sindh community mobilization program · 2021. 4. 6. · mobilization with a focus on increasing...

This Annual Workplan is made possible by the support of the American people through the United States Agency for International

Development (USAID). The contents are the sole responsibility of the International Relief and Development and do not necessarily reflect

the views of USAID or the U.S. Government.

SINDH COMMUNITY MOBILIZATION

PROGRAM

Document Type: Year III Annual Work Plan

Date: November 30, 2015

For the Period: October 1, 2015 – September 30, 2016

USAID Contract No. AID-391-C-13-00006

Project Ending: August 6, 2018

Date: November 30, 2015

CMP is made possible by the support of the American People through the U.S. Agency for International Development (USAID). CMP is implemented by

International Relief and Development (IRD) under Contract Award No: AID-391-C-13-00006.

This Annual Work Plan was produced for review by USAID. The contents are the sole responsibility of the International Relief and Development and do not

necessarily reflect the views of USAID or the U.S. Government.

Acronyms

A/E Architect and Engineering

BHU Basic Health Unit

CCCD Child-Centered Community Development

CMAP Continuous Monitoring and Assessment Process

CM Community Mobilizer

CMP Community Mobilization Program

COP Chief of Party

CPSC Community Parent School Coalition

CSO Civil Society Organization

CSR Corporate Social Responsibility

DM District Manager

DCOP Deputy Chief of Party

DEO District Education Officer

DOH Department of Health

DRR Disaster Risk Reduction

ELD Education and Literacy Department

EMO Education Management Organization

GOS Government of Sindh

GPI Gender Parity Index

GUC Grants Under Contract

HANDS Health and Nutrition Development Society

HMC Health Management Committee

IEC Information Education Content

IRC Indus Resource Center

IRD International Relief and Development

KAP Knowledge, Attitudes, and Practices

KPI Key Performance Indicator

LHV Lady Health Visitor

LHW Lady Health Worker

LQAS Low Quality Assurance Sampling

M&E Monitoring and Evaluation

MOU

NA

Memorandum of Understanding

Nutrition Associate

PAG Project Advisory Group

PBMS Performance-Based Management System

PCP Pakistan Center for Philanthropy

PERRP Pakistan Earthquake Reconstruction and Recovery Program

PMIU Project Management and Implementation Unit

PPHI People’s Primary Health Care Initiative

PPP Public-Private Partnership

PRA Participatory Rural Appraisal

RCC Releasing Confidence and Creativity Program

RSU Reform Support Unit

SAM Severe Acute Malnutrition

SBEP Sindh Basic Education Program

SEDPC Sindh Education Development Partner’s Coordination

SEF Sindh Education Foundation

SEMIS Sindh Education Management Information System

SHNC School Hygiene and Nutrition Committee

SHNS School Hygiene and Nutrition Supervisors

SIP School Improvement Plan

SMC School Management Committee

SMP Social Mobilization Plan

TA Technical Assistance

TOT Training of Trainers

TTP Tehreek Taliban Pakistan

UC Union Council

WATSAN Water and Sanitation

WHO World Health Organization

USAID | SINDH COMMUNITY MOBILIZATION PROGRAM, YEAR III WORK PLAN

SINDH COMMUNITY MOBILIZATION PROGRAM| TABLE OF CONTENTS

Table of Contents

1. Program Summary .................................................................................................... 1

2. Executive Summary ................................................................................................... 2

3. Background ................................................................................................................. 6

4. Operational Environment ......................................................................................... 8

5. Target Areas .............................................................................................................. 14

6. Methodology ............................................................................................................. 15

7. Program Activities by Component ......................................................................... 19

8. Cross-Cutting Themes ............................................................................................. 37

9. Partners ..................................................................................................................... 40

10. Coordination of Program Activities ....................................................................... 41

11. Monitoring and Evaluation ...................................................................................... 42

12. Project Management ................................................................................................ 44

Annex 1: Year Three Work plan (October 2015 to September 2016) ........................ 49

Annex 2: Five Year Work plan ......................................................................................... 56

Annex 3: Results Framework .......................................................................................... 63

Annex 4: Training Plan ..................................................................................................... 64


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1. Program Summary

On September 21, 2011, the United States Agency for International Development (USAID) signed an

Activity Agreement with the Government of Sindh (GOS) to implement the Sindh Basic Education

Program (SBEP). This initiative is one of several donor interventions that support the Government’s

broader Sindh Education Reform Program (SERP) agenda. SBEP is focused on increasing and sustaining

student enrollment in primary, middle, and higher secondary schools. SBEP centers on the seven

Provincial Districts of Dadu, Jacobabad, Kashmore, Khairpur, Larkana, Qambar-Shahdadkot, and Sukkur

and five Karachi City Towns of Bin Qasim, Gadap, Kemari, Lyari, and Orangi.

SBEP is comprised of seven component parts: 1) Construction of schools in the areas affected by the

2010 floods; 2) Support to GOS policy reforms to merge, consolidate, and upgrade schools through

construction of schools; 3) Improvement in early grade reading in primary schools; 4) Community

mobilization with a focus on increasing girls’ enrollment and improving the nutritional status of children;

5) Technical Assistance (TA) to the GOS’s Education and Literacy Department (ELD), 6) Architecture

and Engineering (A/E) support for school construction; and 7) Monitoring and Evaluation (M & E).

The Sindh Community Mobilization Program (CMP) is a five-year, USD 22.9 million program that

commenced in August 2013 and forms a cornerstone of SBEP. CMP has four key objectives, which are

separated into four components: 1) Increase communities’ involvement in the GOS reform of merging,

consolidating, and upgrading schools; 2) Improve community and district administrations’ coordination

for increased girls’ enrollment; 3) Improve child nutrition in selected communities and government

schools through research that informs innovation and good practice; and 4) Pilot component: Launch of

the Education Management Organization (EMO) system.

In addition, CMP has three cross-cutting themes that will significantly add value to these objectives; 1)

Gender mainstreaming of program activities; 2) Water and Sanitation (WATSAN): Improved facilities,

knowledge and practice; and 3) Disaster Risk Reduction (DRR): Improved awareness, knowledge,

preparation, and practice.

The program tracks and supports the construction, merging, consolidation, and upgrading schedule of

SBEP. CMP also works with neighboring schools that fall within designated areas around new schools

being built under SBEP and align with the specific criteria set by USAID for CMP activities. CMP inclusive

community activities are designed to make these educational improvements sustainable by increasing

community support for their local schools and advocacy for better educational provisions generally.


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2. Executive Summary

This document represents the Year III Work Plan for Sindh Community Mobilization Program (CMP).

This work plan derives from the experiences garnered from CMP’s implementation activities piloted in

Year I and refined and broadened in scope during Year II. These activities are directly linked to the

implementation of CMP’s parent program, the Sindh Basic Education Program (SBEP), which is

coordinated by the GOS’s Project Management and Implementation Unit (PMIU). CMP derives its

objectives and targets from SBEP and its activities track and support its progress.

The end of CMP’s second year of program activities, which witnessed peaks in frequency and outreach

in program schools, provides International Relief and Development (IRD) and its partners (Health and

Nutrition Development Society-HANDS, Indus Resource Centre-IRC, and Tulane University) the

opportunity to reflect, learn, and move forward with regard to Year III project planning. As part of

developing this work plan, the CMP team participated in a comprehensive review workshop. During this

workshop, the team reflected on the project’s implementation to date, which included successes, best

practices, lessons learned and challenges faced, and planned this year’s targets accordingly.

To develop this plan, the CMP team reviewed the community mobilization strategy that was

implemented in Year II, as well as the community mobilization model being employed since Year I.

The team also decided to continue implementing its strategy and activities derived from the community

mobilization baseline study, community-based model, findings of the health and nutrition practices

survey, nutrition plan developed on the basis of this survey findings, and implementation of activities

derived from gender analysis conducted during Year 1. This gender analysis was conducted in the

communities surrounding SBEP’s 120 schools to be re-constructed and 302 neighboring schools in the

surrounding communities.1,2,3 Reports were developed from the results of the community mobilization

baseline study and gender analysis undertaken at different levels of community participation. These

reports also considered status and involvement of School Management Committees (SMCs) in school

functioning and status of other social services, such as health and disaster management. The reports

strove to provide a comprehensive analysis of different societal dynamics regarding government service

delivery in target districts. Based on this review, CMP decided to continue implementing and building on

the community-based activities of Year II in Year II, as well.

The focus of Year III activities includes strengthening the SMCs through specialized trainings, facilitating

the development and implementation of social mobilization plans (SMPs) and school improvement plans

1 CMP. Community Mobilization Baseline Report. 2014 2 CMP. Gender Analysis Report. 2014 3 Please note that although there are 400 SBEP-targeted schools, only communities/SMCs for 399 schools were surveyed due

to security issues. For more information, please refer to the CMP Community Mobilization Baseline Report.


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(SIPs), and the active planning of community-focused events, such as celebration of enrollment

campaigns, groundbreaking ceremonies, annual school days, Memorandum of Understanding (MOU)

signing ceremonies, and community recognition days at school/Union Council (UC)/Taluka/district

levels. CMP will continue conducting stakeholder analysis, and need based restructuring, strengthening

and sustaining of SMC subcommitttees. CMP will also organize pre-construction joint coordination

meeting, school based kick off meeting before the start of construction and ongoing meetings and

coordination between communities, school and A/E contractor, Halcrow, during the construction

process. In Year III, program team will facilitate SBEP by organizing the program’s first school opening/s,

which will be grand celebrations after the completion of the school’s construction process.

Furthermore, this work plan focuses on outreach and raising awareness among district-based Education

and Literacy Department (ELD) officials, SMCs, school management, and communities living in proximity

of SBEP construction school sites, to increase buy-in and preempt misconceptions regarding the

merging, consolidation, and upgrading of schools.

This Year III Work Plan also outlines activities, including meetings to improve coordination and establish

linkages between school, community, district administration, and other stakeholders, especially for

increasing girls’ enrollment. CMP’s activities under component two will include SMCs’ diagnosis for

functionality and girls’ access, stakeholder analysis including group discussions, community mapping and

PRAs, SMCs’ self-assessment for functionality and girls’ access. Under activities to reactivate SMCs,

refresher trainings of SMCs on development and implementation of Social Mobilization Plans (SMPs) and

School Improvement Plans (SIPs) will be conducted. SMC exchange visits at District, Taluka and UC

level are also part of Year III Work Plan. Trainings of SMC and SMC subcommittees on Financial

Management and Participatory M&E will also be conducted in Year III in program areas. Community

recognition days will also be celebrated. Cluster based enrollment campaign will be organized at UC

level. Enrollment campaign, including school level walks will also be integrated with annual school days.

Enrollment walks will be a regular program feature after annual school day. Joint planning workshops of

SMCs with district ELD management will also be organized. Training manual will also be developed on

Participatory M&E. The team will continue its integration of Public Private Partnership (PPP) with the

social mobilization and school improvement plans.

The process initiated in Year II for providing small grants to neighboring schools for implementing the

school need based activities specified in SIP, will reach its peak in Year III. SMC subcommittees formed

on Financial and Grants Management and having received training on Financial and Grants Management

will be eligible to receive the grant. CMP plans on releasing small grants to SMCs of neighboring schools,

specified in work plan. IRD looks forward to training SMCs on Grants Management in Year III. Progress

reporting and monitoring of grants implementation process will be an ongoing activity in Year


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III. Technical assistance will be provided to SMCs on an ongoing basis during grants implementation

process.

In Year I, CMP carried out a baseline health and nutrition practice survey through Tulane University in

approximately 1,200 households in CMP target communities. The survey revealed significant nutritional

problems in CMP’s service area, including stunting, wasting, and scant use of preventive services. Based

on the findings of this survey, which are documented in the Sindh Health and Nutrition Practices Survey

Report, a Sindh Hygiene and Nutrition Practices Plan was developed, and subsequently approved by

USAID. The Hygiene and Nutrition Practices Plan includes an enhanced nutrition screening and referrals

program for CMP target schools, and is in line with USAID’s Multi-Sectoral Nutrition Strategy 2014-

2025, as well as the GOS Inter-Sectoral Nutrition Strategy. CMP will continue implementing the

nutrition plan in Year III, as well.

As part of the Hygiene and Nutrition Practices Plan, the CMP team will continue identifying health

facilities to be linked with target schools in Year III. The team will also continue coordination with

development sector organizations working in the health and nutrition sector, GOS’s Department of

Health (DOH), and GOS’s nutrition cell for exploring possibilities of mutual collaboration. The mapping

of organizations working on health and nutrition at district and provincial levels in Year II, and their

participation in the June 2015 nutrition conference titled Child Nutrition in Sindh: Challenges and

Opportunities served as an effective approach platform for exploring possibilities of mutual collaboration

and partnership for enhancing access to health care services and improving nutrition status of children.

CMP will continue building on the mapping matrix database and exploring possibilities of mutual

collaboration and partnerships with nutrition sector stakeholders, in Year III. The program will continue

facilitating SMCs in formation of SHNCs. SHNCs will be trained on health screening in Year III.

In Year III, a PRA study will also be conducted to explore the types/options of food availability over the

course of the year in CMP target districts. CMP will continue identifying and setting up health corners in

all program schools. Annual health screening will be conducted to identify malnourished children.

District and Provincial level networking meetings and coordination with nutrition sector stakeholders

will be focused at for establishing support mechanisms at district and provincial levels. The program will

celebrate community recognition days, health days and events on health and hygiene. IEC will be

developed for an awareness campaign. It will draw information from the findings of PRA study and

formative action research that will be conducted by the Agha Khan University.

This Year III Work Plan also outlines CMP’s efforts towards supporting the GOS for the pilot of

Education Management Organizations (EMO) policy reform to outsource the management of public

schools to capable private sector organizations; to provide technical, as well as legal assistance to the

GOS; to explore public-private partnerships (PPPs) opportunities to support SBEP targeted schools


5

through long term relationships. This work plan also outlines social and mobilization efforts of CMP

subcommittees and building capacity of GOS into development and implementation of EMO policy

reforms based on the 2010 PPP Act.

This work plan also includes activities related to the cross-cutting DRR, Gender, and WATSAN. It

includes new activities, including Disaster Risk Reduction (DRR) awareness/preparedness sessions with

school children.

To date, CMP has received eight school packages from the PMIU, totaling 52 new construction schools

in Dadu, Khairpur, Larkana, and Sukkur Districts and Karachi. In addition, the associated district based

ELDs have endorsed 119 neighboring schools, which were identified by CMP in Year I and II.

Component-based interventions have been initiated in these schools. The PMIU has projected that 48

schools will be identified and included in construction packages to be received in Year III. Based on the

schools identified, CMP projects identifying an additional 96 neighboring schools, according to the school

selection criteria. Further information regarding CMP’s targeted 421 schools and communities is

included in section five of this work plan.

This document also addresses recommendations from the baseline studies and gender analysis, results

from the Year II activities, and progress on the EMO system. It includes sections on CMP’s strategic

approach, methodology, program activities, approach to project management, M&E outline, gender

analysis, and training plan. The team developed a timeline for implementation in Year III based on the

schools’ schedules, seasonal calendars, national holidays, and a realistic conception of effective and timely

completion of tasks.

This Year III Work Plan will cover a twelve month (October 1, 2015 – September 30, 2016) time period

in synchronization with the U.S. Government (USG) fiscal calendar. CMP will have a total of five fiscal

year (FY) implementation periods. Subsequent annual work plans will be submitted no later than 30 days

after the end of the previous fiscal cycle.


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3. Background

During this five-year program, CMP will work to support the GOS and ELD to implement localized

community mobilization methodologies, maximize stakeholder participation, and facilitate demand-

driven, gender-sensitive and child-centered interventions that increase and sustain girls’ enrollment and

engage the private sector in effective school management. In partnership with the HANDS, IRC, and

Tulane University, the program will implement activities in close collaboration with target communities,

ELD and DOH throughout Sindh Province. The program will also coordinate with the SBEP and its

PMIU, as well as with district education officers (DEOs) and USAID. Below is a framework to illustrate

the flow of current SBEP activities into which CMP will be integrated:

The project will contribute to USAID/Pakistan’s Education Results Framework DO4: Improved Capacity

of Pakistan’s Institutions to Prepare Students for Learning and Work and to the framework’s IR3:

Improved Accountability in Education through the following sub-IRs:

IR3.1: Improved Civil Society Engagement and Advocacy

IR3.2: Improved Capacity at Provincial and District Level Education Department.

The program is expected to achieve the following results, as shown in Table 1.


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Table 1: CMP Targets.

Up to 120 communities engaged in school consolidation and construction

Up to 280 communities (not benefitting from new school construction) engaged in school

improvement planning and implementation of small grants

8,000 community members trained and developing SIPs in both construction and neighboring

schools

100 district officers trained and observed to be working with communities in school

management and operations

10-15 private sector organizations contracted to support over 120 government schools

Up to 10,000 girls (new enrollments) enrolled in target schools in all grades

60% target schools observed to be implementing a range of improved health practices

including health and hygiene promotion and active nutrition screening programs


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4. Operational Environment

Sindh Community Mobilization Program’s (CMP) Community Mobilization Baseline Report points to the

fact that, though Sindh Basic Education Program (SBEP) schools have the potential, they do not occupy

center stage within the life of their village communities.4 There are a number of documented problems

in the public education system in Sindh that perpetuate this lack of priority on education. Some are:

poor learning outcomes; high levels of teacher absenteeism; “shelterless” schools; low enrollment,

especially among girls; a disproportionate number of male teachers, particularly at the primary level; too

many small, unviable, and non-functioning schools; too few middle schools; and too few schools at all

levels in remote areas. Other issues affecting the quality of education are dysfunctional or inactive

SMCs.5 Powerful teachers’ unions are also perceived to be obstructing the Government of Sindh’s

(GOs) education reform agenda. Private schools that charge small fees are increasingly seen by poor

families as better options. This is especially true in Karachi and Sukkur. Though unregulated, these low-

cost schools reportedly produce better learning outcomes and more satisfied parents, attract higher

levels of girls’ enrollment, and offer smaller classes and better facilities. Teachers are recruited locally,

have fewer credentials, and are paid less; more of the faculty is women who have better attendance than

their public sector counterparts. The private school option is less available in remote rural areas, as low-

cost private schools tend to be established in locations where enrollment is relatively high, offering a

better business proposition for the school owner.4

Mobilizing Communities: Community engagement in seven districts of northern Sindh and five towns

of Karachi, aimed at the communities embracing GOS reform and encouraging ownership of new and

renovated local schools, is hampered by the admittedly poor quality of public education and distrust of

government initiatives. The CMP team believes that communities are more responsive to the A/E firms

and contractors when they take part in structured and detailed meetings prior to the start of the

construction work. In rural areas, land tenure and allocation are the most contentious issues for school

construction and rehabilitation projects. It also requires proactive and careful planning. In order to

address such issues, it is important to bring A/E firms, contractors, and communities together during site

selection, school design, and construction. Important topics for discussion include: the location of a

transitional site as well as the new school; design, safety, and Disaster Risk Reduction (DRR) issues;

storage of materials and protection from vandalism; drinking-water contamination and disposal of grey

water; provision, quantity, and location of distinct latrines for boys and girls; the height of boundary

walls; ventilation and windows; and the feasibility of using low-cost, renewable power. Other issues

4 CMP. Community Mobilization Baseline Report. 2014 5 Sindh Education Management Information System District Education Profiles in 2011 counted 13,282 schools and 11,199

SMCs in CMP seven districts and five towns in Karachi City. The discrepancy between the number of schools and

number of SMCs was greatest in Kashmore: 586. It is worth noting that schools with more than one level may have multiple

SMCs.


9

emerge with the consolidation of smaller schools. This is often the case when parents learn their

children will have to travel a longer distance to a larger school in a less familiar setting.

Mobilization and coordination efforts are complicated by entrenched political, ethnic, and tribal divides

within communities, and by safety and security issues that restrict the movement of project staff and

local residents. The greatest challenge for community mobilization programs is sustainability and impact.

Community engagement is labor-intensive, time-consuming, and sensitive work.

SMCs are one way to help increase community engagement in target areas as these provide basic

community support structures. However, as mentioned above, in most cases, these entities are often

dysfunctional or inactive. The SMCs’ vision and representative base is extremely limited, as is the range

and scope of activities in which these operate.6 Though SMCs tend to be stronger in urban areas than in

rural settings, across the board, they need to be better represented, supported, and connected to the

GOS. For example, findings presented in CMP’s Community Mobilization Report show that although

over 99% of the schools have functioning SMCs, less than 20% report having regular communication

with their district education administration. Communication and representation within their

communities are similarly weak. Less than half of the SMC executive committees regularly communicate

their decisions to their general bodies or hold elections, as required by GOS protocol.7 Additionally,

communication between SMCs is weak with no initial sense or idea of common purpose that could

eventually lead to collective advocacy for school based needs and educational reforms at grass roots

level. Only 5% of the 400 analyzed SMCs reported their communication with other SMCs.

Drawing on the results from CMP’s community mobilization baseline study, the CMP team has

developed and begun to implement strategies dedicated to empowering communities to address the

identified weaknesses and gaps, while leveraging their strengths. CMP’s dual “top down – bottom up”

approach is the basis of these strategies, whereby CMP will identify community needs through

assessments that are matched by the decision-making practices of provincial and district level education

officials with the power to respond. The assessment results reveal ways in which SMCs need to be

strengthened in order to address key problems in the communities of the targeted districts, including

school performance monitoring, high levels of teacher absenteeism, and low enrollment and attendance

rates of school children, especially girls.

Mainstreaming Gender: As part of developing an approach that ensures long-lasting community

engagement, gender mainstreaming has been integrated in all CMP activities. In the beginning of the year

I, CMP conducted a gender analysis, which calculated the Gender Parity Index (GPI) and considered the

role of men and women at various levels. Results from this analysis are presented in the Gender Analysis

6 CMP. Community Mobilization Baseline Report. 2014 7 Ibid.


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Report, which documents differences in gender roles, activities, needs, and opportunities in the context

of Sindh within CMP targeted areas. 8 Specifically, as a subset of the Community Mobilization Baseline

Report, this document analyses the gender context of the communities of SBEP’s 400 targeted schools

and their surrounding village communities. 9

The overall findings reveal that women have limited awareness and knowledge of and access to the

SMCs. They also lack understanding of their role in ensuring that SMCs are accountable to their

communities. Given women’s role as critical interlocutors in social development, their unfamiliarity

regarding some of the basic components of the educational system in Sindh contributes to the low

enrollment rates of all children, particularly girls. Strengthening the capacity of the SMCs, so that these

are better equipped to operate, represent, support, and connect with their communities, counterparts,

and the GOS is an integral step towards formally establishing the women’s place within Sindh’s

education system. Another is ensuring that gender is mainstreamed in every aspect of the SMCs, from

general body meetings, and, activities, to executive committee membership, among many others.

The report also addresses the key role that women have in ensuring consistent enrollment and

attendance of children in schools. Findings show that one reason why boys and girls stay home and do

not attend school is due to household or income generating work.10 Additionally, it has been found that

children with mothers who have completed primary school education are more likely to continue their

education, as opposed to those whose mothers have not completed primary school. Moreover, women

are also the link to increasing knowledge and awareness of basic health, nutrition, and hygiene.

Based on these findings, CMP works to mainstream gender themes and goals into all of its activities. To

guide this integration, CMP will develop a comprehensive gender strategy. The strategy will provide

guidance on how to enhance women’s participation in community structures to empower them to

formally establish their role in communities, particularly in the SMCs. Lastly, this strategy will help to

ensure that the other three CLINs and the other two cross-cutting themes integrate gender. The goal is

to help increase and sustain girls’ enrollment in school. CMP’s dual “top down – bottom up” approach

will be the basis of this strategy.

Coordinating Efforts to Increase Girls’ Enrollment: A myriad of non-governmental organizations

(NGOs) and donor programs have offered incentives such as stipends and free textbooks to increase

girls’ attendance. These efforts have had questionable success, as they do not confront the underlying

issue of the low value associated with educating girls in traditional communities. Patriarchal attitudes are

accompanied with low literacy rates and segregated lifestyles for women and adolescent girls.

Additionally, those parents who want to educate their daughters are reluctant to allow them to attend

8 CMP. Gender Analysis Report. 2014 9 Ibid 10 Ibid


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school due to insecure travel routes, unwillingness to expose their daughters to male teachers, and

reputational hazards of co-education schools.11 Mobilizing communities in large numbers to voice their

support for increasing girls’ enrollment in outdoor campaigns, like enrollment walks and participation in

school events requires intensive engagement with SMCs, school management entities, and communities.

Improving Nutritional and Hygienic Status in Targeted Communities: Findings presented in CMP’s

Sindh Nutrition and Health Practices Survey Planning Report show that there are significant nutritional

issues in CMP’s service area. Of the 1,200 households surveyed, 25% of the children were stunted (low

height for age) and 17% were wasted (low weight for height). A number of factors can explain these

results. Household food insecurity was a serious problem. About 38% of the households had

experienced this dynamic in the previous year. Additionally, significant percentages of children reported

not eating essential foods – 23% had had no dairy products and 17% had had no non-dairy animal source

foods in the week prior.12

Hygiene and sanitation are other areas of concern, as poor practices can lead to intestinal infections and

jeopardize growth and development. Regular hand washing is also a problem. About 38% of household

members did not always wash their hands with soap before eating, 25% did not do so after going to the

bathroom, and another 23% did not do so after cleaning their child’s rear end. For the 31% of the

sample’s households, which got their drinking water from wells, most of that water was untreated.

Respondents generally displayed a lack of knowledge regarding how to control intestinal parasites, with

only a fifth of mothers knowing to administer de-worming pills to their children every six months.13

Although use of health care facilities was fairly high in the sample population, there was very little use of

preventive services, such as growth monitoring, vitamin A supplements, nutrition counseling, or

deworming medications. Moreover, while three fourths of mothers knew a community health worker,

43% indicated that they did not have any health-related discussions with this individual. A mother’s

educational attainment is a key determinant of the health outcomes for her children and fully two thirds

of the sampled mothers never attended school. Additionally, findings showed that schools are not

adequately linked to the basic healthcare system, where health problems of the school children, like

malnutrition, could be identified and mitigated. There is a very low level of basic health awareness and a

need for linkages between the schools and basic health units (BHUs) to be created to address and

bridge the gaps identified. The lack of trained health care staff in schools, the absence of BHUs in some

villages, and understaffed, ill-equipped BHUs affect the success of school-based nutrition programs.

Education and public awareness are critical elements of nutrition programs. Often they do not easily

11 Males are overwhelmingly the predominant gender for teachers in all levels of schooling: across the province, iMAPP

calculated the number of female teachers as 1,775, compared to 9,086 male teachers. 12 CMP. Sindh Nutrition and Health Practices Survey Planning Report. 2014 13 Ibid.


12

reach rural poor and illiterate mothers. The women who need this information are more likely to have

malnourished children.14

Based on the results of the report, the CMP has developed a hygiene and nutrition practices plan to

guide activities toward improving the nutrition and health status of the targeted communities. Activities

outlined in the plan include: an enhanced health screening and referral program at CMP-targeted

schools; an awareness program to increase knowledge about the importance of personal hygiene and

sanitation; and promotion of healthy school conditions, comprised of sanitary latrines and hand-washing

facilities to help reduce the risk of infections. Coordination between community and school-based health

workers e.g., Lady Health Visitors (LHVs)/Lady Health Workers (LHWs), through the School Hygiene

and Nutrition Committees (SHNCs), could also be leveraged for generating and utilizing resources for

improving health and nutrition outcomes.

Engaging Private Sector to Improve Education in Sindh: In 2010, the GOS passed the PPP Act,

which provides the legal framework for public-private partnerships (PPPs). Since then the ELD has

expressed its policy intentions to use the 2010 PPP Act to outsource the management of public sector

schools to Education Management Organizations (EMOs). In Year II, CMP worked to provide legal

opinion on the feasibility of implementing EMOs under the 2010 PPP Act. The ELD GOS Notification of

the Policy for Sindh Education Management Organizations on March 12, 2015 was a major policy

development in Public Private Partnership (PPPs) for education in the Sindh Province. Budgetary

allocations of PKR 200 million and 500 million in FY-2014/15 and FY-2015/16 respectively by GOS for

EMOs for managing program construction schools is a major step forward towards ensuring financial

viability to pilot on EMOs through PPPs for education.

CMP is also pleased to report that GOS received 39 shortlisting applications from potential EMOs in

response to the EOI for EMOs advertised by ELD, GOS on May 13, 2015. The ELD GOS has

constituted a Technical and Financial Evaluation Committee (TFEC), which is a decision-making body

with senior representation of ELD, Finance Department, GOS and its PPP Unit, and PPP Node of ELD

GOS. CMP provided TA to the TFEC for processes involved in technical and financial evaluation of the

39 applications received in response of the EOI. The TFEC, after a thorough evaluation process,

prequalified 20 organizations out of the total 39. This is a very encouraging outcome of CMP efforts to

assist GOS in establishing a pool of potential EMOs to implement the policy reform of EMOs. CMP will

continue providing legal technical assistance to the GOS in Year III in order to fast-track the

development of the EMO System so that outsourcing of the schools’ management to EMOs could be

possible.

CMP is pushing for linkages with private and corporate donors to form long lasting partnerships to

support efforts implemented by the social services sector. The Government’s goal is to leverage these

14 CMP. Sindh Nutrition and Health Practices Survey Planning Report. 2014


13

partnerships to achieve its development targets, including of outsourcing management of schools to

EMOs. Increasingly, PPPs are being considered and pursued for as a viable option for sustainability of

development programs. CMP will continue working in Year III to identify local, national, and

international corporations that would be interested in long-short term relationship with the ELD to

support the SBEP targeted schools, along with generation of resources through local communities, to

promote concepts of community ownership of their schools and education.

Addressing Disaster Risk: Among the target districts, the greatest implementation challenges are in

Kashmore, due to intense tribal divisions, high-security risks, and frequent flooding that impedes access.

Larkana, Qambar-Shadadkot, and Jacobabad have also experienced severe flood damage and thereafter

registered the worst rankings in the Child Wellbeing Index.15 Poor infrastructure and chronic flooding in

Jacobabad threatens mobilization activities, while implementation plans in Orangi and Lyari must adjust

to volatile ethnic mixes, high levels of crime, and eruptions of sectarian and factional violence. Lack of

effective DRR support mechanisms at all levels, ranging from early-warning systems on natural calamities

like floods for timely evacuation of people, to support structures before, during, and after disasters

further complicate CMP’s work in the disaster prone, flood affected districts of CMP. Further, Karachi,

the capital of Sindh, which is adjacent to the sea is at high risk and has almost no capacity to respond to

coastal flooding.

15 UNICEF. Situation Analysis of Women and Children in Pakistan. June 2012. Reviewed on 09/28/14 at

http://www.unicef.org/pakistan/National_Report.pdf


14

5. Target Areas

The CMP program areas in Sindh Province are: Dadu,

Jacobabad, Kashmore, Khairpur, Larkana, Qambar-

Shahdadkot, and Sukkur Districts, and neighborhoods within

the five Towns of Karachi: Bin Qasim, Gadap, Kemari, Lyari,

and Orangi. IRD has established a project headquarters in

Karachi and a field office in Sukkur.

The CMP team, in coordination with the PMIU, selected

Khairpur, Sukkur, Larkana, Dadu, and Karachi as the

targeted geographic areas for school construction in Years I

and II. To date, CMP has received eight construction school

packages from the PMIU: two packages for Khairpur (13

boys and two co-educational schools); two for Sukkur (four

girls, two boys, and seven co-educational schools); two for

Larkana (five girls, two boys, and six co-educational

schools); one for Karachi (three boys and two co-

educational schools); and one for Dadu (two girls, two boys, and two co-educational schools). These

packages comprise 52 new construction schools (11 girls, 22 boys, and 19 co-educational schools). In

addition, the respective ELDs have endorsed 119 neighboring schools, which were identified and

targeted by CMP in Years I and II. These schools represent 28 girls, 49 boys, and 42 co-educational

schools. Component-based interventions have been initiated in these schools.


15

6. Methodology

Based on the successes, challenges, best practices, and lessons learned from the program’s second year,

the team redesigned some activities and incorporated others into the Year III Work Plan, so that

relationships and momentum from prior programmatic years can be better leveraged. These

adjustments also aligned with the SBEP’s ongoing and upcoming activities.

CMP’s methodology continues to focus on mobilizing and engaging local communities around school-

based educational reform, as well as establishing and broadening linkages with and between

communities, schools, and district administrations. The strategy is to inform, mobilize, and empower

communities. Furthermore, the strategy guides the development and integration of community-based

platforms that ensure a collective voice at school and community levels. This approach will seek to

engage district-level structures by involving the appropriate education departments and administration in

program activities. During Year III, CMP will continue to collaborate and coordinate its activities with

the ELD. The team will provide support to the ELD at the provincial level, as it prepares to launch the

EMO system.

The three baseline studies carried out by CMP guide the activities and methodology to be employed in

Year III. As in Year II, CMP’s methodology will contribute to the timely and effective completion of

project activities, based on the timelines presented in Annexes 1 and 2. Furthermore, CMP activities will

also contribute to component specific integrated objectives.

The CMP team remains committed to building a sustainable platform for broad community and private-

sector engagement in school management and resource mobilization for public schools in Sindh. The

team will leverage its collective experience in Pakistan, deep understanding of the local context in each

district and town, potential sources of in-kind support for education, lessons learned during program

implementation and best practices and lessons learned from other previous programs of the same

nature, and or geographical location, and relationships with diverse stakeholders established in Years I

and II. The team will apply a collaborative and holistic approach, which rests on the following pillars:

Community Mobilization: As mentioned above, the CMP team considered existing community

mobilization strategies and models that have proven sound, as well as the model piloted in Year I. Based

on the team’s analysis, the community-based model piloted from Year I and broadened in scope in Year

II was observed to be highly effective in ensuring community involvement and participation. As such, the

team will continue to utilize this model in Year III and build on the community-based, grassroots

activities. During Year III, the CMP team will expand its targeted areas while continuing to inform,

mobilize, and involve local communities in project activities. CMP shall encourage parents, local elders,

school staff and community members, among others to continue their participation in MOU signing


16

ceremonies. IRD’s CMP team will also expand efforts to broaden and strengthen community

participation in SMCs by facilitating communities in forming new SMC subcommittees and ensuring

cluster-based participation in relevant trainings. As part of this effort, CMP will guide SMCs and

communities in developing and implementing SMPs and SIPs. The team will help to deepen coordination

with and linkages between schools, communities, district governments, and other stakeholders through

collective involvement at meetings and events. CMP will be engaged in capacity building and discussions

on school and community-based improvements. In turn, the targeted communities will better

understand their problems, be more empowered to voice their demands, and share feedback. The CMP

team will continue facilitating community events (e.g., enrollment campaigns, Annual School Days, and

Community Recognition Days) at the school/UC/Taluka/district levels to promote its goals and

objectives. This work plan also includes new community mobilization activities, such as holding of DRR

awareness sessions with school children under the aegis of trained subcommittee members.

Capacity Building Model: CMP’s capacity building model considers capacity building as the anchor of

its activities. Through trainings, coaching, and mentoring, CMP leverages its team’s expertise to develop

the leadership qualities and management capabilities of SMC executive committees, subcommittees, and

other community members. In Year III, the IRD CMP team will continue to train Community Mobilizers

(CMs) and Nutrition Associates (NAs) as master trainers. In turn, the CMs and NAs will train

community leaders, district education managers, and other stakeholders. Through the Training of

Trainers (TOTs) and a cascading approach, the trainings will be systematically trickled down, so that the

messages and understandings critical to CMP’s work travel throughout the community. For example, the

trained SMC subcommittees will conduct trainings at the grassroots level.

As capacity building is an ongoing, gradual process, CMP’s training initiatives in Year III will build on the

strong foundation established in its initial program years. For instance, our SMC subcommittee trainings

will be an ongoing activity in Year III. However, the skills developed from previous trainings will be

polished through joint-planning workshops with district education management. For newer target

communities, CMP will hold capacity building sessions that address those corresponding SMCs’ ability to

organize subcommittees and elaborate SMPs and SIPs. Refresher trainings will, of course, be conducted.

In addition to the cluster-based training sessions, skilled field staff will provide ongoing support

supervision and mentoring to the SMC subcommittees to ensure proper cascading and dissemination of

lessons. For example, field staff delivered training and facilitated SMCs during development and

implementation of SMPs and SIPs.

As in Year II, CMs will organize and facilitate a series of quarterly joint review and planning workshops

for District ELD management and communities in Year III. This will assist in realistic review and planning

of CMP activities, through participation of, and feedback and inputs from all stakeholders. CMP will

continue conducting these trainings on a quarterly basis in Year III. The ELD’s district management will


17

participate in these trainings designed to address the barriers to increase girls’ enrollment and school

improvement planning.

CMP will conduct daylong trainings for district education management on GOS policy regarding the

consolidation, merging, and upgrading of schools in Year III, so that they understand and deliver this

critical information on the school construction process to the communities. CMP will also facilitate a

series of district-level trainings aligned with the following education management tiers: 1) district officers

and DEOs, 2) assistant district officers, and 3) supervisors. CMP, in consultation with the GOS, will

arrange information sessions to share the GOS PPP/EMO framework with private sector organizations,

philanthropists, foundations, and NGOs to deepen understanding of the ELD’s PPP/EMO initiative and

generate interest among potential partners. In this way, CMP will broaden its capacity building network.

It will also focus on developing awareness of District ELD, school management and communities

regarding outsourcing of constructed schools to EMOs, as an initiative supporting the GOS policy.

CMP will train School Management Committees in Year III. The purpose will be to build capacity of

SMCs to run the SMCs business effectively and engage communities to increase girls’ education and

resolve other school level issues.

CMP will also explore need based and skill based trainings and capacity building programs at National,

Regional and International level to equip the IRD staff. The training and capacity building programs will

enhance the skills of the CMP staff and transfer to knowledge and skills to other CMP staff both IRD and

sub-contractors (IRC and HANDS).

Private-Sector Engagement Framework: This framework supports sustained partnership with EMOs

and is applied across all activities, from the social mobilization structure to the development of new and

transparent mechanisms. The GOS has affirmed a policy commitment to outsource the management of

SBEP schools to reputable organizations based on the 2010 PPP Act. This intention is reflected in the

notice issued by GOS to establish the Project Advisory Group (PAG). Budgetary allocation of PKR 200

million and PKR 500 million in respective provincial budgets for FY 2014-15 and FY 2015-16, as well as

the approval of PKR 184 million for furniture for SBEP schools in Khairpur, Larakana, and Sukkur is

amply evident of the GOS support for EMOs. CMP played pivotal role to secure these funds from the

GOS. This allocation will assist SBEP efforts in the provisioning of child-friendly furniture to students in

SBEP schools at par with other more affluent schools in Sindh.

The government has also notified a PPP Node in the ELD-GOS to provide institutional support with

regard to policy reform. CMP will continue providing support to the GOS in the implementation of

EMOs per the guidelines provided by the SBEP Steering Committee. In an attempt to stimulate

development outputs, CMP will continue identifying and reaching out to private sector organizations to

promote long-term relationships and PPPs with target schools. This will also help in creating a healthy


18

public-private/social-community relationship, which builds confidence and goodwill. Most importantly,

the arrangement will ensure long-term success by engaging a coalition of partners in the planning,

implementation, and achievement of program goals.

Selection of Neighboring Schools: In consultation with USAID, the PMIU, and its implementing

partners, CMP developed selection criteria for neighboring schools, as shown in Table 2. CMP will

continue selecting neighbouring schools upon receiving notification of construction schools in Year III, in

consonance with the selection criteria.

Table 2: SELECTION CRITERIA FOR NEIGHBORING SCHOOLS:

Schools included in the list and presented to the Steering Committee, but not approved for

construction

Schools should be in the same UC, as the corresponding construction school. If not within

this jurisdiction then CMP should source schools outside the UC, but within a 5km radius of

the new construction school

Priority will be given to schools according to the following order:

- Primary/Middle/Secondary

- Girls/Co-Education/Boys

School should be in close proximity with new construction school

Number of enrolled students should be more than 100

At least three teachers should be available at the school

School should not be assisted by any other development organization / donor-funded

program

School should not be included in the list of totally damaged schools by DEO (should not have

major structural damage)


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7. Program Activities by Component

To finalize the Year III Work Plan, the CMP team had consultative meetings with partner organizations,

COR, the PMIU, the Reform Support Unit (RSU), and other key government stakeholders to ensure the

document is developed in line with USAID and GOS requirements. Additionally, IRD considered the

school-year cycle, major holidays, and seasonal factors. The timeline for Year III activities is provided in

Annex 1. In order to demonstrate how Year III activities are linked with the overall project

implementation timeline, the Five-Year Work Plan is included in Annex 2.

Component 1: Increase Community Involvement in the GOS Reform of Merging,

Consolidating, and Upgrading Schools

Inauguration Ceremony of SBEP Reconstructed School Opening

Months 4-12: CMP, in coordination with USAID and the PMIU, will organize opening ceremonies for

schools in Khairpur and Sukkur Districts in November and December for the first 13 schools

completed. The grand school opening ceremonies will be held at sites of newly

constructed/reconstructed SBEP schools. The old school building is demolished and reconstructed in

case of availability of specified ample space needed for reconstruction in existing school premises. In

case of non-availability of space in existing school, community member/s donate a plot for construction

of new school building. Senior GOS and ELD officials, members of the national and provincial assemblies,

representatives from USAID and SBEP, community members, and district officials of ELD will be invited

to attend the ceremonies and inaugurate the schools. The main purpose of the opening ceremonies is to

mark the occasion of the schools’ completion and ensure coordination between key community

stakeholders, including EMOs and school management. The following objectives can be achieved through

inaugural ceremonies in the target districts:

To recognize the efforts of stakeholders who worked to complete the schools’

reconstruction/new construction through integrated efforts;

To reinforce the objectives of SBEP and envisage educational reforms by providing information

to different stakeholders, including in GOS, USAID, the community, as well as other donors and

the media;

To sensitize the aforementioned stakeholders to the importance of engagement through

integrated efforts in pursuit of project objectives and sustainable educational reforms.

Groundbreaking Ceremony

Months 1 – 12: CMP, in coordination with USAID, the PMIU, and A/E contractors, will organize

groundbreaking ceremonies for the reconstruction of schools in Dadu in October 2015, Qambar-


20

Shahdadkot in March 2016, Kashmore and Jacobabad in September 2016. The grand groundbreaking

ceremonies will be held at sites of new SBEP’s reconstruction schools. Senior GOS and ELD officials,

members of the national and provincial assemblies, USAID and SBEP representatives, community

members, district officials of ELD, and A/E contractors will be invited to attend and reinforce their

commitment to education in Sindh. At these events, stakeholders will express their support before the

school construction process begins and, through other activities, that support will be sustained through

construction and post-construction. These ceremonies pave the way toward the signing of MOUs

between communities and A/E contractors. Participants at groundbreaking ceremonies are treated to an

enthusiastic series of role-playing skits, which underline the importance of education for all children,

particularly for girls. The highlight of the event is a traditional dancing performance by the students of

the school with Sindhi folk music, which receives applause from the audience. The events receive wide

local, national, and even print media coverage.

Pre-Construction Meeting for Package Schools

Months 1 – 12: After the groundbreaking ceremonies and prior to the start of school construction,

CMP, the PMIU, USAID, GOS, and Halcrow (the construction contractor), will hold coordinating

meetings with the ELD, DEOs, and the associated head teachers of the construction school. During

these meetings, CMP and Halcrow will brief the participants on SBEP’s objectives, methodology, and

activities. CMP also intends to emphasize the support it provides by mobilizing SMCs and communities

being relocated temporarily during construction and ensures effective coordination between the

contractor, school, and target community. In addition, Halcrow representatives will explain the various

stages of the construction process. CMP plans to organize pre-construction coordinating meetings in

Dadu, Qambar-Shahdadkot, and Jacobabad Districts for notified construction schools’ packages to be

received in Year III.

MOU Signing Ceremonies

Months 1 – 12: As a result of productive discussions with target communities and the A/E construction

contractor, Halcrow, CMP will organize and facilitate MOU signing ceremonies for SMCs, community

stakeholders, and the construction contractor. The MOUs will ensure community participation and

ownership of the school construction process. In coordination with the PMIU, CMP will mobilize the

local communities to attend these signing ceremonies. MOUs are witnessed by CMP staff and are valid

until construction is complete.

In Year III, CMP will organize MOU signing ceremonies for Dadu (for package II schools), Qambar-

Shahdadkot, Jacobabad, and Karachi, as per schedule of notified construction schools.


21

Component 2: Improve Community and District Government Coordination for

Increased Girls’ Enrollment

Orientation Workshop on Intel International Science and Engineering Fair (ISEF) for CMP Targeted

Schools

Month 7-10: CMP team facilitated Intel in Year 2, in organizing orientation workshops in Sukkur, Khairpur

and Larkana Districts and Karachi Towns, for the students of Grade 9 – 12 and science teachers of CMP

targeted schools. Intel trainers conducted these workshops to orient students and teachers on how to

develop the science projects under guidance of their teachers and send these projects for their prospective

selection and participation in Intel’s ISEF and other Science related national and international level events.

These workshops will be organized in select schools of Dadu, Qambar- Shahdadkot, Jacobabad and

Kashmore Districts.

Conduct SMCs’ Self-Assessments for Functionality and Girls’ Access

Months 1 – 12: The CMs will facilitate self-assessment exercises with SMCs to determine whether the

SMCs use appropriate management tools such as registers to document meeting minutes and ledgers

that accurately reflect income and expenses. The CMP team will assess the participation, frequency,

engagement, and coordination of SMCs and SMC subcommittees as regards community mobilization,

specific tasks to improve school functioning, and overall CMP and SBEP school initiatives.

Importantly, the roles of SMCs also include serving as a bridge and becoming an integrated part of the

SMC-Community-School-District Government edifice. As part of this process, the CMP team will

review baseline data related to trends in girls’ enrollment and conduct systematic evaluations of data

with reference to the GPI in program target areas. CMP will collect information regarding school

attendance twice annually (in August and December). Also, CMs will use mobile phones to collect

monthly data related to girls’ school attendance and verify information provided by head teachers. The

CMP team and USAID will be able to access these figures in real time. As a result of the data collected,

CMP will be positioned to make recommendations to the RSU and PMIU regarding trends in girls’

enrollment and suggest strategies that strengthen the voice of parents, women, and marginalized groups.

Reactivate SMCs and their Activities

Develop an Action Plan for Forming, Sustaining, and Strengthening SMCs/Subcommittees

Months 1 – 12: CMP will use its tested action plan that has been implemented since Year I to inform its

work with regard to forming, sustaining, and strengthening SMCs. This process will include capacity

building, as well as broadening the scope and functions of SMCs through restructuring. To support the

SMCs’ efforts to continue to develop, reform and implement their plans, the Community Mobilizers

(CMs) will hold meetings with the SMCs and the target communities on the construction of new

schools. During these meetings, the CMs will discuss the reasons for broadening the SMCs to include


22

subcommittees that address key issues in the community (e.g., social mobilization, M&E, and

mainstreaming gender across WATSAN, DRR, and financial management). Again, each subcommittee

will consist of five members, including one member from the SMC executive committee (office

incumbents). The other four members will come from the SMCs’ general body. Through these meetings,

the CMs will gain consensus from the SMC executive committee and other community stakeholders on

the action plan. SMC members and CMP will then identify potential community leaders to join the

subcommittees. IRD recognizes that SMC members may, on occasion, resign and that new SMC

members may be required to fill those vacant roles. As such, throughout Year III, the CMP team will

facilitate the recruitment of new members as necessary, upon approval, via an endorsement letter from

the district education and literacy department and RSU. Roles and responsibilities will be outlined clearly

for all members, as well as the criteria for becoming a member and maintaining membership. All

members will receive training and a program orientation.

The CMP team will also work with the SMCs to develop an action plan to implement their respective

SIPs. Based on those action plans, CMP will identify areas where training is needed to activate, or

reactivate and strengthen the SMCs, so that these become self-sufficient entities. CMP will conduct

trainings and employ tools to guide this effort. CMP will obtain approval from the designated DEOs

before proceeding with any training curriculum. The following is a list of possible trainings in this regard.

Developing and implementing SMPs and SIPs;

Mainstreaming gender, WATSAN, and DRR;

Creating strategies to improve girls’ enrollment in school;

Financial record keeping and small grants management; and

Participatory M&E.

At the district level, CMP will organize workshops on different topics that include recruitment and

training of SMC leaders. Other topics for consideration are: the development of SIPs that incorporate

comprehensive budgets; ranking activities by priority; potential funding sources; conflict resolution;

childhood nutrition; improving school attendance; advocacy; child protection; and the role of schools in

DRR, and maintaining of WATSAN facilities. The team will enlist GOS district supervisors as trainers.

Develop Training Manual for SMC on Monitoring

Months 6-7: CMP’s M&E Unit will develop training manual for SMC subcommittees on monitoring. The

team will draw from existing manuals and materials that have proven effective. Other best practices will

also be used as appropriate. The training manuals will cover the definition and basic concepts of M&E,

and the tools and techniques for Monitoring. The manual will include sections on effective monitoring

and documentation, school systems, and the practical application of basic concepts and monitoring tools.


23

Training of SMCs and Subcommittee Members on Monitoring

Month 7– 12: The CMP team will conduct cascading trainings on monitoring, beginning with the TOTs to

the CMP field teams. In turn, as master trainers, the CMs will train the SMC subcommittee members in

a targeted school at each targeted UC. As with other trainings, the CMs will mentor and support the

subcommittee members.

Training of SMCs’ Executive Committee Members on How to Develop and Implement SMPs and

SIPs with Integration of the PPP Component

Months 5 – 12: The CMs will conduct day long trainings for SMC Executive Committee members on

How to Develop and Implement SMPs and SIPs, with integration of PPP. As with the other trainings, the

CMs will conduct these trainings in target schools at designated UCs.16 The CMs will assess the activities

identified by SMCs Executive Committees’ members for SMPs and SIPs and share findings with

participants.

The SMCs will integrate the PPP activities in the SMPs and SIPs. The PPP Program Manager will develop

training manuals and CMP field teams will train the SMP and SIP subcommittees in identifying, cultivating,

and utilizing potential PPPs in target schools. This step is likely to bring long-term sustainability to CMP’s

efforts regarding school-based management and instill a sense of PPP program ownership in SMCs and

the broader community.

Refresher Training of SMC Sub- committees on How to Develop and Implement SMPs and SIPs

Months 5 – 12: The CMs will conduct day long refresher trainings for SMC subcommittees on their

respective topics. As with the other trainings, the CMs will conduct refresher trainings in target school

at designated UCs.17 The CMs will assess the activities of SMCs subcommittees and share findings with

participants.

The SMC subcommittees will integrate the PPP activities in the SMPs and SIPs. The PPP Program

Manager will develop training manuals and CMP field teams will train the SMP and SIP subcommittees in

identifying, cultivating, and utilizing potential PPPs in target schools. This step is likely to bring long-term

sustainability to CMP’s efforts regarding school-based management and instill a sense of PPP program

ownership in SMCs and the broader community.

16 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one

of the targeted schools. 17 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one

of the targeted schools.


24

Training of SMCs’ Executive Committee Members on Gender, WATSAN and DRR (cross-cutting)

Months 5 – 12: The CMs will conduct day long trainings for SMC Executive Committee members on

Gender, WATSAN and DRR as program’s cross-cutting themes.

As with the other trainings, the CMs will conduct these trainings in target schools at designated UCs.18

The CMs will assess the activities identified by SMCs Executive Committees’ members for SMPs and SIPs

and share findings with participants.

Refresher Training of SMCs’ Sub-committee Members on Gender, WATSAN and DRR (cross-

cutting)

Months 5 – 12: The CMs will conduct day long trainings for SMC subcommittee members on Gender,

WATSAN and DRR as program’s cross-cutting themes.

As with the other trainings, the CMs will conduct these trainings in target schools at designated UCs.19

The CMs will assess the activities identified by SMCs’ subcommitee’ members for SMPs and SIPs and

share findings with participants.

DRR Sessions for School Children and SMC Sub-committees (cross-cutting)

Month 8–10: In Year III, the CMP field teams will deliver orientation sessions to SMCs, schools, and

teachers of construction and neighboring schools in conducting these awareness sessions with the

school children in the program targeted areas. In Year III, SMC subcommittees will deliver awareness

sessions on DRR-flood-heavy rains to targeted communities in flood prone districts.

Celebration of Annual School Days and Organizing of Enrolment Walk at School Level (merged

with CLIN – 2) in CMP Targeted Schools

Month 6 – 8: The CMs will facilitate SMCs and schools’ management in organizing Annual School Days in

all notified reconstruction schools. CMP community mobilization teams closely coordinate with and

facilitate SMCs and school/s’ management in organizing these events. As part of the preparations for the

celebration, the CMP team and the schools scan exam results and attendance registers to identify

students with academic achievements and good school attendance. The first three boy and girl students

of grades one to ten receive trophies as recognition and appreciation of their academic performance,

and the ten students with the best attendance in each grade receive certificates of appreciation for

18 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one

of the targeted schools. 19 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one

of the targeted schools.


25

regular attendance. All students receive a USAID baseball cap inscribed with the message: “Let’s go to

school” and “We Are Creating A Roshan (Enlightened) Pakistan.” Students participate in activities such

as role plays, speech contests, art competitions and dancing performances on folk songs

The Annual School Days had never been held in any of the targeted schools before proved to be an

overwhelming success during Year I and II. Students and proud parents participated in these events,

alongside the schools’ respective district education officials. They generated a large number of

prospective community candidates for CMP’s upcoming SMC training programs, as well as community

activities like village “enrollment walks” to encourage more parents to send their” children to school.

CMP is pleased to report that many of the schools signaled their intention to make annual school days a

regular feature of the school calendar. The events provide an opportunity to publicize CMP’s ongoing

and upcoming activities including SMC trainings and school improvement and community mobilization

plan activities.

In Year III, CMP will continue organizing enrollment walks and campaign at school level during and after

the annual school day event in the targeted districts. During Year 1 and II, the CMP teams successfully

piloted these walks integrated with the annual school days in the CMP targeted areas. The school level

walks are one of several activities related to CMP’s strategy for increasing girls’ enrollment. Students

from schools, community members including parents and district level government officials participated

during the enrollment campaigns launched by communities. These enrollment campaigns resulted in

significant increase of enrollment reported in Year 1 and II. Thus, these enrollment walks have been

benchmarked as a key activity in the CMP’s strategy to increase girls’ enrollments. During the walk,

enthusiastic community members conducted the tour of villages and had discussion with the parents of

out of school children – especially girls – and encouraged them to enroll their children in schools.

Community Recognition Days

Months 1 – 12: CMP teams will assist SMC subcommittees in the organizing of community recognition

days at school, village, UC, Taluka, and District levels. During these celebrations the work of individual

members will be acknowledged for their contributions to reviving the SMCs, community mobilization,

and involvement in school-based reforms and program based activities. Community recognition days

include organizing of activities such as village cleaning campaigns and celebration of international days.

CMP will also celebrate internationally-recognized holidays such as Universal Children’s Day, World

Literacy Day, World Teachers’ Day, International Women’s Day, Mother’s Day, Independence Day,

Girls’ Day, and Environment Day. Moreover, SMCs, ELD, and other community planning meetings will

feature prominently in the overall strategy.


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Facilitating SMCs and Community to Organize Enrollment Campaigns at the Cluster Level

Months 7 – 12: In Year III, CMP will continue to organize enrollment walks and campaigns at the cluster

level in target districts. In previous years, the CMP team facilitated SMCs in holding these walks. The

walks/campaigns enjoyed widespread coverage in local newspapers. The UC-level walks are one of

several activities related to CMP’s strategy to increase girls’ enrollment in school. Other activities

include village meetings and school-based seminars, which include debates, role-playing skits by students,

and speeches from community members and ELD officials on importance of education, especially girls’

enrollment. Students from clustered schools, parents, district-level government officials, and other

community members participate in the enrollment campaigns. These campaigns account for the increase

in enrollment reported in Year I and II. Thus, the walks have been earmarked as a cardinal activity in

CMP’s strategy to boost school enrollment. During the campaigns, enthusiastic community members

conduct village tours and talk with the parents of out-of-school children, particularly parents of girls, and

encourage them to enroll their children in school.

SMC Exchange Visits at District, Taluka, and UC Levels

Months 1 – 12: The CMP team will facilitate exchanges at the UC/Taluka/District levels to enable

different SMCs to learn from each other. CMP will provide small-scale financial incentives to the most

active SMCs during events such as community recognition days. CMP will also provide a platform for

SMCs to cultivate their collective voice for educational reforms, share experiences, and resolve school-

related issues. The CMP team believes that, for SMCs to be effective and self-sufficient at the level

where they can be involved in discussions about the merging, consolidation, and upgrading of schools,

financial management supportive monitoring, and increasing girls’ enrollment, SMCs must be fully

engaged and have the opportunity to learn and share experiences with one another. CMP recommends

that there be continuous support supervision and mentoring for a one-year period by the CMP team.

During this phase, SMCs will gradually build their capacity and assume a leadership role.

Mobilize Active District Education Governance Linkages with Communities

Joint-Planning Workshops for SMC, DEOs, Assistant District Education Officers (ADEOs), and

Supervisors

Months 1 – 12: The CMP team will organize and facilitate a series of joint-planning quarterly workshops

for DEOs, ADEOs, supervisors, and the most active SMC leaders in each district. In these sessions,

participants will be able to gauge how the SMCs’ SIPs correlate with district-levels plans and budgeting

based on target school and community goals. These discussions will also guide the corresponding ELD’s

planning and consider ways in which planning can be conceptualized at the school and community levels


27

up to the district level rather than from the district level down to the school and community levels. The

initial session will develop a layered set of key performance indicators related to the achievement of the

SIPs and other goals. Subsequent sessions will serve as platforms for the coordination of SMCs

representatives and ELD management on a range of matters related to education in their district, as well

as the increase and retention of student enrollment.

Training of SMCs and Subcommittee Members on Grants Management merged with Financial

Management Training

Months 4– 12: CMP will conduct cascade trainings on Grants Management merged with Financial

Management beginning with the TOTs to the field CMP Community Mobilizers. In turn, as master

trainers, the CMs will then train the SMC subcommittees at target UC. As with other trainings, the CMs

will mentor and support the subcommittee members.

Small Grants for Neighboring Schools

SMC subcommittees formed for developing social mobilization and school improvement plans will

develop school need based SIPs and will utilize small grants for addressing the needs specified in the SIP.

Small grants will be provided to 207 neighboring schools in target districts. Small grants will be utilized

to implement activities identified in SIPs. SMC subcommittees will receive trainings on SIP and financial

and grants management.

Training of SMCs on Grant Management

Months 1 – 12: In the last quarter of Year II, CMP conducted trainings of ten SMCs on grant

management and the application process. Similar trainings, which aim to train the SMC executive

committee and financial management committee members on accessing CMP grants and preparing

applications for seeking grants will be held for all 298 SMCs of 298 schools in Year III (this total includes

construction and neighboring schools). The SMC subcommittees, as per CMP objectives in Year II, have

initiated developing SIPs. The SIPs detail the particular needs of a school and contain strategies to go

about addressing those needs. During the training, SMCs will also learn regarding how to prioritize

and/or rank the needs of their schools and be exposed to grant policy guidelines. Furthermore, this

training will give guidance on planning, coordinating, and implementing activities for school improvement.

Grants Issued and Implemented by SMCs

Months 1 – 9: In Year III, the SMC subcommittees on financial and grants management will receive

appropriate training on their subject area, and will thereafter apply for grants. During this year, CMP

plans to release 207 grants to 207 SMCs. In the last quarter of Year II, CMP received ten applications

from ten SMCs out of the total pool of 207 SMCs, and subsequently reviewed and approved these


28

applications. These ten SMCs will receive funds in the first quarter of Year III. The CMP team has

formed a Grant Selection Committee, which is composed of senior management from IRD’s CMP team.

The Committee will review received grant application, recommend awards, and forward those

applications onto USAID for final approval. These grants, while being utilized by SMC subcommittees for

SIP activities, will require members to coordinate, plan, and undertake the activities according to their

grant application. This will enhance their capacity to acquire, manage, and implement grants.

Progress Reporting and Monitoring of Grant Implementation

Months 1 – 12: The CMP grants manual guides the corresponding grants program. This manual includes

the grant’s cycle, tools, and processes. The grant’s cycle and its activities will be monitored during the

implementation phase. Therefore, CMP will monitor each grant’s implementation via the 207 SMCs,

which will receive grants in Year III. Grant monitoring will consist of the following steps:

Review of Progress and Documents

The CMP Grants Manager will review the progress of the grant implementation through regular

feedback and information provided by the SMCs receiving grants. The CMP’s District Managers will

provide feedback to SMCs on progress, including in the event of an issue/lacking/shortcoming. SMCs will

take remedial measures as necessary and revise a grant’s progress report accordingly.

On-site Field Visits

IRD program staff will conduct field visits to the school and/or village that has received grant funds. Staff

will monitor progress against the milestones stated in the application and verify the grant

implementation in process. On-site visits will enable timely problem solving and troubleshooting.

SMC Performance/Technical Assistance (TA)

The monitoring process, conducted by CMP staff, will assess the performance of SMCs with regard to

management, record keeping, member engagement, etc. During the monitoring visits, CMP staff will

provide TA to the SMC on problems inhibiting the grant’s implementation.


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Component 3: Improve Child Nutrition in Select Communities and Government

Schools through Research that Informs Innovation and Good Practice Research Reasons for Poor Nutrition Levels and Design Innovative Approaches to Improve

Children’s Nutrition

Design Approaches to Improve Children’s Nutrition in Target Areas

Identification and Setting up of Health Corners/rooms in all CMP Schools

Months 1 – 12: The CMP team will identify and set up health corners/rooms in all target schools. Each

CMP construction school will be equipped with a health corner/room. The CMP’s district team will

facilitate SMCs in identifying health corners in each neighboring school. CMP will furnish these health

corners with appropriate nutrition screening equipment and first aid. The CMP Gender

Advisor/Nutrition Focal Person will manage this undertaking with the support of CMP district teams.

Purchasing and Distribution of Equipment

Month 1-12: CMP and Partner teams (IRC and Hands) will purchase the screening equipment’s and first

aid supplies for the CMP Health room/corner. These all equipment and first aid supplies will be handed

over to the Principal and SMC of the School in the presence of District representative of education

Department. A receiving document will be signed by School Principal and Chairperson of SMC.

Established Support Mechanisms for the Nutrition Component at District and Provincial Levels

Months 1 – 2: The CMP nutrition component will hold networking meetings to develop appropriate

support mechanisms for nutrition and health programs at target schools. CMP will organize such

meetings at district and provincial levels with donors, the DHO, ELD, PPHI, Nutrition Cell, INGOs, and

NGOs working on child nutrition. The CMP district team and Gender Advisor/Nutrition Focal Person

will lead these meetings.

Networking Meetings to explore and design mechanisms for the Nutrition Component:

Months 3-6-9-12: The CMP nutrition component will hold networking meetings with different

stakeholders to develop appropriate referral mechanism for nutrition and hygiene programs at target

schools on quarterly basis. CMP will organize such meetings at district levels with donors, the DHO,

ELD, INGOs, and NGOs working on child nutrition. The CMP district team and Gender

Advisor/Nutrition Focal Person will lead these networking meetings.

Participatory Research Analysis (PRA) for Food Availability Over the Year

Months 5- 9: A PRA study will be conducted to explore the types/options of food availability over the

course of the year in CMP target districts. CMP field teams supervised by CMP District Managers and


30

Regional Program Manager will conduct the PRA research. The IRD CMP M&E Unit will record and

tabulate this data. The Gender Advisor/Nutrition Focal Person will manage this research project with

the support of nutrition partnerAga Khan and Tulane Universities. The principal objective is to ascertain

the kind of foods available during different seasons of the year in program targeted areas, and verify the

community specific eating habits. This research will help guide development of the IEC, training manuals,

and awareness campaigns on hygiene and nutrition.

Annual Nutrition Screenings Conducted in Targeted School:

Months 4 – 5: Annual health screenings will be conducted in all CMP schools to identify malnourished

children. The school health register will be maintained with the support of the School Health and

Nutrition Committee (SHNC), school staff, and CMP district team. The registers will serve as

repositories for the collection of data on child screenings and keep records of weight, height, age,

voucher details, and health facility referrals. SMCs will manage health registers. Children who register as

malnourished will be referred to the nearest health facility in coordination with the DOH, ELD, and

CMP. The CMP M&E Unit will record and tabulate the screening data and track improvements and

deviations. The CMP Gender Advisor/Nutrition Focal Person will oversee these screening activities.

Nutrition Component Quarterly Meetings

Months 1 – 12: The CMP nutrition component will organize quarterly meetings with district teams, the

DOH, ELD, and SMC representatives to discuss the challenges and opportunities facing the nutrition

component. The CMP Gender Advisor/Nutrition Focal Person will conduct these quarterly meetings

with support from the district teams.

Community Recognition Days, International Days, and Events on Health and Hygiene

Months 1 – 12: The CMP nutrition component and district teams will facilitate SMCs in organizing

community recognition days to raise awareness on proper hygiene and nutrition practices of community

and school going children. These events will be organized at the cluster level. The community

recognition days will occur in tandem with relevant international days, awareness raising events, and

include activities such as theater performances and cooking competitions/demonstrations.

Developing Training Manuals for SHNC training on Health, Nutrition, and Peer Education

Months 5 – 8: On the basis of the nutrition baseline report, PRA research findings on food availability in

different seasons, and the KAP survey on health and hygiene practices of school children, a training

manual will be developed to build the capacity of the SHNC and other community members. The

manual will discuss proper nutrition and health and hygiene and will position SHNC members to educate


31

their peers and screen for malnourishment in children. This training manual will be developed with the

technical support of Aga Khan and Tulane Universities.

TOT for CMP District Teams and SMCs on Nutrition

Months 6 – 7: CMP field teams comprising DMs and NAs will participate in TOT sessions on nutrition in

all target areas. TOT sessions will treat topics such as the basic needs of proper nutrition, balanced diet,

health and hygiene, clean drinking water, peer education, child screening, and record keeping of

screening data. Some SMC representatives will participate in the TOT sessions. Trained CMP staff and

SMC participants of TOT, will subsequently deliver these trainings to SHNCs, teachers, students, and

other community stakeholders, as Master Trainers.

Month 1-12: Formation of School Hygiene and Nutrition Committees (SHNCs): In Year III,

CMP will continue SHNC formation in all program areas. CMP will continue working with the SMCs’

executive committees and general bodies to convene meetings to discuss the formation of SHNCs for

each SMC. In addition to the SMCs’ executive committees and general bodies, different stakeholders in

the villages and schools will also participate in the meetings. In these meetings, CMP, alongside the SMC

members discusses the objective of Health and Nutrition Practices Plan as well as the SHNCs’ scope,

role, and responsibilities with the participants, including other SMC and community members.

It was decided during a meeting of nutrition focal person with the DMs that structure of the already

formed SHNCs will remain the same. However, just like Y2, all new SHNCs will be formed in Year III

according to the following criteria.

SHNC Structure

One SMC executive committee member

One teacher per 100 students

One member of the WATSAN/DRR/Gender SMC subcommittee

Social activist from the community

LHW in the catchment area/health professional

Parent of student

Training of SHNCs on Health Screenings

Months 8 – 12: These trainings will be delivered to SHNCs, SMC representatives, and teachers. This will

enable participants to screen school children for malnourishment and identify cases of wasting and


32

stunting. Furthermore, the trainings will build the participants’ capacity to document and maintain

screening records, utilize the referral system for health facilities, and manage the health corner.

Establishing a Voucher Distribution System

Months 6 – 12: The CMP nutrition component will develop a voucher system for identified malnourished

children with the support of CMP district teams, SMCs, ELD, and DOH. These vouchers will be for the

parents of malnourished children with referrals and will cover travel expenses to health facilities.

Development of IEC and Key Messages for Awareness Campaign

Months 5 – 12: IEC material will draw from the findings of the baseline and KAP surveys that are to be

conducted with the support of Aga Khan University. Subsequently, key lessons and messages will be

gleaned and channeled into an awareness campaign in program areas.


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Component 4: Pilot Component: Launch of EMO System

GOS Policy Support

Months 1 – 12: Having assisted the ELD and GOS in developing an overall framework for EMOs in Year

II, CMP will continue to provide TA to the ELD regarding the formulation of the multifaceted legal,

financial, technical, and procedural aspects of implementing EMO reform. CMP will also continue

providing TA to the ELD in consolidating recommendations of the reform to improve the policies,

systems, frameworks, procedures, etc. involved in outsourcing management of public schools to the

private sector. Based on prior experience of having assisted ELD in establishing a PPP Node compliance

with the GOS PPP Act 2010, CMP, in coordination with the SBEP components of PMIU, Sindh Capacity

Development Program (SCDP), and USAID, will continue providing inputs to ELD for strengthening,

institutionalization, and building capacity of the PPP Node.

Months 1 – 12: CMP will organize meetings and roundtable discussions with GOS officials, civil society

organizations and the private sector to gain feedback on the developing EMO framework. CMP will use

this information to refine the strategy for both the replication and sustainability of the program. CMP

will hold these meetings in Karachi and other program districts to actively engage diverse cadres of ELD

representatives in refining the EMOs policy framework and acquiring their support. CMP will share the

outcomes of these meetings with ELD officials for their consideration. The district level meetings

centering on EMOs will seek to gain the support of local governments, particularly district

administrations in implementing the reforms.

Months 1 – 12: CMP will provide technical and legal assistance to the ELD on the outsourcing of

management for the first, second, and potentially a third cluster of SBEP construction schools. This

includes legal assistance on bidding documents, feasibility reports, negotiations with prospective

contractors, evaluation processes, identification of Key Performance Indicators (KPIs), development of

management contracts, and other products/processes relevant to the aforementioned batches of SBEP

schools. The process will be complemented by outreach efforts on CMP’s part, which are intended to

expand the pool of potential EMOs. Furthermore, CMP will provide guidance throughout the bidding

process to support the initiative of prospective organizations and build relationships. CMP will also

oversee the documentation process and advise and provide assistance to the prospective bidding EMOs,

accordingly.

Months 5 – 9: In Year II, CMP successfully convinced the ELD to allocate PKR 500 million to EMOs in FY

2015-16 for the management of the SBEP’s newly constructed schools. CMP will continue to build on

the momentum of the established relationship, and will work with ELD to allocate additional resources

for prospective EMOs in FY 2016-17. Efficient EMO management of the first cohort of schools and the

consideration of stakeholder recommendations will supplement CMP’s efforts in this regard.


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Months 9 – 12: CMP will help EMOs throughout the implementation phase by mobilizing support of the

local communities of the outsourced newly constructed schools for EMOs. CMP will conduct meetings

with the general body SMCs of all schools under the stewardship of EMOs in Khairpur, Larkana, Sukkur,

and Karachi. Meeting attendees will be oriented on the EMO initiative, its objectives, and its impact of

improving the quality of education in their schools. CMP will work to obtain the support of the SMC

general bodies and will acquire SMC resolutions in favor of the EMO initiative, through its community

mobilization efforts.

Outsource School Management, Including Community Mobilization Efforts to NGOs and Private

Sector Partners for Success

Months 6 – 12: After having cultivated a healthy pool of 39 EMO applicants – out of which 20 were

prequalified – for the first request for proposals (RFP), CMP will continue to reach out to potential

partners for outsourcing school management. CMP will support the ELD to increase awareness of the

program and identify potential partners. At present, the EMO pool consists of 20 organizations. These

are well-reputed organizations with expertise in education sector, and represent a wide spectrum of the

profit/non-profit private sector working across a wide geographical spectrum. CMP, in consultation with,

and through the support of the GOS, will arrange workshops to share the GOS PPP/EMO framework

with private sector organizations, philanthropists, foundations, and NGOs to deepen understanding and

generate interest among potential partners.

As part of increasing the number of potential EMOs, CMP will also assist the GOS with identifying

qualified firms. CMP will support the GOS with the prequalification process by advertising an

Expression of Interest (EOI) and increasing awareness through stakeholders’ events, such as road shows

and seminars. CMP will also provide technical guidance to interested parties, shortlist of applications,

issue clarifications/notifications and other support as needed.

Facilitate and Develop Public Private Relationships for Long Term Support of SBEP Schools

Months 1 – 12: CMP will facilitate the development of relationships with the private sector for the

support of SBEP schools. In Year II, CMP facilitated an MOU between the Engro Corporation, USAID,

and the ELD GOS to support the pooling of resources for the improvement of SBEP schools. CMP was

also successful in soliciting book donations from The Asia Foundation valued at approximately USD

12,000.

CMP will continue to identify and reach out to private sector prospects to increase awareness of the

SBEP program and both the short and long term strategy for the development and management of the

schools in Sindh. CMP is seeking a consultant to increase engagement and promote the development of

long term relationships between the GoS and corporate philanthropy, the Pakistani Diaspora and social

entrepreneurs, in both Pakistan and North America. Through the development of relationships, CMP


35

will garner community support for the schools with the intent of solidifying relationships through

sustainable, long term MOU’s directly with the GoS and the relevant governing organizations. These

partnerships will be pursued with the objective of having available in-kind and institutional support for

the schools for immediate and long term needs. Furthermore, it is intended that the partners will also

bring their ideas for enhancement of the school program to the table as part of the ongoing relationship

between the public and private sectors.

To increase outreach and facilitate relationships, CMP will target prospective organizations, engage with

them and include them in relevant CMP events where possible. The CMP PPP consultant, once engaged,

will develop relationships with their organizational counterparts and increase the awareness of the SBEP

program and the immediate and long term needs of the schools. CMP will also facilitate the relationship

between potential long term partners and the relevant GoS officials through meetings and events. .

CMP will support the solidification of partnerships with TA as needed in the development of agreements

and other support vehicles for the school program. This includes facilitation of intervention plans for

individual schools and/ or broader targets. The CMP team will conduct field visits for needs assessments

and M&E trips, as necessary.

CMP will also work to ensure the development of partnerships through increasing awareness within the

SMCs and corresponding subcommittees to the potential opportunities for long term support to the

schools. CMP will develop mechanisms to track and report contributions and resources accumulated

toward the fulfillment of individual SIPs, as well as work to encourage local stakeholders by

acknowledging their support wherever possible. CMP will also increase awareness with partners CMP,

HANDS and IRC at the field level to further underpin and strengthen the partnership strategy. Under

the PPP MOU signed between Intel (Pakistan), USAID, and GOS, Intel trainers delivered sessions to

more than 6,000 children from classes 9-11 for developing science projects for participation in Intel

Science Fairs. These Intel Science Fairs occur at national and international level in CMP targeted

government schools of Districts Khairpur, Larkana, Sukkur, and Karachi. CMP facilitated Intel in

organizing these sessions.

CMP will continue to support implementation of activities under the PPP with Intel. During Year III, the

selected projects, students, teachers, and parents will take part in the October 2015 Intel Sindh

Provincial Science Fair organized by Intel in Karachi. CMP will also highlight achievement of the selected

students on various forums. This is the first time that students from government schools have taken part

and 17 of 29 science projects developed by 40 government school students have been selected for the

provincial competition to be organized by Intel.

Autonomous Development and Formation of the Project Advisory Group (PAG)


36

Months 1 – 12: During implementation of the pilot on EMOs, the GOS has established a decision-making

body called the Technical and Financial Evaluation Committee (TFEC). The formation of TFEC is per

SPPRA rules governing the of EMOs reforms. CMP initiated technical support to TFEC in Year II to align

with the ELD position on implementation of the reform. The TFEC is affiliated in various capacities with

the GOS’s ELD and the Finance Department. In response to GOS requests for TA, CMP will continue

providing support to the TFEC. One meeting of the PAG, and two meetings of the TFEC were held in

Year ll. CMP will continue to facilitate bi-monthly/quarterly meetings in Year III and provide technical

support to TFEC/PAG for decisions and implementation guidelines for EMOs. CMP will also provide

ongoing TA to the PAG/TFEC for oversight of organizations managing schools in the EMO system and

the functionality of the PPP Node.


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8. Cross-Cutting Themes

The CMP team will continue working with and facilitating the SMCs in the formation of SMC

subcommittees. CMP will continue building the capacity of these SMC subcommittees on gender, DRR,

and WATSAN. Each subcommittee will be led by one SMC executive committee member, who will

select additional members, including local entrepreneurs and people with expertise in the topic, through

community consensus. Subcommittees will be responsible for reviewing and recommending activities

within the domains of their SIPs. This structure promotes focused discussions on critically important

health and equity issues and wider participation in the SIP decision-making process.

TOT on Gender Mainstreaming for CMP and Partner Organization Staff

Months 5 – 6: Gender Advisor/consultant will conduct TOT on gender mainstreaming in all program

areas. TOT sessions will include the concept of gender equity, gender-related issues that affect girls’

education, gender mainstreaming in project/program stages, and developing and implementing gender-

sensitive SIPs. Trained participants will replicate training with the SMCs and SMC subcommittees. The

field team will monitor and ensure gender mainstreaming across program activities.

Gender Awareness Session with CMP Staff

Gender awareness session will conducted with CMP all staff members. These gender awareness session

will build the capacity of CMP staff to address the gender issues in program activities and will enable

them for the gender mainstreaming in CMP. These sessions will conduct by monthly or need basis.

Dialogue/Meeting/FGDs for Girl’s Drop Out/Absenteeism, Expansion and Re-election of SMC

Subcommittees

Months 4 – 12: Gender Advisor with the support of CMP field team will organize District level dialogue,

community level meetings and FGDs for girls drop out and for female inclusion in SMCs sub

committees. The reporting data related to the participation of women in program activities indicates

that women’s participation in SMCs and subcommittees in CMP targeted Districts are very low. To

address these issues CMP field team will conduct meetings with the community for the inclusion of

female members in SMC subcommittees and ensure the women participation in SMC subcommittees.

CMP field team with the support of Gender Advisor will conduct FGDs/community meetings to explore

the reasons of girls drop out and suggestions.

Gender-Mainstreaming Audit

Months 4 – 6: It has been one year since the Gender Advisor joined CMP and the work to mainstream

gender in all program activities continues persistent. A two-day gender audit workshop will be

undertaken to review CMP components and program staff to gauge the status of gender mainstreaming,


38

challenges, and opportunities. The findings from the audit will be used to create a succinct gender-

mainstreaming action plan for CMP.

Gender-Mainstreaming Activities in Program Components

Months 1 – 2: Gender-mainstreaming activities will be organized across all components. These activities

will focus on increasing girls’ enrollment, retention, women’s participation, and developing and

implementing gender-sensitive SIPs. Moreover, CMP will concentrate on improving gender-sensitive

conditions at target schools, cultivating gender sensitivity among EMOs, and the inclusion of women in

SMCs. These activities organized at district and provincial levels will supplement CMP’s ongoing gender-

mainstreaming efforts.

Illustrative Subcommittee Activities

Conducting TOTs

Months 5 – 10: District Managers (DMs), CMs, and Nutrition Associates (NAs) will be trained to serve

as master trainers to conduct trainings in their respective areas of responsibility and provide support

supervision to trainees. CMP will promote a team-based approach to training, drawing on collective

knowledge and skills, and the most up-to-date information, tools, and materials. The CMP TOT teams

will include the Chief of Party (COP), Deputy Chief of Party, Community Mobilization Advisor,

Education and Governance and Education Management Advisor, Gender Advisor, Regional Program

Manager, and the nutrition focal person. The following table details key elements of the CMP TOT

training plan.

CMP has started training and building the capacity of SMCs and community members on gender, DRR,

and WATSAN. The CMP team will continue to work with SMCs to establish effective subcommittees

that focus on these areas. Each subcommittee will be led by one SMC member who will recruit

additional members, including local entrepreneurs and people with expertise in the topic. Each

subcommittee will be responsible for reviewing and recommending activities within the domain of its

SIP. This new structure promotes focused discussions on critically important health and equity issues

and wider participation in SIP decision-making. Illustrative activities of the subcommittees are presented

in Table 3.


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Table 3: Illustrative Subcommittee Activities

SUBCOMMITTEE ACTIVITIES

Gender

Organize community sensitization events on girls’ education, barriers to girls’

enrollment, and issues such as gender-based violence, nutrition, and reproductive health

Investigate the recruitment of additional female teachers

Monitor all CMP field activities with an eye towards gender sensitivity and mobilize

community for the participation of women in CMP activities.

Conduct gender sensitivity trainings with community members, teachers and students

Plan home visits and meetings with parents to increase and retain girls’ enrollment in

schools. Visit the homes of girls often absent from school and offer support.

Organize girls’ enrollment campaigns

Support SMCs in developing gender sensitive SIPs and SMPs

Conduct community mobilization meetings to increase girls’ enrollment and raise

awareness on the importance of girls’ education

Ensure women’s participation in all CMP activities related to girls’ enrollment and

retention

Monitor all school activities according to gender equality standards

DRR

Conduct DRR awareness sessions for SMCs/subcommittees and communities

Conduct DRR sessions/quiz competitions with students at schools

Organize village/school clean-up campaigns

Organize a DDR mapping-exercise for students and community members

WATSAN

Organize volunteers to maintain facilities and oversee drainage

Mobilize local businesses/community to support free repairs of WATSAN facilities and

soap

Develop and organize health messages and workshops in relation to personal hygiene


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9. Partners

IRD’s Pakistani partners will continue to perform essential implementation and technical functions. The

CMs and Nutrition Associates (NAs), staffed by IRC and HANDS, will continue implementing

community-level assessments, surveys, mobilization activities, capacity building, training, and nutrition-

related interventions. During Year III, IRD will rely on Tulane University and/or Aga Khan University to

provide technical expertise in realizing several Component 3 deliverables, like the development of

messages and materials key to increasing awareness and knowledge and improving nutrition and health

practices. CMP team engaged in a series of meetings with Aga Khan University to explore possibilities of

mutual collaboration and /or partnerships in this regard. IRD leads implementation of all activities

involving the private sector using their extensive experience building PPPs in Sindh, as well as overseeing

the activities under cross-cutting themes of Gender, DRR and WATSAN. IRD’s partners perform

essential implementation and technical functions on CMP. All partner staff is located in their own project

sub-offices and their staff will conform to their own internal management hierarchies. Partner staff

coordinates with and works under the instruction of IRD CMP counterparts that parallel their own

managerial hierarchies. As a consequence, IRD and its local partners, IRC and HANDS, have formed an

integrated team working together towards a common goal under IRD leadership. IRD facilitates full

integration of all partner activities, maintains strict program oversight, manages all procurement and

grant functions, and is the sole point of contact with USAID throughout implementation.

IRD will continue to leverage local partners’ presence in communities to mobilize and initiate activities

rapidly. IRD based the division of labor and geographical jurisdictions of IRC and HANDS on their

current presence in different districts and Karachi towns in order to leverage their local knowledge and

relationships with key stakeholders. IRC and HANDS will continue to support activities in the following

locations:

IRC provides CMs and Nutrition Officers in Khairpur, Qambar-Shadadkot and Dadu districts and in the

Towns of Bin Qasim and Kemari in Karachi City.

HANDS provides CMs and Nutrition Officers in Kashmore, Jacobabad, Sukkur, and Larkana districts and

in the towns of Lyari, Orangi, and Gadap in Karachi City.


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10. Coordination of Program Activities

More than 20 years ago, the GOS launched the semi-autonomous Sindh Education Foundation (SEF) to

engage private sector and civil society organizations in improving education. The World Bank supports

SEF and, with the EU, provides coordinated budget support for the Sindh Education Reform Program

(SERP) and strengthened school-level management. Together with the Department for International

Development (DFID), the donors support the USD 66 million Global Partnership for Education

allocation for Sindh. Related donor initiatives include Foreign Affairs, Trade and Development Canada’s

capacity building project for teachers and DEOs, as well as numerous DFID programs that advance

gender parity and SEF’s goals. To support Sindh Basic Education Program (SBEP) and implement CMP,

the CMP team will work hand-in-hand with related donor projects by establishing and leading technical

working groups that define best practices and facilitate joint planning. By building strong connections,

IRD will design more cost-effective plans and conduct joint activities that make the best use of USG

resources. Table 4 presents an illustrative list of specific areas where CMP will coordinate with other

USG-funded programs.

Table 4: Proactive Coordination with USG Programs in CMP Areas

PROGRAMS AND

LOCATIONS AREAS OF COORDINATION WITH CMP

Citizen’s Voice Project;

nationwide

Improved citizen and government engagement and accountability,

including in education sector

Civil Hospital Project;

Jacobabad

Construction of hospital managed by PPPs; safe drinking water and

hygiene; screening; educational materials for schools

Earthquake Reconstruction

Program; KP and AJK

SMCs and Health Management Committees and construction or

rehabilitation of 61 schools and 15 BHUs

Food for Education; Jacobabad Girls’ attendance at primary schools, strengthening of SMCs, health

and hygiene, sports equipment, libraries

Gender Equity Program;

nationwide

Women’s empowerment, reducing the gender gap, behavioral

change, and improved public attitudes towards women's rights

Health Care Management

Program; Punjab and Sindh TA to rehabilitate BHUs

Municipal Services Delivery

Program; Jacobabad and the

rest of Sindh

Drinking water and solid waste disposal for schools; water

treatment plant and community mobilization in Jacobabad

Small Grants Program/

Ambassador’s Fund; nationwide High-impact projects relating to schools and WATSAN

Social Mobilization and Hygiene

Promotion; Jacobabad City

Phased infrastructure improvements linked with a focus on

women’s engagement, improved hygiene behaviors, and new social

norms

https://www.gov.uk/government/organisations/department-for-international-development

https://www.gov.uk/government/organisations/department-for-international-development


42

11. Monitoring and Evaluation

CMP uses a flexible, adaptive M&E approach to respond to simultaneous activities and uncertainty in the

Pakistan environment. IRD has developed a comprehensive, robust, and integrated system that builds on

existing capacities, management information system and processes, as well as innovative learning

approaches, research, monitoring systems and M&E tools. As a result, CMP can ensure timely and

continuous monitoring of activities, and provide USAID with a combination of written annual and

quarterly reports, oral presentations, and other briefings as necessary.

Development Hypothesis and Results Framework

CMP’s development hypothesis links program tasks to the four main components and the overall goal.

CMP engages target communities and develops and implements SMPs and SIPs with communities and

school stakeholders. It also improves SMCs and their activities in target schools, builds capacity, and

mobilizes DEOs. CMP also provides small grants to fund target schools not identified for construction,

diagnose SMCs functionality and girls’ access, researches children’s nutritional levels, designs approaches

to improve children’s nutrition, supports BHU-led activities, develops an autonomous body (PAG) to

support the GOS, and facilitates EMOs in target areas. CMP will increase communities’ involvement in

the GOS reform of merging, consolidating, and upgrading schools, improve community and district

government coordination for increased girls’ enrollment, improve child nutrition in selected

communities and government schools, and facilitate the launch EMOs system. By achieving those targets,

CMP will contribute towards its goal of sustaining community mobilization and school-based

management in the Sindh Province. Please see Annex 3 for results framework.

CMP’s performance management plan (PMP) includes management indicators that allow the program to

track activities very closely. While management indicators are not necessarily part of the PMP, the data

allows CMP field staff to track patterns at school levels that are linked to management responses at

higher levels. The PMP includes school statistics indicators for tracking purposes only.

Data Use and Reporting

Regular internal program reporting flows from the communities on a monthly basis through the CMs,

who then compile the data and provide monthly status reports to designated CMP team members. CMP

team members also enter data into CMP’s Database system on an ongoing basis as they receive/collect

data. The M&E Manager and Officer perform annual outcome monitoring using lot quality assurance

sampling (LQAS) method. Using LQAS for annual outcome monitoring allows the project staff to better

manage implementation and track outcome indicator progress. The M&E team analyzes monitoring data

for trends and tracking purposes. CMP submits an updated Indicator Tracking Table quarterly with the


43

programmatic progress report. The M&E Manager processes and aggregates the required indicators, and

enters the quarterly value for submission. The progress report provides the program’s results and

highlights, including maps, photos, lessons learned, and success stories, as appropriate and available.

As required by USAID/Pakistan, CMP enters project level information into USAID/Pakistan’s

management information system, PakInfo. CMP staff has already completed training for PakInfo data

entry and provides monthly updates on activities via an Internet website or Microsoft Access database.

The information includes the location of project implementation sites to the nearest village or geospatial

coordinates, funding levels, performance results, geospatial coordinates, and photographs on the

activities.

Using M&E to Make Decisions

CMP requires a flexible, adaptive M&E approach to respond to simultaneous activities and uncertainty in

Sindh’s operational environment. The team ensures timely and continuous monitoring of activities. The

team uses monitoring formats to capture data, photographs, video, and other relevant information that

are linked to the CMP database system to facilitate mapping, reporting, and analysis, providing CMP

managers and USAID real-time access to program data. IRD tailors the database to allow use by all

partners and CMs to track the results of all four components. As approved by USAID, project data will

be made available to the GOS.

IRD’s M&E system is fully integrated into CMP’s operations and used for management purposes. The

CMP PMP serves as a tool to track progress and inform decision making. It is coordinated with the

PMIU M&E section to harmonize CMP indicators with the overarching SBEP PMP. The M&E Manager

manages, accesses, monitors, and analyzes performance data to track progress against the work plan and

towards reaching performance targets and expected results. He reports to the Chief of Party (COP) and

Deputy Chief of Party (DCOP), who use the data to adjust programming and provide direction to the

field staff.


44

12. Project Management

IRD’s Management Approach for the Overall Execution of the Program

IRD has an integrated in-country team that ensures efficient and cost-effective use of USAID resources.

The CMP senior managers, based in Karachi, lead program implementation under the strategic guidance

of the COP and daily operational and technical oversight by the DCOP. The COP coordinates closely

with the PMIU, RSU, and other GOS entities, as well as with the USAID A/E contractor responsible for

school construction. Together with the COP and DCOP, the Community Mobilization Advisors have

designed effective mobilization strategies for the field teams. The Advisors are responsible for ensuring

that mobilization approaches are tailored to each target district and town. The Education Governance

and Education Management Advisor coordinates capacity building activities with the GOS and facilitates

DEO approvals, as necessary. He also provides direct on-the-job TA in piloting the EMO component to

the ELD.

The District Managers (DMs) oversee all component activities in their assigned area and support

community-level staff. The DMs are co-located in district education offices and report to the Regional

Program Manager. Their main partner counterparts are partner field officers. Through close cooperative

working relationships, including joint weekly work planning, the DMs and field officers are responsible

for ensuring that the CMs effectively implement community mobilization strategies in each community.

IRD maintains a local presence and guarantees close coordination with key stakeholders through the

field teams working in their target communities. These technical staff receives operational oversight and

technical guidance from the DCOP. An IRD HQ-based technical backstop and support units assist the

field by applying IRD’s corporate systems and processes for effective management of personnel,

subcontracts, grants under contracts, training, and IT solutions.

Composition and Organizational Structure of the Project Team

CMP operates from two offices, the main office in Karachi and a major field office hub in Sukkur. CMP’s

main office in Karachi houses the COP, DCOP, and Director of Finance and Administration. The

Security Manager, reporting directly to the COP, ensures that all IRD security protocols across its

offices are observed and provides security assessments and reports to USAID. M&E staff, DEO trainers,

DMs, CMs, and NAs who are responsible for implementation in the five target towns of Karachi City

are also based in this office. Finally, the Karachi office provides space for local and international short-

term TA (STTA), logistical support for staff and STTA travel within Sindh.


45

In addition to the Community Mobilization Advisor for Northern Sindh, who is located in Sukkur, the

DM for Sukkur and the DEO trainers, and finance and administrative staff overseeing activities in the

seven target districts work out of these offices. The DMs also utilize desk space provided for them in

local partners’ offices and outposts in these districts to facilitate improved coordination and

implementation in more remote areas. Community-based CMs and NAs participate in monthly status

update meetings with their DMs regularly attended by the DCOP, Regional Program Manager, Grants

Manager and Nutrition Focal Person.


46

CMP Staff’s Roles and Responsibilities

POSITION ROLE RELEVANT EXPERTISE

Chief of Party

Responsible for project management;

representation with USAID, PMIU,

A/E firm, partners, and stakeholders;

quality work and compliance with

contractual obligations; provide TA to

partners.

Strategic guidance and planning;

education; community engagement;

SMC establishment; community-

based education development,

particularly for girls; stakeholders

coordination.

Deputy Chief of Party

Responsible for day-to-day project

management, including management of

staff, activities and subawards;

oversight of M&E and reporting.

Knowledge of the Pakistani

education system; education policy

development; SMC development

and training; grants management;

collaboration with government

officials, teachers, school

administration, community groups,

and students; USAID program

management; work plan

development; M&E; PPPs.

Advisors for

Community

Mobilization (2)

Work with the COP and DCOP on

designing effective mobilization

strategies for the field teams; review

the CMAP/M&E formats data

collected by CMs to provide guidance

on the necessary adjustments; ensure

mobilization approaches are tailored

to each target district and town.

Community mobilization in support

of school rehabilitation and

renovation, health awareness

campaigns, DRR and disaster

management, governance;

knowledge of Pakistani education

system; coordination with

government officials at the district,

provincial, and federal levels;

capacity building trainings for

teachers and school administrators;

school development plans; gender in

education.

Advisor for Education

Governance and

Education

Management

Assist the team in coordinating all

capacity building activities with the

GOS, including with its district

education offices; facilitate necessary

DEO approvals; provide on-the-job

TA to the GOS in piloting the EMO

component.

Government education policy

reform and management; design of

provincial education initiatives;

collaboration with district and

provincial governments; knowledge

of Pakistani context and local

education sector and gaps;

education service delivery.

Gender Advisor

Develop Gender Plan, monitor

program against gender-disaggregated

and gender-sensitive indicators, and

provide TA to integrate gender-

appropriate implementation strategies.

Gender equity; girls’ education and

access to schooling; community

development and mobilization

programming; health and hygiene

programming; inclusion of

marginalized women.

Director of Finance

and Administration

Provide oversight of finance, HR and

administration, logistics, and

procurement; ensure implementation

follows USAID and IRD policies.

Accounting; financial management

and control; budget planning and

oversight; knowledge of ADS, FAR,

AIDAR, and OMB; administrative,

procurement, logistics and HR

policy development and


47


implementation.

Communications

Manager

Responsible for the design and

implementation of CMP

communication and outreach activities

and coordination with stakeholders.

Writing and editing; oral

communication and presentation;

reporting through print, radio, and

television media; knowledge of

USAID branding and marking

requirements.

Security Risk

Manager

Security Assistant

Security Officer

(Sukkur)

Responsible for establishing and

implementing security protocols for

offices and field operations; manage

guards in Karachi and district offices.

Security protocols and procedures

planning and implementation;

security management for facilities

and personnel; staff oversight.

Small Grants Manager

Small Grants Officer

Responsible for compliant and

effective grants procedures; negotiate,

draft and finalize grant agreements;

manage the closeout of grants,

including working with program staff

to gather all necessary documentation

for timely closeout.

USAID procurement and

compliance policies; procurement

processes implementation for

procurement of goods and services.

Monitoring and

Evaluation Manager

Responsible for implementation of

M&E activities and coordination with

stakeholders for project monitoring;

oversee M&E staff.

M&E policy and system

development, M&E plan/PMP

development and implementation,

data storage and analysis,

quantitative and qualitative

assessments, and project

evaluations.

Senior M & E Officer

Responsible for field M&E of activities;

monitor results; conduct surveys, and

independently verify data from

implementation; input collected data

in project database.

Knowledge of monitoring,

evaluation and reporting for USAID

activities; field data collection

database management.

Regional Program

Manager

Oversee day-to-day implementation of

community mobilization activities;

supervise district coordinators and

community mobilization staff.

Community development and

mobilization programming;

knowledge of Sindh; staff

supervision

District Managers (8)

Oversee all activities in assigned area;

support community-level staff; ensure

proper implementation of community

mobilization strategies in each

community.

Field program implementation;

stakeholder outreach and

coordination; community

development programming;

administration of development

assistance

Community

Mobilizers (24)

Work with target communities, SMCs,

and DEOs; maintain and develop

relationships with stakeholders and

counterparts at the community level;

report using CMAP.

Knowledge of target communities

and social structures; community

outreach and engagement; oral

communication; mobility in target

communities.

Nutrition Program

Manager (Vacant)

Oversee day-to-day implementation of

nutrition activities; supervise nutrition

officers.

Health and nutrition programming;

activity design and implementation;

methodology development and

implementation; staff supervision.

Nutrition

Associates(31)

Work with beneficiaries on

implementation of community-level

nutrition activities; coordinate with

Knowledge of proper health and

nutrition practices; community

outreach, engagement and education


48


BHUs for screenings. campaigns.

Finance Manager

Manager Accounts

Finance Coordinator

Finance Assistant

Responsible for day-to-day

bookkeeping and reporting tasks.

Accounting, bookkeeping, record

keeping.

Procurement

Specialist

Responsible for program and

operations procurement. Ensures

procurement compliance with

applicable rules and regulations.





Compliance Officer Responsible to ensure compliance in

procurement, admin and operation. Experience in compliance

Grants Officer

Responsible for assisting the Grants

Manager in the day-to-day

administration of grants including

travelling to the field to check

activities and processes are working

correctly and in compliance.

USAID grants procurement and

compliance policies.

Administrative Officer

(2)

In Karachi and Sukkur responsible for

office administration. Administrative systems and policies

Administrative/Procur

ement Officer

Covering both procurement and

administrative duties.





Logistician Responsible for logistics in support of

field activities and all project staff.

Travel and logistics arrangements,

facility management, and event

planning.

HR and Admin

Manager

HR Assistant

Responsible for day-to-day HR tasks. HR administration policies and

practices

Program Assistant Responsible for day to day program

activities. Program and report writing


49

Annex 1: Year Three Work Plan (October 2015 to September 2016)

ACTIVITY

Target Months

Number Districts Target

Description 1 2 3 4 5 6 7 8 9 10 11 12

Component 1 Activities

Task A

Inauguration ceremony of

SBEP reconstructed school

opening

25 Sukkur, Khairpur, and

Larkana Ceremonies

Groundbreaking ceremony 4

1 each in Dadu,

Jacobabad, Kashmore,

and Qambar Shahdadkot

Ceremonies

(Tentative)

Pre-construction meeting for

Package 2 schools 5

1 each in Karachi, Dadu,

QSK, Jacobabad,

Kashmore

Meetings

MOU signing ceremonies TBD Karachi, QSK,

Kashmore, Jacobabad,

Dadu

Ceremonies

Task B

Conduct community meetings to develop social mobilization

plans

421

Schools All CMP districts

All 421

Schools'

SMCs

Meetings between SMCs,

other community

stakeholders, and A/E firm

and construction contractor

103

Karachi 5, Jacobabad 19,

Dadu 12, Larkana 13,

Kashmore 14, QSK 12,

Sukkur 13, Khairpur 15

Schools,

ongoing

Community meetings for

review and expansion of

SMCs sub committees with

gender perspective

421 All CMP districts

All 421

Schools'

SMCs

CMs provide mentorship and

support to SMCs 421 All CMP districts Meetings


Task A

Data collection on new

enrollment and review with

baseline girls’ enrollment

421 All CMP Districts Schools


50

ACTIVITY

Target Months


Description 1 2 3 4 5 6 7 8 9 10 11 12

trends

Community/ SMC/ teachers

meetings/ FGD to prevent

Girl’s drop out and increase

Girl’s attendance

421 All CMP Districts Meetings

Task B

Training of SMCs and sub-

committee members on how

to develop and implement

social mobilization and school

improvement plan

31(shortfall

of Year II)

Kashmore 4, Dadu 1,

Jacobabad 10, Qambar

Shahdadkot 12, Sukkur

4

Training

Training of SMCs M&E

committees members on

strategies to improve girls

enrollments

29

(shortfall

of Year II)

Kashmore 4, Dadu 1,


Shahdadkot 12, Sukkur

2

Training


committees members on

Gender, WATSAN and DRR

(Cross cutting)

30

(shortfall

of Year II)

Kashmore 4, Dadu 2,


Shahdadkot 12, Sukkur 2

Training

Orientation sessions with

students for science fairs by

Intel

8 Districts All CMP Districts Sessions

Develop training manual for

SMC on monitoring 1 All CMP Districts Manual


committee members on

monitoring

900 All CMP Districts Committees

Training of SMCs’ Executive

Committee members on how


school improvement plan

1000 All CMP Districts Committee

Members

Refresher of SMCs’ sub-

committee members on how


school improvement plan


Members

Training of SMCs’ members

on strategies to increase girls’

enrollment


Members

Training of SMCs’ Executive

Committee on Gender,

WATSAN and DRR (Cross

cutting)


Members


51

ACTIVITY

Target Months


Description 1 2 3 4 5 6 7 8 9 10 11 12

Refresher of SMCs’ sub-

committee members on

Gender, WATSAN and DRR

(Cross cutting)


Members

Facilitate development of

School Improvement Plans,

including plans for removing

barriers to girls' enrollment


Facilitate development and

implementation of Social

Mobilization Plans


Meeting with ELD, SBEP-

partners (SCDP) for advocacy

on Women’s membership

inclusion in SMCs executive

body

5 Coordination Meetings

at provincial level Meetings

Regularize SMC Executive,

General Body and

Subcommittee Meetings


Annual School Days /

Enrollment Walks at school

level

421 All CMP Districts Events

Community Recognition

Days/ need base gender focus

events

60 All CMP Districts

All districts

will celebrate

entire days

Teac

hers

Day

Child

ren D

ay

Wom

en D

ay

Moth

er’

s D

ay

Envi

ronm

ent

Day

Independence

Day

Litera

cy D

ay

Facilitate SMCs, and

community to organize

enrollment campaigns at

Union Council level.

63

Dadu 8, Jacobabad 12,

Karachi 12, Khairpur 5,

Larkana 8, Qambar

Shahdadkot 6, Sukkur 12

Cluster level

events

SMC subcommittee

members/Community

exchange visits at Taluka,

Union Council and District

levels

50



Larkana 4, Kashmore 8,

Qambar-Shahdadkot 10,

Sukkur 4

Visits

Task C

Joint planning workshops for

SMC, DEOs, ADEOs, and

Supervisors

34

Khairpur 4, Dadu 4,

Jacobabad 4, Karachi 6,

Larkana 4, Kashmore 4,

Qambar Shahdadkot 4,

Sukkur 4

Workshops


52

ACTIVITY

Target Months


Description 1 2 3 4 5 6 7 8 9 10 11 12

Task D

Training of SMCs and

Subcommittee members on

Grants Management (Merged

with Financial Management

Training)

298

Dadu 52, JCD 40,


Larkana 30, Kashmore

42, Qambar-Shahdadkot

36, Sukkur 32

Committees

Support SMCs to develop

Grants proposals 207




32, Qambar Shahdadkot

12, Sukkur 32

Committees

Grants issued to and

implemented by SMCs 207





12, Sukkur 32

Schools

Grants Monitoring &

Milestones assessment 207





12, Sukkur 32

Schools


Task A

Identification of Health

Corner/Rooms 323 All CMP Districts All targeted

Schools

Purchase Screening

Equipment/Nutrition Supplies 323 All CMP Districts

All targeted

Schools

Distribution of equipment and

documentation 323 All CMP Districts

All targeted

Schools

Established partnership with

PPHI, Nutrition Cell,

Stabilization Centers and

DOH

N/A All CMP Districts Ongoing

Networking meetings to

explore and design

mechanism for Nutrition

Component


Quarterly

meetings in

eight districts

Develop training manuals for

SHNC trainings on health,

nutrition, and peer education

1 All CMP Districts Manual


53

ACTIVITY

Target Months


Description 1 2 3 4 5 6 7 8 9 10 11 12

PRA research for Food

availability over the year 32 All CMP Districts

2 Urban and

2 Rural UCs

Formative Action Research

regarding nutrition and health

and hygiene at household

level.


4 targeted

Schools per

District

TOTs of Field staff on

Nutrition Manual 4 All CMP Districts

ToTs of all

field staff

Trainings for SHNCs involved

in health screenings 250 All CMP Districts Ongoing

Annual health screenings

conducted in targeted schools 80 All CMP Districts

80 Schools as

Pilot, Annual

Establishment of voucher

distribution system 80 All CMP Districts

80 Schools as

Pilot

Vouchers distributed among

malnourished children 80 All CMP Districts schools

Peer education training

sessions in school/community

settings

150 All CMP Districts schools

Develop key messages for

IEC campaign 1 All CMP Districts Package

SHNCs identify

volunteers/parents to

support/maintain school

water and sanitation facilities

150 All CMP Districts Schools

Community Recognition

Days, International Days and

events on Health and Hygiene


Four events

per district,

per year

Health and Hygiene training

sessions with communities,

teachers and children

150 All CMP Districts Session


Task A

Provide Technical Assistance

to GoS in formulating

policies/system/frameworks/p

rocedures in outsourcing

public schools to EMOs

N/A Technical

Assistance

Provide Legal Assistance to

GoS in procurement

processes involved in

outsourcing public schools to

N/A Legal

Assistance


54

ACTIVITY

Target Months


Description 1 2 3 4 5 6 7 8 9 10 11 12

EMOs

Achieving Task-1 in

outsourcing management of


13

Batch-1

schools

outsourced

Achieving Task-2 in



12

Batch-2

schools

outsourced

Achieving Task-3 in



TBD

Batch-3

schools

outsourced

Roundtables/Consultative

Workshops/Dialogues to

develop and refine EMO

reform/policies/procedures/fr

ameworks

8

Roundtables/

Consultative

Workshops/

Dialogues

Consultative Meetings

focused on EMOs at

District/UC/Taluka Level


Meetings with

relevant

stakeholders

Acquiring resolutions from

selected schools SMCs in

favor/support of EMOs

16 Khairpur, Larkana,

Sukkur, Karachi

SMC

Resolutions

in favor of

EMOs

Task B

Generate interest of private

sector for management of

public schools as EMOs

TBD

ELD may

decide to

expand pre-

qualified pool,

as per SPPRA

rules

Providing technical

assistance/support and

facilitation to relevant

departments of GOS for

budgetary financial allocations

in favor of EMOs and SBEP

targeted schools

46 Schools

Solicit in-kind support for

targeted schools from private

sector organizations,

corporate sector, local

businesses, communities and

philanthropists, foundations,


In-kind PPP

Contributions

in 80 schools


55

ACTIVITY

Target Months


Description 1 2 3 4 5 6 7 8 9 10 11 12

and NGOs

Providing technical support to

partners and potential

partners for school

improvements, facilitating

agreements, partnership

processes, school visits,

development and

implementation of individual

school improvement plans

10

organizatio

ns

Draft MOUs,

Proposals,

Plans,

budgets, etc.

Task C

Meetings of Project Advisory

Group (PAG) / GOS

Technical and Financial

Evaluation Committee (TFEC)

4

Gender Mainstreaming Activities

Task A

TOT of CMP field staff on

gender 2 All district

team

Gender awareness sessions

with CMP staff 6 CMP staff

Dialogue, meeting and FGDs

for girl’s drop/absenteeism

out, expansion and re-

election of SMC

subcommittees

5 meetings

in each

district

All CMP Districts Communities

Gender Audit 1

All CMP staff

and field staff

including

community

representa-

tion


56

Annex 2: Five Year Work Plan

YEAR: QUARTER

ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4

PROJECT START-UP

Project start-up team deployed to Karachi

Contract key personnel

Orientation and training for key personnel

Recruit and contract other staff

Post-Award project launch meeting

Establish MOUs and sub grants with local partners

Establish project residential and office spaces

Replicate HR, procurement and other admin procedures from IRD Pakistan projects

Training for CMs

Secure vehicle leases

Establish IT and communications systems

Develop security / evacuation plan

Contract security agency


Task A

Conduct Stakeholder Analysis (community mapping, participatory rural appraisal, survey)

Task B


57

YEAR: QUARTER


Conduct community meetings to develop SMPs and work structures

Meetings between SMCs, other community stakeholders, and A/E firm and construction contractor

Adapt training manuals for SMCs and Student Councils

Develop training modules for SMCs on implementing SMPs

Trainings for SMC and community members to enable them to implement SMPs

CMs provide mentorship and support to SMCs

Community Recognition days linked with

Component 2 Community Recognition Days


Task A SMCs self-assessment for functionality

Review baseline data on girls enrollment trends

Develop an Action Plan on forming and strengthening SMCs

Task B Develop training modules for SMCs

Training of SMCs


58

YEAR: QUARTER


Facilitate the development of SIPs, including plans for removing barriers to girls' enrollment

Refresher training for SMCs

Community Recognition Days linked with Component 2

Community Recognition Days

SMC exchange visits at Taluka, Union Council and District levels

Task C

Joint planning workshops for SMC, DEOs, ADEOs, and Supervisors

Gather data from DEOs, ADEOs and Supervisors on capacity building needs

Conduct trainings for DEOs, ADEOs and Supervisors on specified capacity building areas

Meetings to set KPIs and review progress against them

Task D

Form Grant Selection Committee

Launch meetings and discussions

Grant Selection Committee reviews applications and has

selections approved by COP and USAID COR

Grants issued to and implemented by SMCs


Task A


59

YEAR: QUARTER


Project Team and Tulane

develop methodology for KAP survey and anthropometric data collection

Training of data collectors

KAP baseline data collected sampling of households with school- age children

Baseline data analysis

conducted

Final Report submitted to USAID and disseminated

to local stakeholders

Task B Key research questions developed by CMP Team

Advanced statistical

research conducted using

baseline data

Qualitative data is

gathered through key

informant interviews and

discussions with parents

Report with research

findings and nutrition

intervention recommendations

submitted to the donor

and disseminated to local stakeholders

Task C

School Health and

Nutrition Supervisors (SHNSs) are appointed

Trainings for SHNSs

involved in health screenings

Annual health screenings

conducted in all targeted

schools and School Health Register maintained

Voucher distribution

system established

Voucher are distributed to children who need

medical assistance


60

YEAR: QUARTER


Adopt health and nutrition

education modules

Conduct TOT for teachers on peer

education

Recruit Peer Educators among students

Teachers and Nutrition

Officers conduct training

for Peer Educators

Peer education sessions in school/community

settings

Organize and hold health

days

Develop key messages for

IEC campaign

Disseminate key messages

through media outlets

Conduct interactive

theater/puppet shows

SMCs identify volunteers/parents to

support/maintain school

water and sanitation facilities

Identify private sector

partners to provide additional resources for

school improvement

PILOT Component Activities

Task A

Meetings to develop

framework to address

fundamental financial and management issues in

EMO system

Task B


61

YEAR: QUARTER


Conduct outreach

campaign to generate

interest from potential EMOs

Determine interest of

private sector

philanthropists, foundations, and NGOs in

targeted school

management

Investigate establishing

EMO pool to collect/distribute funds to

outsourced schools

Solicit sustained in-kind

support for targeted schools from private

sector philanthropists,

foundations, and NGOs

Task C PAG formation CMP will develop PAG

bylaws

PAG meetings in Karachi

Meetings between PAG

and DOE

Establish Autonomous

Body at the DOE

PAG observes work of

Autonomous Body

Program Management

Submit Annual Work Plan

to USAID

Submit Updated Five-Year

Work Plan to USAID

Submit Procurement Plan

to USAID

Submit PMP to USAID


62

YEAR: QUARTER


Submit quarterly activity

and financial reports to USAID

Submit annual reports to USAID

Disseminate project newsletter to key

stakeholders

Monitoring and Evaluation

Establish data collection system linked with PBMS

Develop/conduct baseline

survey

Conduct annual LQAS Collect data from partner

organizations

Disseminate lessons

learned/best practices to the donor, local

stakeholders and partner organizations

Develop and conduct

end-of-project survey

Performance based end-

of-project report

Project Close-Out

Project Close-out workshop

Prepare inventory

disposition plan

Close field offices Terminate sub-contract with local NGOs

Employment termination

letter to national staff (not key staff)

Employment termination letter to key staff

Inform government officials/other

stakeholders about

project end


63

Annex 3: Results Framework

Component 2: Improve community and district government coordination for increased girls’ enrollment

Component 3: Improve child nutrition in selected communities and government schools

Component 1: Increase communities’ involvement in the GoS reform of merging, consolidating, and upgrading schools

Goal: Sustain community mobilization and school-based management in Sindh Province

ResultR1.1: 200 schools under construction engaged in a community mobilization processR1.2: 200 Social Mobilization Plans in place beginning in year 1R1.3: 4,000 SMC or community members trained to implement social mobilization plans

ResultR2.1: 200 SMCs strengthened/reactivated through training 4,000 SMC/community membersR2.2: 100 district officers trained and observed to be working with communities in schools R2.3: 10,000 girls enrolled in target schoolsR2.4: 200 communities engaged in school improvement through small grants

ResultR3.1: Research conducted to inform recommendations on improved nutritionR3.2: 400 schools and 8,000 community members trained on hygiene promotion and nutritionR3.3: 100% of target schools screened by BHU/health officials and micronutrient vouchers provided

TaskT1.1 Conduct stakeholder analysis in target districtsT1.2 Develop and implement a Social Mobilization Work Structure

TaskT2.1 Diagnose SMCs to assess functionality and girls accessT2.2: Activate/reactivate SMCs and their activitiesT2.3 Mobilize active district education governance linked with communitiesT2.4 Award small grants to schools not identified for construction

TaskT3.1 Collect baseline data of children’s nutritional levelsT3.2 Research reasons for poor nutritional levels of children and design innovative approaches to improve children’s nutritionT3.3 Design approach to improve children’s nutrition in target areas

Pilot: Launch of Education Management Organization (EMO) system

ResultR4.1: Establish PAG in Year 1R4.2: Establish autonomous body to manage EMOs by Year 2R4.3: 10 NGOs managing 200 target schools with improved NER rates from baseline and teacher attendance of 75 %

TaskT4.1 Support GoS policy on EMOsT4.2 Outsource school management, including community mobilization efforts to NGOs and private sector partnersT4.3 Develop an autonomous body and form a Project Advisory Group (PAG)

Cross Cutting: Gender, Water & Sanitation, Disaster Risk Reduction


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13. Annex 4: Training Plan

Training is a critical element of the CMP. IRD’s overall approach to training is based on six pillars: (1) assess local training needs; (2) revise

existing curricula based on assessment results, tailor curricula to the local context, and pilot test before rolling out training; (3) develop a

toolkit of user-friendly training materials; (4) evaluate trainees’ knowledge and skill levels before and after training; (5) provide refresher training

on an as-needed basis, along with supportive supervision, mentoring, and coaching to reinforce learning; and, (6) conduct TOT.

Assess local training needs: Prior to designing the training curricula, the CMP team will hold discussions with potential trainees and other

stakeholders regarding their training needs and priority subject areas and use this input to design training that is based on adult learning

principles to meet these needs.

Revise existing curricula and pilot test adaptations: The CMP team will review already-existing training curricula and manuals from various

implementing entities, including HANDS and IRC. The most effective curricula and manuals will be adapted for what is needed in CMP. The team

will also review materials developed by IRD under a similar USAID-funded CMP program in Jordan. If effective for the program, CMP will adapt

the materials for the context in Sindh, including translation. Each training curriculum will be pre-tested, and feedback from trainers and trainees

will inform final versions.

Develop a toolkit of user-friendly training materials: CMP staff will develop curricula, training manuals, visual aids, and other tools that guide

trainings in areas such as community mobilization, Financial and Grants Management, Participatory Monitoring and Evaluation, growth

monitoring, health practices, and nutrition education. Toolkits will be developed in English and translated into Urdu and Sindhi, and available at

appropriate literacy levels.

Evaluate knowledge and skill levels of trainees: Each training session will include pre-test and post-test questions that trainers will use to

evaluate the skill and knowledge levels of trainees before and after the training.

Reinforce learning through refresher training, supportive supervision, and coaching and mentoring: The CMP team will provide refresher

training, supportive supervision, and ongoing coaching and mentoring as needed. Supportive supervision, a proven methodology with

internationally accepted guidelines, is a critical component of the CMP Training Plan and IRD’s sustainability strategy. CMP will develop a specific

training module on this topic, stressing that it uses positive approaches to identify problems, find solutions, maintain morale and commitment,


65

and sustain quality performance. The district managers will provide supportive supervision for CMs, NAs, and FOs, who in turn will provide

supportive supervision to SMCs, other community members, and SHNCs. The methodology allows CMP to incorporate feedback and sustain

results over the long term.

Conduct TOTs: The DMs, CMs, FOs and NAs will be trained to conduct effective trainings in their respective areas of responsibility and

provide supportive supervision for trainees. CMP will promote a team approach to training, drawing on collective knowledge and skills and the

most up-to-date information, tools, and materials. The TOT teams will include the chief of party, deputy chief of party, community mobilization

advisor, education and governance and education management advisor, the gender advisor, the community mobilization program manager,

Grants Manager, and the nutrition program manager. The following table details key elements of our training plan.

TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING

Component 1: Increase Communities’ Involvement in the GOS Reform of Merging, Consolidating, and Upgrading Schools

Refresher training and

review for CMP field staff

on community

mobilization strategies in

context of PPP

integration and

development and

implementation of social

mobilization, school

improvement plans and cross

cutting themes for CMP

To review and improve the

capacity of CMP field staff to

review and refresh the

community mobilization

strategies and formats of

develop and implement

effective SMPs and SIPs

CMs, NAs,

FOs, DMs

Advisors

CM,

Manager

CM

Manager

Grants,

M&E

At district

level Two days

Month 6

Year III

Refresher Training for

SMC and community

members on developing

and implementing social

mobilization work plans

w i t h i n t e g r a t i o n o f

P P P component on

deve lop i ng effective

SMPs SIPs.)

To review and improve the

capacity of SMC and

community members to

develop and implement

effective SMPs that address

critical issues, including

barriers to girls' enrollment;

child nutrition; and

communication and advocacy

for school improvement.

SMC and

community

members in

communities of

all targeted

(421) schools

of CMP

CMs At cluster

level

One day

(Multiple five six

-hour sessions)

Ongoing

for a Year

III period

in each

school

communit

y,

beginning

Month 3,

Year III

Training for SMC and To improve the capacity of Remaining CMs At cluster Two days Beginning


66


community members on

developing and

implementing social

mobilization plans. W i t h

i n t e g r a t i o n o f P P P

Component on

deve lop i ng effective

SMPs SIPs.)

SMC and community

members to develop and

implement effective SMPs that

address critical issues,

including barriers to girls'

enrollment; child nutrition;

and communication and

advocacy for school

improvement.

(31)SMCs

(shortfall of

Years I &II)

level (Multiple five six

-hour sessions)

Month 2,

Year III

Component 2: Improve Community and District Government Coordination for Increased Girls’ Enrollment

Training for SMCs and community members on Increasing girls’

enrollment.

To build the capacity of SMCs to: 1. Identify barriers to girls’

enrollment and develop

plans to remove them

2. Develop sound SIPs that

incorporate appropriate

budgets, activities

ranked by priority, and

potential sources of

funding

SMC and

community

members in

remaining short

fall of 29

subcommittees

of Years I & II

CMs

At cluster

level

One day

Multiple five –

six hour sessions

Beginning

Month 2,

Year III

Training for SMC and


cross cutting (gender,

DRR, and

WATSAN)

To build the capacity of SMCs to

establish active and effective

subcommittees on gender, DRR,

and WATSAN that engage

community members.

SMC and

community

members in

remaining short fall

of 30 sub

committees of

Years I & II

CMs At cluster

level

Two days Multiple

five – six hour

sessions

Beginning

Month 2,

Year III

Refresher training for

SMC and


cross cutting (gender,

DRR, and

WATSAN)

To build the capacity of SMCs to

establish active and effective

subcommittees on gender, DRR,

and WATSAN that engage

community members.

SMC and

community

members in all sub

committees

CMs At cluster

level

One day - Multiple

five – six hour

sessions

Month 4 –

12, Year III

Training for field staff on Participatory Monitoring & Evaluation

To build the capacity of CMP field

staff on basic concepts and tools

and techniques of participatory

CMs, NAs, DMs

Manager

M&E

Advisor

CMP districts Two days

Beginning

Month 5,

Year III


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M&E CM

Training for SMCs and community members on Participatory Monitoring & Evaluation

To build the capacity of SMCs

and communities on basic

concepts and tools and

techniques of participatory M&E

SMC and

community

members In all

CMP targeted

sub committees

CMs

At cluster

level

Two days

Multiple five –

six hour sessions

Months 6 -

12, Year III

Training for CMP field

staff on Financial

Management and small

grants management

To build the capacity of CMP

field staff on financial record

keeping management for SMCs

and community members and

develop grant applications and

manage small grants

CMS, NAs, DMs

Advisor CM

Grants

Manager

CMP districts Two Days Month 3

Year III

Training for SMC and


Financial Management and

small grants management

and application process

To build the capacity of SMC and

community members to develop

grant applications and manage

small grants

SMC executive

body members and

financial

management sub-

committee

members

CMs All CMP

schools

Three Days

Multiple five – six

hours sessions

Months 4-12,

Year III

Training for DEOs on

Gender sensitization

To sensitize the DEOs for

gender mainstreaming in

Education sector

DEOs of all CMP

targeted districts

Advisor/

Consultant CMP districts

Two Days Multiple

five – six hour

sessions

Months 5 - 6,

Year III

Component 3: Improve Child Nutrition in Selected Communities and Government Schools Through Research That Informs Innovation and Good Practice

TOT

4 Training of Trainers on

Nutrition and Health and

Hygiene

Anthropometry, Screening

data collection and record

keeping, Health and hygiene,

Complete meal, Nutrition

values in different food, peer

education, WATSAN and

DRR

District

Managers, CM

Program

Manager, NA,

Field

supervisor,

Field staff,

Representative

of SMC

AKU Trainers, Gender Advisor/ Nutrition Focal Person

All

Districts 4 days

Months 6-10

Year III

Training of SHNCs and

teachers on Nutrition and

Health and Hygiene.





SHNCs and

Teachers.

CM Program Manager, District Mangers, NA

All CMP

Districts 4 days

Months 7-12

Year III


68




DRR

and Field team.

Sessions on Nutrition,

Health and hygiene

Nutrition, Health and hygiene,

safe water, Nutrition values

and food, complete diet, what

is malnutrition etc.

Community,

students,

parents.

District Mangers, NA and Field team.

All CMP

Schools 1 day

Months 6-12

Year III


District CMP staff

Anthropometry, Screening data

collection and record keeping,

Health and hygiene, Complete

meal, Nutrition values in different

food, peer education, WATSAN

and DRR.

District

Managers, CM

Program

Manager, NA,

Field

supervisor,

Field staff, 4

days

AKU Trainers and Gender Advisor/Nutrition Focal Person

All CMP

Districts 2 days

Months 9-12

Year III


SHNCs







DRR.

SHNCs and

Teachers

District Managers, CM Program Manager, NA, Field supervisor, Field staff.

All CMP

Districts 2 days

Months 10-

12 Year III

Training of students as

peer educators on

health, hygiene, and

nutrition

Train students to provide

peer-to-peer education in

health, hygiene, and

nutrition.

Students Teachers Targeted

schools

Multiple one-

hour sessions

Months

8-12 Year

III

Training of selected

provincial and district

level staff of ELD,

GOS on the EMO

system, policy,

procedures, and

technical and financial

mechanisms.

Technical knowledge of PPPs

and EMO system delivered to

provincial and local

government machinery.

Assistance role for EMOs in

implementation.

ELD GOS Staff Advisor

for

Education Governance and Education

Managem

ent,

Program

Manager

Khairpur,

Sukkur,

Larkana,

Karachi

One-two days

initial training;

ongoing TA

Q2 and

Q3,

Year III


69


PPP,

Program

Officer

Legal,

Gender

Advisor

Training of SMC on

generation of local in-

kind resources and

support for CMP

targeted schools from

local businesses,

philanthropists,

industry, associations,

etc.

Provide initial training and

ongoing capacity building and

TA

Schools SMC

Subcommittees

Advisor

for

Education

Governan

ce and

Education

Managem

ent,

Program

Manager

PPP,

Gender

Advisor

All CMP

target

districts

One-day initial

training; ongoing

TA

Ongoing

from Year

III

TOT Training

Cross Cutting Gender

TOT on Gender

Mainstreaming in CMP

To build the

capacity of

Field staff on

Gender,

gender equity

and equality,

gender role,

gender in

eduaction,

gender

mainstreaming,

District

Managers, CM

Program

Manager, NA,

Field

supervisor,

Field staff,

Gender

Advisor

All CMP

Districts 2 Days Year III

Trainings on Gender

mainstreaming

To build the

capacity of

Field staff on

Gender,

gender equity

Gender,

WATSAN and

DRR

committees

District

Managers,

CM

Program

Manager,

All CMP

Districts 2 days Year III


70


and equality,

gender role,

gender in

eduaction,

gender

mainstreaming,

NA, Field

supervisor

, Field

staff,

Sessions on Gender

with Community

Enhance the

understanding

of parents,

students and

community on

gender role

and gender

issues effecting

to girls

educations.

Community,

students,

parents,

women groups

and youth

groups.

Field staff All CMP

Districts 1 day ongoing

Sessions on Gender

with EMOs

To sensitize

EMOs for

gender

mainstreaming

in education

management

Selected EMOs

Gender

Advisor/

Consultan

t

All CMP

Districts 2 Days Year III

Gender mainstreaming

workshop or Gender

Audit

CMP all staff

will go through

an assessment

process of

gender

mainstreaming

and identify the

gender gaps

and will make

an action plan

for Gender

main streaming

All CMP staff

Gender

Advisor

and

consultant

All CMP

Districts 3 or 2 Days Year III