Final consultancy report to upload to Linkedin

1
Consultancy Service for the Inception Phase of Malala FIT Programme on
Support to National Capacity Building to Realize Girls’ Right to Education in Pakistan
Consultancy Report
15 December 2014
A. Background
1. The two key deliverables outlined in the consultancy contract pertain to: determining
local programmatic needs by engaging with the provincial and local stakeholders and;
developing the project document on the basis of the needs identifiedon the promotion of
girls’ education in the project site (KoltaGamoon Union Council) of Punjab province.
2. While it was expected from the consultant to produce the above two deliverables, he also
was tasked to provide technical support for: strategically implementing the inception
phase of Malala FIT programme; identifying provincial needs and expected results;
analyzing the needs identified by provinces/areas; proposing joint programming areas with
other UN agencies; engaging in consultative process with provincial counterparts to
identify areas of project interventions.
3. A detailed account of most of the tasks accomplished was documented in the consultant’s
progress report of 17 November 2014 (Annex 2).
4. This report outlines additional tasks accomplished in the past one month.
B. Tasks accomplished
5. The stakeholder consultative process which started with the official counterparts of Punjab
late October continued through the month of November till date. The stakeholders were
contacted in person as well as through telephone calls followed by a successive visit to the
province and local communities. The visit led to the identification of the potential Union
Council as the project site.
6. A systematic analysis of key educational indicators of Punjab was carried out to identify
some potential districts and Tehsils for the project intervention. The provincial
stakeholders were appraised of the results of the analysis and ranking and an agreement
was reached to select Muzaffargarh district and Jotai Tehsil (see Annex 3 for the ranked list
of districts and Annex 4 for ranked list of Tehsils).
7. Similar analyses were carried out for all other provinces and federal areas, the result of
which was made available to UNESCO NPO (Education) for consultation with the relevant
stakeholders.
8. Informal meetings with UNICEF, JICA and WFP have been organized to explore the
possibilities of joint programming and/or creating synergy by bringing together every
agency’s comparative advantage.

2
9. The field context appraised during the consultant’s mission to Muzaffargarh and the
communities of two UCs has been documented in the mission report (Annexed in the draft
project document, see Annex 1). The findings of the appraisal mission informed the
development of the project document for Punjab.
10. The project document (Annex 1) has been structured in UNESCO’s standard format that
has outlined: executive summary; rationale, background and objectives; expected results
and outputs; approach and methodology; project management and implementation;
monitoring, evaluation, and lessons learning and; visibility. The budget of the project has
been prepared for the share of US$ 776,850 (incl. 9% PSC) allocated to the province from
total Malala FIT of US$ 7 million for Pakistan.
C. Challenges and proposed way forward
11. The Punjab project document needs to be reviewed by relevant stakeholders following
which a stakeholder meeting needs to be convened to discuss their comments and
feedback. The project document will be revised and finalized based on the comments,
feedback and outcome of the stakeholders’ meeting.
12. The consultative process and the approach to developing the Punjab project document
provide the structure and method to prepare projects for other provinces and
administrative areas.
13. As proposed in the mid-term report of the consultant, all the project documents could be
drafted by the end of December 2014 seeking agreement on a general framework and a
broad area of programme interventions if flexibility was allowed to continue the analysis of
the local situation and needs and revise the documents by further streamlining the results
framework within the initial 3 months of the project implementation. This will give the
stakeholders the time required for them to review the drafts and provide comments and
feedback to revise them by the end of March next year for endorsement by the
Programme Steering Committee in early April.
14. Secondary data of the UC level indicators are not available, hence must be collected from
the primary source. To collect the baseline data for the indicators of the results matrix the
community level stakeholders need to be consulted through their involvement in meetings
of school management committee, village education committee, teachers, and women’s
and men’s groups. Some of the processes could (should) be tedious and time consuming,
especially when community stakeholders would be required to engage in PRA to map the
village context and assess the social, economic and educational status of families. For
many indicators the process of determining baseline and setting targets will be best done if
it followed participatory approach, which will at the same time ensure community
ownership of the data along with that of the project implementation and monitoring.

15. Collection of baseline data and setting targets against all the indicators will be possible
either by involving CBOs/NGOs having local base
or by engaging UNESCO staff directly.
engagement of NGOs/CBOs. They should, however, be aptly oriented about the purpose
process and participatory methods.
16. Follow up meetings with UNICEF, JICA and
project documents continues,
UNWOMEN and ILO also need to be contacted for their possible linkage with the Malala
project.
RoshanChitrakar, PhD
10December 2014
Collection of baseline data and setting targets against all the indicators will be possible
either by involving CBOs/NGOs having local base and experience in participatory methods
or by engaging UNESCO staff directly. The preferred option should be through the
. They should, however, be aptly oriented about the purpose
and participatory methods.
Follow up meetings with UNICEF, JICA and WFP need to be organized, as the
continues, to concretely engage with them in joint programming.
Collection of baseline data and setting targets against all the indicators will be possible
and experience in participatory methods
The preferred option should be through the
. They should, however, be aptly oriented about the purpose,
as the drafting of
to concretely engage with them in joint programming.

4
Support to national capacity building to promote girls’ right to education in Pakistan
UNESCO Contact: Responsible Officer: Beverly Jones, Islamabad Office
Deputy: Maki Katsuno-Hayashikawa, ED/BLS/BAS
BSP/CFS Contact1
:
Jessica Jeavons, Chief, BSP/CFS/BLT
Office Address: UNESCO Islamabad
7th floor, Serena Business Complex
G-5, Islamabad
Pakistan
Website address: http://www.unesco.org.pk/
Geographical scope/benefitting
country(ies):
Pakistan
Duration (in months): 24 months
Total funding requested: $776,850 (incl. 9% PSC)
Partner(s) institutions: Ministry of Federal Education and Professional Trainings;
and
Department of Literacy and Non-Formal Education and
Department of School Education, Punjab
Executive Summary:
In term of population size Punjab is the largest province of Pakistan with more than half of the entire
Pakistani people residing in the province. Although gender parity in key education indicators is not a
serious issue for several districts of the province, girls in far flungcommunities particularly along its southern
and western boarders continue to seriously lag behind boys in terms of access to, completion in and benefit
from education. The persisting disparities in girls’ education in such areas are not only in terms of access,
but also of retention and completion in primary and secondary education. Girls’ survival rate to 5th
grade
continued to be an issue of concern in southern and western districts of the province.
This project is designed within the overall framework of the Malala Fund-in-Trust programme
description.Malala Fund for Girls’ Right to Education was established under the MOU signed by Government
of Pakistan and UNESCO on 10 December 2012. A Framework Funds-in-Trust Agreement was signed by the
parties on 6 February 2014 establishing the overarching programme “Support to national capacity building
to realize girls’ right to education in Pakistan”. In the likelihood of a chronic lack of adequate resources and
capacity in various areas of educational development especially at the local level, the Programme will focus
on developing and strengthening the local institutional and organizational capacities in designing,
implementing, and monitoring interventions for promoting girls’ education that are well focussed and
targeted, but also creative and innovative, in both formal and non-formal education sub-sectors.
The overall framework of the Malala FIT programme is structured to evolve through three distinct phases
1
This can be added at a later date when a specific donor has been identified.
Annex 1. Project Document

5
over the period of 36 months: inception (phase 1), implementation (phase 2) and documentation and
scaling up (phase 3). The implementation phase will further consist of three components by different
intervention sectors, objectives/expected results, with specific activity areas that aim to widen access to
education and improve the retention and completion rates of girls through improved quality of education.
This proposal specifically refers to part of the phase 2 or the implementation phase in Punjab
province.Separate project proposals are prepared for rest of the provinces and federal areas of Pakistan (4
provincial and 1 federal covering all 4 areas). This proposal is preparedon the basis of the series of
consultative meetings with the provincial and local stakeholders—such as education authorities of the
Department of Literacy and NFBE, Department of School Education, Muzaffargarh District Education
Officials, local NGO/CBOrepresentatives, community leaders, men and women of selected Union councils of
Jatoi Tehsil and stakeholders, students and teachers of NFBE and community school centres of Multan.
The consultative meeting and analysis of key education indicator followed by a reconnaissance visit to the
local communities led to the selection of KoltaGamoon Union Councils of Jatoi Tehsil, Muzaffargarh district
of Punjab as the project site. A rapid appraisal of girls’ educational needs was carried out in the context of
two villages of KoltaGamoon and Bair Band UCs during the inception phase. The context of two
NFBE/community school centres in Multan was also assessed. The rapid appraisal of these contexts
informed the selection of programme intervention areas and expected results outlined in this proposal (see
Annex C for the details of the context analysis).It has been proposed that the project will yield 7 key results
through the delivery of 20 outputs.
1. RATIONALE AND BACKGROUND
Outline the overall purpose of the project, the target beneficiaries and the expected outcomes
1.1 Overall Purpose
1.2 Relevance
The overall framework programme “Support to national capacity building to
realize girls’ right to education in Pakistan” is structured to evolve through
three distinct phases over the period of 36 months: inception (phase 1),
implementation (phase 2) and documentation and scaling up (phase 3). The
implementation phase consists of three components by different intervention
sectors, objectives/expected results, with specific activity areas that aim to
widen access to education and improve the retention and completion rates of
girls through improved quality of education and policy support.
The project that this proposaloutlines is tailored to meet specific education
development needs of girls in the target communities in selected UCs of
selecteddistricts in Punjab, contextualizing the overall programme strategies to
the local situation and needs, but at the same time contributing towards the
programme’s overarching objectives, expected results and outcomes as follows
(as provided in the programme document):
• Development goal: It is expected that at the highest level, the
Programme will contribute to advancing gender equality through
education by ensuring the right to free and compulsory education
• Programme objectives: The overall purpose of the programme is to
support the government’s efforts in increasing access and improving
retention and the quality of education through capacity building and
targeted interventions at both institutional and community level.
Specifically the programme will aim to reach three overarching
objectives as follows:
(1) expand access for girls to education at primary and secondary
levels through policies that target girls who are hardest to
reach;
(2) improve the quality and relevance of basic education to ensure

6
that educational contents, teaching practices and learning
environments are gender-sensitive; and,
(3) strengthen policy implementation at national, provincial and
community levels to ensure the right to quality basic education
and to safe learning and working environments for all children,
especially girls and women
The project proposed in this document is prepared on the basis of the
implementation mechanism consulted, discussed and agreed with the relevant
local and provincial stakeholders. The proposal outlines the activities and
expected outputs each accompanied by the indicators and targets, which too
were consulted, discussed and agreed with the stakeholders.
1.2 Beneficiaries and
other Stakeholders
Main and direct beneficiaries of the project are the Ministry of Federal
Education and Professional Training, the Provincial Department of Literacy and
the Provincial Department of School Education, the Provincial Department of
Literacy and Non Formal Education, Muzaffargarh District Education Office,
teachers, parents and girls. The secondary beneficiaries are Parent-Teacher
Associations, NGOs, CBOs, community members, and national policy makers.
The project will ultimately benefit girls at pre-primary, primary and lower
secondary education levels (aged between 4 to 18 years)
Since the success of the overall programme is dependent on a strong national
and local ownerships and harmonization of the project activities with on-going
initiatives within the country (and National/Provincial Action Plans), the
implementation of the project in Punjab province will ensure identification and
involvement of all stakeholders and partners both at federal and provincial
levels in the series of consultations to monitor the progress and provide
necessary feedback to address any issues confronting the implementation
process.
1.3 Overall and specific
objectives
The overall objective of the project is to support the provincial government’s
efforts in increasing access and improving the quality of education through
capacity building and targeted interventions at both institutional and
community levels. Specifically, the project will aim to:
(1) expand access for girls residing in target communities to education
at primary and secondary levels through provincial educational
policies that target girls who are hardest to reach;
(2) improve the quality and relevance of basic education in the target
communities to ensure that educational contents, teaching
practices and learning environments are gender-sensitive; and,
(3) strengthen policy implementation at the provincial and community
levels to ensure the right to quality basic education and to safe
learning environments for all children, especially girls and women
in the target communities

7
1.4 Expected results and outputs/deliverables
Performance
indicator (PI) (a
maximum of three):
Means of verification
(M) (data source):
Quantitative and/or
qualitative Target (T)
(on the basis of
baseline data (b)):
Expected Result N°1
Girls are better prepared
and supported to
accessprimary education
and transit to and
completelower secondary
education
PI 1: % of girls’
enrolment in ECE/pre-
primary programmes
PI 2: % of girls’
enrolment in primary
education
PI 3: % of girls’ rate of
transition from primary
to lower secondary
education
PI 4: % of girls
completing lower
secondary education
M 1: Project report, EMIS
T 1 and (b 1): TBD after
the appraisal of the project
context during first 3-
month of the
implementation
the appraisal of the
context
context
context
Activity 1
Output/deliverable N°1.1
Capacity of ECE, primary and
lower secondary teacher-
trainers andteachers
enhanced to review
curriculumanddevelop
and/or adaptsuitable
teaching/learning materials
in their teaching
PI 1: # of teacher
trainers trained in
reviewing curriculum
and developing TL
materials
PI 2: # of teacher
trained in reviewing
curriculum and
developing TL
materials
PI 2: # of teachers
using the
teaching/learning
materials in their
teaching
M 1: Workshop reports
M 2: Monitoring reports
M 2: Monitoring reports
context
context
context
Regular monitoring and
tracking system related
togirls’ enrolment and
transition to lower
secondary education
established.
PI 1: Number of
community meeting
conducted to engage
in PRA to assess the
progress in
enrolment per cent
PI 2: Number of
school keeping and
using girls’ grade-
promotion records to
discuss and devise
strategies to improve
girls’ learning
M 1: Monitoring
reports,Social maps,
minutes of the meetings
M 2: Monitoring reports,
school records, PTA
meeting minutes
context
context

8
achievements
Integrated family support
system (e.g., stipend, take-
home food ration, school
meals, etc.) instituted to
facilitate the timely access
and retention of girls in
primary schools
PI 1: Number of girls
receiving stipendsor
conditional cash
transfers
PI 2: Number of
families benefiting
from food for girls’
education scheme
school records, PTA
meeting minutes
school records, PTA
meeting minutes
context
context
Community stakeholders
fully engaged in the
promotion of girls’
education
PI 1: Number of
functional PTAs
PI 2: Level of
awareness among
parents
PI 3: Number of girls’
group formed that
are engaged in social
and/or educational
activities
M 1:Project reports,
minutes of PTA meetings
M 2:Project reports
M 2:Project reports
context
context
context
Activity 2
Community-based school
management strengthened
through the activation of
PTAs
PI 1: Number of PTAs
activated/strengthen
ed
PI 2: Number of PTA
meeting organized
per year
M 1: Quarterly reports,
photographs
M2: Quarterly reports,
photographs
context
context
Output/deliverable
N°2.2Awareness of parents
(specially fathers) and
community members raised
on education, particularly
girls’ education
PI 1:Number of
parents/community
members completing
gender sensitive
literacy or non-formal
education
programme
PI 2: Number of
gender sensitive
literacy or NFE
programme
M 1:List of
parents/community
members
context
context
Support for girls’ education
increased through alliance
with religious leaders and
politico-religious parties
PI 1:Number of
religious leaders
attending PTA
meetings
PI 2: Number of
gender sensitive
workshop for
religious leaders and
members of politico-
religious parties
M 1:List of religious
leaders and member of
politico-religious parties
context
context
Girls’ group established and
PI 1:Number of girls’
group established
M 1:Quarterly reports,
photographs
context

9
supported to engage in
social and/or educational
activities outside classroom
or in the community
PI 2: Number of girls
engaging in activities
M 2: Quarterly reports,
photographs
context
Diverse and flexible basic
education opportunities
(primary and middle)
accessed by adolescent girls
PI 1: # of adolescent
girls’ enrolment in
NFBE
PI 2: # of girls
participating in NFE
EP for lower-
secondary education
PI 3: # of girls
transitioning to
secondary education
from NFE
programmes
M 1: Project reports
context
context
context
Activity 3
Output/deliverable N°3.1:
Flexiblenon formal basic
education programme
accessed by out-of-school
girls
PI 1:% out of school
girls enrolled in
flexible NFBE
programme
PI 2:%enrolled girls
completing flexible
NFBE programme
M 1:Quarterly reports
context
context
Flexible non-formal lower
secondary education
equivalency programme
(e.g. home based, school-in-
a mobile phone, etc.)
accessed by out-of-school
adolescentgirls
PI 1:% of out-of-
school girls enrolled
in equivalency
programmes
PI 2:% of girls
completing
equivalency
programmes
M 1: Quarterly reports
context
context
Parental education and
family literacy programmes
emphasizing the importance
of girls’ right to education
attended by semi and non
literate parents through
CLCs
PI 1:Number of
parents attending
parental education
and family literacy
programmes
PI 2:% of parents
completing the
programme with the
required level of
competency
context
context
Improved girls’ performance
in primary and secondary
education
PI 1: % of primary
level girls scoring at
least the pass mark
(33%) in literacy and
mathematics
achievement tests
M 1: Project reports,
school records
context

10
PI 2: % of lower
secondary level girls
scoring at least the
pass mark (33%) in
language, science and
mathematics
achievement tests
PI 3: % of secondary
level girls scoring at
least the pass mark
(33%) in the
achievement tests of
4 key subjects
school records
school records
context
context
Activity 4
Locally relevant gender
sensitive teaching learning
materials used in schools
PI 1:Number of
teaching learning
materials developed
that are gender
sensitive and locally
relevant
PI 2:Number of
schools using
supplementary
teaching learning
materials that are
gender sensitive and
locally relevant
context
context
Digital libraryestablished in
schools for Primary and
secondary students
PI 1:Number of
primary school
having digital library
facility
PI 2:Number of
secondary school
having digital library
facility
context
context
Gender sensitive/responsive
teaching materials and
methodologies applied by
teachers
PI 1: # of teacher
educators trained in
gender
mainstreaming
PI 2: # of teachers
applying gender
sensitive/responsive
materials and
methodology
context
context
Learning outcome
assessment tools that are
locally relevant and gender
sensitive administered by
schools
PI 1:Number of
primary schools
administering the
learning outcome
tool
M 1:Quarterly reports T 1 and (b 1): TBD after
context

11
PI 2:Number of
secondary schools
administering the
learning outcome
tool
M 2: Quarterly reports T 2 and (b 2): TBD after
context
Employability or
entrepreneurship of
adolescent girls completing
lower and secondary
education is enhanced
PI 1: % of girls
enrolled in vocational
training programmes
PI 2: % of school-to-
work transition rate
for adolescent girls
school records
school records
context
context
Activity 5
Digital literacy and
vocational training offered
to girls in lower secondary
schools
PI 1:Number of lower
secondary school
introducing digital
literacy and
vocational training
PI 2:Number of girls
taking digital literacy
and vocational
training
context
context
Vocational and skill training
programmes linked with and
supported by local business
attended by adolescent girls
PI 1:Number of
adolescent girls
attending the
vocational training
programmes
PI 2:% of girls
completing the
programme with the
required level of
competency
context
context
Capacity of relevant
provincial education officials
enhanced to improve
educational policy
environment and budgetary
allocation supporting
gender equality in education
PI 1: Number of
officials trained in
gender –responsive
budgeting
PI 2: Number of
schools and NFE
centres benefitting
from gender
responsive budgeting
for education
PI 3: % of budgetary
allocation for
expanding girls’
education
context
context
context
Activity 6
Advocacy
PI 1:Number of
education officials

12
meeting/workshops
organized for making
available the bills,
legislations and laws related
to Article 25-A of the
Constitution
participated in
workshops to review
or draft bills,
legislations and laws
for the enforcement
of Article 25-A
PI 2:Number of
education officials
trained in drafting
strategies and
budgetary proposals
to implement the bill,
legislation and laws
related to Article 25-
A
context
context
Policies, strategies and
guidelines developed to
respond to gender issues
(including gender
responsive budgeting and
SRGBV) and the
implementation of Article
25-A developed
PI 1:Number of
education officials
and civil society
representatives
attended workshops
to review existing
policies and
strategies and draft
new policies and
strategies
PI 2:A set of new
policies and
strategies drafted,
discussed and
adopted to respond
to gender issues
context
context
School environment is felt
safe by girls and parents
PI 1: Number of
school with separate
functioning toiletsfor
girls and boys
PI 2: Number of
school integrating
peace education and
conflict management
and resolution in
teaching and learning
process
school records
context
context
Activity 7
School sanitation,
infrastructure and
transportation facilities
improved
PI 1:Number of PTA
meetings organized
that focussed on
improving school
sanitation,
infrastructure or
transportation
context

13
facilities
PI 2: Number of
school having
improved sanitation,
infrastructure or
transportation
facilities
context
Curricula and teaching-
learning (including digital)
materials on peace
education and conflict
management and resolution
developed/adapted
PI 1:Number of
workshops organized
for teacher trainers
to review curriculum
and develop/adapt
teaching learning
materials to integrate
peace education and
conflict resolution
PI 2: Number of
teachers trained in
integrating peace
education and
conflict management
and resolution in
teaching and learning
process
context
context

14
2. APPROACH AND METHODOLOGY
2.1 Implementation
strategy
Overall Strategic Approach
The implementation of the Malala FIT programme in Punjab will be guided
by the three cross-cutting strategies outlined in Annex 1: Project Description
of the Framework Agreement signed by the UNESCO DG and Pakistan State
Minister of Education. The purpose is to ensure that a holistic but targeted
approach to programme intervention is taken at the community, district and
province levels which also will influence the national level policy formulation
and implementation in favour of girls’ right to education.
Strategy 1: Ensure a multi-sectoral approach to lay a strong foundation for
girls’ education at all levels—national, provincial and community
Since girls face multiple barriers and are subject to layers of disadvantage
that manifest in various ways depending on the different junctures of their
lives, efforts to promote access to education of girls must be complemented
by interventions to reduce the risk of their economic and social exclusion
during and beyond education. A multi-sectoral approach is thus required at
all levels of the governance structure, bringing the different actors and
partners to the table, representing both education and non-education
sectors, such as health, social welfare and labour sectors, etc., to ensure an
integrated response to the challenges of improving girls’ access to and
quality of education. Therefore, the programme will attempt to clearly
identify and analyse the multi-layered barriers to girls’ education during the
initial three months of the implementation of the project at the provincial,
district, Union Council and village levels to ensure a multi-sectoral approach
to addressing girls’ education.
Guided by the principle of a holistic life-cycle approach to girls’ education,
interventions should also strategically target those stages in life that could
lay a strong foundation and make a lasting impact in reversing the negative
effects of discrimination against girls in education and beyond. For example,
available data continue to reveal that in many countries (and notably in
Pakistan), the highest incidence of drop-out of girls in education frequently
occurs in the early grades of primary education and during the transition
period from primary to lower secondary education. While, the high level of
drop-out in the early primary grades and the barriers to girls’ transition to
lower secondary education may have their own root causes, it is also clear
that focussing interventions on these two particular stages of girls’ lives
would hold potentials in laying the foundation for improving and sustaining
access to, performance in and completion of education by girls.
Strategy 2: Explore effective use of non-formal and flexible delivery of
gender-sensitive education and training.
Given the limited government resources, schools are not physically available
within the village where girls are living. This context was clearly evident in
the case of the two Union Councils visited during a field reconnaissance visit
by professionals from UNESCO and Punjab Literacy Department. Even when
schools are available, with growing security concerns for girls’ and for female
teachers in the remote rural areas, walking long distance to primary or
secondary schools is not felt safebytheir families. Due to religious and
cultural practices, families in the proposed project site demand separate

15
How is gender equality addressed in the approach?
The project is fundamentally designed and developed to address the
persisting issue of gender inequality in education. Every activity is,
therefore, focused on promoting education of girls (young and adolescent)
2
A study could be considered to learn how Qoranic schools in Pakistan are integrating ‘academic’ curriculum equivalent to the
formal schools, and how they can support the continuation of girls’ education.
3
A model to be explored is the open school provision at secondary education level in India.
schools for girl that results in increased resource burden on the government.
The physical lack of girls’ school should not at any circumstance become an
excuse for not being able to provide for and ensure girls’ right to continue
their education.
In order to reach all girls, and especially the adolescent girls, in diverse
environments, the delivery of education and training must be innovative,
flexible and adaptable to the girls’ real life context as much as possible.
Learning and teaching materials and resources also need to be accessible,
easy to produce, revise, and reproduce in a cost-effective manner.
Alternative delivery modes of formal education2
should be made available
for those who are unable to commute to school due to various reasons, but
are able to continue their education at home by distance. Availability of
equivalency programmes, or open school provisions3
, for example, could
facilitate the continuation of education by girls who had dropped out from
primary or lower secondary schools.
The use of technology (such as computers, mobile phones, etc), both basic
and advanced, should be explored fully in order to identify the best modality
and tools to reach the girls as well as teachers, who could otherwise be
learning in isolation from the wider world. The use of ICTs will be considered
both as delivery of education and as forming skills and knowledge in ICTs, so
as to increase the employability of adolescent girls after lower secondary
education.
Strategy 3: Fully engage community-level stakeholders in the promotion of
girls’ education.
Girls’ education cannot be treated in isolation from other developmental
efforts, particularly at the community level, and those related to community
empowerment and gender equality, as effects of political and religious
leaders’ influence as well as those related to inter-generational factors such
as mother’s/parents’ educational background, fathers’ and community
leaders’ awareness and support to their daughter’s education, etc., have
direct impact on the chances of making girls education a success.
Partnerships with various stakeholders, especially at the local level,
therefore, will need to be encouraged, including with civil society
organizations, religious leaders, and mass mediathat are particularly
successful in reaching targeted and marginalized groups, including girls and
women in remote areas.

16
and women, especially belonging to hard-to-reach areas in the province.
The results that the project aims to achieve have categorically considered
indicators that are clearly gender disaggregated. Therefore, gender analysis
will be an in-built feature of the project that will ensure all its interventions
to be strictly gender responsive. The project will also ensure that due
consideration will be given to gender balance in identifying the secondary
and/or indirect beneficiaries of the project, e.g., PTA and community
members, teachers, head teachers, trainers, education officials, and CSO
representatives.
Description and sequence of activities4
(3 months after the start of project activities, when the situation is well assessed, a revised
results matrix and more detailed budget will be submitted to the Project Steering Committee
for endorsement and approval by the government of Pakistan)
1. Project launching meeting with provincial stakeholders
A meeting of all relevant stakeholders will be organized to formally launch
the project in the province and establish the provincial project monitoring
committee (PPMC). The work plan will be shared and relevant focal points
will be identified for carrying out the activities as per the plan.
2. Organization of the first PPMC meeting to agree on the M&E process
and template (the approach to collecting the baseline and setting targets
against each indicator will also be discussed and agreed upon).
3. Workshops of ECE teacher trainers to review early primary grade
curriculum and development of suitable training and TL materials
A provincial workshop will be organized jointly by UNESCO and the Provincial
Department of School Education for 20 ECE trainers to review the curriculum
and the UNESCO-promoted mobile phone based training module. Proposal
for improving the curriculum, particularly to reflect gender equality
perspective, will be developed. The mobile training package will be
updatedspecifically to appropriate it to be gender responsive. A detailed
plan of ECE training of trainers and the training guide will be finalized. The
20 trainers will be identified and selected using the criteria agreed by the
Provincial Department of School Education. The ToR of the trainers will be
developed jointly by UNESCO and the department.
4. Training of trainers on ECE and gender issues
A two-day training of trainers on ECE and gender issues will be organized at
the province level. There will be 20 trainers taking part in this training
programme. The ToT will be organized jointly by UNESCO and the Provincial
Department of School Education.
5. ECE teachers’ workshops on mobile phone based ECE training
4
In the event that it is necessary to undertake a needs assessment to complete project design and /or to be able to present a
detailed budget, use the following formula “(X) months after the start of project activities, when the situation is well assessed, a
revised log frame and more detailed budget will be submitted to the donor for approval”.

17
The 20 trainers will be organizing the two-day parallel workshops for 20 ECE
teachers each. The trainees will be followed up by their respective trainer
through the mobile phone based training module. A local implementing
partner will be selected to monitor the impact of training on classroom
practice and student learning.
6. Stakeholders’ meeting to devise the mechanism to initiate integrated
family support system in the communities and decide on criteria of
selecting the beneficiaries
7. Organization of head teachers’ meeting to discuss:
a. the establishment of regular monitoring and tracking system on
girls’ enrolment and transition to lower secondary;
b. the PTAs status, their availability, revitalization or formation,
agree on school level PTA formation, if needed, and the agenda
and organization of the next PTA meeting;
c. building alliance with religious and politico-religious parties;
d. formation of girls’ group/club;
e. integrating gender perspective in teaching learning;
f. potential of initiating digital library;
g. issues related to student learning outcome;
h. teacher training needs to promote gender equality and girls’
education;
i. issues related to SRGBV;
j. issues related to peace education and conflict management and
resolution in teaching and learning; and
k. issues related to guidance and counselling cell for girls in school
8. Selection of the implementation partners to (all the NFBE, non formal
middle level equivalency programme and community school will be
contracted to the Provincial Department of Literacy and NFBE):
a. organize PTA strengthening workshops;
b. organize parental awareness raising workshops;
c. build alliance with religious and politico-religious parties;
d. establishment of and support to girls’ groups/clubs and their
network at district/province level
e. implement NFBE bridging programmeand non formal lower
secondary education equivalency programme for out-of-school
or school dropout girls;
f. implement parental education and family literacy programme;
g. work with private sector to implement vocational and skills
training programme for adolescent girls;
h. organize gender training to build capacities of teachers;
i. assist schools to initiate and strengthen digital library facilities
j. pre-test, analyse and implement learning assessment tools
k. build capacities of teacher trainers and teachers for the
integration of gender responsive content and methods in TT
programmes, and the development of mobile phone based
teaching/learning resources;
l. review the content and delivery method of lower secondary
education curriculum to propose and implement more
diversified content and method thereby increasing relevance
and interest of adolescent girl learners;
m. deliver digital literacy and vocational skills training to girls

18
attending lower secondary schools;
n. organize gender-responsive training programmes for NFE
teachers;
o. review NFBE curriculum from the point of view of gender
sensitivity and develop supplementary materials to fill up any
observed gaps;
p. develop gender-responsive teaching/learning materials for
secondary equivalency NFE programmes;
q. develop advocacy materials and organize workshops for strong
legislative or legal support to and enforcement of the
implementation of Article 25-A;
r. organize training of educational officials to build capacity to
analyze the budgetary allocation issues and prepare a provincial
white paper proposing a more gender-responsive budgetary
allocation scheme for education;
s. organize workshops of education officials and civil society
representatives to review existing educational policies and
strategies and propose more gender-responsive policies and
strategies that would respond to the issues of SRGBV and
implementation of Article 25-A;
t. organize workshops for head teachers, teacher trainers and PTA
members to disseminate SRGBV related policies and strategies
and monitor the progress at the school level in terms of training
of teachers, registration and record on SRGBV, the actions taken
by the PTA;
u. develop and launch advocacy message through local media on
GBV
v. assist schools in improving sanitation, infrastructure and
transportation facilities;
w. develop curricular materials on peace education and conflict
management and resolution and organize training of teachers on
these; and
x. assist schools to establish guidance and counselling facilities for
girls.
9. Organization of quarterly meeting of the PPMC and consolidate
quarterly reports for submission to the NPCC and PSC
10. Organize the bi-yearly meeting of NPCC to review the progress
11. Organization of the PSC meeting for necessary strategic guidance and
approval.
2.2 Risk analysis and
mitigation
The level of risk to the successful implementation and delivery of results
within the specific duration of the project implementation phase of 2 years is
medium to low. The main risks anticipated are the sudden political changes
and instability in the province with the potential to hinder the timely
delivery of the project outputs. Although the political factor may be outside
the control of the project, given the strong commitment of the government
to the overall programme, other potential risk factors associated more
directly with the project's implementations are expected to be well
addressed and mitigated through the close cooperation and coordination
with the Ministry of Education, the Provincial Department of School
Education and that of Literacy and NFBE, and UNESCO.
2.3 Sustainability and exit The project implementation will be overseen by a locally formed provincial

19
strategy project monitoring committee (PPMC) consisting of members representing
the department of education, civil society and UNESCO. The PPMC is
accountable to the national programme coordination committee (NPCC) and
the project steering committee (PSC) at the federal and global levels
respectively. Overall the project is supported by the followingstructure
which is expected to ensure a strong provincial and national ownership of
the project and eventually be up scaled through the regular provincial
education budget.
• Programme Steering Committee
• Programme management mechanism at national level
• Project teams at provincial and federal area levels.
• Project team within UNESCO Islamabad
• Programme monitoring and evaluation mechanism
The province is a recipient of other donor funds (e.g. DFID, WB, EU) to
implement its education sector plan which will be well informed by the
project’s good practices. The project activities will complement the
implementation of the provincial education sector plan, particularly in
promoting girls’ education. There will be strategic recommendations on how
the project activities can be integrated in the education sector plan and
continued through other donor funds.
3. PROJECT MANAGEMENT AND IMPLEMENTATION
• Who will be carrying out the different project activities? (Outline the project implementation
and management arrangements including a clear description of the roles and responsibilities of
UNESCO and each of the partners).
The project activities will be jointly carried out by UNESCO and the provincial counterparts, but under the
overall management of UNESCO Islamabad. UNESCO HQ and Bangkok Office will provide technical and
administrative backstopping throughout the implementation phase. The Federal Ministry of Education and
Baluchistan Department of Education will be the main counterparts of UNESCO and will be responsible for
coordinating the plans and delivery of the project activities. UNESCO will enter into implementation
partnership agreement or service contracts with appropriate NGOs, training institutions and/or individual
consultants to deliver specific activities of the project.The Punjab Department of Literacy and Non Formal
Basic Education will be implementing NFBE, non-formal lower secondary equivalency programme and adult
literacy and CLC related activities by signing contracts with UNESCO. Since, this entails the envolvement of
the government body as an IP in a self-benefiting FIT programme, the derogation required to supersede
UNESCO rule will be sought from UNESCO HQs Contract Committee.
4. MONITORING, EVALUATION, LESSON LEARNING
4.1 How will the performance of the project be monitored and evaluated?56
5
Monitoring, reporting and evaluation processes and tools should be designed to capture information on activities,
outputs/deliverables and expected results. At the output/deliverable and expected results levels adequate provisions for data
collection should be made covering all performance indicators (with associated quantitative and/or qualitative targets), starting
with a baseline for each performance indicator. Information on key performance indicators should be collected periodically in order
to track progress towards project implementation, output/deliverable delivery and achievement of the expected results. Please
refer to a) the monitoring and reporting guidelines and b) the Guidance Note on Evaluation of 07.11.12

20
The implementation of the project will be overseen bytheprogramme steering
committee (PSC), national programme coordination committee (NPCC) and the
provincial programme monitoring committee (PPMC). The PPMC will ensure
quarterly review and monitoring of the progress against each of the indicators,
baselines and targets that are clearly defined in the results matrix, which will
be revised after the initial 3 months of project implementation. There will be
an independent evaluation of the project towards the end of its
implementation.
4.2 How will be the beneficiaries and other stakeholdersinvolved in
monitoring and evaluation?
The PPMC will be represented by the two provincial departmentsof education
(Literacy/NFE and school education), local religious leaders, schools from the
project site, girls’ club/network, PTAs, local civil society organizations and
UNESCO. The PPMC with support from UNESCO field coordinator prepares the
quarterly progress report by collecting the indicator specific data. The PPMC
will collect reports of each project activity, progress data collected and collated
by UNESCO, engage itself in direct interactions with the beneficiaries, schools,
institutions and relevant stakeholders to prepare case studies and stories of
good practices along with any challenges and issues facing the implementation.
There will be quarterly review meeting organized to share the progress, issues
and challenges and provide feedback to the implementing partners, training
institutions and/or consultants, all of which will lead to the development of
specific action points to address the issues and challenges.
5. VISIBILITY
5.1 The communication and media strategy of the project will guide the project’s
visibility initiatives. Fundamentally, the project will ensure a systematic
documentation of the implementation process and the progress made through
print and electronic media. Every important activity and action will be captured
in photographs and video clips, which will feed footage to video documentaries
of the project andpromote the visibility of the project.The progress reports and
key project events accompanied by success stories and/or case studies
captured in prints, photographs or electronic media will be made available for
public consumption through UNESCO’s website and through local media. All
publications and documents produced during the project implementation will
also bear the logos of the government and UNESCO as a way to highlight the
joint initiative/collaboration.
6
If appropriate, indicate the specific reporting requirements established by the donor and consistent with the provisions in the
funding agreement.

21
Annex A: Budget (by UNESCO Budget Line)
Category of expenses Year 1 Year 2 Total
10 - Personnel costs, consultants and missions 57898 37508 95406
International & National Staff 30170 2730 32900
Temporary Staff 15000 15000 30000
10' - Staff Mission Costs 5128 5128 10256
11 - Consultants 3850 10900 14750
National Professionals 1250 1250 2500
Delegates & External Individuals Missions 1250 1250 2500
11 - Other Contracts 1250 1250 2500
20 - Contracted Services 277750 277750 555500
Contracted Research 2500 2500 5000
Contracted seminars and meetings 2000 2000 4000
Contracted document production 1250 1250 2500
Subcontracts 135000 135000 270000
Implementation Partners Agreements (IPAs) 135000 135000 270000
Security costs 2000 2000 4000
30 - External Training and Grants 3750 3750 7500
Grants and Fellowships 1875 1875 3750
External Training and Seminars 1875 1875 3750
40 - Equipment and Maintenance 9102 8698 17800
Equipment 2250 2250 4500
Leases 4276 4024 8300
Maintenance & Repairs 2576 2424 5000
50 - Other Expenses 18691 17809 36500
Publications 1250 1250 2500
UN Joint activities (security costs) 4585 4315 8900
Conferences & Meetings 1250 1250 2500
Programme activities 1250 1250 2500
Communications 2112 1988 4100
Utilities 1443 1357 2800
Other supplies 6492 6108 12600
Finance Costs 309 291 600
SubTotal - direct costs 367191 345515 712706
80 - Support costs 33047 31096 64144
TOTAL 400238 376611 776850

22
Annex B: Rapid appraisal of the field context (Muzaffargarh)
UNESCO - Mission Report
26-29 November 2014
1. Name of staff member: RoshanChitrakar, Consultant, UNESCO
Sameer LuqmanQureshi, Project Manager, UNESCO
2. Programme / project: 944PAK1000“The Malala Funds-in-Trust programme “support to
national capacity building to realize girls’ right to education in
Pakistan.”
3. Purpose of mission: The overall purpose of the mission is to collected field based
information, issues, problems and challenges pertaining to girls’
education in order to inform the development of the Malala FIT
project document for Punjab province. More specifically the purpose
of the mission is to: carry out a rapid assessment of the field context
around the potential project sites exploring issues and problems
pertaining to girls’ education in communities of Tehsil Jatoi, district
Muzaffargarh, Punjab; discuss and share ideas and experiences with
stakeholders representing the local government, CSOs and
community members: visit communities in 1 or 2 Union Councils and
discuss among Government counterparts, CSO’s and community
members on issues and problems related to girls’ education and select
one UC as the potential project area.
4. Location(s): Village Mohana in UC Bair Band, village BastiLashari in UC
KotlaGamoon. Both UCs are located in Tehsil Jatoi of District
Muzaffargarh. Village Chadoratta and village KanoraBastiDhoopSerri,
of UC Hamid PurTehsil and District Multan.
5. Persons/Institutions met:
• Mr.Sajjad Ahmad Saquib, Project Director, Literacy and Non
Formal Basic Education Department, Government of Punjab
• Mr.MukhtarHussain, Acting In-charge (a.i.) for Executive District
Officer (EDO) and District Officer Elementary Education (Male),
Muzaffargarh,
• Mr.AqeedatHussainSoomro, District Officer Secondary and
Higher Secondary Education Muzaffargarh
• Ms.OmeKalsoomSeyal, Executive Director, Social Youth Council
of Patriots (SYCOPT), Muzaffargarh
• Mr.KhurramShahzad, General Secretary, Alfalah Welfare
Organization

23
6. Results achieved
UNESCO team along with the accompanying SYCOPT Programme Manager appraised
Mr.MukhtarHussain, the District Officer Education and the EDO (a.i.) and
Mr.AqeedatHussainSoomro, District Officer Secondary and Higher Secondary Education, about
the Malala FIT programme and obtained the concurrence of the EDO’s office on the selection
of Tehsil Jatoi where needy communities in one or two Union Councils would be identified for
the implementation of the programme. Discussion with the officials also touched upon key
education and gender issues in the district, UNESCO’s global best practices and its comparative
advantage along with possible interventions under Malala FIT programme. The EDO (a.i.)
assured the District Education Office’s full cooperation and support for a successful
implementation of this important project.
Successive discussions among the UNESCO team, the government representative and the local
CSO representatives followed by a collective field visit to some villages, locally running
community schools and discussions with teachers, local leaders, representatives of CBOs, and
men’s and women’s groups led to the identification of one of the most deprived Union Councils
as a potential project site to implement the programme in the province. The mission had also
been successful in collecting key issues and problems barring girls from going to formal or non
formal school and from continuing education for those who once attended formal or non formal
school. The issues identified pertained not only to education sector but were of multi-sector in
nature that demanded a holistic approach to programmatic intervention in order to effectively
promote girls’ education in the communities of the proposed UC.
Meeting with district education officials in Muzaffargarh
a. UNESCO team, together SYCOPT Programme Manager, briefed the District
Muzaffargarh Education department about the Pakistan Malala FIT Programme, its
inception phase and the purpose of the field visit. They were also appraised about the
consultation process that took place between UNESCO team and the Department of
School Education and that of Literacy and NFE for the past several weeks, which led to
the ranking of all the Punjab districts based on some key education indicators and
selecting Muzaffargarh as the project district. Similarly the four Tehsils of Muzaffargarh
district were further ranked to select Tehsil Jotai in order to carry out a rapid assessment
of the socio-political context in some communities focusing particularly on girls’
education and decide on a most needy Union Council to implement the Malala FIT
programme. The officers appreciated the process and criteria followed.
b. During the discussion some locally faced issues of girls’ education were also shared by
the district officials which included rampant poverty and girls’ requirement to support
family livelihoods, early marriage, lack of awareness among parents, and lack of
availability of female teachers and that of schools, particularly middle and high schools,
within an accessible distance for girls.
c. The district education officials informed that increasing girls’ enrollment in school had
been the priority for the Government of Punjab, but at the same time the government
faces with the issues of poverty, opportunity costs, early marriage, lack of middle and
secondary schools within accessible distance for girls, retaining the enrolled girls in the
school, unemployment, etc. They claimed that the government was serious to address
most of these issues. For example the government provided a quarterly stipend of Rs.

24
600 to each girl who continued education in secondary school after completing 5th
grade.
d. Similarly girls studying in grades 6 to 10 also received a monthly amount of Rs. 200 for
stationery. However, despite such serious efforts the district administration continued to
face with the challenge of improving girls’ enrollment in primary and secondary schools
and retaining enrolled girls in the school. Clearly there was a need to complement the
supply oriented efforts of the government with interventions to strengthen the demand
side.
e. During the meeting it was discussed that while it was important for the government to
continue its scheme of providing cash incentives to girls, the issues of girls education
must also be complemented with more innovative means of supplies such as
opportunities of flexible learning through non formal means not only at the level of
primary education but also middle and secondary education. It was felt important that
girls should be allowed to learn during the time and in the space they found it
convenient. Learning opportunities for girls should not be limited within the four walls
of the school. There should be policy support for the provision of learning resources
and incentives to girls who were learning on their own or through an open learning mode
and to allow them to register to take the board examinations at 5th
, 8th
and 10th
grade
levels as and when they felt they were ready.
f. On the concern for demand side strengthening, it was discussed that the government
should encourage community participation in and ownership of not only all educational
interventions but also the efforts to analyze and set targets to resolve educational issues
such as those related to OOSC and community awareness. Community mobilization and
initiatives need to be supported through strengthening CLCs, PTAs/SMCs and through
the formation and mobilization of girls’ club with an effective coordination with civil
society, media, local CBOs and NGOs.
Rapid Appraisal Mission to Communities
UNESCO team with the presence of Mr.Sajjad Ahmad Saquib of Punjab Department of Literacy
and NFE, and Mr.RanaJangshir, a locally based development worker, had a meeting with the
representatives of the two of the local NGOs—SYCOPT and Alfalah Welfare Organization
(AWO). The meeting dwelt on the NGOs’ experiences working in the communities
implementing current and previous projects, the issues and challenged faced and important
lessons learned. The failure to sustain good projects of NFBE surfaced prominently. For
example the NFBE centers established in villages of Jatoi Tehsil, which were quite successful to
enroll many OOSC, had fizzled out after the project ceased to exist precisely due to the absence
of viable exit strategies and weak policy advocacy. The NGOs’ experiences offered good lessons
that would potentially inform the implementation of the Malala FIT programme in the local
communities.
The NGO representatives shared the information about the general field context of
communities in Jotai Tehsil and proposed some areas to be covered by the current UNESCO
and Literacy Department’s joint mission. It was explained that Tehsil Jatoi had 16 Union
Councils and in view of the security situation and accessibility of UNESCO staff members for
rigorous monitoring, five Union Councils (BindaIshaq, Shehar Sultan, Bair Band, KotlaGamoon
and Vanis) were proposed for consideration. However, upon further deliberation it was revealed

that Bair Bund and KotlaGamoon are far behind in socio economic indicators than others.
These two UCs are approachable particularly for the purpose of monitoring and evaluation and
pose no security threat. The representative of the AWO facilitated the fie
Mohana and village BastiLashari of these UCs.
Visit to Muktab Primary School, Village Mohana of Union Council Bair Band
a. Maktab Primary School of Mohana village by its very name was once one of several
Muktab or Mosque schools established and managed by the Mosque caretaker, known as
Molvi, to teach children religious education equivalent to grades 1 t
was the case in this particular school. The school now operated as a normal primary
school (grades 1-5) but still lacked regular government school status depriving it of the
recurrent state funding for its operation. It is under the
of course compelling him to run multi
b. For the period of three and a half years until 2013 the school was picked up by SYCOPT
as a Save the Children funded CHHAON project school to i
(Basic Education Community School) model. The project initiated second shift classes
in the school for the out of school girls of the village. Two female teachers Ms.Fozia and
Ms.Shafqat Zahra with training support and supervision o
adjoining village. The local community overwhelmingly supported the project and
acknowledged the educational benefit it brought to the out of school girls. The project
was claimed to be successful to attract many OOSC (girls). Bu
the second shift. There was no record as to what went on with the girls attending the
school during the project period.
c. Apparently, the importance of putting in place a clearly defined exit strategy and
sustaining the good initiative of the project through public policy support were
completely ignored while designing and implementing the CHHAON project. The local
people gathered during the visit of the field mission confirmed that the people in the
village had lost interest on
Figure 1.Maktab Primary School, Mohana
pose no security threat. The representative of the AWO facilitated the field visits to Village
Mohana and village BastiLashari of these UCs.
Maktab Primary School of Mohana village by its very name was once one of several
Molvi, to teach children religious education equivalent to grades 1 to 3, which no longer
5) but still lacked regular government school status depriving it of the
recurrent state funding for its operation. It is under the care of only one male teacher
of course compelling him to run multi-grade teaching without much skill to do so.
For the period of three and a half years until 2013 the school was picked up by SYCOPT
as a Save the Children funded CHHAON project school to implement NFBE of BECS
Ms.Shafqat Zahra with training support and supervision of SYCOPT were hired from
was claimed to be successful to attract many OOSC (girls). But the school no longer ran
school during the project period.
Apparently, the importance of putting in place a clearly defined exit strategy and
tiative of the project through public policy support were
village had lost interest on the school as they did not find much use sending their
Village, Bair Band UC
©UNESCOIslamabadRoshanChitrakar
ld visits to Village
Maktab Primary School of Mohana village by its very name was once one of several
o 3, which no longer
5) but still lacked regular government school status depriving it of the
care of only one male teacher—
grade teaching without much skill to do so.
For the period of three and a half years until 2013 the school was picked up by SYCOPT
mplement NFBE of BECS
f SYCOPT were hired from
t the school no longer ran
Apparently, the importance of putting in place a clearly defined exit strategy and
tiative of the project through public policy support were
the school as they did not find much use sending their

children, especially girls, to the school until the
availability of good teacher was ensured.
d. From what was observed and heard during the visit, one would gather that the school
was nothing more than an ad
substandard primary education. The basic educational need of the entire village was thus
badly neglected.
e. The school had a catchment of 300 households in Mohana village. Even with a
conservative average estimate of only one primary school age child per household, the
school was expected to have a capacity of enrolling at least 300 children. But the 2
school had an enrollment record of only 82 students
were present on the day the mission visited the school. Clearly the village h
children who were out of school, while less than a third of those enrolled seemed to be
regular in attending the school.
f. The only teacher deputed
to the school said that
children did not come to
the school owing to the on
going season of labor
migration to Karachi,
seasonal labor work in local
landlords’ farm to pick and
harvest cotton (particularly
by girls) and parents’ lack
of interest in the school.
Language was another
barrier because Seraiki was
the mother tongue of all the
children while the textbooks were in Urdu.
Figure 2. Meeting with local resident in the premise of Maktab Primary School
children, especially girls, to the school until the teaching learning condition and
availability of good teacher was ensured.
From what was observed and heard during the visit, one would gather that the school
was nothing more than an ad-hoc arrangement for poor children to acquire a rather
ary education. The basic educational need of the entire village was thus
The school had a catchment of 300 households in Mohana village. Even with a
hool was expected to have a capacity of enrolling at least 300 children. But the 2
school had an enrollment record of only 82 students (23 girls) of which mere
were present on the day the mission visited the school. Clearly the village h
regular in attending the school.
The only teacher deputed
the school owing to the on-
seasonal labor work in local
landlords’ farm to pick and
harvest cotton (particularly
ck
barrier because Seraiki was
the mother tongue of all the
children while the textbooks were in Urdu.
. Meeting with local resident in the premise of Maktab Primary School
Figure 3. The teacher and students in Maktab Primary
eaching learning condition and
From what was observed and heard during the visit, one would gather that the school
hoc arrangement for poor children to acquire a rather
ary education. The basic educational need of the entire village was thus
The school had a catchment of 300 households in Mohana village. Even with a
hool was expected to have a capacity of enrolling at least 300 children. But the 2-room
) of which mere 25 (5 girls)
were present on the day the mission visited the school. Clearly the village had many

27
g. Contrary to the constitutional provision of right of every child to free and compulsory
education, primary education was not totally free (nor compulsory) in this school. Each
student was required to make a mandatory contribution of Rs 20 per month to the
Faroog-e-Taleem fund established centrally but managed locally at the district
department of education. The share of deposits made by each school would be re-paid
to the school to carry out development work at its premise. But there was no evidence
that the school had benefited from any such fund.
h. Mr.Qutub Ali, a member of the School Management Committee running a shop in front
of the school, acknowledged the rampant presence of OOSC in the village. Of his own 8
kids only one son was going to school. He said children were required to work in farms
as agriculture laborers—poverty kept them away from school. In the gathering he
listened quietly to the local landlord Malik Abdul Majeed making a comment that putting
local youths through skills training would be a waste of time as they needed to help their
parents in their work. Qutub Ali did not publicly disagreed with the landlord, but later
told one of the visiting UNESCO staff that the landlord would definitely not want
youths to be skilled obviously because he did not want to see the shortage of cheap labor
to work in his farm land. Qutab Ali also reported that the people in the village suffered
from water borne diseases because of the poor quality of water they were fetching from
under the ground, the water-table of which was ever decreasing. The village also
suffered badly from the devastating floods of 2010.
Visit to Village BastiLashari of Union Council KotlaGamoon
a. It took about half an hour drive to reach BastiLashri from village Mohana. Mr.Mian
Khalid from the community informed that the population of UC KoltaGamoon was
around 34,000. Average household size was 8 implying the presence of at least 4000
household in the UC. There were 200 villages in the UC. More than 40% of the people
rely on agriculture while 60% depend on the earning from selling labor. Early marriage of
girls and child labor were very common in the village. The locals estimated that on an
average 3 girls from each house remain out of school. There could be at least 12,000
school age girls out of school in the entire UC.
b. Local people of village BastiLashari were pre-informed for a meeting with the visitors
from UNESCO, Department of Literacy Lahore and SYCOPT. There were some 20
men gathered outside the boundary wall and about the same number of women gathered
inside the boundary wall of what once was a one-room community school for local out-
of-school girls running under same project Chhaon also implemented by SYCOPT—
unfortunately this school too had the same history and story as that of MuktabPrimay
School. The room was made available by the owner of the house, who was not happy to
see the closure of the school but very much willing to let the room used again for
teaching girls.
c. The visitors had separate discussion sessions with the men’s and women’s groups for
about an hour and half. In order to quickly assess the extent of out-of-school girls in
BastiLashari, 4 men present in the group discussion with men were asked how many
children—boys and girls—each of them had and who/how many of them were going to
school. The first man said that he had 6 kids (1 girl) and only one boy was going to
school. In the case of the rest of the men too the same pattern prevailed—7 kids (4 girls)
with 1 boy in school; 4 kids (1 girl) no one in school; 9 kids (6 girls) one boy in school. If

projecting this pattern for whole village would be c
that 7 among 8 children are out of school in the village with a very slim chance for a girl
to be in the school. Of the 12 girls mentioned none was going to school. Among the
women (most of them were teenaged or at e
d. Distance to school, poverty, early marriage, corporal punishment (particular for not
wearing uniform leading to dropout), lack of interest among parents and opportunity
cost were the key reasons for many children and most
school or dropout in the middle or not transitioning to middle or secondary school after
completing primary. The nearest primary school, let alone middle and secondary, was
more than 2 kilometer away. The villagers were no
school if they had to walk long distance. They did not see it worthwhile to sacrifice the
income their daughters brought by working in the farmland picking cotton as they could
not see any concrete and immediate benefi
The women said that they would need support of their daughters to sustain their
livelihoods as they earned Rs. 500 per day by picking cotton.
e. It would be injustice to blame the locals for their indifferent outlook towards girls’
schooling. Even by knowing that return of education was farfetched they were prepared
to invest in the education of their daughters, but not without adequate family inc
sustain the livelihoods. Gul Nawaz, the father of 6 young children who also made
available the room for the community school, said that he needed support either to raise
cattle or to start rickshaw driving so that he could earn enough to spare his k
school. Provision of vocational skills training for youths was expressed as a preferred
complementary intervention by the participants of the group discussions to motivate
OOSC and youths to enroll in formal and non formal education programme
f. Because of the poverty, the villagers could not afford nor did they prefer enrolling their
children to the locally available private school
CHHAON project and the community school it started but regretted to see it c
along with the project. They would want the school to be revived. A lady participant
volunteered to take initiative to re
during the CHHAON time but wanted the commitment that the community school
would be re-opened. Otherwise, she said, keeping girls at home would be social as well
as economic burden for the parents prompting them to marry
young age so that the burden would be transferred to the husband. Sustained
opportunity for girls to continue education with support and mobilization of women’s
group would certainly prevent girls early marriage in the community. Gul Nawaz said
Figure 4.Shamo Mai, a local resident
“There is so much at stake. What does it matter even
when education is free? Sending girls to school also
means buying uniform and providing them with day time
food. It does not stop there. I would have to take the
extra burden of washing their uniform, polishing shoes,
providing them food on time, tidy them up for school
if I don’t have any other thing to do,” Shamo Mai.
projecting this pattern for whole village would be close to accurate, it could be inferred
women (most of them were teenaged or at early 20s) attending the meeting
Distance to school, poverty, early marriage, corporal punishment (particular for not
cost were the key reasons for many children and most of the girls to remain out of
more than 2 kilometer away. The villagers were not willing to send their daughters to
not see any concrete and immediate benefit of their schooling far away from the village.
livelihoods as they earned Rs. 500 per day by picking cotton.
It would be injustice to blame the locals for their indifferent outlook towards girls’
to invest in the education of their daughters, but not without adequate family inc
cattle or to start rickshaw driving so that he could earn enough to spare his k
OOSC and youths to enroll in formal and non formal education programme
Because of the poverty, the villagers could not afford nor did they prefer enrolling their
children to the locally available private school which is 1 KM away. They valued the
CHHAON project and the community school it started but regretted to see it c
volunteered to take initiative to re-instate the women’s group which they had formed
opened. Otherwise, she said, keeping girls at home would be social as well
as economic burden for the parents prompting them to marry-off the daughter at a
r girls to continue education with support and mobilization of women’s
.Shamo Mai, a local resident
“There is so much at stake. What does it matter even
when education is free? Sending girls to school also
means buying uniform and providing them with day time
have to take the
, polishing shoes,
providing them food on time, tidy them up for school—as
lose to accurate, it could be inferred
arly 20s) attending the meeting
Distance to school, poverty, early marriage, corporal punishment (particular for not
of the girls to remain out of
t willing to send their daughters to
t of their schooling far away from the village.
It would be injustice to blame the locals for their indifferent outlook towards girls’
to invest in the education of their daughters, but not without adequate family income to
cattle or to start rickshaw driving so that he could earn enough to spare his kids to go to
OOSC and youths to enroll in formal and non formal education programmes.
Because of the poverty, the villagers could not afford nor did they prefer enrolling their
KM away. They valued the
CHHAON project and the community school it started but regretted to see it closed
instate the women’s group which they had formed
opened. Otherwise, she said, keeping girls at home would be social as well
off the daughter at a
r girls to continue education with support and mobilization of women’s

that he would be happy to provide the same room where CHHAON classes were
running to revive the commu
g. It could be concluded from the meetings with the men’s and women’s group that the
community was committed to promoting girls’ education complemented by skills training
programmes but were facing acute lack of accessible and sustained gov
and necessary social safety net to compensate the opportunity cost of educating girls.
CHHAON had been an effective initiative but the discussion and analysis revealed it to
be a viable but missed opportunity which could have worked out the
to ensure the continuation of the community school through regular government
programme.
Visit to Non Formal Basic Education (NFBE) Center and Community School in Multan
Owing to the prevalence of the highest number of out
provinces of Pakistan, the Department of Literacy and Non Formal Education of Punjab has
taken several initiatives to reduce the number of out
province. It has both established and exp
functional literacy programmes reaching out to the most vulnerable and excluded children and
adults. The process of the development of a girls’ education project under the Malala FIT was
viewed as an opportunity to add a more effective and innovative dimension to the Department’s
on-going initiatives. In this context, the mission paid visits to some communities to observe
such initiatives and discuss with local people to have a sense of the impact made and issues
faced. The purpose was to see the potential for the Malala FIT project to build on to what had
been already taking place.
Visit to Non Formal Basic Education (NFBE) Center at village Chadoratta
In order to assess the educational context and issues of excluded girls belonging to families of
brick kiln workers the mission visited the NFBE center at Chadoratta village of Hamid Pur UC
Multan district which was established by Punjab Literacy Departmen
Figure 5.Zaiwar Mai (woman in blue) wants to see the community school©UNESCOIslamabadRoshanChitrakar
running to revive the community school and women’s group activities.
It could be concluded from the meetings with the men’s and women’s group that the
programmes but were facing acute lack of accessible and sustained government support
be a viable but missed opportunity which could have worked out the strategy and plans
Owing to the prevalence of the highest number of out-of-school children among all the
taken several initiatives to reduce the number of out-of-school children and illiterate adults in the
province. It has both established and expanded NFBE centers, community schools and
o add a more effective and innovative dimension to the Department’s
going initiatives. In this context, the mission paid visits to some communities to observe
Visit to Non Formal Basic Education (NFBE) Center at village Chadoratta
Multan district which was established by Punjab Literacy Department under Punjab Work Place
an in blue) wants to see the community school to resume and GulNawaz(right) offers the space
It could be concluded from the meetings with the men’s and women’s group that the
ernment support
strategy and plans
children among all the
school children and illiterate adults in the
anded NFBE centers, community schools and
o add a more effective and innovative dimension to the Department’s
going initiatives. In this context, the mission paid visits to some communities to observe
t under Punjab Work Place
offers the space.

Literacy Project. Project Director Mr.Sajjad Ahmed Saquib had specifically instructed the
Department’s local staff to arrange this visit.
a. The centre was running for the past 5 years to provide non
services to the children the brick kilns being operated in the village. There was an
enrollment of 70 children while more than 3 hundred such children were still out of
school. The turnout on the day of the mission’s visit was good
The one-room building standing in a small compound was a contribution of a local
villager Mr.Rana Muhammad Wazir. A dedicated female teacher engaged in multi grade
teacher switching between the children in
project, who apparently was doing her best to attract as many out of school children to
this school as possible. The number had already reached beyond the capacity for a single
teacher and a single room school to handle. There was a need to appoint at least one
other teacher to share the burden.
b. This year 7 students of this school appeared
in the grade 5th
(primary education) board examination of which 5 students were
successful. The number of children taking the examination and passing primary level was
expected to increase in the years to come as more children were attending in lower
grades. A total of 15 students would appear the examination next year. The teacher was
not sure if any of those who completed 5
Figure 6. NFBE Center students at Chadoratta
©UNESCOIslamabadRoshanChitrakar©UNESCOIslamabadRoshanChitrakar©UNESCOIslamabadRoshanChitrakar
Department’s local staff to arrange this visit.
The centre was running for the past 5 years to provide non-formal primary education
ces to the children the brick kilns being operated in the village. There was an
school. The turnout on the day of the mission’s visit was good—69 kids were present.
room building standing in a small compound was a contribution of a local
teacher switching between the children in-door and out-doors was employed by the
arently was doing her best to attract as many out of school children to
acher to share the burden.
This year 7 students of this school appeared
students would appear the examination next year. The teacher was
not sure if any of those who completed 5th
grade here would be going to middle school
. NFBE Center students at Chadoratta village sitting in and outside the only room while the teacher moves in-between attending the children
formal primary education
ces to the children the brick kilns being operated in the village. There was an
69 kids were present.
room building standing in a small compound was a contribution of a local
doors was employed by the
arently was doing her best to attract as many out of school children to
students would appear the examination next year. The teacher was
grade here would be going to middle school
between attending the children

as the one in a nearest distance was 3
particular, it would be impossible to travel such a distance.
c. The mission team met a group of labors
the members of the Village Education Committee. All of them valued educating their
children but the work in the brick kiln as the only livelihood option compelled them to
make the hard choice of not sending
temporary nature of their work requiring them to move from place to place. One laborer
said that he had no idea about the education and faith of his two sons. He said “I just
came here 3 months ago and don’t k
for long. I keep on switching cities in search of good wages and my family accompany
me. I cannot think of sending my sons to school. They too will end up working like I.”
d. Mr.Sajjad Ahmed Saquib (PD, Li
accompanying the mission team to the NFBE centre were of the view that the children
of these migrating laborers needed to be reached out with better and wider NFBE
programmes which could be the only via
them from being out-of-school. It was felt necessary for the Malala FIT project to
include an aspect of experimenting and exploring how the NFBE approach to addressing
the key educational issues such as access
could be improved, better designed and scaled up.
Visit to Non Formal basic Education Center at village KanoraBastiDhoopSerri. Multan
a. This NFBE center was running sinc
Punjab Accelerated Functional Literacy Project. A formal Girls
Primary School was 5 kilometer away from here. The current
enrollment was 84 of which 81 students were present during the visit.
The Village Education Council
had provided his house for the school.
b. It was clear from the overall condition and performance of the
children that the home-based non
school age girls from the community to come together and engage in the learning
process. The girls performed confidently in front of the visitors.
Figure 8. Students led by the young girl at the home
as the one in a nearest distance was 3-4 kilometer away from the village. For girls, in
ould be impossible to travel such a distance.
The mission team met a group of labors working in the brick kiln some of who were also
make the hard choice of not sending their children to school mainly because of the
came here 3 months ago and don’t know whether I will continue working here in Multan
Mr.Sajjad Ahmed Saquib (PD, Literacy and NFE Department) and his project colleagues
programmes which could be the only viable, practical and flexible option to prevent
school. It was felt necessary for the Malala FIT project to
the key educational issues such as access, quality, equivalency and institutionalization
could be improved, better designed and scaled up.
This NFBE center was running since 2010 for girls only under the
Punjab Accelerated Functional Literacy Project. A formal Girls
Primary School was 5 kilometer away from here. The current
enrollment was 84 of which 81 students were present during the visit.
The Village Education Council Chair Mr. Haji Muhammad Shabbir
had provided his house for the school.
It was clear from the overall condition and performance of the
based non-formal primary school was helping the
om the community to come together and engage in the learning
process. The girls performed confidently in front of the visitors. The only teacher
Students led by the young girl at the home-based community primary school singing for the visitors
Figure
Haji Md. Shabbir
©UNESCOIslamabadRoshanChitrakar©UNESCOIslamabadRoshanChitrakar
4 kilometer away from the village. For girls, in
working in the brick kiln some of who were also
their children to school mainly because of the
now whether I will continue working here in Multan
teracy and NFE Department) and his project colleagues
ble, practical and flexible option to prevent
school. It was felt necessary for the Malala FIT project to
, quality, equivalency and institutionalization
om the community to come together and engage in the learning
The only teacher
Figure 7. VEC Chair
Haji Md. Shabbir

Final consultancy report to upload to Linkedin

Final consultancy report to upload to Linkedin

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Final consultancy report to upload to Linkedin

Similar to Final consultancy report to upload to Linkedin (20)

More from Roshan Chitrakar

More from Roshan Chitrakar (14)

Final consultancy report to upload to Linkedin