the vulnerability, population, strength of students, rooms and other facilities required, land ownership and measurement of plot was collected in the visits to these target schools. Initially out of twelve (12) schools , six (6) schools have been selected for developing the concrete plan of action for the construction on account of social and technical viability. Technical team of Friends Pakistan has completed the work on designs, drawings and cost estimation of the selected schools that will be constructed during the year 2015.

5. Research Studies

Research Studies

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To access the situation on vulnerabilities, track the project deliverability and to improve decision making relating to strategies, program management, performance, Friends Pakistan has been conducting the research studies i.e., Baseline Assessment, Mid Term Review, Impact Assessment or Post Project Evaluation during the year 2014.

5.1 Baseline Assessment AJK:

Friends Pakistan conducted the Baseline survey for its School construction project in Azad Jammu and Kashmir (AJK). The Earthquake caused severe blow, particularly to the education sector in the affected districts of Azad Jammu and Kashmir (AJK). Along with the death toll of 76,000, over 67% of the institutions (including school buildings) were destroyed or severely damaged. Even after nine and half years have passed after the EQ but still the demolished schools infrastructure in AJK could not be restored.

After the initiation of phase (I) in AJK, that included the construction of six schools in Azad Jammu and Kashmir, Friends Pakistan conducted the baseline assessment of demolished schools in AJK. This assessment was initiated on June 25, 2014 and completed on July 15, 2014. After the coordination with Education Department and District Reconstruction Unit (DRU) regarding the data of demolished schools in AJK, a special committee was constituted to conduct the baseline assessment in terms of social and technical feasibility. This special committee visited twelve (12) schools located at different location in AJK. All the requisite data relating the vulnerability, population, strength of students, rooms and other facilities required, land ownership and measurement of plot was collected in the visits to these target schools. Initially out of twelve (12) schools , six (6) schools have been selected for developing the concrete plan of action for the construction on account of social and technical viability. Technical team of Friends Pakistan has completed the work on designs, drawings and cost estimation of the selected schools that will be constructed during the year 2015.

5. Research Studies

Research Studies

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The objective of this baseline study is given as under,· To identify the constraints to girls secondary

education in remote areas.· To explore and analyze the needs and issues

for girls in remote areas· To design a relevant ad appropriate

intervention to enable the girls to continue their study after primary level.

5.3 Post Project Evaluation

Friends Pakistan with the financial support of

KnK Japan (MoFA Japan) has implemented three year school reconstruction project in District Mansehra. Through this project forty (40) demolished schools were reconstructed along with the provision of requisite facilities and training of teachers, PTC and students.

After the completion of project, Friends Pakistan conducted post project evaluation during the year 2014. The brief findings of the study is given below,

S# School Name Gender Type Union Council

District

1GPS Daban Boys Primary Muzaffarabad Muzaffarabad

2GMS Daban Boys Middle Muzaffarabad Muzaffarabad3GHS Daban Boys High Muzaffarabad Muzaffarabad

4 GGHS Hotrari Girls High Muzaffarabad Muzaffarabad

5GGPS Lamnian Girls Primary Lamnian Hattian 6GGMS Lamnian Girls Middle Lamnian Hattian

S#

School Name

Type

UC

Population

Current Situation

1

GPS Daban

Primary

Muzaffarabad

15,000

School is currently running

in shelters

2

GMS Daban

Middle

3 GHS Daban High

4 GGPS Hotrari Primary

Muzaffarabad 13,500


in shelters 5

GGHS Hotrari

High

6 GGPS Lamnian Primary 15,000


in shelters 7

GGMS Lamnian

Middle

8

GGPS Qaziabad

Primary

5,000 School is

currently running in shelters

9

GHS Hotrari

High Muzaffarabad 13,500


in shelters 10GPS Khagran Primary

Muzaffarabad 11,000 School is

currently running in tent

11 GMS Khagran Middle

12 GPS Mera Mongran Primary



The six (6) schools that have been considered for the construction are given here under:

Table 1: List of selected Schools:

Table 2: List of Assessed Schools:

5.2 Baseline Assessment – Access to Girls’ Education

There are many areas especially rural areas where there is no opportunity for the girls’ education after they pass the primary education. Out of 59 UCs in District Mansehra, 33 UCs have no high school for girls. So girls are obliged to stay in their homes after passing their primary education or middle level education due to non availability of schools at middle and high level in their near vicinity and parents do

not allow them to access secondary schools at far flung cities areas on account of their concerns for their safety. This leads to magnanimous increase of female out of school children.

In this respect, baseline assessments regarding the girls’ access to Secondary Education was conducted in all the three Tehsils i.e. Mansehra, Balakot and Oghi of District Mansehra to identify the vulnerable areas in regard to girls’ education.

Degree of Achievement

Evaluation Items Success Indicators when planned

Indicators Achieved at Project-end

Objectively Verifiable Indicators against project & Overall Goal

Project PurposeBetter educational environment at 40 school sites affected by 2005 earthquake is established.

1.1 Access to better e d u c a t i o n a l f a c i l i t i e s i s ensured for 3607 students at 40 schools sites by March 2014.

1.2 166 teachers, 3 2 0 P T C members and 2 8 6 S R C members have started to take p a r t i n betterment of e d u c a t i o n a l environment at t a r g e t e d 4 0 s c h o o l s b y March 2014

Ø A total of 4786 students have a c c e s s e d t h e a d e q u a t e e d u c a t i o n a l f a c i l i t i e s ( A s o v e r a l l p o s t p r o j e c t enrollment has i n c r e a s e d b y 25%).

Ø 55% (91 out of 1 6 6 ) t r a i n e d teachers have started teaching w i t h m o d e r n methodologies, , 80% (32 out of 40) PTCs and 88% (35 out of 4 0 ) s t u d e n t s representat ive counci ls have started to take p a r t i n betterment of s c h o o l management.

Table 3: Findings of Post Project Evaluation:

Impact

1 Educational Level is improved at 40 schools

80% of school going

age children attend

school at 40 schools

Ø I n c r e a s e d attendance of students up to 95%

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The objective of this baseline study is given as under,· To identify the constraints to girls secondary

education in remote areas.· To explore and analyze the needs and issues

for girls in remote areas· To design a relevant ad appropriate

intervention to enable the girls to continue their study after primary level.

5.3 Post Project Evaluation

Friends Pakistan with the financial support of

KnK Japan (MoFA Japan) has implemented three year school reconstruction project in District Mansehra. Through this project forty (40) demolished schools were reconstructed along with the provision of requisite facilities and training of teachers, PTC and students.

After the completion of project, Friends Pakistan conducted post project evaluation during the year 2014. The brief findings of the study is given below,

S# School Name Gender Type Union Council

District

1GPS Daban Boys Primary Muzaffarabad Muzaffarabad

2GMS Daban Boys Middle Muzaffarabad Muzaffarabad3GHS Daban Boys High Muzaffarabad Muzaffarabad

4 GGHS Hotrari Girls High Muzaffarabad Muzaffarabad

5GGPS Lamnian Girls Primary Lamnian Hattian 6GGMS Lamnian Girls Middle Lamnian Hattian

S#

School Name

Type

UC

Population

Current Situation

1

GPS Daban

Primary

Muzaffarabad

15,000


in shelters

2

GMS Daban

Middle

3 GHS Daban High

4 GGPS Hotrari Primary

Muzaffarabad 13,500


in shelters 5

GGHS Hotrari

High

6 GGPS Lamnian Primary 15,000


in shelters 7

GGMS Lamnian

Middle

8

GGPS Qaziabad

Primary

5,000 School is


9

GHS Hotrari

High Muzaffarabad 13,500


in shelters 10GPS Khagran Primary


currently running in tent

11 GMS Khagran Middle

12 GPS Mera Mongran Primary



The six (6) schools that have been considered for the construction are given here under:

Table 1: List of selected Schools:

Table 2: List of Assessed Schools:

5.2 Baseline Assessment – Access to Girls’ Education

There are many areas especially rural areas where there is no opportunity for the girls’ education after they pass the primary education. Out of 59 UCs in District Mansehra, 33 UCs have no high school for girls. So girls are obliged to stay in their homes after passing their primary education or middle level education due to non availability of schools at middle and high level in their near vicinity and parents do

not allow them to access secondary schools at far flung cities areas on account of their concerns for their safety. This leads to magnanimous increase of female out of school children.

In this respect, baseline assessments regarding the girls’ access to Secondary Education was conducted in all the three Tehsils i.e. Mansehra, Balakot and Oghi of District Mansehra to identify the vulnerable areas in regard to girls’ education.






1.1 Access to better e d u c a t i o n a l f a c i l i t i e s i s ensured for 3607 students at 40 schools sites by March 2014.

1.2 166 teachers, 3 2 0 P T C members and 2 8 6 S R C members have started to take p a r t i n betterment of e d u c a t i o n a l environment at t a r g e t e d 4 0 s c h o o l s b y March 2014

Ø A total of 4786 students have a c c e s s e d t h e a d e q u a t e e d u c a t i o n a l f a c i l i t i e s ( A s o v e r a l l p o s t p r o j e c t enrollment has i n c r e a s e d b y 25%).

Ø 55% (91 out of 1 6 6 ) t r a i n e d teachers have started teaching w i t h m o d e r n methodologies, , 80% (32 out of 40) PTCs and 88% (35 out of 4 0 ) s t u d e n t s representat ive counci ls have started to take p a r t i n betterment of s c h o o l management.

Table 3: Findings of Post Project Evaluation:

Impact

1 Educational Level is improved at 40 schools

80% of school going

age children attend

school at 40 schools

Ø I n c r e a s e d attendance of students up to 95%

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14 LESSONS LEARNT, CHALLENGES & CONSTRAINTS:



A l l c l a s s e s a r e conducted based on modern teaching methodologies at the 40 schools

40 schools are reconstructed in line with government guideline in a cost effective manner by March 2014

Ø Increased overall e n r o l l m e n t o f schools going age children up to 25%

Ø55% of teachers h a v e s t a r t e d t e a c h i n g w i t h m o d e r n p e d a g o g i c a l methodologies.

ØThe construction of 40 demolished s c h o o l s w a s completed as per a p p r o v e d specification in a c o s t e f f e c t i v e manner.

1. I m p r o v e d e d u c a t i o n a l infrastructure at targeted forty ( 4 0 ) s c h o o l s w h i c h w e r e d e m o l i s h e d during the 2005 earthquake

2. I n c r e a s e d capac i t i e s o f t e a c h e r s , s tudents and P T C s a t t h e targeted forty (40) schools

Requisite facilities are provided at 40 r e c o n s t r u c t e d schools in line with g o v e r n m e n t guideline by March 2014

166 teachers from forty (40) schools are trained with modern pedagogy

320 PTC members from the 40 schools became aware and play their role in school education

286 SRC members from the forty(40) schools became aware of their right and play their role in school affairs

ØRequisite facilities such as furniture, learning material, s a f e d r i n k i n g water, sanitation f a c i l i t i e s a n d boundary walls h a v e b e e n provided along w i t h reconstruction of 40 schools in line with government's guidelines

ØTo t a l o f 1 5 1 teachers (87 male and 63 female) received training o n m o d e r n t e a c h i n g methodologies.

Ø320 PTC members and 286 members o f s t u d e n t s r e p r e s e n t a t i v e councils received training on child f r i e n d l y environment and their ro le and responsibilities.




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The year of 2014, will be memorized as an unprecedented year in regard to the fact that it brought intensive legislative changes for the developmental agencies operational in Pakistan for both national and international organizations. New policies and procedures have been framed by the government to properly coordinate and track the activities of the humanitarian organizations. In the same way, this year also remained full of challenges and external factors that greatly influenced the projects due to law and order situation within the country. Obviously, impacts of unsuitable factors have maximized the scope of challenges for Friends Pakistan.

With past years of experience and lessons learnt, Friends Pakistan overall assessment is that inclusive and equitable development can be achieved only through approaching the most vulnerable through a broader ownership by government, community and making them part of the social structure within the village. Strengthening of existing government infrastructures, contributing in their policies and strengthening Village Committee networks (PTC's, CBO's etc) is crucial for realistic contribution, effectiveness and sustainability and taking self-development initiatives.

6.1 Challenges and Constraints:

· Friends Pakistan has given top priority to the girls’ education at secondary level in the vulnerable areas of Khyber Pakhtoonkhawa province. The organization has developed a model of filling the gap between the governmental support on sanctioning the formal secondary school and the community needs pertaining to the girls’ education. Friends Pakistan intervene in an area where girls are deprived of their right to access girls education at secondary level by developing partnership with the local communities and establishing a community based secondary school till the government provide formal school at that community. This has remained a very successful model and till now the organization is supporting seven community based girls secondary schools in different vulnerable areas. Every day, Friends Pakistan receives the bulk of community requests in term of support for girls’ secondary education from different areas. Owing to limited financial resources available, it is not possible for Friends Pakistan to cater the needs of all such vulnerable communities. However, the organization is trying its level best to support as many vulnerable communities as possible in term of girls education by enhancing its fund raising efforts.

· Friends Pakistan is currently the only organization which is supporting the Education Department AJK and the Education Department Mansehra in the rehabilitating the demolished physical infrastructure of schools. But still there are hundreds of schools in both Mansehra and AJK which are fully demolished and could not be reconstructed. Friends Pakistan is receiving a bulk of community requests for the

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construction of such schools. A part from this, the situation of rehabilitation of the educational infrastructure in other affected areas such as District Battagram,Shangala and Kohistan is also very vulnerable as even after nine and half years have passed but still most of the educational infrastructure could not be restored yet. As a result, the organization is receiving requests from the communities and Departments of other Districts of KPK and AJK to contribute in their respective Districts as well. Hence the organization will face shortage of capital as organization has limited capacity of financial resources and cannot cater to all the areas needs; therefore, this has created restlessness in some vulnerable communities.

· Safety of staff remained the major challenge for the organization especially in the wake of terrible Peshawar school incident. Since last few years, the overall security situation of Pakistan has not been improved yet rather it is deteriorating with the turn of each day. Friends Pakistan managed to continue its operations by keeping a low visibility strategy and taking extraordinary measures to ensure the safety of its staff.

6.2 Lesson Learnt:

· The intervention of the organization, to promote female education in the current situation of KP Pakistan would have not been possible without the involvement of the community. Community paid its positive role and assisted the organization when and where required. Regular meeting with the community proved handy and ensured their ownership of the schools.

· After the construction and handing over of the schools to the Education Department, the continuous follow-up of Friends Pakistan of the schools has remained a very fruitful activity to improve the overall teaching and learning environment of the schools by guiding teachers to adopt the activity

based learning methods of teaching and guiding PTCs members and students' groups i.e. SRCs to ensure the active participation in the schools affairs.

· In the year of 2014, despite of the uncertainty and unfavorable situation of the country, the year remained quite productive in achieving the set targets. Execution of the projects on field was challenging but on account of keeping all the stake holders on board during the execution of operations was a strategy that kept the projects moving smoothly.

6. LESSONS LEARNT, CHALLENGES & CONSTRAINTS:

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The year of 2014, will be memorized as an unprecedented year in regard to the fact that it brought intensive legislative changes for the developmental agencies operational in Pakistan for both national and international organizations. New policies and procedures have been framed by the government to properly coordinate and track the activities of the humanitarian organizations. In the same way, this year also remained full of challenges and external factors that greatly influenced the projects due to law and order situation within the country. Obviously, impacts of unsuitable factors have maximized the scope of challenges for Friends Pakistan.

With past years of experience and lessons learnt, Friends Pakistan overall assessment is that inclusive and equitable development can be achieved only through approaching the most vulnerable through a broader ownership by government, community and making them part of the social structure within the village. Strengthening of existing government infrastructures, contributing in their policies and strengthening Village Committee networks (PTC's, CBO's etc) is crucial for realistic contribution, effectiveness and sustainability and taking self-development initiatives.

6.1 Challenges and Constraints:

· Friends Pakistan has given top priority to the girls’ education at secondary level in the vulnerable areas of Khyber Pakhtoonkhawa province. The organization has developed a model of filling the gap between the governmental support on sanctioning the formal secondary school and the community needs pertaining to the girls’ education. Friends Pakistan intervene in an area where girls are deprived of their right to access girls education at secondary level by developing partnership with the local communities and establishing a community based secondary school till the government provide formal school at that community. This has remained a very successful model and till now the organization is supporting seven community based girls secondary schools in different vulnerable areas. Every day, Friends Pakistan receives the bulk of community requests in term of support for girls’ secondary education from different areas. Owing to limited financial resources available, it is not possible for Friends Pakistan to cater the needs of all such vulnerable communities. However, the organization is trying its level best to support as many vulnerable communities as possible in term of girls education by enhancing its fund raising efforts.

· Friends Pakistan is currently the only organization which is supporting the Education Department AJK and the Education Department Mansehra in the rehabilitating the demolished physical infrastructure of schools. But still there are hundreds of schools in both Mansehra and AJK which are fully demolished and could not be reconstructed. Friends Pakistan is receiving a bulk of community requests for the

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construction of such schools. A part from this, the situation of rehabilitation of the educational infrastructure in other affected areas such as District Battagram,Shangala and Kohistan is also very vulnerable as even after nine and half years have passed but still most of the educational infrastructure could not be restored yet. As a result, the organization is receiving requests from the communities and Departments of other Districts of KPK and AJK to contribute in their respective Districts as well. Hence the organization will face shortage of capital as organization has limited capacity of financial resources and cannot cater to all the areas needs; therefore, this has created restlessness in some vulnerable communities.

· Safety of staff remained the major challenge for the organization especially in the wake of terrible Peshawar school incident. Since last few years, the overall security situation of Pakistan has not been improved yet rather it is deteriorating with the turn of each day. Friends Pakistan managed to continue its operations by keeping a low visibility strategy and taking extraordinary measures to ensure the safety of its staff.

6.2 Lesson Learnt:

· The intervention of the organization, to promote female education in the current situation of KP Pakistan would have not been possible without the involvement of the community. Community paid its positive role and assisted the organization when and where required. Regular meeting with the community proved handy and ensured their ownership of the schools.

· After the construction and handing over of the schools to the Education Department, the continuous follow-up of Friends Pakistan of the schools has remained a very fruitful activity to improve the overall teaching and learning environment of the schools by guiding teachers to adopt the activity

based learning methods of teaching and guiding PTCs members and students' groups i.e. SRCs to ensure the active participation in the schools affairs.

· In the year of 2014, despite of the uncertainty and unfavorable situation of the country, the year remained quite productive in achieving the set targets. Execution of the projects on field was challenging but on account of keeping all the stake holders on board during the execution of operations was a strategy that kept the projects moving smoothly.

6. LESSONS LEARNT, CHALLENGES & CONSTRAINTS:

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7.1 Staff Capacity Building

During the year of 2014, the system of staff capacity building and orientation has been focused greatly to improve the operations of the organization and to improve the effectiveness and efficiency of its executed programs. This capacity development program has been incorporated to enhance the capacity and job knowledge of all staff of Program section and program support sections and departments of the organization.

The capacity development needs are highlighted in the performance appraisal of each staff members by the supervisor concerned or section head and then the budget required for the capacity development of the concerned staff members of each section is incorporated in the annual section budget. The expected time of training and its duration is also specifically defined in it. Friends Pakistan has also developed a tool kit for the orientations of individual staff and their placement in the relevant sections/projects to acquaint them with the organizational culture.

The gender equality at organizational level (staffing & recruitment) has been maximized. On the other hand women's retention rate this year in the organization has also been reported comparatively high. At the conclusion stage of various projects, evaluation sessions were held to analyze the achievements and shortcoming that are directly associated with the managerial decisions, resources, stakeholders and staff capacity.

During the report year, the staff members were trained on all the important components of projects life cycle. These training events have been substantiated with practical simulation exercises etc. New development plan has been prepared during the year and successfully implemented in head and field office. According to this Friends Pakistan has prepared different strategy and plans and staff has been oriented and developed with enough capacity through Training of trainer (ToT) and feedback has been periodically received to get the effectiveness of the plan. The details of trainings and workshops is given as under,

7 Human and Organizational Development

Human and Organizational Development

Trainings/Workshops

Project Life cycle Management

Conducting situation Analysis and Problem Analysis

Monitoring and Evaluation, Theory and Practice

Logical Framework Analysis Approach

Take a Child to School Workshop

Result Based Management

Male

12

10

12

08

03

12

Female

02

02

92

02

02

02

Total

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10

05

14

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1.

2.

3.

4.

5.

6.

Table-1: Detail of Trainings & Workshops

In the same way, a detail of sessions of training of Master training (ToT) is given as under,

ToTs

Conducting PTC Training on Role and Responsibilities

Conducting SRC Training on small scale projects

Conducting Teachers Development Training

Male

02

04

04

Female

04

04

02

Total

06

08

06

S#

1.

2.

3.

Table-2: Details of ToTs Conducted

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7.1 Staff Capacity Building

During the year of 2014, the system of staff capacity building and orientation has been focused greatly to improve the operations of the organization and to improve the effectiveness and efficiency of its executed programs. This capacity development program has been incorporated to enhance the capacity and job knowledge of all staff of Program section and program support sections and departments of the organization.

The capacity development needs are highlighted in the performance appraisal of each staff members by the supervisor concerned or section head and then the budget required for the capacity development of the concerned staff members of each section is incorporated in the annual section budget. The expected time of training and its duration is also specifically defined in it. Friends Pakistan has also developed a tool kit for the orientations of individual staff and their placement in the relevant sections/projects to acquaint them with the organizational culture.

The gender equality at organizational level (staffing & recruitment) has been maximized. On the other hand women's retention rate this year in the organization has also been reported comparatively high. At the conclusion stage of various projects, evaluation sessions were held to analyze the achievements and shortcoming that are directly associated with the managerial decisions, resources, stakeholders and staff capacity.

During the report year, the staff members were trained on all the important components of projects life cycle. These training events have been substantiated with practical simulation exercises etc. New development plan has been prepared during the year and successfully implemented in head and field office. According to this Friends Pakistan has prepared different strategy and plans and staff has been oriented and developed with enough capacity through Training of trainer (ToT) and feedback has been periodically received to get the effectiveness of the plan. The details of trainings and workshops is given as under,

7 Human and Organizational Development

Human and Organizational Development

Trainings/Workshops

Project Life cycle Management

Conducting situation Analysis and Problem Analysis

Monitoring and Evaluation, Theory and Practice

Logical Framework Analysis Approach

Take a Child to School Workshop

Result Based Management

Male

12

10

12

08

03

12

Female

02

02

92

02

02

02

Total

14

12

14

10

05

14

S#

1.

2.

3.

4.

5.

6.

Table-1: Detail of Trainings & Workshops

In the same way, a detail of sessions of training of Master training (ToT) is given as under,

ToTs

Conducting PTC Training on Role and Responsibilities

Conducting SRC Training on small scale projects

Conducting Teachers Development Training

Male

02

04

04

Female

04

04

02

Total

06

08

06

S#

1.

2.

3.

Table-2: Details of ToTs Conducted

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Publications

GOVERNMENT RECOGNITION

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Publications

GOVERNMENT RECOGNITION

MEMBER OF PARTNERS

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.

UNITE FOR CHILDREN

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.

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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.

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Org

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reAHAN 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.

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FINANCIAL REPORT

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D-58 Ghazi Kot, Township, Mansehra, KPK, Pakistan

TEL: +92-997-440-172, +92-0997-204164, FAX: +92-997-302310

URL: www.friendswa.org, E-Mail: [email protected]

Friends Welfare Association Pakistan

annual report 2014 - friends welfare association...

Documents