Project Code: 00071269 Project Title: Social Cohesion and Peace Building Programme for Refugee Affected and Hosting Areas adjacent to Peshawar-Torkham Expressway—Education Service Delivery Component Project Completion Report March 2012– February 2014
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Project Code: 00071269
Project Title: Social Cohesion and Peace
Building Programme for Refugee
Affected and Hosting Areas
adjacent to Peshawar-Torkham
Expressway—Education Service
Delivery Component
Project Completion Report March 2012– February 2014
Project Completion Report
2
PROJECT SNAPSHOT
Date: March 2012 – February 2014
Award ID:
Project ID: 00071269
Project Title: Social Cohesion and Peace Building Programme for Refugee
Affected and Hosting Areas Adjacent to Peshawar-Torkham
Expressway
Project Start Date: 1stMarch 2012
Project End Date: 28th February 2014
Implementing Partner: Directorate of Projects FATA, P&D Department KP
Responsible Parties: UNDP, P&D Department FATA, UNESCO, UNHCR, WHO, FAO,
UNHABITAT
Project Budget (all years): 12.8 million USD
Core Resources:
Non-Core Resources:
Government contribution:
Donor 1
Donor 2
Government of Japan
Project Brief Description and Outputs:
From among the following 3 sets of outputs, UNESCO is contracted to deliver output # 2.1 only
(highlighted in yellow below).
Expected Project Outcomes:
1. Improved livelihoods and local economies of the communities adjacent to Peshawar-Torkham
Expressway
2. Restoration of social services and public infrastructure
3. Greater social cohesion and empowerment through community development
4. Institutional support to the FATA Secretariat and government agencies for leading social cohesion
interventions
Expected Project Outputs
Output 1.1: Improved household income through diversified livelihood opportunities
Output 1.2: Improvement in the agricultural sector through enhancement of crop, vegetable and
livestock production and marketing; as well as rehabilitation of local irrigation systems and networks,
and smaller community infrastructure schemes
Output 1.3: Rehabilitation/Construction of essential infrastructure
Output 1.4: Community physical infrastructure repaired or constructed
Output 2.1: Educational delivery system from primary to secondary level improved and educational
infrastructure from primary to secondary level rehabilitated
Output 2.2: Health delivery systems improved
Output 2.3: Increased community access to safe drinking water and improved sanitation
Output 3.1: Communities mobilized and empowered to promote social cohesion and harmony among
the Pakistani and Afghan communities
Output 3.2: Communities and village level participatory monitoring systems established
Output 3.3: Local government institutional coordination mechanisms strengthened to support RAHA
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communities and taking part in social cohesion exercises with the government
Output 3.4: Social cohesion improved through targeted and strategic media and behavioural change
communication based on the needs of the communities
Output 4.1: Capacities of social sector government departments built through various interventions
Output 4.2: Rehabilitation and retrofitting of social sector government buildings through private sector
engagement.
Overall Project Quality Rating (mark on the scale of 1 to 5 as per the following criteria): (5)
Exemplary (5)
*****
High (4)
****
Satisfactory (3)
***
Poor (2)
**
Inadequate (1)
*
All outputs are rated
High or Exemplary
All outputs are rated
Satisfactory or
higher, and at least
two criteria are
rated High or
Exemplary
One output may be
rated Poor, and all
other criteria are
rated Satisfactory or
higher
Two outputs are
rated Poor, and all
other criteria are
rated Satisfactory or
higher
One output is rated
Inadequate, or more
than two criteria are
rated Poor
Budget 2013
Expenditure 2013
Delivery %
Project Completion Report
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CONTENTS
1. Introduction
2. Situation Analysis
3. Project Performance and Results
3.1 Contribution toward Country Programme Outcome
3.2 Achievement of Project Results/Outputs
4. Lessons Learnt
5. Case Studies/Picture Gallery
6. The Way Ahead/Key Priorities for 2014
Project Completion Report
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ACRONYMS
AEPAM Academy for Educational Planning and Management
BECS Basic Education Community Schools
CRPD Convention on the Right of Persons with Disabilities
CSO Civil Society Organization
CLC Community Learning Centers
DP Displaced Persons
DRR Disaster Risk Reduction
DRM Disaster Risk Management
ECE Early Childhood Education
ESD Education for Sustainable Development
EMIS Education Management Information System
EFA Education for All
FATA Federally Administered Tribal Areas
FAO Food and Agriculture Organization
FDE FATA Directorate of Education
FDMA FATA Disaster Management Authority
GoP Government of Pakistan
GHSS Government High Secondary School
GGPS Government Girls Primary School
GCET Government College of Elementary Teachers
HR Human Rights
ICG Islamabad College for Girls
IT Information Technology
KP Khyber Pakhtunkhwa
LFA Logical Framework Approach
MDG Millennium Development Goals
NGO Non Governmental Organization
NFBE Non Formal Basic Education
NCHD National Commission for Human Development
PMD Pakistan Meteorological Department
PSF Pakistan Science Foundation
PEAD Peace Education and Development Foundation
PITE Provincial Institute of Teacher Education
PCNA Post Conflict Needs Assessment
PERT Program Evaluation and Review Techniques
P&D Planning and Development
PTC Parent Teachers Committee
RAHA Refugee Affected and Hosting Areas
RITE Regional Institute of Teachers Education
SMC School Management Committee
SACIRS South Asian center for International and Regional Studies
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SRSP Sarhad Rural Support Programme
SAFRON Ministry of States and Frontier Regions
TIJ Taleemi Islahi Jirga
ToT Training of Trainers
THAAP Trust for History Art and Architecture Pakistan
USD United States Dollar
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNHCR United Nations Higher Commissioner for Refugees
UNHABITAT United Nations Human Settlements Programme
UN United Nations
VEC Village Education Committee
WHO World Health Organization
WFP World Food Programme
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1. INTRODUCTION
The province of Khyber Pakhtunkhwa (KP) and the Federally Administered Tribal Areas (FATA)
have seen different problems and disasters, both natural and man-made, over the recent years.
More notably, this region is suffering from the consequences of the strife in its neighborhood
due to the influx of Afghan refugees from the warring zones as well as the wave of terrorism
sprouting up in the shape of bomb blasts, rampant attacks with improvised explosive devices
and firing incidents, especially in Peshawar district and Khyber agency. The Khyber Agency
alone had hosted 81,357 registered Afghans in the past of which some have returned while
others have dispersed to other parts of the country and quite a number of them still reside in
and around the agency. It is due to the prolonged burden on the part of the hosting
communities and problems associated to doing so including the challenge of facing incidents of
disasters and conflicts that these areas in particular need restoration and improvement of basic
service delivery systems such as delivery of health and education services and rehabilitation
and development of basic infrastructure.
Weak governance and lack of provision of adequate social services in FATA over a sustained
period of time has meant that the region suffers from dismal human development indicators,
high incidence of poverty and acute economic disparity relative to national standards. Host to a
population of about 4 million, it is the most underdeveloped region in Pakistan, with 60% of the
population living below the poverty line. The persistent terrorism in the region resulted in
numerous casualties and difficulty in maintaining law and order.
The “Social Cohesion and Peace building Programme for the Refugees Affected and Hosting
Areas adjacent to the Peshawar Torkham expressway” aimed at catering to the needs of the
areas and communities overburdened with the necessity of hosting the Afghan refugees and
sharing whatever meager resources available with them. The programme involved
interventions that helped create an enabling environment and conditions that were expected
to contribute to achieving durable solutions for Afghan refugees as envisaged by the
governments of Pakistan and Afghanistan. Apart from KP, Khyber agency alone remains one of
the most volatile and hard hit areas where many a times the terrorists have attacked the
educational facilities, targeting particularly girl’s schools. Girls also find it extremely dangerous
to commute to and from schools—the near fatal attack on Malala Yusafzai that drew worldwide
attention is a glaring example. The inadequate social safety and the prolonged terrorism have
held back the area from making any visible progress in important educational indicators. The
literacy rate remained as low as 34.2%, worst even was women literacy which stood at mere
10.1%. The education component of the Social Cohesion programme was seen to have made an
important contribution to the local efforts to tackle the problem of meeting the educational
needs of the communities.
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2. SITUATION ANALYSIS
The aim of the Refugee Affected and Hosting Areas programme (RAHA) is to promote regional
stability and compensate for the social, economic, cultural and environmental consequences
wrought on Pakistani communities by the presence of more than 3 million Afghans over the
past 30 years.
In the context of the 1.7 million registered Afghans refugees remaining in Pakistan after the
large-scale repatriation since 2002, the Social Cohesion and Peace Building programme which
was launched in 2012 was designed with limited scope to cater to the refugee hosting
communities in a limited area adjacent to Peshawar-Torkham Expressway with an aim to
promote peaceful co-existence of refugees with local communities until conditions in
Afghanistan would be conducive for their return.
The drift of refugees into the urban areas due to camp closures and the withdrawal of food
assistance in refugee villages exerted pressure on the Pakistani mainstream social service
delivery systems such as those of education, health, water and sanitation sectors. Such
pressure was felt most prominently in Karachi, Lahore, Peshawar, and Quetta. Afghan refugee
concentration in and around villages and camps contributed to the degradation of the
environment accelerating the deterioration of the physical infrastructure, forests and fields for
grazing livestock. The intermediate humanitarian support for education, health and sanitation
services currently extended to the refugees and local communities through UN is not a
sustainable solution to the issue.
An extension from humanitarian to development assistance is essential. Addressing the
consequences of the strain on local Pakistani services requires concerted efforts from the
international community to share the responsibility of protecting Afghan refugees’ rights while
in Pakistan, compensating local communities for hosting them, and providing time for
Afghanistan to stabilize enough politically and economically for the refugees to return home
voluntarily, safely and with dignity. This shift will boost Pakistan’s economic and social
development programmes in the poorest provinces where the impact of Afghan refugees has
been most severely felt.
Afghans can be credited for a substantial contribution to the economy of Pakistan. Since their
arrival, industries such as carpet making, timber retailing, transportation, and fruit and
vegetable marketing have benefited. Much of the income generated by Afghans is spent in
Pakistan. The menial jobs that the local population shy away from, such as garbage collection
and recycling in the major urban areas, are undertaken by Afghans. While some of these
economic activities have caused social inequity, the RAHA programme intends to build on the
positive elements of this influence.
The overall objective of the RAHA programme was to improve livelihoods, rehabilitate the
environment and enhance social cohesion within communities of refugee-affected and hosting
areas. It aimed at improving the delivery of public services and making policies more effective
Project Completion Report
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by strengthening the capacities of the government, community institutions and vulnerable
groups. The programme specifically considered addressing crosscutting issues related to
human rights, gender equality, civil society engagement and refugees as by the One UN
Programmes. Peaceful co-existence that the programme promoted between the communities
would safeguard a more predictable stay for Afghans until they could return to Afghanistan.
1.7 million registered Afghans remain in Pakistan after 30 years of war, civil strife and insecurity
in Afghanistan. Between 1979 and 1992, over six million people entered Pakistan and Iran in
the wake of the Soviet invasion of Afghanistan and the ensuing civil war. To those arriving in
Pakistan, the Government gave prima facie refugee status and provided them protection within
340 camps set up in KP and Balochistan, and one other in Punjab. With the assistance of UNHCR
and the international community, the GoP ensured international protection to safeguard
Afghan human rights, and established a Commission for Afghan Refugees at the federal,
provincial and local levels under the Ministry of States, Frontier Regions and Northern Areas
(SAFRON).
From 1985 onwards, UNHCR expanded its humanitarian assistance to Afghan refugees beyond
the immediate needs of shelter and food to health, education and vocational training for
livelihood improvement and self-reliance and, in 1995, direct food assistance from the World
Food Programme (WFP) was withdrawn. The government did not confine Afghans to the camps
and many drifted into Pakistani cities for work, and ceased to receive the humanitarian
assistance available to the camp dwellers. Due to the continued internal factional and ethnic
conflicts within Afghanistan, by the mid 1990s the estimated number of Afghans in Pakistan had
swelled to 3.3 million putting strain on Pakistani social services and creating the need to
address the overwhelming issue of what to do with so many displaced people.
Voluntary repatriation back to Afghanistan is considered the most sustainable solution for
Afghans in Pakistan and, since 2002, 2.74 million Afghans have returned home with UNHCR
assistance. Refugee camps in FATA were closed in 2005 due to ongoing military operations in
that area. However, this repatriation trend slowed considerably as socio-economic conditions in
Afghanistan deteriorated and civilian security worsened. After these camp closures, those who
did not return to Afghanistan moved to the urban areas and significant communities of Afghans
reside in Peshawar, Quetta, Lahore and Karachi. While there are some very wealthy Afghans in
the cities, the majority represents the poorest of these displaced people who own no land or
homes, or have limited opportunities in Afghanistan with which to rebuild their lives. These
Afghans are expected to remain in Pakistan until the economic and security environment in
Afghanistan improves.
During the 1980s, Pakistan received high levels of international humanitarian relief assistance
to support the Afghan refugees living in camps. Following the large-scale return of refugees
back to Afghanistan, funding for care and maintenance programmes was reduced considerably
from a peak of USD 100 million annually to approximately USD 28 million a year in 2004 to USD
12 million in 2007, and continues to diminish. Currently, assistance from UNHCR and the
international community through its Care and Maintenance programme is concentrated mainly
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on three sectors: primary education; health; water and sanitation, and delivered to Afghan
villages predominantly in KP and Balochistan.
The consequences of this protracted and internationally supported Afghan presence in Pakistan
have generated outstanding issues:
1. The health, education, water and sanitation services are better in the refugee-assisted
communities than in the mainstream Pakistan public sector. Although they are given
access to these service systems, ordinary Pakistani citizens living in the refugee-assisted
areas have developed a sense of exclusion. Furthermore, these internationally
supported service programmes are unsustainable, as they are not integrated into the
mainstream public sector
2. Afghans living in Pakistan have strained the Pakistani service sector’s financial resources
and infrastructure in the affected and hosting areas. Even where camps were fully
closed 25-30 percent of Afghans preferred to remain in Pakistan. Afghan school children
account for at least 20-25 percent of the students in Pakistani schools in these areas.
3. Large numbers of Afghans concentrated in and around villages and camps have
contributed to the degradation of the environment and have accelerated the
deterioration of local infrastructure. Forests have been more rapidly depleted,
rangelands have been over-grazed and extraneous livestock and diseases introduced,
water resources diminished, and roads and irrigation systems damaged, among other
impacts
4. Afghans living in Afghanistan regularly cross the border to take advantage of the
relatively better public health, market and financial services available in Pakistan
without paying taxes, further increasing pressure on local amenities. At the border
districts, 50-60percent of patients are Afghans, though women and girls from both
Afghan and local populations are most disadvantaged in accessing these facilities.
5. Afghans are likely to remain in Pakistan until the situation in Afghanistan is more
conducive to their return, and the challenge is how to achieve social harmony without
burdening Pakistani social and economic resources.
6. Nevertheless, Afghans have contributed towards economic uplift and have transferred
traditional knowledge and skills to local communities, including: Afghan-style carpet
weaving; cultivation of nuts, fruits and vegetables; beekeeping; timber gathering and
retailing; transportation, among others. The economy in some areas has flourished due
to the presence of low wage Afghan labourers and their entrepreneurial activities, such
as brick kilns, garbage collection and recycling. Unfortunately, local Pakistani wage
labourers have not been able to compete with the lower rates paid to Afghans,
distorting the local wage economy.
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In 2005, the Government of Pakistan appealed to the international community for three
interventions to support comprehensive solutions for Afghans in Pakistan:
1. A national Census of Afghan citizens living in Pakistan, and a registration of those
enumerated in the Census.
2. Increased development assistance in Afghanistan to encourage repatriation and
reintegration; and,
3. Development assistance for communities in Pakistan affected by the long presence of
large numbers of Afghans.
It was in such a context that the “Social Cohesion and Peace Building Programme for RAHA
Community” was conceived and the funding obtained from the Government of Japan for its
implementation. The programme adopted a bottom-up participatory approach based on
community development and social cohesion. Civil society organizations and NGOs have
facilitated social mobilisation and strengthen the capacities of communities to plan, implement
and manage their resources. Small to medium scale community infrastructure projects have
been undertaken targeting the identified community needs. Line government departments,
primarily at the agency and sub-agency levels, have been provided with a range of support
services. Employment and income generating activities for both male and female have been
proved to be a success. Education facilities have been made barrier free for people with
disabilities. Capacity building programmes have targeted the communities and the service
providers, and the concerned government departments at all levels.
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3. PROJECT PERFORMANCE AND RESULTS
3.1. Contribution towards Country Programme Outcome1 CPAP Outcome: 3.3: Vulnerable populations in crisis situations benefit from improved
prevention, risk reduction and response (mitigation), and are assisted to reach development
goals including MDG targets
Output 3.3.1: Vulnerable communities, particularly women, affected by crises have access to
training, entrepreneurship, livelihoods and community infrastructure.
Indicator(s):
Outcome
Indicator:Number of
affected/eligible
populations that have
returned to pre-disaster
income and production
levels within 18 months.
Output
Indicator:Number of
crisis-affected
population (sex
disaggregated) with
improved livelihoods,
economic opportunities
and community
infrastructure.
Baseline:
20 million
affected by
floods 2010; 5
million affected
by floods 2011;
1.5 million
affected by crisis
in Federally
Administered
Tribal Areas; 1.7
million refugees;
Target(s):
Initiatives taken with
respect to
leadership,
community
management,
conflict resolution;
Employment
creation and income
generation for
crisis/disaster-
affected vulnerable
groups i.e. persons
with disabilities,
women; Social
protection study with
recommendations on
improvement on
social protection
measures launched
with the
government.
Achievement(s):
Description of output level high/outcome level results achieved in 2013:
Means of Verification
1 Outcomes describe the intended changes in development conditions that result from the interventions of
governments and other stakeholders, including international development agencies such as UNDP. They are
medium-term development results created through the delivery of outputs and the contributions of various
partners and non-partners. Outcomes provide a clear vision of what has changed or will change globally or
in a particular region, country or community within a period of time. They normally relate to changes in
institutional performance or behavior among individuals or groups. Outcomes cannot normally be achieved by
only one agency and are not under the direct control of a project manager.
Project Completion Report
13
Progress towards Project Results/Outputs2
Project Output 2.1: Educational delivery system from primary to secondary level improved and
educational infrastructure from primary to secondary level rehabilitated
Indicator(s) Baseline Target(s) Achievement(s)
# of teachers,
educational
managers ,
teachers,
youths and CLC
facilitators
trained on
important
educational
themes
Educational
managers,
teachers and
youths
volunteers in
FATA
Directorate of
Education and
communities,
particularly in
Khyber Agency
lack capacity on
knowledge and
pedagogical
skills on
emerging and
critical
educational
themes such as
ECE, DRR, ESD,
NFE, education
for peace and
social cohesion
Organization
of workshops
and training
programmes
A pool of trained teachers and school
heads available in KP and FATA
particularly in Khyber Agency as teachers,
school managers and trainers with skills
and capacity to promote hitherto
neglected subject such as ECE concept
and method, emerging educational
themes (ESD, and education for culture of
peace, DRR etc.) through the following
activities:
Workshops
- 1 capacity building workshop of 3 days
conducted for 35 educators from FATA
and schools heads on early childhood
education.
- 2 workshops conducted on ECE for 60
teachers.
- 1 workshop conducted to create a pool
of 6 master trainers on ECE.
Capacity building on emerging themes
- 60 teachers trained on the use of
teacher’s resource kit on peace and
social cohesion and 70 teachers trained
on Education for Sustainable
Development (ESD).
Directorate of
Education had
no orientation
and capacity to
plan training
courses on
educational
planning and
Capacity of educational managers
enhanced through:
Workshop on education planning,
management and coordination
- 3 capacity building workshops on
educational planning and management
conducted for 82 educational managers
2 Outputs are short-term development results produced by project and non-project activities. They must be
achieved with the resources provided and within the time-frame specified (usually less than five years).
Project Completion Report
14
management and staff members from RAHA
communities.
FATA
Directorate of
Education had
no plans to
implement CLC
programme
Teachers well equipped with innovative
teaching techniques to handle the diverse
learning needs of the communities
regarding literacy and NFBE and
education for people with disabilities.
Capacity of youth volunteers, CLC
facilitators enhanced, teachers capacity
improved on gender and inclusive
education, and learning resources
developed through following activities:
Workshops/training
- 4 training workshops were organized
and 100 CLC facilitators and youth
volunteers trained on literacy and non
basic education formal themes.
- 2 workshops organized to train 60
teachers on gender and inclusive
education.
- Training modules, teachers guide
developed and distributed.
FATA
Directorate of
Education does
not have
capacity to
introduce
innovative CLC
projects nor do
they have
capacity to
depart
innovative
science
education.
FATA
secretariat have
no plans to
depart market
oriented skills
training to
Community ownership of organizing
literacy for adults, non-formal basic
education programme for out-of-school
children and inquiry based science
education for students ensured and local
volunteers took initiative to mobilize
learners for participation in learning
programmes through the following
activities:
Rollout literacy/skills training
programmes for adults and youth of
project communities and NFBE for out-
of-school children
- 21 broad based community meetings
resulted in identification of 60 potential
volunteers for our programme. 500
learners selected for enrolment based
on pre-defined criteria.
- 20 teachers trained to teaching adults.
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communities
- 20 mobile based literacy centres
established with enrolment of 250
learners.
- 30 non-formal basic education
established
- Village education committees
established to promote enrolment
- 2 workshops conducted and 60 teachers
trained on importance of science and
inquiry based science education
- 3000 students and 300 teachers trained
on innovative scientific themes and
inquiry based science education through
mobile science caravan exhibitions.
- 11 science clubs established in public
schools.
- 1 training course/workshop of two and
half month organized to train 200 most
marginalized individuals (including 75
females) in 8 different market oriented /
employable trades that included
orientation on entrepreneurship to
encourage self employment.
FATA
Directorate of
Education does
not have
capacity to
train teachers
on DRR and
school safety
Pool of trainers and teachers with capacity
to train, teach DRR concept and practices
and be catalyst to ensure that DRR is
integrated in school curricula. Following
activities were carried out to this end:
Workshops/training programmes on
DRR and school safety
- 1 workshop and several meetings were
organized to develop a pool of 30 DRR
and school safety master trainers at
FATA Directorate of Education.
- 150 teachers trained by the DRR trained
trainers.
# of children
enrolled and
community
members
reached
FATA
Secretariat
lacks capacity
to develop
effective
advocacy
strategies and
Organization
of national
area level
seminars
Education officials developed capacity to
develop advocacy strategies and
awareness campaigns leading to increase
in student enrolment in schools in RAHA
communities. Following activities
contributed to achieve this purpose:
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awareness
campaigns to
bring out of
school children
to school and
increase
enrolment.
Enrolment drive
- 237 schools, 400 teachers and 10,000
community members mobilized through
enrolment drive programme which
resulted in the enrolment of about
10,000 out of school children.
- 135 community meetings, 30 cluster
level planning meetings, 82 mother
meetings organized. 920 posters and
598 banners displayed in the RAHA
communities.
- Besides regular monitoring, 5
networking meetings held on enrolment
drive with political administration and
parliamentarians/community leaders.
# of reference
materials
reviewed to
assess the local
context and
education
development
needs
No specific
baseline was
available
Development
of situation
analysis and
monitoring
systems
Funds were made available to UNESCO
quite late; hence, with the available
limited time project outputs needed to be
delivered on the basis of secondary data.
Carrying out field based needs assessment
survey was not possible. Therefore, the
planned two surveys were not carried out
and funds were diverted to other
substantive activities. The programme
intervention needs were determined
through secondary data source as
following:
Review of available documents
- Post Conflict Needs Assessment (PCNA)
2010, Education Management
Information System (EMIS) data, School
Safety Action Plan of KPK, 1998
Population Census, Pakistan Social and
Living Standards Measurement Survey
(Government of Pakistan) 2004-2015
and FATA Sustainable Development
Plan 2005-2017 were reviewed in order
to inform the planning process for
programme interventions.
# of learning
materials
developed
FATA
Directorate
lacked training
materials on
Development
and adaption
of training and
teaching
A comprehensive set of training and
teaching learning resources developed
and disseminated as following:
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innovative
educational
themes
learning
material
Development of training and teaching
learning resources
- 500 copies of guidebook on early
childhood education (ECE), 500 copies of
training modules on DRR/school safety ,
1000 copies of teacher resource kit for
promoting peace and social cohesion
through heritage education, 1000 copies
of ESD learning resources & brochure,
5000 copies of Disaster Master Game
and 1000 copies of learning from
disasters and remaining safe developed,
printed and disseminated
# of learning
materials and
ICT equipment
provided
FATA
Secretariat
lacked
appropriate
educational
learning
materials and
ICT equipment
Supply of ICT
equipment
and teaching
learning
materials
Education service delivery capacity of
local education institutions strengthened
through the provision of following
equipment and learning resources:
ICT equipment
FATA Secretariat, literacy centres,
teachers and learners benefitted through
the distribution of the following IT
equipment:
FATA Secretariat
• 17 laptops
• 4 Desktops computers
• 2 Fax machines
• 1 Photocopier
• 1 printer
Literacy centres, teachers and learners
• 500 mobile phones
• 20 laptops
Learning materials
Following learning materials were
provided to schools, Department of
Education KP and FATA through different
meetings, conferences, seminars and
workshops:
• 5000 sets of Disaster Master Game
• 500 copies of ECE guidebook
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• 1000 copies of ESD publication
• 1000 copies of peace and social
cohesion publication
• 1000 copies of the publication on
Learning from Disasters and Remaining
Safe
• 500 copies of training manual on DRR
and school safety
• 60 wheel chairs, 60 hearing aids, 35
crutches and 35 folding aid sticks
# of schools
made barrier
free.
No initiative
taken by FATA
secretariat to
refurbish
schools and
make them
barrier for
people with
disabilities.
Provide
technical
support to
educational
institutions
and learning
centers for
capacity
development
School authorities realized the
importance of inclusive education and
barrier free learning environment for
learners with disabilities and took
following initiatives:
- 1o schools and 5 literacy centres
promoted inclusive education by
removing physical barriers and obtaining
basic materials and equipment to allow
easy access and conducive learning
environment for learners with
disabilities
# of youth
developed
literacy skills.
RAHA
community
lacked effective
literacy
programme for
youths.
Capacity of FATA Directorate of
Education enhanced to deliver effective
literacy training to local youths through
the following activity:
- 500 youths improved their literacy skills
through mobile phone based literacy
learning programme and received 800+
advocacy text messages.
# of PTC/TIJ
members
sensitized.
Schools in
Khyber Agency
lacked
emergency
evacuation
plans.
Capacity of community institutions
(PTCs/TIJs) strengthened to guide school
administration effectively for better
management and service delivery through
following activities:
- 4 workshops organized to orient and
mobilize 200 members of the existing
PTCs/TIJs focusing on their role in
improving attendance and retention of
students and quality of education
- 100 students of FATA accompanied by
Project Completion Report
19
teachers participated in an exposure visit
to Islamabad College for Girls where
they observed and developed an
understanding of its ESD model so as to
promote the similar models in their own
contexts.
- DRR plans in 20 schools developed their
own DRR plans and painted school
specific evacuation plans on prominent
walls in school premises.
Description of output level results achieved in 2013-2014:
Out 2.1 Educational delivery system from primary to secondary level and non formal
education improved & educational infrastructure from primary to secondary level
and CLCs rehabilitated
2.1.1 Organization of workshops and training programmes
1. Organize training workshops for teachers
Teacher training on ECE. A 3-day capacity building workshop on ECE was organized by
DCTE from 26-28 April 2013 in Peshawar to provide orientation to teacher trainers, school
heads, teachers and officials of FATA Directorate of Education in Early Childhood Education
(ECE). The training workshop was organized at Regional Institute of Teacher Education
(RITE) and Dubgari Garden Peshawar. 35 educators and school heads of FATA Directorate
of Education received this training including those working in Government Colleges of
Elementary Teachers (Male & Female) of Jamrud, male and female teachers of government
primary schools in Khyber Agency, education managers from FATA Directorate of Education,
and education officers from various field offices of Khyber Agency. The workshop
contributed significantly to raising awareness among the 95 educators about the need for
increased attention to Early Childhood Education and improving their knowledge and skills
for effective delivery of ECE in the schools.
Teacher workshop on emerging themes. It was felt important that teachers should have an
understanding of how children of both refugees and families belonging to the hosting
communities could be encouraged to appreciate each other’s culture and way of life and
build social harmony. As well children need to be taught on consequences of environment
change, and protection and optimal use of natural resources, and ways to engage in
sustainable development activities. To this end, 60 teachers were trained on the use of
teacher’s resource kit on peace and social cohesion and 70 teachers were trained on
Education for Sustainable Development.
2. Training workshop for managers and civil society to improve educational
planning, management and coordination:
Project Completion Report
20
Three capacity building workshops of 3-day duration on Educational Planning &
Management (EPM) were organized by Academy of Educational Planning and Management
(AEPAM) at Islamabad for education planners and managers of Khyber Agency and FATA
Directorate of Education. The main purpose of the workshop was to improve capacity of the
participants in educational planning, management, implementation and monitoring of
programmes and projects. The workshop was attended by 82 education managers working
in Khyber Agency and FATA Directorate of Education. Twelve sessions of 90 minutes each,
were conducted by eminent resource persons from public and private sector on specific
topics/themes such as basic concepts and approaches to educational planning; project
management cycle: identification to implementation; logical framework approach (LFA) and
logical framework matrix; program evaluation and review techniques (PERT); sector-wide
approaches (SWAPs) to education; monitoring and evaluation techniques; education
indicators: stock, flow and EFA indicators; use of data in decision-making; population and
enrolment projection techniques; international and national commitments towards