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Thardeep Rural Development Program (TRDP)
District Jamshoro
Summer Internship Report
2015
Internee
Irfan Hussain Shaikh
Sindh Development Studies Center, University of Sindh Jamshoro
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Key Abbreviation
NRSP National Rural Support Program
RSPN Rural Support Program Network
RSP Rural Support Program
TRDP Thardeep Rural Development Program
SDSC Sindh Development Studies Center
RDS Rural Development Studies
LSO Local Support Organization
VDO Village Development Organization
CO Community Organization
GPBS Government Primary Boys School
SMC School Management Committee
CRP Community Resource Person
SPM Senior Project Manager
PO Program Office
DECO District Education Campaign Officer
M&E Monitoring and Evaluation
MIS Management Information System
ECO Education Campaign Officer
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Table of Content
Cover page
Key Abbreviations
Background______________________________________________________4
About TRDP______________________________________________________4
About Alif Ailaan__________________________________________________5
Activities during Summer Internship
Weakly Meeting with Project Staff__________________________________________5
Preparation of work plan_________________________________________________5
Preparing quarterly report________________________________________________5
Preparation of project success stories_______________________________________6
Preparation of tabulation and graphical representation of enrollment outcome______6
Preparation of completion report__________________________________________6
Preparation of PPT presentation for internal annual review______________________6
Preparation of flood situation report district Jamshoro and Dadu_________________6
Key Achievement__________________________________________________7
Lesson learned____________________________________________________7
Annexure
Minutes of meeting_____________________________________________________8
Tentative work plan_____________________________________________________10
Fourth quarterly report__________________________________________________11
Success stories_________________________________________________________22
Project completion report________________________________________________26
Flood situation Report___________________________________________________64
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Background
As an undergraduate of Rural Development Studies, University of Sindh it is fundamental for every
student that during graduation he must engage himself in practical works. He must have to learn
practical knowledge. Which is as important as theoretical knowledge. In fact, there is a cause and effect
relation between theory and practice, skill and employment. Theoretical knowledge reinforce by
practical works and practical works requires strong theoretical base. Skill comes not only from theories
but with the applications of these learned theories. Employment can be achieved by skill and the skills
comes from employment.
After the examination of BS. Part 3 Rural Development Studies students acquire internship letter which
is a requesting letter from the academic institute to issue student the internship, with this and other
personal and academic document I went to TRDP Head Office which is situated in District Tharparkar in
Mithi city and meet with Senior Program Officer Human Resource, Zaheer-uddin babar Junejo. I submit
my documents and give 15 mints interview. During this interview he asked about my academic learning,
skills, area of interest, and passion towards the profession. After this interview TRDP head office email
to all the District Program Officer recommend me in Monitoring and Evaluation, Human Recourse, and
Disaster Risk Management. Later Senior Program Officer Nasreen Khan permit me the internship and
cell me at district Jamshoro office. The summer internship period starts from 15 Jun 2015 and ends on
15 Aug 2015.
This report is intended to share the experience and learning outcome during summer internship in TRDP
District Jamshoro which is a non-profit organization working in four district of Sindh. After the end of
internship it is a pre-requisite to prepare a report and submit it to the organization and to the academic
institute so the concern person may assess the activities, output and outcome of the internship to the
interne.
About TRDP
Thardeep Rural Development Programme (TRDP) is a non-profit organization, registered under the
societies Act, 1860 working in the rural areas of Tharparkar, Umerkot, Dadu and Jamshoro districts of
Sindh, Pakistan. The outreach of TRDP are four districts, 16 tehsils/Taluka, 113 UCs and total No of 4,520
villages with population dueling in around 298,400. TRDP operational objectives includes social
mobilization, poverty reduction, social sector development Enlarging the choices of marginalized
people, focusing on women and working children and to achieve greater impact on reducing
poverty by working with all stakeholders, social projection and disaster Preparedness and
management. For the purpose, Thardeep organizes the local communities and develops their
managerial and technical capacity. It also facilitates them in the process of income generation through
provision of credit. Besides, Thardeep also extends services in the areas of natural resource
management, Social protection, primary health care, education and water. The working strategy of
organization is based on the continuous process of research on social issues relevant with and related to
community development.
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About Alif Ailaan
Alif Ailaan is a campaign for education reform in Pakistan. It work with parents, politicians and
education providers to bring about meaningful and lasting change in Pakistan’s system of education,
Launched in February 2013, Alif Ailaan is a campaign that seeks to put education at the front and
centre of public discourse in Pakistan. Its goal is to get every Pakistani girl and boy into school, keep
them learning and ensure that they receive a quality education. The campaign is run by a small team
of media and strategic communications specialists with experience from across the world. It is
funded by the UK Department for International Development.
The project Alif Ailaan aim to mobilize rural communities to demand their right to education as stated in
Article 25-A. RSP-TRDP Jamshoro implement the project in Union Council Kotri, Manjhand, Thana Bhula
Khan and Sehwan in total no. of 8 UCs, namely AB Shroro, Manjhand, Manzoorabad, Amri, Bubak,
Jhangara and Sehwan, the outreach of the project covers the total population of around 147404, dueling
in around 24584 household, inhabited in total 553 villages. TRDP with the use of community institutions
i.e. 390 Cos, 209 VOs, 8 LSOs and by training 80 CRPs implement the project in District Jamshoro, Sindh.
Activities during Summer Internship
The bellow stated activities were performed during the internship.
Weakly Meeting with Project Staff
During internship the weekly meetings were called by Senior Program Officer, all the key staff member
were engage in the meeting. The purpose of this meeting was to review the progress of ongoing
activities, or completion of activities, and to prepare the work plan for future activities. During the
meeting, I have to note key points discussed in the meeting, and have to submit the minutes of the
meeting to the program officer. (Annex A. Minutes of Meeting)
Preparation of work plan
One tentative work plan have been develop during the same weakly meetings, with project staff we
plan for future activities, program officer assign tasks to project staff as per the nature and complicity of
activity and on the bases of staff capabilities and capacities. For each activity time and day was purpose
to accomplish the activity with the conscience of project staff. (Annex B. Work Plan)
Preparing quarterly report
I had prepared one quarterly report, which TRDP Jamshoro submit to the RSPN. This report was based
on the progress made by the TRDP during three months. Which is used to assess the progress towards
the activity level objective and its relative output or effect on the intended or unintended participants.
This report was also named as the progress report it was comprising of all the key activities along with
success story, if any during the quarter. (Annex C. Quarterly report)
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Preparation of project success stories
Success stories of project participants is a good mean of assessing the project deliverance and outcome,
I had prepared two success stories, namely “My dream has comes true” which was based on the story of
villager Iqbal Khoso who participate in the project. By his effort education department allocate the land,
and permit the construction of new school building in village Iqbal khoso, UC Manjhand, District
Jamshoro. The second success story is of village Babbar, UC Jhangara, District Jamshoro, the story was
based on the villagers, and with the support of school management committee (SMC) project staff and
Local Support Organization they stop the ghoust teacher salary and restrict him to regularly attend the
classes. (Annex C. Two Success Stories)
Preparation of tabulation and graphical representation of enrollment outcome
After the completion of project, program manager assign me the task to prepare tables and graphs of
enrollment outcome of each eight UCs and a summary report titled “ Tabulation and Graphical
Representation of enrollment outcome” the data was gather from MIS officer whose responsibility was
to validate the data gathered by the M & E officer. The purpose of this report was to summarize the
information in a meaningful way so the intended person may easily understand the characteristics of the
data. These tables and graph was also used in the project completion report and internal review of the
project. (Annex E. Project Completion Report)
Preparation of completion report
The project completion report is a mandatory document which is submitted to RSPN, at the end of the
project, the report comprising of all the four quarterly reports. This report help TRDP, RSPN and the
donor Alif Ailaan to judge the overall performance of the project and its results, effects on the
beneficiaries. The report describe the key questions of the project relevance, performance, results, and
viability of the project. (Annex E. Project Completion Report)
Preparation of PPT presentation for internal annual review
One power point presentation have been prepared for the internal annual review meeting of TRDP, the
report highlight the project, target area and beneficiaries, key achievement of TRDP and LSOs along
with the lessons learn by the project. The report was submitted to Program Officer.
Preparation of flood situation report district Jamshoro and Dadu
During the last week of internship, program officer provide me with the data of the flood situation of
district Jamshoro and Dadu. The data was compiled from the site visit of various flood affected villages
of District Jamshoro and District government Dadu. The purpose of this report is to inform the decision
makers about TRDP effort, issues and needs of flood effected population, so they may provide relief on
timely bases. (Annex F. Flood Situation Report District Jamshoro and Dadu)
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Key Achievements
Doing summer internship in TRDP District Jamshoro is a valuable experience for me. During the two
month period, so far my skills were improved and developed.
Analytical skills have been improved
Understand of TRDP and their working
Understanding of ethics and principle of working in official environment
Understanding of social mobilization process
Developing work plan
Writing minutes of meeting
Writing case studies
Preparing progress report
Preparing project completion report
Creating tables and graphs
Preparing power point presentation
Reading skills
Contacts have been developed
Communication skills
Confidence of undertaking complex tasks
Lesson Learned
Doing internship during academic education is occupies a key element for the skill and carrier
development of students.
Internship is a good means of learning by doing, it provides me with multiple opportunities.
Our physical appearance and ethics at work is a vehicle to reach at desired ends.
To prove yourself we must have to become opportunistic, be ready to undertake complex tasks,
be ready to work on deadlines.
Dressed like a gentleman, But what is more important, is the time management at work or off
work, allocate your time in a meaningful way, and be punctual.
Always respect your senior and obey them.
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Annexure
Annex A. Minute of the Meeting
Thardeep Rural Development Programme (TRDP)
Project Title: Alif Ailan District Jamshoro
MEETING MINUTES
15 June 2015
Weekly Review
A review meeting for the Project Alif Ailan was held at the TRDP District Office Jamshoro under the
chairmanship of DECO Jamshoro wherein following decisions were made.
Participants:
1. Nasreen khan (DECO)
2. Zafar Khaskheli (Social Mobilizer)
3. Iqbal Ahmed Solangi (District coordinator Admin Deppt)
4. Samina Khoso (ECO)
5. Khalid Mehmood Junejo (M&E officer)
6. Bilal Hussain (Intern-TRDP)
7. Irfan Hussain (Intern-TRDP)
Agenda:
The agenda of the meeting was to review the project works undertaken since 8 June and to plan the
remaining activities that must be undertaken in coming 15 days. Financial aspects related to the project
has also been discussed during the meeting.
Introduction:
On a motion moved by the DECO Jamshoro with respect to inception of two new interns at the District
Office, all participants introduced themselves at the start of the meeting.
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Post Cards:
With respect to post cards being sent to political representatives, Mr. Khalid Mahmood said that 350
post cards had been sent out, viz., 250 to District education department and 150 to Provincial Education
Minister Mr. Nisar Khoro.
Meetings with LSOs:
Mr. Zafar Khaskheli and Ms. Samina Khoso shared details regarding meetings with the LSOs and pointed
out for four remaining meetings in this connection to be held as per the tentative work plan.
District Parent Itehaad Meeting:
It was emphasized by DECO Jamshoro to organize the District Parent Itehaad Meeting on 18 June 2015.
Monthly Parent Ithaad Meeting:
During the meeting it has planned that Mr.Zafar Khaskheli, Ms. Samina along with two interns scheduled
three Monthly LSO Parents Ithaad meeting with LSO Bubak, Sobh, and Khirthar on 17, 23 and 24 jun
2015 respectively.
VOS Monthly Meeting:
Four VOs monthly meeting were planned to be carried out in UC Jhangara, UC Manjhand on 16 Jun and
remaining two in UC Bubak and UC Amri on 25-26 Jun respectively.
Documentation:
DECO Jamshoro inquired about documentation from duty bearers Mr. Zafar Khaskheli and Ms. Samina
Khoso and told for the preparation of case studies from the project areas. She further asked about
follow-ups and reports for enrollment retention and statistics.
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Annex C. Fourth Quarterly Report
Mobilising Communities to Demand Education (Article 25A)
and Local Accountability
AlifAilan
Quarterly Progress Report
District Jamshoro
April – June, 2015
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Contents
Executive Summary____________________________________________________14
Enrolment Initiative____________________________________________________15
Exposure visit of media journalists and their coverage______________________________15
UC Parent Ittehad Meeting______________________________________________16
Development and Sharing of Charter of Demands____________________________16
District Parent Ittehad and Meetings______________________________________17
LSOs’ and Project Staff Meetings with Stakeholders__________________________18
Text Messages from LSOs to Stakeholders__________________________________19
Post Card campaign___________________________________________________19
Learning out comes___________________________________________________20
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Executive Summary
During the reporting quarter, the Local Support Organizations (LSOs) organised awareness walks in each
union council which proved an important step in getting locals organised and effectively demand their
right to education. Villagers including children, parents, teacher, members of the LSOs and media
persons attended these walks. They carried banners and raised slogans demanding educational reforms
in line with the AlifAilan campaign. . During the quarter, TRDP invited journalists from the local media
outlets for the exposure visits to 16 schools in the targeted union councils. It allowed to convey the
message to wider public in general and helped in coverage of missing facilities in schools like lack of
funds, teachers, school building, class rooms, latrines, water, and furniture and stationary for use in the
schools.
Charter of Demands was prepared by all LSO in the targeted union councils based on issues of the
education including non-functional SMC, lack of teachers and school infrastructure and facilities. District
Parent Ittehad (association) was yet another organization of people at district level. Through this
activity, community representatives were given a wider platform to carry out their activities at district
level. Two District Parent Ittehad meetings were held during this quarter.
During the quarter, meetings were conducted with the PA Hakim Hingorjoof MNA National Assembly
Malik Asad Sikander, MPA Sindh Assembly Dr.Sikander Shoro, MPA Sindh Assembly Faqir Dad Khoso,
and focal person Pakistan People Party (PPP) in UC Jhangara Zafar Bajari.
The LSOs, for instance, sent text messages to the politicians and political workers highlighting their
issues of education. Post card campaign carried out in 14 schools in Jamshoro, involved preparation of
postcards by students with messages and pictures to reflect on their demands for reform and support
from government.The project staff from the RSP also conducted a test in the schools of the targeted
union councils in June 2015 to measure reading and writing skills in English and Sindhi and basic
knowledge of mathematics of the students. Pre-formatted test sheets were used for this purpose. The
results of the tests reflected the learning ability and quality of education in schools and were shared
with the RSPN.
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Enrolment Initiatives
During this quarter, the Local Support Organizations (LSOs) organised awareness walks in each union
council which proved an important step in getting locals organised and effectively demand their right to
education. Villagers including children, parents, teacher, members of the LSOs and media persons
attended these walks. They carried banners and raised slogans demanding educational reforms in line
with the AlifAilan campaign.
The people were of the point of view that they were previously bound to the village level activity in
relation to advocacy initiative but now that they have wider platform to raise their voice. People also
showed greater tendency to organise at the union council level with support of the LSO. The momentum
so developed was translated into enrollement drives to facilitate out of school children with the help of
VOs. The data on out of school children and their retention was gathered, organised and entered into
the MIS database for record. Overall, a total of 10442 students were enrolled in the targeted union
councils. Both awareness walks and enrollement drives received high appreciation from local people.
The district level walk was organised 2 April 2015in main Jamshoro city. It provided a more organised
platform for villagers to raise their issues in the presence of media, civil society organizations and
government officials. The walk was attended by people from the eight LSOs from the targeted union
councils who raised their issues of education and explained the nature of work they have carried out so
far. The LSOs were of the point of view that the district level walk was an opportunity to project their
issues to the wider public and government officials. Participants of the walk carried banners and raised
slogans demanding educational reforms. Children from each union council also participated in the
activity on district level.
Exposure visit of media journalists and their coverage
Media coverage remained instrumental in getting publicity for the cause and to reflect on the desperate
situation of education in the area. During the quarter, TRDP invited journalists from the local media
outlets for the exposure visits to 16 schools in the targeted union councils. It allowed to convey the
message to wider public in general and helped in coverage of missing facilities in schools like lack of
funds, teachers, school building, class rooms, latrines, water, and furniture and stationary for use in the
schools. Many cases of negligence and lack of infrastructure and support that were highlighted by the
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media eventually received priority in discussions that followed in the meetings involving concerned
government officials.
UC Parent Ittehad Meetings
In line with the project, the communities in each union council were organized for formation of parent
ittehad (parent association). This allowed for greater participation of local people. The meetings of
parent itthad that followed were attended by villagers, media, civil society organizations and
government officials including EDO and ADO Education from District Jamshoro. Other non-government
organizations working on education also participated in the event. A number of issues that were raised
in the meetings were resolved through the joint-action of stakeholders. Above all, members of the
communities came into regular contact with each other after the formation of parent ittehad and were
able to discuss their issues in the meetings. The activity was first of its kind in the project interventions
led by TRDP.
Development and Sharing of Charter of Demands
Charter of Demands were prepared by all LSO in the targeted union councils based on issues of the
education including non-functional SMC, lack of teachers and school infrastructure and facilities. The
charter helped to identify and understand the situation of education in the area. It was first of its kind in
the analysis carried out for education situation and projecting the same in a consolidated demand
document. Overall, it provided a concrete analysis of education and proved helpful in conveying the
issues among stakeholders. The charter was circulated among the stakeholders including District
Education Department, politicians, media outlets and people from other non-government organizations
such as National Commission on Human Development (NCHD), Sindh Education Foundation (SEF) and
Indus Resources Centre (IRC).
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District Parent Ittehad meeting
District Parent Ittehad (association) was yet another organization of people at district level. Through this
activity, community representatives were given a wider platform to carry out their activities at district
level. Two District Parent Ittehadmeetings were held during this quarter. First of which was held on 30
April 2015 at TRFP District Office Jamshoro and chaired by DCO while the other was held on 17 June
2015 at District Commissioner Office in Jamshoro. DEO JamshoroMr.GhulamSarwarMallah, Deputy
Commissioner JamshoroMr.SuhailAdeebBachani, MPA Sindh Assembly Faqir Dad Khoso,LSOsfrom the
targeted union councils, members of theUCParentIttehad, political workers and media attended the
meeting. While providing opportunity for collaborations, the district parent ittehad allowed for
coordinated effort with government departments and other NGOs for their support and partnerships in
strengthening education. Progress of the project activitieswere reviewed while LSOs and parent ittehad
members briefed the participants on the issues of education in their respective union councils.The
exercise also helped build the confidence of community members and leaders and enabled them to lead
discussions on education issues with the help and cooperation of people from all surrounding villages.
The meeting remained constructive and it was resolved that the stakeholders will ensure greater
participation for greater good
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LSOs’ and Project Staff Meetings with Stakeholders
During the quarter, meetings were conducted with the PA Hakim Hingorjoof MNA National Assembly
Malik AsadSikander, MPA Sindh Assembly Dr.SikanderShoro, MPA Sindh Assembly Faqir Dad Khoso, and
focal person Pakistan Peoples Party (PPP) in UC JhangaraZafarBajari. They were briefed on the AlifAilan
campaign and progress of the project in District Jamshoro along with the issues of SMC funds and
shortage of resources in schools. All of them praised the efforts carried out in relation to the project and
made commitments to provide their support. From among the District Education Department, meetings
were conducted withtheEDO Secondary Mr.GhulamSarwarMallah and EDO Elementary Mr.Asghar Ali.
LSOs also conducted meetings with the School Management Committees (SMCs) in targeted union
councils and carried out detailed discussions on issues of SMC funds.
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Text Messages from LSOs to Stakeholders
This activity was meant to establish contacts between the LSOs and different stakeholders via mobile-
thereby allowing them to link with each other on education issues. The LSOs, for instance, sent text
messages to the politicians and political workers highlighting their issues of education. The response
from this activity remained reasonably good and turned out to be an added benefit to promote
interaction between them.
Postcard Campaign
This activity, carried out in 14 schools in Jamshoro, involved preparation of postcards by students with
messages and pictures to reflect on their demands for reform and support from government. The
students were asked to draw pictures and outline the issues they are facing with respect to missing
facilities in schools like shortage of funds, teachers, school building, class rooms, latrines, water, and
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furniture and stationary for use in their schools. The postcards were then mailed to government
officials, politicians and ministers to reinforce the demand being raised by the communities.
Learning Outcomes
The project staff from the RSP also conducted a test in the schools of the targeted union councils in June
2015 to measure reading and writing skills in English and Sindhi and basic knowledge of mathematics of
the students. Pre-formatted test sheets were used for this purpose. The results of the tests reflected the
learning ability and quality of education in schools and were shared with the RSPN.
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What has the reaction been of LSOs/communities to the project and its activities in this quarter? How
have they responded to the project activities required of them?
The reaction of LSOs and the communities in targeted union councils remained encouraging. They
participated in the activities undertaken during the quarter and carried out the tasks as required of
them. They were able to link different stakeholders during the course of events. They have also resolved
to continue with the efforts after the project intervention and work with the stakeholders to sustain and
improve the results.
What has the reaction been of other stakeholders (local government/NGOs/Politicians/Religious
Leaders/Influentials) regarding the project and its activities in this quarter? How have they responded
to the project activities?
All stakeholders have shown support for the project activities. Influential of the areas where RSP
intervened also extended support. People from non-government organizations, politicians and religious
leaders showed welcome attitude towards the work forimprovement of education.TheDuring this
quarter, they remained more organized and participated in the events held in line with the project
including awareness walks, enrollement drives and meetings of the parent ittehad (association).
How have project activities been highlighted in the media (please provide details)? How have
relations been with the media in this quarter?
Media persons from local media outlets remained involved and provided coverage in the project
activities. They were invited in awareness walks and exposure visits. The publicity so received helped the
RSP to highlight the progress and issues. Many cases of neglect and shortage of funds and resources that
were highlighted by the media received priority in discussions that followed in the meetings at union
council and district level. Relations between local people in Parent Ittehad (association), LSOs and VOs
have also improved and they are continuously seeking opportunities of publicity and coverage.
What has the impact been of the project on communities in this quarter?
The main impact during this quarter is the development of sense of responsibility in beneficiaries to take
on the initiative on their own and ensure follow-up and retention of students enrolled in schools. They
have been actively inquiring and discussing issues with each other in meetings. Their awareness about
the importance of education has increased after the intervention. They have been acquainted about the
need of education, the right to free and compulsory education for their children, and their roles and
responsibilities to send their children to schools.
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What have been the lessons learnt (negative and positive) that the project team has faced in this
quarter? In case of any issues, please mention how they were resolved?
It was observed that gradual and continuous reinforcement is required for behavioural change in
targeted communities. Further, though the communities have been acquainted about the right to
education for their children, they need to continuously engage with the stakeholders on education
issues. It was also seen that the media relations for people can also only improve further if both people
and reporters continue to interact.
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Annex D. Two Success Stories
MY DREAM HAS COME TRUE
SUCCESS STORY
Mr. Iqbal Khoso was ate to establish the Primary School in his village since 2003, now his dream has
comes true. Mr Iqbal inhabit in village Iqbal Khoso also named as Rajhari which is situated in Deh Dhabi,
Taluka Manjhan, UC Manjhan, District Jamshoro. The village covers an area of 7 hectors with an
estimated population of around 3000 dwelling in around 400 households. Village Iqbal Khoso is a
predominantly rural society with old tradition, customs, norms and culture. People are living in cluster of
small hamlets usually relatives. According to Mr. Iqbal, among other, availability and access to quality
Primary education is among the major problems in his village.
Mr. Iqbal by his own effort established one Primary
School in 2012 comprised of one room of 400 Sq. ft.
land, which can accommodate only 30-40 students
out of 96 enrolled (Figure 1). The rest of the
children are bound to go to nearby village to fulfill
the educational needs. Later on Mr. Kutab Hussain
Shah provide books to the children’s.
Iqbal Khoso is demanding a building along with
basic facilities since 2003 and has carried out
dialogue with a number of government officials and
political leaders. In 2014, he decided to gather
support form journalists and also went to radio 105
to advocate for the issue but the matter remained
unsolved.
TRDP project team heard about the matter in the
newspaper and they decided to meet Mr Iqbal to
support the cause. In an effort to solve the
education related issue, District Parent Itthad
Meeting was organized by TRDP on 30 April 2015
in District Jamshoro, in which villagers of UC
Manjhan, teachers of Government Primary
Schools, Political workers and Media persons
were invited, during this meeting, he raised the
issue of his village, MPA Faqir Dad Khoso ensured
him that he will inform the Education
Department and concerned officers to develop
the school building with two class rooms, one
launch, two wash rooms located in the open
space in between school boundary (Figure 2).
Figure 1. Primary School constructed by villager Iqbal Khoso in
2012
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He says “most importantly, I am grateful that
TRDP provided me with an effective platform
where I and other villagers raise our concerns.
Now the land for school has been allotted and the
building is under construction on 1100 sq. yards
(Figure 3) and I hope that this will benefit the
children and uplift the socio-economic wellbeing
of my villagers.
SUCCESS STUDY OF VILLAGE BABAR
Village Babar is located in UC Jhangara, in District Jamshoro with an estimated population of 387 dueling
in around 55 households. According to the villagers there is One Government Boys Primary School which
provide service to around 40 students. Meanwhile in August 2014 the teacher named Ghulam Sarver
Baricho is being absent from school and the students lack the service.
Villagers were aware about the matter, however they didn’t try to resolve it, according to one villager
name Shabir, the teacher has a political background and he is a relative of one local political leader,
they think if they complaint about the teacher absence from school to Education Department/
Supervisor, the politician come upset. I had been observed that the villagers lack awareness, willingness
and sprit they do not have the platform to advocate for the issue and to deal with it respectively.
During the Education Campaign in line with Alif Ailaan project, Parent Ittehad meeting was organized on
Dec 20-2014 in the UC in which TRDP project team, LSO Khushali and VDO Shandar member were
present, and they discuss this issue and mention it in the charter of demand. In the meantime it has
planned by the participants along with education supervisor Syed Dilbar Shah that they complain
regarding teacher absence from school to Department of Education, to dis-continue the teacher salary
of coming three month.
Later on Jun 10- 2015 in LSO parent Ittehad meeting, Mr Ghulam wife named Shabana Baricho discussed
the issue with LSO Khushali, VDO member and ECO Mr. Zaffar and Ms. Samina Khoso to grant the
Figure 2. Govt. Boys Primary School under construction
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permission to permit the salary, she strongly apologized, and ensured that his husband will attend the
classes regularly.
The matter has been documented in the LSO Khushali karwai register by Zahida Samoo and the LSO and
concerned officer of department of education is now closely monitoring the issue respectively.
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Annex E. Project Completion Report
Mobilizing Communities to Demand Education (Article 25-
A) and Local Accountability
Completion Report
Thardeep Rural Development Programme (TRDP) District
Jamshoro
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Table of Content
Cover Page
Table of Content
Executive Summary _____________________________________________________________
Target Area and Population_______________________________________________________4
Hierarchy of Project Objectives____________________________________________________4
Descriptions of Project Activities and Outcome_______________________________________6
Tabulation and Graphical Representation of Enrollment Outcome________________________22
Major Achievement of TRDP District Jamshoro _______________________________________36
Success stories_________________________________________________________________38
Overall Challenges Difficulties_____________________________________________________43
Learning outcome ______________________________________________________________44
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Executive Summery
Thardeep Rural Development Programme (TRDP) is a non-profit organization, registered under the
societies Act, 1860 working in the rural areas of Tharparkar, Umerkot, Dadu and Jamshoro districts of
Sindh, Pakistan. The outreach of TRDP are four districts, 16 tehsils/Taluka, 113 UCs and total No of 4,520
villages with population duweling in around 298,400. The programme is aimed at facilitating the rural
communities in a way that they can be empowered to secure their rights with command over resources
and capabilities to manage the process of sustainable development. Its mission is to enlarge the choices
of marginalized people, focusing on women and working children and to achieve greater sustainable
impact on reducing poverty by working with all the stakeholders in arid zones of Sindh. TRDP
operational objectives includes social mobilization, poverty reduction, social sector development
Enlarging the choices of marginalized people, focusing on women and working children and to
achieve greater impact on reducing poverty by working with all stakeholders, social projection
and disaster Preparedness and management. For the purpose, Thardeep organizes the local
communities and develops their managerial and technical capacity. It also facilitates them in the process
of income generation through provision of credit. Besides, Thardeep also extends services in the areas of
natural resource management, Social protection, primary health care, education and water. The working
strategy of organization is based on the continuous process of research on social issues relevant with
and related to community development.
Alif Ailaan is a campaign for education reform in Pakistan. It work with parents, politicians and education
providers to bring about meaningful and lasting change in Pakistan’s system of education, Launched in
February 2013, Alif Ailaan is a campaign that seeks to put education at the front and center of public
discourse in Pakistan. Its goal is to get every Pakistani girl and boy into school, keep them learning and
ensure that they receive a quality education. The campaign is run by a small team of media and strategic
communications specialists with experience from across the world. It is funded by the UK Department
for International Development.
The rural support program network is the largest civil society network of Pakistan, representing 12
member rural support programs working with a mission to reduce poverty and improve the quality of
life of the poor in Pakistan, registered under section 42 of the companies’ ordinance of 1984 as a non-
profit, guarantee limited company on July 28, 2000. Aliif ailaan partnered with NRSP in April 2013, RSPN
give the project to the implementing partner RSP-TRDP in two district, Jamshoro and Tharparker,
The project Alif Ailaan aim to mobilize rural communities to demand their right to education as stated in
Article 25-A and local Accountability. RSP-TRDP Jamshoro implement the project in Union Council Kotri,
Manjhand, Thana Bhula Khan and Sehwan in total no. of 8 UCs, namely AB Shroro, Manjhand,
Manzoorabad, Amri, Bubak, Jhangara and Sehwan, the outreach of the project covers the total
population of around 147404, dueling in around 24584 household, inhabited in total 553 villages. TRDP
with the use of community institutions i.e. 390 Cos, 209 VOs, 8 LSOs and by training 80 CRPs implement
the project in District Jamshoro, Sindh.
All the stake holders play key role in the project. Communication and coordination between
communities, project staff, teachers, and politicians, department of education, local media personals
and in between communities had established. Total number of 180 member of general body
30. Page | 30
participated in project orientation. 80 CRPs were trained by general body and more than 1265
awareness sessions were organized by the CRPs.
Baseline and post project data of household, out of school and enrolled children has been collected,
total number of 34,101 children under age 5 to 16 were out of school. RSPN give the target to enroll
8000 out of school children, TRDP succeed in enrolling 10,442 children comprising of 4317 girls and 6125
boys.
1 school building is under construction and total 85 schools were rehabilitated. 11 ghost teacher were
forced to attend regular classes and 20 new teachers were appointed, by the education department.
Total number of 23 Local journalists were identified and participate in the project, they had play a key
role in mainstreaming of villagers education related issues in mass and print media.
Local politicians from various parties were also engaged in the project, their influence to achieve the
desired outcome where remarkable.
Capacities of the COs, VDOs, LSOs, CRPs including project staff has increased remarkably.
For the smooth implementation of any project, participation of community is important for any
organization. TRDP Project Team had succeed in gathering support, participation of grass root level, and
formed local support organizations (LSOs). All the eight LSOs were actively involved during the
implementation phase of the project.
RSPN had appreciated our effort in term of our performance in the project, District government accept
the enrolment outcome and said that it is 99 % reliable. Award issued to LSO from District Education
Department and News stories regarding enrolment of out of school children and rehabilitation and
construction of school in various newspaper and mass media is the evidence of our performance.
Project Target Area and Population
Target Area
District Jamshoro
Union Councils Kotri, Manjhand, TB Khan and Sehwan
Tehsil AB Shoro (of Taluka Kotri), Manjhand, Manzoorabad,
Amri (of Taluka Manjhand), Bubak, Jhangara (of Taluka
Sehwan)
Villages 553
Total Household 24584
Total Population 147404
31. Page | 31
Hierarchy of Project Objectives
Outcome Level Objective
1. School conditions missing facilities, availability of teachers and text book Improved
2. Increased enrolment, retention in school and improved learning outcome
Output Level Objective
1. Communities mobilized to demand uality education for their children form poiticians and
department of education.
2. Mechanism of local accountability for improvement in school conditions and access to quality
education established.
3. Increased enrolment of out of school children in the target UCs and their reunion in schools
ensured.
Activities Level Objective
1. Community Activism for quality education
1.1 orienting LSOs on campaigning and accountability
1.2 training gross roots level human resources to create awareness and demand for quality
education
1.3 community level campaigning to raise awareness about access to quality education
2. Accountability for improved school conditions and learning outcomes use of data on school
conditions and out of school children for accountability.
2.1 use of data on school conditions and out of school children for accountability
2.2 community driven accountability for SMC
2.3 engagement with politician
2.4 parent itehad for community driven accountability of elected representatives and department
of education
2.5 post card signature campaign
3. Increase in enrolment
3.1 enrolment drive for out of school children
3.2 optimizing media coverage for campaigning advocacy
3.3 case studies and video documentaries on community driven education campaigning
32. Page | 32
Descriptions of Project Component and Outcome
First Dialogue
TRDP carried out the first dialogue, at the start of the project, in each of the eight (08) targeted
union councils: Manzoorabad, Manjhand, Aamri, Jhangara, Bubak, AB Shoro, Thano Bola Khan
and Thano Aarb Khan.
These dialogues included comprehensive orientation of the project and its objectives.
Specifically, the dialogue with the communities was an attempt to explain the project to the
beneficiaries in a manner that they can fully understand and respond with the needed support.
The activity trickled down from LSOs to VOS and then Cos thus taking people on board with
clearly identified objectives. This was followed by the identification of the Community Resource
Persons (CRPs) and signing of the Terms of Participation.
Training of Trainers (ToT) of LSO Master Trainers
Local Support Organizations (LSOs) from each of the eight (08) union councils identified two
participants for the master trainers. TRDP arranged training for these participants to introduce
them with the project objectives and their roles and responsibilities in line with the project.
They were also trained by on the use of IEC material for awareness raising sessions. The master
trainers were also acquainted of how to assist data collection in their respective union councils.
o
LSO General Body Orientation Training
The orientation training for LSO General Body
were arranged with each of the eight (08) Local
Support Organizations (LSOs). A total of four
events, each for two LSOs, were held in this
33. Page | 33
connection for LSO Pukaar, LSO Sojharo, LSO Khushahali, LSO Manchhar, LSO Undim, LSO
Ujagir, LSO Sobh and LSO Kherthar. The General Bodies of these LSOs were introduced with the
project activities in detail and asked for their consent for responsibilities so given to them in
line with the project and ways would have to contribute. These trainings were attended by a
total of 182 participants from the various villages of target union councils and remained
instrumental.
Data Collection
Household Level:
Household data was collected by the LSOs with the help of VOs and CRPs during the project.
This data was then dissembled, organised and entered into the MIS database for record.
34. Page | 34
School Level:
School data was for both functional and non-functional government schools were gathered by
LSOs and VOs who visited schools in each of the eight (08) union councils and enlisted the
issues so found in missing facilities and quality of education. This data was also organised and
entered into the MIS database for record.
Training of CRPs
The LSOs were asked to identify 5 male and 5 female participants for training of the Community
Resource Persons (CRPs) from their respective union councils. A total of 80 CRPs were trained
by the LSO Master Trainers and project staff and acquainted with the objectives and activities
of the project and their roles and responsibilities in particular. They were also trained on the
collection of data, and techniques to engage with the community and acquiring support for
education advocacy. Nida Khan from RSPN & District Manger Nasreen khan facilitated the CRP’s
at the completion of training work plans of each CRPs prepared by themselves and assigned.
35. Page | 35
CRP Awareness Raising Sessions
The CRPs trained by the TRDP were able to conduct sessions in the villages to raise awareness
on Article 25-A and the right to free and compulsory primary education with the use of IEC
material. These awareness sessions were attended by villagers and proved effective in
mobilizing informed sypport. Specifically, the purpose of these sessions was to aquaint the
participants with the right to free and cumpolsary primary education and their responsibilities
to enrol and regularly send their children to school. A number of other issues were discussed in
these sessions especially for girls schooling.
Enrolment Initiatives
The Local Support Organizations
(LSOs) organized awareness walks in
each union council. These walks
brought together villagers including
children, parents, teacher, members
of the LSOs, and media persons
attended these walks. The
participants carried banners and
raised slogans demanding educational
reforms in line with the Alif Ailan campaign. Awareness walks proved an important step in
getting locals organized and effectively demand their right to education. The momentum so
developed was translated into enrollment drives to facilitate out of school children with the
help of VOs. The data on out of school children and their retention was gathered, organised and
entered into the MIS database for record. Overall, a total of 10442 students were enrolled in
the targeted union councils. Both awareness walks and enrollment drives received high
appreciation from local people.
36. Page | 36
A total of _____ district level walks were organized in District Jamshoro which were a more
organized platform for villagers to raise their issues in the presence of media, civil society
organizations and government officials. The walk was attended by people from the eight LSOs
from the targeted union councils who raised their issues of education and explained the nature
of work they have carried out so far. Children from each union council also participated in the
activity on district level.
Orientation of Media and Coverage
Media orientation for the project was arranged by the TRDP District Office Jamshoro. Later
exposure visits for the media were arranged in different villages. Media coverage helped in
projecting and highlighting the cause and to reflect on the situation of education in the area.
TRDP invited journalists from the local media outlets for the exposure visits to targeted union
councils. It allowed to project issues in available facilities in schools like lack of funds, teachers,
school building, class rooms, latrines, water, and furniture and stationary for use in the schools.
LSOs and VOs invite media persons in different activities of the project. By seeking coverage
and engaging the print and electronic media to highlight the community level actions
undertaken by LSOs, it was possible to draw attention and support of government officials.
37. Page | 37
UC Parent Ittehad Formation and Meetings
UC level Parent Ittehads were formed in each of the eight (08) union councils. In the meetings
that followed in each union council, the villagers, parents, children, and project staff from TRDP
gathered and discussed issues in education and devised ways for further cooperation in
highlighting the same and advocating for the educational rights of the children. This allowed for
greater participation of local people.
38. Page | 38
District Parent Ittehad Formation and Meetings
District Parent Ittehad (association) was an organization of people at district level during the
project and the community representatives were given a wider platform to carry out their
activities. A total of ______ District Parent Ittehad meetings were held during this project.
These meeting were attended by parents of school children, officials of Education Department,
LSOs from the targeted union councils, members of the UC Parent Ittehad, political workers and
media. The consultations provided opportunities for direct collaborations with government
departments.
39. Page | 39
Development and Sharing of Charter of Demands
Charter of Demands were prepared by all LSO in the targeted union councils based on issues of
the education including non-functional SMC, lack of teachers and school infrastructure and
facilities. The charter helped to identify and understand the situation of education in the area.
It was first of its kind in the analysis carried out for education situation and projecting the same
in a consolidated demand document. Overall, it provided a concrete analysis of education and
proved helpful in conveying the issues among stakeholders. The charter was circulated among
the stakeholders including District Education Department, politicians, media outlets and people
from other non-government organizations such as National Commission on Human
Development (NCHD), Sindh Education Foundation (SEF) and Indus Resources Centre (IRC).
40. Page | 40
Meetings with Stakeholders
TRDP engaged politicians, political workers and government officials at various stages of the
project. Meetings were conducted with MPA Jamshoro Sikandar Shoro, the PA Hakim Hingorjo
of MNA National Assembly Malik Asad Sikander, MPA Dr. Sikander Shoro, MPA Sindh Assembly
Faqir Dad Khoso, President Ladies Wing PP District Jamshoro Hina Dasatgir, and other focal
persons of political parties. From among the officials of the Education Department, key
meetings were conducted with DEO Jamshoro Ghulam Sarwar Mallah. They were briefed on the
Alif Ailan campaign and progress of the project in District Jamshoro along with the issues of
education. LSOs also conducted meetings with the School Management Committees (SMCs) in
targeted union councils and carried out detailed discussions on their issues.
Text Messages from LSOs to Stakeholders
In an attempt to establish contact and communication between LSOs and different
stakeholders via mobile, text messages were used as an important mean or channel. It not only
allowed to link them on common information needs but to coordinate accordingly. The LSOs
sent text messages to the politicians and political workers highlighting their issues of education.
The response from this activity remained reasonably good and turned out to be an added
benefit to promote interaction between them.
Postcard Campaign
Post card activity was carried out in 14 schools in District Jamshoro and involved preparation of
postcards by students with messages and pictures to reflect on their demands for reform and
support from government. The postcards were then mailed to government officials, politicians
and ministers to reinforce the demand being raised by the communities.
41. Page | 41
What has the reaction been of LSOs/communities to the project and its activities in this
quarter? How have they responded to the project activities required of them?
The reaction of LSOs and the communities in targeted union councils remained encouraging.
They participated in the activities undertaken during the quarter and carried out the tasks as
required of them. They were able to link different stakeholders during the course of events.
They have also resolved to continue with the efforts after the project intervention and work
with the stakeholders to sustain and improve the results.
What has the reaction been of other stakeholders (local
government/NGOs/Politicians/Religious Leaders/Influentials) regarding the project and its
activities in this quarter? How have they responded to the project activities?
All stakeholders have shown support for the project activities. Influential of the areas where
RSP intervened also extended support. People from non-government organizations, politicians
and religious leaders showed welcome attitude towards the work for improvement of
education. The During this quarter, they remained more organized and participated in the
events held in line with the project including awareness walks, enrollement drives and meetings
of the parent ittehad (association).
42. Page | 42
How have project activities been highlighted in the media (please provide details)? How have
relations been with the media in this quarter?
Media persons from local media outlets remained involved and provided coverage in the
project activities. They were invited in awareness walks and exposure visits. The publicity so
received helped the RSP to highlight the progress and issues. Many cases of neglect and
shortage of funds and resources that were highlighted by the media received priority in
discussions that followed in the meetings at union council and district level. Relations between
local people in Parent Ittehad (association), LSOs and VOs have also improved and they are
continuously seeking opportunities of publicity and coverage.
What has the impact been of the project on communities in this quarter?
Through this campaign teachers became regular in their schools with the entire efforts of LSOs.
Community knew the importance of SMCs funding and proper utilization of it. The main impact
is the development of sense of responsibility in beneficiaries to take on the initiative on their
own and ensure follow-up and retention of students enrolled in schools. They have been
actively inquiring and discussing issues with each other in meetings. Their awareness about the
importance of education has increased after the intervention. They have been acquainted
about the need of education, the right to free and compulsory education for their children, and
their roles and responsibilities to send their children to schools.
What have been the lessons learnt (negative and positive) that the project team has faced in
this quarter? In case of any issues, please mention how they were resolved?
It was observed that gradual and continuous reinforcement is required for behavioural change
in targeted communities. Further, though the communities have been acquainted about the
right to education for their children, they need to continuously engage with the stakeholders on
education issues. It was also seen that the media relations for people can also only improve
further if both people and reporters continue to interact.
52. Page | 52
AB Shoro Amri Manjhand Manzoorabad Jhangara Bubak TA Khan TB Khan
Class KG 19 86 1 0 0 0 0 0
Class 1 1412 1347 1539 1200 1786 1653 320 613
Class 2 2 61 0 0 64 110 0 0
Class 3 3 35 0 0 25 54 0 0
Class 4 5 23 1 0 0 36 0 0
Class 5 2 6 0 0 0 18 0 0
Class 6 0 6 0 0 0 0 0 0
Class 7 0 0 0 0 0 0 0 0
Class 8 0 1 0 0 0 0 0 0
Class 9 0 5 0 0 0 0 0 0
Class 10 0 4 0 0 0 0 0 0
0
200
400
600
800
1000
1200
1400
1600
1800
2000
NOOFCHILDRENENROLLED
CLASS WISE ENROLMENTIN EIGNTUC's
Class KG Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10
53. Page | 53
ENROLMENT BY AGE
MOBILISING COMMUNITIES TO DEMAND EDUCATION ARTICLE 25-A AND LOCAL ACCOUNTABILITY
ENROLLMENT BY AGE
Union Council
Age
1
Age
2
Age
3
Age
4
Age
5
Age
5.2
Age
6
Age
7
Age
8
Age
9
Age
10
Age
11
Age
12
Age
13
Age
14
Age
15
Age
16
Age
n/a
Total
AB Shoro
0 0 0 6 878 0 399 93 39 14 6 3 4 1 0 0 0 0
1443
Children(aged1-16)
Amri 0 0 1 73 498 0 363 269 125 123 54 12 25 12 8 1 3 9 1576
Manjhand 1 0 1 11 968 0 514 44 2 0 0 0 0 0 0 0 0 0 1541
Manzoorabad 0 0 0 8 883 0 139 87 46 15 5 1 5 3 2 5 1 0 1200
Jhangara 0 0 0 29 1169 0 564 79 20 14 0 0 0 0 0 0 0 0 1875
Bubak 0 0 0 11 842 0 627 240 95 34 21 1 0 0 0 0 0 0 1871
TA Khan 0 0 0 1 156 0 117 28 4 2 2 3 0 4 1 1 1 0 320
TB Khan 0 0 0 0 208 1 262 115 28 2 0 0 0 0 0 0 0 0 616
1 0 2 139 5602 1 2985 955 359 204 88 20 34 20 11 7 5 9 10442
54. Page | 54
Age 1 Age 2 Age 3 Age 4 Age 5 Age 6 Age 7 Age 8 Age 9 Age 10 Age 11 Age 12 Age 13 Age 14 Age 15 Age 16
Age
N/A
Series 1 1 2 3 139 5602 1 2985 955 359 204 88 20 3420 11 7 5 9
1 2 3 139
5602
1
2985
955
359 204 88 20
3420
11 7 5 9
0
1000
2000
3000
4000
5000
6000
NOOFCHILDRENENROLLED
ENROLMENT BY AGE
Series 1
59. Page | 59
Major Achievement of Project
Achievement of TRDP District Jamshoro
For all the project stakeholders one of the greatest desired is to timely implement the project and
achieved the desired impact. Major achievement of TRDP District Jamshoro comprising,
• For the smooth implementation of any project, participation of community is important for any
organization. TRDP Project Team had succeed in gathering support, participation of grass root
level, and formed local support organizations (LSOs). All the eight LSOs were actively involved
during the implementation phase of the project.
• Communication and coordination between villagers, teachers, politicians, Government officers
and media persons have been established which may result in long term benefits to the
villagers.
• Coordination between project team, LSOs, VDOs and Government including media and other
stakeholders remains remarkable.
• Furthermore award issued to LSO from District Education Department and News stories
regarding enrolment of out of school children and rehabilitation and construction of school in
various newspaper and mass media is the evidence of our performance.
• It is important to note here that the enrollment of out of school children was more than the
given target.
• RSPN had appreciated our effort in term of our performance in the project.
• District government accept the enrolment outcome and said that it is 99 % reliable.
All the eight LSOs played crucial role in the project. Their major achievements includes:
60. Page | 60
Achievement of Eight LSOs
• 180 member of General Body participated in project orientation
• 80 CRPs were trained by General Body
• 1265 awareness sessions were organized by the CRPs
• Baseline data collection of household and out of school children
• Total number of out of school children are 34,101 out of which 10,442 out of school children's
were enrolled, comprising of 4317 girls and 6125 boys
• Proper utilization of SMC funds
• 1 school constructed and total 85 schools repaired
• Forcing 11 teachers to regularly attend the classes and 20 new teachers appointed
• Total 23 local journalists were for the mainstreaming of villager’s education related issues mass
media and print media
• Gathering support from local political personals from various political parties so they may utilize
their influence to achieve the desired outcome.
• Capacity of LSO, VDO and CRP has been build
• Mobilizing communities to participate in the project
• Their participation in the project, and the ownership they have shown is among other
achievement
61. Page | 61
Success Stories
Below are two success stories compiled by the social mobilize to demonstrate the result of the
intervention
SUCCESS STORY MY DREAM HAS COME TRUE
Mr. Iqbal Khoso was ate to establish the Primary School in his village since 2003, now his dream has
comes true. Mr Iqbal inhabit in village Iqbal Khoso also named as Rajhari which is situated in Deh Dhabi,
Taluka Manjhan, UC Manjhan, District Jamshoro. The village covers an area of 7 hectors with an
estimated population of around 3000 dwelling in around 400 households. Village Iqbal Khoso is a
predominantly rural society with old tradition, customs, norms and culture. People are living in cluster of
small hamlets usually relatives.
According to Mr. Iqbal, among other, availability and access to quality Primary education is among the
major problems in his village.
Mr. Iqbal by his own effort
established one Primary School in
2012 comprised of one room of 400
Sq. ft. land, which can accommodate
only 30-40 students out of 96
enrolled (Figure 1). The rest of the
children are bound to go to nearby
village to fulfill the educational needs.
Later on Mr. Kutab Hussain Shah
provide books to the children’s.
Iqbal Khoso is demanding a building
along with basic facilities since 2003
and has carried out dialogue with a
number of government officials and
political leaders. In 2014, he decided
to gather support form urnalists and also went to radio 105 to advocate for the issue but the matter
remained unsolved.
TRDP project team heard about the matter in the newspaper and they decided to meet Mr Iqbal to
support the cause. In an effort to solve the education related issue, District Parent Itthad Meeting was
organized by TRDP on 30 April 2015 in District Jamshoro, in which villagers of UC Manjhan, teachers of
Government Primary Schools, Political workers and Media persons were invited, during this meeting, he
raised the issue of his village, MPA Faqir Dad Khoso ensured him that he will inform the Education
Department and concerned officers to develop the school building with two class rooms, one launch,
two wash rooms located in the open space in between school boundary (Figure 2).
62. Page | 62
He says “most importantly, I am grateful that TRDP provided me with an effective platform where I and
other villagers raise our concerns. Now the land for school has been allotted and the building is under
construction on 1100 sq. yards (Figure 3) and I hope that this will benefit the children and uplift the
socio-economic wellbeing of my villagers.
SUCCESS STORY OF VILLAGE BABAR
Village Babar is located in UC Jhangara, in District Jamshoro with an estimated population of 387 dueling
in around 55 households. According to the villagers there is One Government Boys Primary School which
provide service to around 40 students. Meanwhile in August 2014 the teacher named Ghulam Sarver
Baricho is being absent from school and the students lack the service.
Villagers were aware about the matter, however they didn’t try to resolve it, according to one villager
name Shabir, the teacher has a political background and he is a relative of one local political leader,
they think if they complaint about the teacher absence from school to Education Department/
Supervisor, the politician come upset. I had been observed that the villagers lack awareness, willingness
and sprit they do not have the platform to advocate for the issue and to deal with it respectively.
During the Education Campaign in line with Alif Ailaan project, Parent Ittehad meeting was organized on
Dec 20-2014 in the UC in which TRDP project team, LSO Khushali and VDO Shandar member were
present, and they discuss this issue and mention it in the charter of demand. In the meantime it has
planned by the participants along with education supervisor Syed Dilbar Shah that they complain
regarding teacher absence from school to Department of Education, to dis-continue the teacher salary
of coming three month.
Later on Jun 10- 2015 in LSO parent Ittehad meeting, Mr Ghulam wife named Shabana Baricho discussed
the issue with LSO Khushali, VDO member and ECO Mr. Zaffar and Ms. Samina Khoso to grant the
permission to permit the salary, she strongly apologized, and ensured that his husband will attend the
classes regularly.
The matter has been documented in the LSO Khushali karwai register by Zahida Samoo and the LSO and
concerned officer of department of education is now closely monitoring the issue respectively.
Learning Outcomes
As a critical component of evaluating the skills of the school children, simple class tests were
conducted for skills in English and Sindhi and basic knowledge of mathematics of the students.
These tests reflected the learning ability and skills of the children and quality of education in
schools and the results were shared with the RSPN.
63. Page | 63
Support of Local Government Officers had a major contribution in the project
Work with political parties helped in forcing Education Department, SMC and Teachers to fulfill
their responsibilities.
Participation of LSO, VDO helped gather support of the communities and other resource persons
Women efforts in the project encouraged other residents to take part in project activities
Participation of LSO, VDO and formation of CRP helped in capacity building
Overall Challenges and Difficulties during Project Implementation
Secreted Area
Limited Budget
Shortage of Vehicle
Lake of staff
64. Page | 64
Annex F. Flood Situation Report District Jamshoro and Dadu
REPORT OF FLOOD SITUATION IN TALUKA KOTRI, MANJHAND AND
SEHWAN DISTRICT JAMSHORO
Figure 3 July 2015 Flood District Jamshoro.
District Jamshoro is situated on the west bank of river Indus. The total geographic area of the District is
11,517 square kilometres, it is about 220 kilometers from north to south and about 100 kilometres wide
from east to west. The District is camparising of four Talukas namely Taluka Kotri, Manjhand, Sehwan
and Thana Bhula Khan. The District is among the flood affected Districts of Sindh province. District
government undertake the task to analysis the flood situation and provided TRDP District Jamshoro with
facts and figure of Taluka Kotri and Manjhand, and Sehwan. As per the report the total no of Katcha
area in Taluka Kotri is 18604 acres with an estimated population of around 24900 dwelling in around 58
villages out of which 10 villages with population of 5000 people were affect by the flood.
Another Taluka of District Jamshoro named Manjhand is also among the flood affected Taluka, the total
no of kutcha area is 96056 acres with population of 48510 habituated in around 85 villages, the total no
of villages affected by the flood is 41 with population of 21170.
Total no of katcha area in Taluka Sehwan District Jamshoro is 30000 with flood affected population of
38700 habitated in 28 villages out of which all the 28 villages were badly hid by the flood.
65. Page | 65
REPORT OF FLOOD SITUATION IN UC MOONDAR AND SIYAL DISTRICT
DADU
River protection wall (dariya bachao band) has been visited on 07-08-2015 In UC Moondhar and Siyal in
District Dadu. The water was at its peak and the depth of water is 5 feet on average in the UC, according
to PDMA flood forecast the level and volume of water is expected to increase in coming days. We went
7 km away from Bachao Band inside in village Moondar which is a remote area, this village is also known
as the headquarter of UC Moondar, we had found that the village is badly affected by flood water.
Figure 4 District Dadu Roads under Flood Water
Due to the height of roads some space for traveling is available, but when we tried to went further
inside the village to analyze the situation, we had found that all the roads network were underwater, we
are unable to travel further inside the UC. Because of these circumstances we decide to return back to
bachao band, where a small rescue relief camp is located. The camp comprising of 15 shelter we had
assessed that the clean drinking water, food and medicine are in short supply, according to the villagers
other villager are inside the village and they are not willing to leave their houses.
66. Page | 66
Figure 5 Relief Camp on river projection wall.
In UC Moondar and Syal all the road networks were damaged, electricity is not available, people were
unable to communicate with their relatives. Then we went to the place which is damaged during 2010
flood and government officers workers were engaged in repairing the Bachao Band, according to one
source more than 150 houses were under water and there is know why of getting out.
In Distict Dadu in two UC more than 120 villages were affected by the flood. TRDP had shared their
contingency plan with District government. District government Dadu cell for the support to TRDP
requiring boards for the rescue and relief works. TRDP had provided two Boards to the District
Government on immediate bases.
Figure 6 Two Boards Issued by TRDP District Government.
