Protection and Empowerment of Working Children in Sindh

Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Credits

Author Irfan Khan

Copy-editing Themrise Khan

Photography Protection and Empowerment of Working Children in Sindh Fahim Siddiqi, Shahab-ud-Din Junejo, Irfan Khan and Khimchand Sanjo

Design and Layout Ahmed Grafics based on the original design by Riffat Lotia Aliani Child Rights Situation Analysis Printing The Times Press (Pvt.) Ltd. of Dadu, Jamshoro, Tharparkar and Umerkot Districts

© Thardeep Rural Development Programme 2011 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Rathore, Pirbhu Lal Satyani, and Nasreen Shaikh. Nasreen and Satyani, Lal Pirbhu Rathore, Bhagwani Balani, Meva by coordinated and supervised was Fieldwork (Umerkot). Lachman and (Tharparkar) Khaskheli Musa (Jamshoro), Sanjo Khimchand (Dadu), Laghari and Afshan Jaleel Rizwan by led were teams field Sikander.District Jamila Useful input in the design of CRSA was provided by Aftab Akhund, Zaffar Junejo and Lakho, Mujtaba Malik, and Abdul Hakeem Mangrio were part of the fieldwork team. Jarawar,Sughra Kumbhar,Buriro, Hasan Zaffar Shabana above, Ali the to addition Rattar, In Shaikh. Nasreen Fehmida and Shahbaz, Ali Dr Gohar Satyani, Lal Pirbhu Mangi, Sanjo, Khimchand Sajjad Laghari, Afshan Kumbhar, Bhatti, Shazia Mohammed Khan, Niaz Irfan Farzana Junejo, Shahab-ud-Din Jaleel, MevaBalani, Rizwan Hoondraj, by Devi, Kamla Bubak, contributed write-ups and notes field The CRSA Teamhelp of the wrote thereportwith who IrfanKhan was ledby Table1: & Acronyms Abbreviations T T T Table2: List Annex Annex Bibliography 4 3 2 1 Executive Foreword

able 5: able 4: able 3: able

of Tables Summary 3.5 3.4 3.3 3.2 3.1 Main 2.3 2.2 2.1 Legal 1.3 1.2 1.1 Introduction 2: 1:

Number P Number Health Public List T R Discrimination 3.3.3 3.3.2 3.3.1 Survival Education National Constitutional International Structure Methodology Back

Children in need of special protection special of need in Children Summary challenges to achieving children’s rights children’s achieving to challenges ools used to conduct the CRSA the conduct to used ools ercentage of Married Women by Age at Marriage and District and Marriage at Married by WomenAge of ercentage espect for the views of the child the of views the for espect and policy framework for children for framework policy and

of Fieldwork of

ground of thematic opportunities for TRDP opportunities thematic of Sector Schools’ Enrolment Data by Gender and District and Gender by Data Enrolment Schools’ Sector Child Child Child Indicators by District by Indicators

and health and of Children Organizations and Membership by Sex and District and Sex by Membership and Organizations Children of District by Media Print the in Reported Sexual Abuse Cases Child of and Provincial Laws and Structures and Laws Provincial and of the report the of

marriage abuse sexual labour Commitments

Provisions

C

ontents 43 38 36 30 2 51 49 47 45 42 39 37 36 31 31 28 19 19 1 1 1 1 16 11 11 11 6 5 4 7 7 7 7 7

Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 4 A VDO UNCRC UDHR TRDP SMC SERP SEMIS PSLM PPHI PPC PEWC PDC PCCWD NGO NFE NER MDG M&E GER FGD EPI DVC DCO DCCWD CRU CRSA CPU CO CEDAW bbreviations & Acronyms bbreviations Village Development Organization Village Child the of Rights the on Convention Nations United Rights Human of Declaration Universal Programme Development Rural Thardeep Management Committee School Programme Reform Education Sindh System Information Management Education Sindh Survey Measurement Standards Livings and Social Pakistan Initiative Healthcare People’sPrimary PenalPakistan Code of WorkingEmpowerment Children and Protection Development Organization Para Development Child for and WelfareCommission Provincial Governmental Organization Non Education Formal Non Ratio Net Enrolment Development Goal Millennium Evaluation and Monitoring Ratio Enrolment Gross Discussion Group Focus Immunization of Programme Expanded Committee Vigilance District Officer Coordinating District Development Child for and WelfareCommission District Rights Unit Child Situation Analysis Rights Child Unit Protection Child Children’sOrganization against WomenDiscrimination of Forms of All Elimination the on Convention out a comprehensive baseline survey in 2007-08 in and beyond. As a point of departure, TRDP carried area programme the in children for environment quality enabling access create to and skill, education/vocational to opportunity aimed them also provide It to labour. hazardous from districts children working in Dadu, Jamshoro, 20,000Tharparkar and Umerkot out phase to TRDP of capacity strengthen institutional strategic grantto the Save and Children UK partnereddesign toandimplement a UK Relief Comic TRDP, 2007, In Sweden. Children the Save and UK Children the Save UK, Relief Comic February in from assistance technical and financial launched with 2003 was district Tharparkar of rights the workingchildren in the carpet industry in of protection five- increase a to learned, project year lessons generation the on income Based sources. alternative providing and advocacy through Tharparkar of councils union out childlabourinthree in thecarpetindustry findings phase the to with Save Children UK, collaboration in DFID- undertaken research (1999-2001), a project pilot of funded design The the informed subsequently industry. weaving research studyonchildlabour in thecarpet dates protection comprehensive a conducted it when 1998 to child back in intervention TRDP’s organizations. community 18,500 in children and men women, 360,000 to close organized has communities in itswork. As of30 June 2011, TRDP rural of and sections marginalized children most poorest, the women, of on zones focuses arid TRDP the Sindh. in households 450,000 over certified with a works to that organization UK non-governmental Children the Programme Save of relief drought project 1988 Development a from evolved has (TRDP) Rural Thardeep Chief Executive Officer Executive Chief Khangharani Sono this facilitate to interviews research. and discussions group focus workshops, participated in who children, parents, teachersandother respondents all thank liketo would I least, not but Last, report. Irfan thank particular, led the who Khan in team andauthoredthis CRSA must, I in research. part the took who valuable staff TRDP the all of acknowledge contribution to like also would decades. two I over spans that partnership a for Children the Save to gratitude my express to like would I ReliefUK. Comic of support generous the without possible been have not would report This poor.the and marginalized the for opportunities increasing and reduction poverty to resolve our catalyze also but rights, children’s of fulfilment the in gaps the deepen only will notourunderstanding about and rich, and insightful are report this of findings the that believe I forefront. the to rights their of violation the thatfocused about voices children’s bringing exercise on in-depth the of findings main the presents report This 2011. October and May between conducted was Analysis Situation to and increase TRDP’s technical expertise, a area Child Rights programme the in rights of children’s fulfilment of level the about learn further To poverty.and labour,education increase the understandingstudies toaboutchild research several to undertakencontributed has or in TRDP (CRU) Unit Rights Child the Additionally, implementation. and design developing programme detailed in useful been the have survey of baseline findings The interviewed. were districts which 1,540 households in the four aforementioned F oreword 5 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 6 E ih fr h ves f h cid ad h best the and child; the child. the of interests of views the for right non-discrimination; development; and survival – (UNCRC) Child the of Rights the on Convention normative the used framework of theprinciplesestablished in the CRSA The interaction children. intensive with through operationalized was approach child-focused The data. secondary report, this though ithasbeen triangulated with primaryand in Their primacy rights. given been their has account of violations the regarding children’svoices on was inquiry of focus main The b. a. objectives: primary two following a conduct to decided Child Rights Situation (CRSA)Analysis withthe thus was It labour. child and violations strategy rights child effective of forms all an address to have to and child, the focus on to expertise technical of level high a with grant is to develop a Child Rights Unit within TRDP PEWC the of milestones strategic key the of One livelihood lives. education, children improving and support through empowerment This province. Sindh and protection programme child on focuses of districts Umerkot and programme in Dadu, Jamshoro, Tharparkar (PEWC) Children Working of Empowerment Protection and term long Programme a Children, implementing the been Save has with Development partnership in (TRDP) Rural Thardeep Analysis. on staff TRDP areastechnical ofthe Child Rights Situation the of capacity the build To (UNCRC). Child the of the in Rights the on Convention gaps Nations United the the in envisaged as analyze rights children’s of fulfilment and assess To xecutive Summary ialn fco fr hi cide’ education, children’s their for factor disabling a as poverty cited who parents some for Except children. working and school of out and children, enrolled was equallyhighamong currently The fieldwork revealed that demand for education 1. children’s rights Main Challenges to achieving capacity.and role latter’s the on focus the with studied, were duty-bearer rights’ of between the dynamicsrightholderand which manifestations and and violation, nature the at lookedfulfilment, which two in main headings:issues under analysed was challenge children’s Each achieving rights. to challenges key seven beenpresented in have CRSA the of findings The answered. be could questions research key the that so narrative evidence-based an develop to data secondary with triangulated were findings and meetings and studies; interviews with key case informants). The mini develop to children interviews with in-depth teachers; and parents with discussion group focus parents; and children with (mini-workshops qualitative mainly were which The fieldwork was carried out using a host of tools problem. the of and situation, looks intotheimmediate and underlyingcauses rights child of ‘whys’ the answer attempts to of analysiswhich is that component second The fulfilment. in gaps the and violated, is situation and investigates the rights that are being component rights child of ‘whats’ assessment the with concerned mainly The analysis. and The assessment CRSA hastwomaincomponents: Education role and capacity ofduty-bearersin members, teachers and of parents,community of governance schools through involvement the in role designed toplayan important s duty-bearers As discrimination. and girls, of rate enrolment low education, punishmentatschools, corporal of quality inadequate school, facilitiesatschools, nearest to distance schools, partially-functional broad categories, namely: non-functional schools, eight towards pointed findings The education. to issues that resulted in lack of fulfilment of the right and reasons into insights provided fieldwork The school. to children their sending of favour in were interviewed parents all almost col Management Committees School punishment. corporal of use the learning, coupledwith rote- of method traditional attendance orfollowed the were either irregular in many of them number significant a motivated While were teachers models. be theirrole to teachers considered – especially girls A large number of children– to right education. the of fulfilment in faced duty-bearers of parents as that were some oftheconstraints lack a education, facilities, schooling of lack and resources financial girls’ towards their attitudes educating in However,children. poverty, societal parochialism, motivated and interested

SC) were (SMCs) , parents were, by andlarge, Tharparkar District Bhodesar, in children enrolled currently with mini-workshop a facilitating researchers field TRDP – expressed their parentswere – thateithernot groups different in girls and boys both – Children fieldwork. qualitative following The emerged three areasofconcernfromthe picture. dismal a present review under of thefourdistricts The healthindicators 2. stakeholders. other and parents to appeared to belesstransparentandaccountable educational Department Education improve the Moreover, outcomes. to system public monitoring its the by exclusively lackedwhich sector strengthen political willto almost was out education of carried provision districts, four all In irregularities. financial committing of accused been have SMCs many that suggests which evidence anecdotal was staff. There school Health Executive Summary 7 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 8 Executive Summary okn cide. o eape cide who problems: children several listed looms carpet example, on worked For children. working hazards Occupational observed. labour was household indebtednessandchild between correlation positive a studies, research earlier Like children. working It have to found were work. to children their all poorhouseholds must benot stressed that put to them that poverty forced was it research, that the stressed often During parents labour. child for reasons cited have that household poverty to studies be one of the most common of number a are There 3. duty-bearers, As inadequate have to equipment. and medicine supplies, found were district the in hospitals public-sector “best” the Even duty. on were overcrowded with patients amid few doctors through lightly. it took they Inadequate healthcare facilitieswere illustrated or issues health of aware provincial government in 2006. in government provincial the from dispensaries and BHUs of charge took PPHI since ever facilities utilization healthcare in level first increase of an shows generated that – data PPHI by with corroborated – anecdotal evidence is There (PPHI). Initiative Healthcare Primary People’s the to first facilities healthcare the level of most over handed has years, recent and Department Health The water outcomes. health to drinking safe negatively contributing also is facilities sanitation of Lack practices. hygiene safe by diseases from prevention about children, butlacked knowledge and information their for health to right the fulfilling in motivated Child Labour ititlvl oenet optl that hospitals government district-level

parents were common among were found to be

in Vs ae iie atoiy n rsucs to resources function. its and out carry authority limited have composition, DVCs and form present its in However, society organizations, including TRDP and SPARC. civil of efforts the through districts all in notified been have committees These labour. bonded of Bonded Labour on (DVC) Committee Vigilance District labour.hazardous especially aboutprohibit childlabour,knowing lawsthat despite it do them of Some poverty. household sector informal employee’s of excuse the the using children, in employ employers the of Most labour either lightly or, in extreme cases, callously. child the issueof some parentstook found that also was it indebtedness, or poverty by driven is it cases, the of most in facilitator.While a of that labour was,sadly,child parents in The roleof children. many for option an not was working not that apparent was It work. poor or slow for – up beaten being of cases, few in and, – abuse verbal with the seth with in carrying out work. Some children who interacted “disobedience” any for and diligently working not verbally abused and beaten up by their parents for being including workplace, the at violence about workedwho Children were open carpet looms on development. and of growth their on labour child of effect negative the aware were children large, and By spaces. lit badly- and closed in working of because irritation posture; of because strain oneyes, pulmonary diseases and skin pain body and backache , are mandatedworkfortheeradication to (carpet spokealso contractor) of state authorities. state of thepoliceandother are broughttothenotice all reported be not cases must alsostressedthat These a It unreported. remain that cases actual of fraction believe, street. informants key the are, cases” on “reported or seminary), (religious society organizations. society also civil from support moral as such resources, lacked They off. girls young marrying in patriarch within that they lacked obvious authority tooppose the family was issue it this but community, raise and households to motivated be could marriages. They underage or child of issue the to sensitized more were mothers duty-bearers, As couple. the between understanding of lack a was there spouses the between difference age and parenting,household choresandincaseof manage to difficult it found often mothers young that out pointed further They deaths. child and an early age increased ofmaternal the chances female respondents concededthatmarriage at Many 18. of age the after married have to found were women married of one-third only to survey, a According fieldwork. the in evident also not was years, is 18 this and followed in thename of customandtradition practice years in 16 However, is respectively. boys and girls for marriage of age minimum official the Pakistan, In 5. a in as such review, the that under in present districts was indications violence sexual of many issue the were respondents. there the by However, mentioned explicitly not Cases ofchild sexual abuse were generally 4. Sexual Abuse Sexual Child Marriage Child madrassah

edr discrimination Gender scheduled and low castes. to discriminatory very was the attitude that oftheuppercommunities caste highlighted respondents The times. of number a various with came up discrimination communities, theissueof interaction During systemic. and seated deep is which discrimination caste-based is thatof phenomenon inoursociety A common 6. edr qaiy Pksa “essety denies “persistently Pakistan equality, gender and rights Human on conventions international in motivated several be ratifying Despite quo. status the changing to not society seems equitable it and and lacking, just is a of creation government the of role in the that claimed be can, It negligible. almost is discrimination caste-based rights against organizations human of work The discrimination. base caste- end to working few very are there women, of status the increase to aim that organizations approach and outlook. While there are quite a few such are society civil that ittriestobe tolerant andpluralistic inits of ideals and nature The sphere. public in and home at women towards attitudes patriarchal included This equality. with discriminated and underprivileged were the treat that not communities that did hierarchy social the in privileged and powerful obvious was It afterwards. ate women and girls boys; first to then and males adult to served usually was It food life. that reported daily was in evident also Gender disliked. was theydiscrimination which something as but as amatteroffact, mothers pointeditoutnot and girls of number However,a norm. acceptable Discrimination

was alsoa Executive Summary common and 9 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 10 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Executive Summary wide. not also was base membership their and review under districts four the in organizations children’s children’s school. in and home at views for respect little was there large, and interaction by that, revealed In was it adults, and heard. children with be to is right UNCRC children’s the the of principles guiding the of One 7. the in discrimination” society. racial any of existence village. their map of drawing a places after unsafe and safe District in Chelhar,discussing Children Tharparkar

Respect for the views of the Child

There were very few very were There extroverted children participated. children extroverted were arrangedoccasionally few,a select which in – contests declamation extracurricular example, for – schools, activities some In environment. learning and teaching the improving in ingredient important be an to participation considered child teaching. There were, however, some teachers who of method preferred the was rote-learning where be encouraging childparticipationinclassrooms to found were teachers Few children. over control Teachersexert usedandpowerto theirposition in child. girl the to visible related matters so more was This them. to pertaining acceptance little was that childrenshouldbe consulted indecisions There agreement. their people upon young without act were entitledto the ideaadults of that be agreatproponent to As duty-bearersparents were,andlarge, , byfound p n h trs f eeec. h Nt on Note The document live reference. a of remained which terms Methodology, the on up Jamshoro, Tharparkar and Umerkotwas built (CRSA)situation analysis Dadu, indistricts rights a child The methodologyforconducting 1.2 b. a. objectives: Situation primary two the following with Analysis strategy,a was decidedconduct itto Rights Child the of furtherance In labour. child and violations effective an have to strategy toaddress all forms ofchildrights and expertise child, technical the on of focus level to within high Unit a Rights with Child TRDP a develop to is grant PEWC the of milestones strategic key the of One and in them featuring programming. overall TRDP’s support via lives livelihood children improving education, through programme This Sindh. and empowerment protection child focuses on of districts Umerkot programme in Dadu, Jamshoro, Tharparkar and (PEWC) Children Working of Empowerment Protection and term Children long Programme a the implementing been Save has with Development partnership in (TRDP) Rural Thardeep 1.1 Analysis. on staff TRDP areastechnical ofthe Child Rights Situation the of capacity the build To (UNCRC). Child the of the in Rights the on Convention gaps Nations United the the in envisaged as analyze rights children’s of fulfilment and assess To Background Methodology rgamn dvlpd y ae h Children. the rights Save child by on developed programming guidelines the on heavily drew note Pakistan. Additionally,the in situation rights a child to) and relevant (and on literature of Tharparkar; scan quick in organizations unit; children’s (M&E) Evaluation interaction witha group of childrenrepresenting and Monitoring and (CRU) Unit Rights meetings Child TRDP’s of consultant’s staff key the work, with of field outcome conducting an of was process the during 1 that believes education, asthe the rightto than CRSA team is This playgrounds. important less play is to the right that say to not of lack instance, for than, found tobe concerned more about their education were children example, For again. over and over importance hasbeenissuesthatcameup given to and geographical areas. During the analysis, more going, dropouts, working), gender, communities, who bychildren belonged to different occupational groups identified (school- as fulfilled not were that rights the from flowed inquiry the of rest The rights. of fulfilment about discussions important, andfacilitatedin were asked to identifyrightsthatthey considered about theywere encouraged to talkabout their needs, them orwork), schooling asking example, (for issues of specific Instead interaction children. intensive with through operationalized was approach child-focused The data. secondary report, this though ithasbeen triangulated with primaryand in Their primacy rights. given been their has account of violations the regarding children’svoices on was inquiry of focus main The field. the emerging from findings successive the to responsive The methodology was designed to be evolving and International Save the Children Alliance (2007) Children the Alliance Save International 1 all rights areequally important,all rights Introduction 1

11 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 12 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 1 Introduction 3. 2. 1. following threekeyresearch questions: These two components were covered through the problem. the of causes underlying and immediate the into looks and situation, rights child of ‘whys’ answer the attempts to which is thatofanalysis and the gaps in fulfilment. The second component and investigates the rights that are being violated, concerned with the ‘whats’ of child rights situation and analysis. The assessment component is mainly The assessment CRSA hastwomaincomponents: Key questions analysis. situation the out carrying that were assessed but also asa methodology for asitspointofreferenceforstandards not only – the views of the for child; and the best right interests of the child and non-discrimination; survival development; – (UNCRC) Child the of Rights on the of Convention the framework in established normative principles the the used CRSA The Framework versa. how analyzing children responded to their environment and, in vice element an as priority took it themselves, children the by identified need a was interdependent interrelated.However,and this as and duty-bearers (and other stakeholders)? other (and duty-bearers and fulfilled? being what extentare rights, andtotheserights rights of the child not fulfilled? What is the stakeholders?key of capacity and role What fulfilled? not child the of rights If What What there are issues in fulfilment, why are the are why fulfilment, in issues are there are the dynamics between right-holders s h cret iuto o children’s of situation current the is f ol wih ee any ulttv – and keythe research that so narrative evidence-based – qualitative an develop to – mainly data secondary with triangulated were which tools of were The interactionscarried out usingahost locations field and Tools,respondents implemented. is policy state which by means the as Government, and otherkeyand the instruments – human rights the the of the signatory is which State – UNCRC is duty-bearer primary The children. of behalf on as firstly acknowledged duty-bearers and secondly as right holders also for and is parents of dual role the Similarly, children. younger especially it when their counterparts, their roletowards to comes duty-bearers also are rights children’s who children example, are theprimaryrightholderforpurposesof For duty-bearers. and by thatmany roles overlapping holders rights categories of both belonging to have bestressed stakeholders the Itmust of etc. officials, government organizations, society civil teachers, the formercategory, thelatterincluded parents, broad in prominently featured children two While bearers. duty- into and holders rights of divided categories analytical were stakeholders approach, programming rights-based the Using rights child of picture districts. the in situation in-depth an present to stakeholders. findings triangulate to used other was qualitative) and quantitative (both and data secondary Additionally, parents with interaction children, through qualitative, primarily the The approachofconducting CRSA was Approach gather information (see Annex 1a for details). for The 1a (see Annex information gather to four sessions ofthreeto consisted workshops mini- The etc.). teachers, caregivers, (immediate duty-bearers and children) (i.e. holder rights the in issues, between learningabout thedynamics addition to protection child and violations rights work to key of identification in was parents and children with mini-workshops of purpose The Mini-workshops with children and parents: The districts. were the following toolsusedconduct to the CRSA: of areas all of representation field Moreover, were locations selected for greater geographical answered. be could questions A mini-workshop under way with children of an NFE centre in Sehani, District Sehani, in Tharparkar centre NFE an of children with way under mini-workshop A

carried out where it wasdeemed useful (largely was which mini-workshop, the of session fourth the In settlement). (or village participants’ the of drawing amap issues through protection child identify to was involving, and useful most the be to proved which session, third The interrelated. are equallyimportant,interdependent and rights all that noting while violations, rights key instruments). The secondsessionwasdesigned to identify rights human other (and UNCRC the in stipulated rights through fulfilled are needs difference the that stress between andto needs andwants, on discussion a generate ofinteraction, to tone was the set which session, first 1 Introduction 13 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 14 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 1 Introduction protection issues. During the interaction, they opened up and shared many issues – some of which of some roles – our assigned had we concerned, is issues FGDs managing as issues. far as As considered never many had they shared and up opened they interaction, the During issues. protection to note that initially parents were either in denial about rights violations or were reluctant to share child interesting is It violation. rights of situation the of understanding held. our were deepen us helped This teachers and parents with (FGDs) discussions group focus which in July 4 on started phase second The second the for tools fieldwork. discussed of phase and developed also We detail. in issues the discussed who members team CRSA all by participated was to workshop districts. The all analysed in issues was different and fieldwork common out find The workshop. analysis and review a for June 29 and 28 on Hyderabad in met team the submitted, were reports field and completed was phase first the for fieldwork the Once analysis. data qualitative for used later were which English, and Sindhi in notes took researchers Field required. when and as interaction our in used were Parkari and out inthelanguage respondents were most comfortable with –inaddition to Sindhi, Saraiki, Dhatki carried was fieldwork In trees. The problem use. insightful developing its in in helped facilitation success our places, mixed some was there concerned, is tree problem a the also as was far that tool As starter. first conversation our was which – rights and needs between differentiate to took while it a that children feel Wevillages. their around and in to going dislike) (and enjoy they places about them asking by issues protection child identify us helped It hit. instant an be to proved exercise drawing The feelings. and ideas their share to them encouraged and explained Wechallenging. more was facilitator as role our write, and read not could children where places, In violation. rights identify to exercise the in and area, the of map a drawing in especially fully, participated and interest keen took facilitators. Children for also but children only not for interesting remained process overall parents. The children, and children, working excluded socially children, school of out children, going school with utilized were tools these where Jamshoro District in process this of part were Weinformation. elicit to tools several used we purpose The process of qualitative data collection started with children and parents in the first phase and for this districts. four all in 2011 June 17 from started in Chelhar.fieldwork conducted actual was The tools the inMithi, 14May on workshop with a the tools were discussedandmockexerciseswhich thoroughlyheld. The nextday, pilottestingof started of fieldwork to phase developed first were The tools objectives. of the series achieve a discussions, and meetings of number a After analysis. the of situation objectives the clarify further us helped which Mithi in May 31 on children with consultation by followed was participated. This staff M&E and keyCRU which in Jamshoro in 2011 May 25 on meeting a planning started with four districts in analysis situation rights a child of conducting The process A noteonthe process CRSA teachers: Focus group discussion with parents and details). for 2a (see Annex participated fathers 25 and mothers 41 which in each district were parentsin workshops heldwith mini- Additionally girls). were 151 which of (out participated 323children which in organized were mini-workshops 22 of total A children. excluded children, of school workingchildren, and socially four categories:currentlyenrolled children, out mini- eight and children werethefollowing with heldin workshops four between district, each In important. was thought they violation rights a choosing tree problem a developed participants the etc.), participation, of level the on depending solutions to the above-mentioned problems to bring happiness to all children. children. all to happiness bring to problems above-mentioned the to solutions punishment, corporal discrimination, early include child marriages and These lack fieldwork. of quality education. the We during need to focus surfaced on finding effective that issues the address to challenge how real is the But protection. and participation rights, on children of trainings conducting while of activity in future. We believe that the capacity of our team has increased. We can also use these tools this of objectives the of One build to was CRSA TRDP’s type this conduct could staff its that so capacity participation. meaningful their have to rapport build and confidence, their that learnt also children andadultsknewalotabout their issues,but needed greater engagement with themto gain We good). are facilitators provided (if potential tools fullest these their at since participate to activities children planning to space in children involve to how a limited learnt also in We tools timeframe. different using categories different of children involved which experience learning We have been involved in different consultations with children and adults, but the CRSA was a different down carefully. noted was and track on remained discussion the that so observer and taker note facilitator, as The purpose of focusgroup discussion for the list of interviews). interviews). of list the for 2c Annex (see information and necessary people collecting relevant case interviewing mini after three least studies at develop to asked was team district Each children. of lives the impacted were developed to document how rights violations mini case studies: In-depth interviews with children to develop children. of well-being the about took part in the FGDs and discussed various issues (out74persons which 169 of of total female)were details). for A (see 2b teachers Annex and fathers, mothers, with each one – held were FGDs three least at district, each In checklist). for 1b Annex (see mini-workshops in identified were that issues key on teachers and parents probe to was (FGD) — Nasreen Shaikh and Khimchand Sanjo Khimchand and Shaikh Nasreen studies number mini case A of Child Rights Unit, Child TRDP 1 Introduction 15 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 16 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 1 Introduction is, by design, indicative of the emphasis placed by placed emphasis the of indicative design, by is, of varies 3 section level in presented challenges in the detail interrelated, and interdependent team allrightsto be considers equally important, CRSA the While, violations. rights on discussion violations. rights and fraught with aboutis Indeed, rights discussion any rights about learning in teachers andkeywas alsohelpful informants parents, with Discussion rights. of fulfilment the theywere identifyissuesin thought importantto and it waschildrenwhopointed out rightsthat this conduct As mentioned earlier, themethodologyto recommendations. of a summary of thematicopportunitiesintheform presents section capacity.last and and fourth The role latter’s the on focus the with discussed, been have duty-bearer and holder right the between dynamics the which in duty-bearers capacity of violation rights’ by followed is which analyzed, been have of manifestations and nature fulfilment,the in headings. two Under the heading of issues into divided further is challenge keychildren’sachieving to challenges Each rights. seven cover to subsections five into divided been in presented are findings has The which 3, Section Pakistan. in provided are rights child which under framework presentsthe legalpolicy and section next The sections. four into divided is report The 1.3 2d). (see stakeholdersAnnex various of capacities and role the society about learn to as well as civil fieldwork, of the from findings triangulate to districts four all in number a held were officials government and organizations with Meetings Meetings/interviews with key informants:

Structure of thereport

situation analysis was child-focused, was analysis situation role and

have been paraphrased for brevity and clarity.and brevity for paraphrased been have in the text. It should also be noted that quotations repetition some in resulting inter-linked, also are and inter-related fulfilment in issues the inherently of some inter-dependent, are rights as Just respondents). other (and children http://www2.ohchr.org/english/law/index.htm URL: Rights. Human for Commissioner High Nations United the of 2 people. all of duties ethical the are rights human aside, position legal This duty-bearers. primary international human rights law, States are the the treatiesunder signatories tothe As 2000. in adopted Goals, Development Millennium the and 2001; in ratified Child (C182), of Convention Form Labour Worst the of Elimination the for Immediate Action and Prohibition the concerning the Convention pending); is (ratification 2001 in signed Pornography, Child and Prostitution Child Children, of Sale on Protocol is Optional pending); (ratification in 2001 signed Conflict Armed in of Children Involvement the on Protocol Optional Yokohama2001;UNCRC’s in GlobalCommitment the by reaffirmed and 1996 in Worldsigned Children, of the of issue the against Congress Commercial Sexual Exploitation at adopted Action for Agenda and Declaration the 1996; in Pakistan by of Forms (CEDAW),ratified WomenAgainst Discrimination All of Elimination the for Convention the child: the of rights of fulfilment the towards international other to instruments aiming directlyor indirectly party a also is Pakistan reservation. its withdraw to decided however,Pakistan 1997, In values. and following theprinciplesofIslamiclaws UNCRC of interpretation the on reservation a with 1990 social, healthandcultural rights ofchildren,in economic, political, civil, the out sets that treaty on the Rightsof Child (UNCRC),ahumanrights Convention the ratified and signed Pakistan 2.1 The official text of international laws is available at the website the at available is laws international of text official The International Commitments 2 2 framework for children Legal and policy opee b 3 Jn 21 b transferring by 2011 June rules- form to provinces facilitating and ministries 30 be to by was completed devolution of process complex The labour.and welfare, education andcurriculum,child health, social alia, inter on, legislate to powers have provinces the that suggests latter the and List defunct Concurrent the of comparison A Constitution). the of Schedule (Fourth List in Legislative covered Federal not the are these as long as children to related are empoweredallissues legislateon to assemblies legislative provincial allowed all now federal and jurisdictions), (which and provincial List the overlapping abolished Legislative Amendment Concurrent The Pakistan. history the of in reforms constitutional of major one the undoubtedly is, 2010 Act, Amendment) The enactmentofthe (Eighteen Constitution 2.3 to education compulsory 25A). (Article children and free and 25(3)), of children(Article legislation fortheprotection specific for permission 11(3)), (Article labour child hazardous of prohibition include These children. Rights to applicable Fundamental are that clauses binding several has on chapter the chapter), Policy of Principles the of part (being justiciable non- is article this Although child. the and family the of protection the states constitution the of 35 guarantees residence or place of birth. More specifically, Pakistan Article sex, caste, religion, race, of irrespective residents of fundamental human rights to all of its citizens and Constitution The 2.2 Structures National and Provincial Laws and Constitutional Provisions Constitutional 17 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 18 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 2 protect child rights in the province. notified, the in Once rights child protect of commencementthe the mandate with to Act the days 60 within – Protection Authority Child – Sindh Authority 11-member an establish would Sindh of Government the that stipulated Act the of 3 2011.Article The June 9 on enforcement into came 2011 Act, Authority Protection Child Sindh the After Sindh of 2011. Governor the May from assent 16 receiving on Assembly Sindh the by 2011 Bill, Authority Protection Child Sindh the of passage the is development important Another sub- at departments levels. divisional and district divisional, and positions various of In be amended,restructuring to mightresultin which ones. existing institutional slated is government local of structure the the Sindh, new modifying or creating structures are governments provincial all and completed, been has devolution of portion institutional major a large, necessary and By arrangements. other and of-business Legal and policy framework for children for Child Welfare and Development. Child for and Welfare arrangements, astheDistrict such Commission on itsdisposalcompared to earlier institutional allocation budgetary and powers more have will Units Protection Child the informants, key the to and According implementation. ensure parks and hospitals, child places, work offender youthful schools, certified homes, remand homes, shelter orphanages, including educationalinstitutions, children, relating to institutions for allother standards authority minimum set the to authorized Act, been has Protection Child Sindh the of different child welfare organizations, etc. Under efforts to enhance and strengthen existing services makeprotection, child for mechanisms necessary measures, support andestablishinstitutional special protection need of in of children the rights ensure would It Units. Protection Child through protection issues at the provincial and district levels the authoritywouldchild coordinateandmonitor from his or her own; (d)own; child her the or of his preparation from The different civilizations for and originate, may she or in he country which from country the living, the is child and the which of language values national identity, the for cultural values, own her or his parents, child’s the for respect principles of development The the (c) Nations; United the of for Charter the in enshrined and freedoms, fundamental development of respect and for humanrights The (b) potential; and fullest their mental to abilities and physical talents personality, child’s the of development The (a) to: directed be shall child StatesParties the educationof agreethat (2), UNCRC 28 Article present the and inconformitywith Convention. – child’sthe manner with consistent humandignity in a administered discipline is school ensure that to StatesParties takeshall allappropriatemeasures (1), UNCRC 28 – Article rates. drop-out of reduction and the schools encourage regularattendanceat to (e)measures Takechildren; all to accessible and and guidanceavailable information and vocational educational Make (d) means; appropriate every by accessibleeducation capacity of basis all onthe to Make higher need; of case in (c) assistance financial offering and education free of introduction the such as measures appropriate vocational take and child, every and to accessible and available general them make education, including of secondary education, forms different of development the Encourage (b) all; to free available and compulsory they shall, in particular: (a) Make primary education opportunity,equal of basis the on and progressively right this achieving to view a with and education, StatesParties child to the of right recognize the 3.1 Education 3 toachieving children’s rights Main challenges rgn () h dvlpet f epc fr the for respect of (1), UNCRC 29 Article – environment. natural development The (e) origin; indigenous and personsof groups and religious national ethnic, peoples, all among friendship and sexes, of equality tolerance, peace, understanding, of spirit the in society, free a in life responsible for many as 50,085 children in children 50,085 as many as were there pre-primary, in enrolled children of in Dadu boaststhehighestnumber district, which Nevertheless, education. childhood early on mere tokenismemphasis no little or there was as in informants, the admission of under-5 children was admitted be to found katchi were them of Many to thronged five, siblings. of elder already-enrolled their age with schools the to up children of number large a Similarly,school. to them send to children whogotenrolledtheirparents by forcing a Jamshoro, group ofteachersclaimed that therewere many in discussion group a In school. to interviewed were in favour parents of sending all their almost children education, children’s their factor for disabling a as poverty cited some who parents for Except quality. teaching and schools, found tobe interested in talkingabout education, were interviewed parents and Children study). to and workingchildren(whoout ofschool wanted (whotheir education),continue wanted to and was equallyamongcurrentlyenrolledchildren high The field work revealed that demand for education fulfilment in Issues data which shows that the gross enrolment ratio thatthegross data shows which The demand side is also evident from quantitative side. lower a however,on were, districts the for figures enrolment the 1, Tablein shown As 1. class in children 37,478 to (pre-primary) classes. According to the key the to Accordingclasses. (pre-primary) katchi katchi class compared class class in other class 19 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 20 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 primary school age that are enrolled in primary school. primary in enrolled are that age school primary 4 age. school primary of population the to relative children, regardlesstheirage, primary schools, ofareenrolledin 3 (GER) hlrn f - ae ru ws 4 e cn (see (NER) cent ratio enrolment net per The 1). Table 84 was group age 5-9 of children ape uvy f ,4 hueod i Dadu, in households 1,540 random of a survey In order. sample in is Survey 2007 Baseline PEWC the with comparison a schools, in enrolled children school of indicate thatalarge number of childrenare not out on estimates the While group school. of out were age this of children the of one-third only In Jamshoro. in Tharparkar,enrolled however,not of the children in the age group of 5-14 years were cent per 62 CRSA, the for out carried calculations large a are there result, based children: on number of outschool a secondary As 2011. reach in to schools managed 2006 in schools primary in studying children all of one-third than less 1, Tablein shown As scenario. the bleak a shows age, children’s rate school transition fromprimarytosecondary of regardless of rate high enrolment, a presents GER primary the While review. under districts four the among NER and has GER lowest the it boys, for Even popular. data, least is the education From boys). of girls’ which in district a as across comes Jamshoro that than higher is (except in Dadu where the primary NER forgirls are differentials to boys,fewer girls were found to be in schools gender indicators, important enough to be highlighted: compared both In cent. primary per 54 however,only was, education universal of (MDG) Goal Development Millennium the for indicators official key the one Main challenges toachieving children’s rights Ratio isthe shareofchildren The primaryNet Enrolment many how indicates Ratio Enrolment Gross primary The 3 t h piay col ee aog the among level school primary the at 4 whichis Non-functional schools: the in divided following eightbroad categories: been have These education. to right the of fulfilment of lack in result that issues and reasons into insights provided fieldwork The road. the down years ten teachers female of lack in resulting school co-educational a to daughters their send to willing are parents fewer village, the a female there isnoteacherin since way: in cyclical interlinked are these of Many multiple. are primary andhighdropout to secondarytransition The reasonsforproblems like low enrolment, low cent. per seven only status of Jamshoro stilllagsbehind as theincreasewas education the – respectively school cent, 20and per 21 –21, increase margin significant to a by enrolment managed have Umerkot This suggests that while Tharparkar, Dadu and reported. the was higherthan number schools of closed key However, 1). actual alleged the all districtsthat in informants Table (see respectively cent per six and 14 15, be to reported were Dadu and Jamshoro Umerkot, for figures Sindh) The in closed. were cent per 10 to (compared in Tharparkar schools of cent per 18 as many as that shows This was also triangulated with SEMIS data, which girls. and boys for schools secondary and schools, primary girls non-functional were there studying), girls werealso which (in be functional were saidto schools. boys for schools non-functional primary the of majority a While about was fieldwork common complaintsencountered during the 5 respectively. cent per 67 and 55 68, 67, be to was found children school percentage outof of Jamshoro, Tharparkar and Umerkot districts,the Khan (2008) Khan n o te most the of One 5

6 closed. are in Sindh schools of cent per ten are atleast there that shows which data official the corroborated by also is schools closed of situation grim uninhabitable. The and dilapidated and because of disuse becomes vacant lies non- school of functional building the cases, many In found. were schools closed several work field the an isolated case, but during schools.) been have might This be to studying in found not were girls village, nearby a school in another to go village school. While some boys of the attend to the landlord not by told been has village, different (The teacher,from a is who the into converted been have to in was said which a closedschool fieldwork Umerkot, the team came across the During a pras h rao ta a ru o out-of- of group This a that functional. reason either the perhaps made was be or could closed so permanently schools staff) non-functional teaching and that infrastructure its with (along buildings school rationalized department the education time that high was informant, it key a to non-functional. According schools two or a in schools several kilometres), two rendering radius ofoneor villages (or some schools were multiple there with hand, other the On reported to be 15, 14 and six per cent respectively. in schools Umerkot, Jamshoro andDadu was closed of percentage closed. The was schools five was in closed schools Tharparkar where one outof under four districtsstudy, thehighestnumber of SEMIS 2010-11 SEMIS autaq of the local landlord. local the of Students in a multi-grade classroom in Jhangara, District Jamshoro in Jhangara, classroom multi-grade a in Students 6 3 Inthe Main challenges toachieving children’s rights in Umerkot (and confirmed by key informants) key by confirmed (and Umerkot in issue thatwaspointed Another out bychildren all. at education to related be would the elsewhere, worknot found workingsometimesin teacher in The supervisor department. concerned education the monthly to a making payment by “visa” a on gone have said to were teachers absent Dadu, In posted. are one several where schools only in found be would Thus teacher shops. grocery in asreported run to, Tharparkar, hours school during off time with morethanoneteacher, some teachers took schools in Similarly,week. a in twice or once only someschools, In an irregular teachers showeduponbasis–often districts. four all in fieldwork that are partially functionalalsosurfaced in the Partially-functional Schools: their area. in schools non-functional for government in children school Umerkotblamed explicitly the The issue of schools 21 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 22 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 o ratruh n nraig eae literacy. female increasing in breakthrough no was there village, faraway inadequate a in situated schools to were there Since transport facilitiesforfemale teachers tocommute areas. many in women qualified and educated of unavailability lack offemale teachers waslargely because of the that said facilities. They transport inadequate the linkbetween lack offemale teachers and A group of teachersin Tharparkar highlighted this girls. for especially students, for transport public them, affordable of lack to by compounded was According problem kilometres.) 14 was Dadu in school primary girls’ nearest the to deh a from distance average (The villages. their from were schools situated at a considerable distance that one of the factors for low-enrolment was that Similarly, a group of parentsinDadu pointed out for girls school in Tharparkar was 46 kilometres (see Table high 1). nearest the to village) (revenue from distance the average to statistics, According official village. their in school secondary education beyond primary as wasthereno Tharparkar in girls said that they would not be able to continue of over group precedence a Thus, take schooling. often issues safety and public time of travelling between, far availability and few is the transport where areas, rural In the nearest school and the mode of transportation. impediments is thedistancetoreach to schooling the of One Distance to thenearest school: salary.teacher’s a of fraction a received teach, waspaid directly bytheteacherandusually to trained and qualified be not may or may in who reported substitute, unofficial also The Dadu.) and was Tharparkar practice (This teachers. andhadinsteadnominated at school substitute pertained to teacherswhohadstopped turning up Main challenges toachieving children’s rights deh had this facility. However, it was claimed that 50 that claimed was it However,facility. this had and schools of one-third Umerkotthan less where in be wanting, especially to found also Tharparkar was water drinking of facility The Tharparkar. in cent each in Jamshoro and Umerkot, per per cent and11 15 by followed buildings, “dangerous” with schools government-owned cent per 25 as under study, Dadu topped the listwithasmany are that districts four “dangerous”.the considered Among buildings school dataon government-owned presents also data official The schools. three per Sindh, hadonlycentshelterlessprimary in the fewestnumber has ofschools which district, Jamshoro 1). Table(see Dadu in cent per 19 and Umerkot in cent per are 23 to compared Tharparkar shelterless, in schools primary lessthan of alittle one-third data, official the to According deficient. severely be to found was schools multi-grade and shelterless in facilities various of situation the Similarly, children. by out pointed also was water drinking of absence The required. were schools either in need of repair or fewer than mentioned that desks,intheir benches andchairs schools in attending children Some districts. four all up came – etc. with children,parentsandteachersin interactions latrine, water, drinking for blackboard, teaching andlearningaids, facility building, boundary wall(ifthere is one), furniture, of inadequateinfrastructure school– issue Inadequate facilities at schools: The absenteeism. bus in themorninghourshasled to increased public andhassleinboarding transport acrowded daily,expenditure of monthly thecombinationon their schools were commuteto who supposedto and pointedoutthatinthecaseofsome teachers inadequate facilitiesformale transport teachers, in The teachers Tharparkar alsospoke about 7 h otoebsd dcto model. education outcome-based the uses that report recent a in published and NGO measured in Tharparkar and Umerkot bya national better. empirically been has as Mathematics, and English relatively were Students were found to be not performing well in teachers male where English- good language teachers comparedforboys to schools lacked girls for schools that said in children school-going Tharparkar of mothers of There were subject-specific issues as well. A group techniques. teaching modern of aware were all fourdistricts of teachers in a minority and refresher were fortrainingcourses,and sent said that a fraction of government school teachers was It learning. encourage to children engage to environment in schools was not interesting enough acknowledged that theteachingandlearning Quality ofeducation: Jamshoro students. to and facilities water drinking provided Dadu in schools cent per 43 and tdns n h casom In classroom. the glowering, scowling, addition to in students disciplining of methods teachers’ was primarilybecause This of respected. was who someone than characterized teachers asmore of a fearful person respondents the and parents inallfourdistricts, In interactionwithchildren Corporal punishment in schools: villages. some in but also and urbancentres towns in large only all fourdistricts,not (“tuition”) coaching was found to be on theincrease in private for that demand thus, nocoincidence SAFED (2011) SAFED Teachers in Jamshoro in Teachers Participantsin District mini-workshop a of Tharparkar 7 It was 3 Main challenges toachieving children’s rights children started losing interest in their studies. their in interest losing started children and corporalpunishment, a resultofscolding thatas the opinion of were They affection. with about concern teacherswhodidtreat not children showed also Dadu in parents Some punishment. stated fear because of goingtoschoolcorporal team encountered also agirlin Jamshoro who The fractured. got arm his that much so student teacher hadbeatenupa the school recently that revealed was it a probed, When place. be ‘dangerous’ to school village the declared Tharparkar, in village their of young map a of drawing while group children, a point: in Case reported. also were punishment corporal of effects adverse The them. in teacher the of fear instilled it else, is debatable, children complained that ifnothing environment learning and teaching the improving children. While the efficacy of the above actions in discipline to punishment physical of types various gave teachers gestures, verbal using and scolding 23 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 24 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 9 8 Pakistan. in cover legal has UNCRC, the of 37 and 19 Articles of contravention a is which pointed out thattheuse of corporalpunishment, hasbeen and It follow-up mechanisms. monitoring inadequate inefficient of directive, because the largely of implementation little is there that seems however, It, schools. government in punishment wasforbidden corporal through which Secretary ofEducationissued a circularlastyear Provincial the informants, key the to According time. over decreased has claimed that corporalpunishmentinschools also They punishment. corporal by disciplined be not should students that said however, Dadu in children’simproving performance. teachers few A but alsoimportantin necessary only it wasnot theycorporal punishment,as of that thought favour in were Jamshoro in of interviewed teachers group A children. disciplining in useful was – means physical and verbal by – fear instilling that were all fourdistrictsoftheopinion teachers in punishment, corporal of benefits the asked When child”. of years of benefit for 12 faith good “in harm to inflict having to age]”) up of (“person [children of teachers charge lawful extension, parents allows by Code Penaland, Pakistan the of 89 generational multiplier effects. However, low However, inter- effects. and multiplier horizontal had generational it as important education was girls’ Jamshoro, in mothers of group Low enrolment rate of girls: liability. punishment to protectteachers from criminal corporal “moderate” and the “reasonable” introduces of also terms and PPC, the of 88 section children ofallagesunder punishment to corporal Main challenges toachieving children’s rights Mahmood (2009) Mahmood (2006) Shah 9 Moreover, the case law extends the use of use the extends law Moreover,case the Accordinga to 8 Sections for letting their daughters step out of the home. the of out step daughters their letting for taunted being of complained of girls school-going Parents members. community conservative from disapproval face to had schools to girls send in Tharparkar decided shared parentswhoto that this pretext. On the other hand, a group of parents and educated girls would run awayfromhomeon school-going that feared parents the that claimed was It partner. life suitable a choose to right the theywould take theirown,including on decisions tended to thinkthatifgirlswere educated then According toteachersin Tharparkar, parents probed. was issue this when Dadu, else’s corroborated ingroupwithparents discussions “someone be as to married). also parents were was they(once This property” girls their considered by education they girls’ to given Dadu in were of theopinionthatlittle importance was teachers Some issue. major a remains female literacyand educationalattainment different community.different where the male schools teacherwas froma to sending theirdaughters parentshesitated in that in teachers of Jamshoro furtheradded to this,andmaintained pointed group A was participants. the schools by out girls’ in teachers female and with girlsin interaction Umerkot, thelackof co-education, against be demanded separate schools for girls. In a separate to found were Umerkot in mothers Some enrolment. girls’ low primary of for girlswasoneofthereasonscited schools non-availability side, supply the On nowhere.” – K, 10 (Girl from Umerkot) (Girl 10 K, – nowhere.” and village, our in school. boys’ in the noteacher is there We cango girls for school no is “There bearer accepted their responsibilityofeducating duty- the parents, of minority a It canbe barring that, said toeducation. right the faced of fulfilment duty-bearers in as parents that constraints and facilities lack ofschooling were some of the education, girls’ towards attitudes societal parochialism, poverty, However, children. their educating in motivated and interested large, and Parents: Role and Capacity of Duty-bearers spread. wide- and systemic is discrimination caste-based by reported children andkeysuggests that which informants, also was communities different of for children schools glassware fordrinkingwaterin In Tharparkar and Umerkot, theuseofseparate other. the or pretext one on schools government in admission refused were their children that reported community Bagri the Dadu, In community. Muslim caste upper so-called a of in Tharparkar,children bullying by complainedof community, currently enrolled in a primary school Meghwar the from girls of group a case, another yet In village.) their in centre coaching private a preparing for annualexaminationbyattending however, were, lower girls (The a group. socio-economic to belonging and non-Muslim attending being of not were but astheythe school feared harassment because locality, Muslim community a Meghwar in the from were located enrolled school in thesecondary Tharparkar in girls village similar a where A in found discrimination. was situation of Muslim predominantly because a hamlet in situated was that parents did not allow them to studyina school community in Umerkot reported that their Discrimination: mentioned earlier,As parentswere, by A ru o grs rm h Bheel the from girls of group A 3 Main challenges toachieving children’s rights corporal punishment. corporal of use the with coupled rote-learning of method areeither irregular in attendance orfollowthetraditional of them number significant a their duties, to While tend and singlehandedly. motivated are areas teachers many rural in scenario Teachersindeed, theeducation can,change models. role their be to teachers consider – girls Teachers: aim. only the not but education increasing, employability shouldbe one oftheaims is gap poverty the the and below line, poverty lives population significant a where country a In income). household to contribute to in anearly age (to learn an employable skill and withdraw work and putthemto their childrenfromschools to parents forced job likelihood a getting The not jobs. of proper get didn’t children was disappointingforsomeparentswhentheir unemployment, and higherrateofeducation jobs government fewer With employment. and jobs to linked was education of aim the parents, values. and is, and attitudes Teachers in Jamshoro pointed out thatformany societal parents, to linked to fact, in specific not was problem this that noted was It education. of aims the on of parentsmerits The capacitysomediscussion manner.meaningful a in right this fulfil to them enable to resources other and financial lack however, They, children. their had stopped attending school?” stopped attendingschool?” had were concerned teachers about astudentwho time, last the was When announcement. public a becomes owner makes even and search its a mounts uncomfortable, disappears, goat a “When A large number of children–especially – in teacher A Jamshoro 25 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 26 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 aneac. codn t te Education the to According school for maintenance. powers financial acquired bodies now these have 2001, in Education Secretary the by notification anofficial parents, through Created staff. of involvement governance community members, teachers and school through the in schools role of important an play to designed were (SMCs) Committees Management Management Committee: School School way.planned and judicious a in – aids teaching and teachers, of assessment third-party regular techniques, refreshercourses, teaching modern in training – resources them providing by are low. The capacity of teachers can be enhanced case, everyone accepts that educational outcomes the teachers. Whatever by however,contested is, the education change. This positive bring to of efforts resisting for officers department, the teachers’ union with was often blamed interviews In overtime. school the attending stopped children 34 all house, her at chores household carryout to students the forcing started family, Muslim caste upper so-called a from was who teacher, female in a school which was in a nearby village. When the study to used girls 34 as many mentioned. As was dropout collective of case a in Tharparkar, village During witha interaction group of parentsina the and caste students were from lower socio-economic classes. upper so-called the to belonged the teacher when case happened the This morein carry out household chores at the teachers’ house. – teachers both male and female – oftenasked children to that revealed further fieldwork The attention. more deserved actually who students weaker the behind leaving thus bright, were who students to attention more gave often they that group ofteachersin A Jamshoroacknowledged Main challenges toachieving children’s rights of children. of lives the in and schools to change positive bring improving resources athand,but its thoughtfuluse can financial meagre in have may school’s role They infrastructure. and pivotal attendance, teachers’ a enrolment, play can SMCs universal. not however,is, projects of such of coverage SMCs. The performance the improved somewhat has it Dadu and Jamshoro), andit has been asserted that (including Sindh of districts select in SMCs some of members little trained that projects donor-assisted have members understanding of SMC functions. SMC There have been key the most to according informants, But funds. of release for SMCs. The formation of an SMC is now mandatory andmembership issue is thecapacity Another of allegations. these of veracity the find to hard was it audited, rarely were accounts SMC Since department. education the of officers with some cases, bank managers in werecahoots in that alleged further was It cheques. encashing for bribes demanded maintained, was account SMC the where banks the of managers bank even that Jamshoro, teachers and key informantsalleged In manner. non-transparent a in area who funds SMC used the of been people had influential SMCs by large, ‘hijacked’ and by that, said was It day. the of order the is funds SMC of misuse and Dadu in and teachers group of Jamshoro, bungling of accused been have suggests a irregularities. to According financial committing SMCs the which of evidence most that anecdotal is There respectively.schools secondary and Rs. of grant a 50,000 and Rs. 100,000 is given annually to middle whereas 22,000, Rs. of amount annual gets an Department, each primaryschool ‡ Authors’ calculations based on SEMIS 2010-11, excluding boys’ enrolment and number of male teachers in girls schools girls in teachers male of number and enrolment boys’ excluding 2010-11, SEMIS on based calculations ‡ Authors’ 2010-11 SEMIS and PopulationProjection NIPS on based calculations † Authors’ (2010-11) 6-10 Class and (2006-07) 1-5 Class for data enrolment SEMIS on based calculations *** Authors’ * Excludingkatchi Table 1: Public Sector Schools’ Enrolment Data by Gender and District and Gender by Data Enrolment Schools’ Sector Public Table1: Source: Student per Teacher in per Ratio Student Schools Primary Percentageof Government-ownedPercentageof Schools Primary Shelterless Percentageof Schools Closed Percentageof fromAverage Distance fromAverage Distance Children School of Out Percentageof Transition RateSecondary to Primary Primary the at Ratio Enrolment Net Primary the at Ratio Enrolment Gross Enrolment Girls Schools (Primary to Secondary) to (Primary Schools Girls WaterFacility Drinking with “Dangerous”Buildings with Schools km) (in school high km) (in school primary (Age 5-14),2010-11 (from 2006-07 to2010-11)*** Level *(Age 5-9),2008-09 Level *(Age 5-9),2008-09 [1] SEMIS 2010-11, SEMIS [1] Class [2] PSLM 2008-09, PSLM [5] †

deh tonearest deh tonearest [1,4] [5] [2] [2] [1] [1] [3,1] [3] SEMIS 2006-07, SEMIS [1] ‡ Total Mixed Boys Girls Boys Girls Boys Girls Total Boys Total Boys Total Boys Total Boys 1 Class Katchi Girls Girls Girls Girls [1] ** Umerkot has been treated as part of Mirpurkhas district in PSLM 2008-09 PSLM in district Mirpurkhas of part as treated been has Umerkot** 3 [4] NIPS (2000), NIPS Main challenges toachieving children’s rights 36 49.7 25.1 19.2 6.3 2.3 9.6 14.4 17 19 15 14 48.0 39.8 23.0 22.2 57 55 82 84 37,478 50,085 Dadu 57.5 24.6 60 79 [5] Sindh 2008 Mouza Statistics Mouza 2008 Sindh 30 42.8 15.4 2.8 13.5 9.6 18.4 17.7 26 26 22 19 61.7 55.2 27.9 30.1 33 35 61 76 13,330 15,323 Jamshoro 68.6 24.5 32 46 50 29.8 11.0 31.6 17.6 13.7 21.0 32.1 27 46 1 17 33.7 31.5 26.3 28.6 55 59 86 104 79,019 3,342 Tharparkar 36.3 23.1 51 68

32 30.4 14.6 23.2 14.6 6.8 22.0 25.3 12 17 4 9 48.1 36.8 26.0 28.4 47** 50** 73** 77** 33,596 4,668 Umerkot 60.5 21.6 44** 68** 28 48.8 16.3 22.1 10.3 6.6 14.9 15.6 12 15 12 11 57.4 51.0 34.8 33.6 54 57 84 93 753,148 516,488 Sindh 64.3 36.7 49 75 27 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 28 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 epe o wih 3,0 ae eces – teachers Post-18 are department). other any provincial 138,609 than (more province which the throughout 140,000 of than – more people to employment provides to parents and other stakeholders. other and parents to appeared to beless transparent andaccountable department educational education the improve Moreover, outcomes. to system monitoring its informants, the departmentstrengthen political will to lacks key provision the in to According impediment education. of an not resources essentially financial is of lack that argued be thus can It Tharparkar. and Jamshoro Dadu, included districts target four ED-LINKS review, all under districts in operational is SERP Computer While Literacy). and Mathematics Science, (English, subjects school secondary and middle in core four achievement student improving is on ED-LINKS focusing USAID’s rehabilitation. school for 100 million were released to eachdistrictin Sindh Rs. (SERP), Prorgamme Reform Education Sindh Union-assisted European and Bank World the Under point: in Case Sindh. focusing in of education are on anumber projects multilateral and insufficient, bilateral be to considered is education on spending governmental the While domain. over the federal longer in no is curriculum which school control has department the Amendment, 10 the 49,000. almost on numbered which of count Sindh, custodian last in the schools is government Sindh of Government of department Education The schools. almost private few out carried is very are there and sector public the by exclusively education of provision Education Department: Inallfourdistricts, Main challenges toachieving children’s rights SEMIS 2010-11 SEMIS th Constitutional 10 Italso drc baig n hl sria ad health, and survival child on bearing direct a has which health, Maternal immunized. fully be to found were children of two-thirds than more eau, he dss f oi vcie ad mals vaccination measles a and 2008-09). PSLM (source: vaccine, and polio pertussis, of diphtheria, doses against three tetanus, protect to tuberculosis, DPT against of protect doses to three vaccination BCG a receives child 11 Dadu. in cent per 79 to in Tharparkar cent per 33 from ranged children of immunized fully of Programme percentage in districts, four improved the have Expanded to said is (EPI) of Immunization coverage the While 2). Table (see average provincial rates the than mortality under-6 and infant higher have districts four All picture. dismal a present review under of thefourdistricts The healthindicators fulfilment in Issues 27(1), UNCRC Article – development. social and moral spiritual, mental, physical, child’s the for adequate living of standard StatesParties of everychildtoa recognize right the 24(1), UNCRC Article accessof right her – care services. health such to or his deprived of no childis ensure that to strive health. of and rehabilitation StatesParties shall of illness for thetreatment and health tofacilities standardof attainable enjoyment of thehighest StatesParties the child to the of right recognize the 6(2), UNCRC Article – child. the and developmentof survival possible the extent maximum the to ensure shall Parties States 6(1), UNCRC Article – life. to right inherent StatesParties the every childhas recognize that 3.2 According to the governmental definition, a fully-immunized definition, governmental the to According

Survival and health 11 In Jamshoro and Umerkot to doctors only in the case of a serious illness. serious a of case the in only doctors to It was reported by childrenthatparentstookthem common. be to found was self-medication of rate. recovery of degree practice varying The with fell ill, traditionalmedicinesandmethodswere used children When lightly. it took they or issues that –expressed groups their parentswereaware either notofhealth different in girls and Health-seeking Behaviour: The fieldwork. qualitative the Tharparkar. in especially following threeareasemerged of concern from lacking, also is n uy Ee te bs” ulcsco hospitals public-sector “best” the Even duty. on were overcrowded with patients amid few doctors hospitals government district-level that revealed Inadequate Healthcare Facilities: areas. rural in hospitals private few are there cases as clinics, many private in are providers healthcare private These 2). Table (see diarrhoea of treatment for the provider healthcare private a consulted had of two-third than more Dadu, in respondents Jamshoro and Tharparkar and Umerkot in cent per 54 that found (PSLM) Survey Standards Measurement Livings and Social Pakistan of round recent most medicines. The without or functional non- first either were which public-sectorfacilities healthcare level with dissatisfaction major was There a reach. of out hence, and, expensive Parents all. but the treatment was oftenmentioned as at health and key informantstalked about health issues, children’s their about It wasnotthatparentswere not concerned one cannot fulfil other rights!” other fulfil cannot one absence its in as right, essential an is life to “Right – Children duringgroupworkin Tharparkar boys both Children – The fieldwork The 3 Main challenges toachieving children’s rights Tharparkar District in Chachro, facility health a at mother his with infant An there were very qualified female doctors in their in doctors female qualified very were there emergency, and a group of adolescentgirls deplored that any of case in available not usually In Umerkot, childrencomplainedwere that doctors facility.health equipped well- relatively nearest the to care and treatment of need urgent in those transport to difficult was it service ambulance functional a of absence the inadequate in Moreover, have equipment. and to medicine supplies, found were district the in 29 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 30 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 takes them more than two hours to do the job. the do to hours two than more them takes it places some in girls; and women by fetched is arid. predominantly are which Traditionally,water of potable water isanissueinallfourdistricts of availability diarrhoea. The from suffering children one-third in resulted has facilities sanitation of mothersinDadu, lack ofproper water and and Sanitation: Water and their patients attendants. towards indifferent fake often provided facilities was the attitudedoctors medicines, andthatof that government-run alleged even the was It by respondents. mentioned several was the facility at health medicine of government provision of lack The area. Main challenges toachieving children’s rights *** Includes hakeem, homeopath, herabalist and lady health worker (LHW). worker health lady and herabalist homeopath, hakeem, Includes *** 2008-09. PSLM 2003-04and MICS in district Mirpurkhas of part as treated been has Umerkot** conducted. 2003-04was MICS 2003when in Dadu District of part was Jamshoro * Source: Type of Practitioner Consulted for Diarrhoea 2008-09 Treatment, for Consulted Practitioner Typeof Attendant Coverage Birth Skilled AntenatalCare Receiving Mothers Percentageof 2008-09 months, 12-23 Aged Children Immunized Fully Percentageof Rate Mortality Under-5 Rate MortalityInfant District by Indicators Health Table2: [1] MICS 2003-04,MICS Other*** FacilityHealthcare Public Clinic/Hospital Private Total Boys Girls [4] [2] PDHS 2006-07, PDHS Accordinga group to [1] [1] [3] [4] PSLM 2008-09, PSLM 100 1 17 82 N/A N/A 79 75 82 114* 81* Dadu [4] NPPI Baseline 2008-09 Baseline NPPI 100 0 25 75 59 72 66 78 54 114* 81* Jamshoro before eating food, and after defecation). after and food, eating before practices (e.g. washing hands with water and soap hygiene safe by diseases from prevention about children, butlacked knowledge and information their for health to right the fulfilling in motivated be to found were play.Parents at factor disabling health-seeking for behaviour,only the not is but it factor disabling important an indeed, is, Poverty children. their of well-being the for also but becausewere only healthcarecostsexorbitant, not about the illnessandhealthcareoftheir children, Parents: Role and Capacity of Duty-bearers aet see t b qie concerned quite be to seemed Parents [3] 100 2 25 73 26 51 33 28 38 123 87 Tharparkar [3] 100** 3** 43** 54** 57 68 69** 80** 56** 121** 85** Umerkot 100 3 22 75 44 67 69 69 68 101 81 Sindh [2] [2] and authority to fulfil the right to health. to right the fulfil to authority and resources necessary the has and Minister, Prime public-private partnership which is overseen unique by the a is PPHI 2006. in government provincial the from dispensaries and BHUs of charge took PPHI since ever facilities utilization healthcare in level first increase of an shows generated that – data PPHI by with corroborated – evidence anecdotal is funds. There public with dispensaries and (BHUs) units health basic of managementthe for partnership public-private a is which (PPHI), Initiative Healthcare People’sPrimary the to over handed been have facilities healthcare level first Health Department: District Jamshoro Bhit, in water fetching siblings their with Girls In recentyears,mostofthe 3 Main challenges toachieving children’s rights nerltd ass Tee r competing are a are There work. children There why of explanations causes. interrelated Child labour is acomplexproblem with multiple, fulfilment in Issues 32(2), UNCRC Article – article. the present of for enforcement effective the Provide employment;(c) ensure to sanctions or other appropriate penalties of conditions and hours the of regulation appropriate for Provide (b) employment; to admission for ages or minimum age minimum a Parties for Provide (a) States particular: in shall instruments, international other of provisions relevant the regard to and having end, this article. To present the of implementation social andtoensurethe educational measures administrative, legislative, take Partiesshall States Article – development. 32(1), UNCRC social or moral mental, spiritual, physical, or health child’s the to be harmful to or education, child’s the with interfere to or likelyis performing anyworkthat be hazardous to from and exploitation economic from protected be StatesParties child to the of right recognize the 3.3.1 protection 3.3 from resourced. suffer under be to said are and absenteeism) (or understaffed are facilities level at tertiary possible and secondary only Unfortunately, level. this is treatment specialized and of procedures surgical Various Government facilities. healthcare level of tertiary and secondary manages department still Sindh health The Children in need of special Child Labour Child 31 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 32 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 netdes n cid labour. child surveys and indebtedness and household between existed correlation positive a studies research by conducted TRDP, that found also fieldwork this earlier Like family.the earn somemoneyhours to do itafterschool for interest inembroidery, her motherforced her to lamented that while she had no Tharparkar in girl school-going A children. working have to found were households must be stressed thatnotallpoor It income. household increasing useful in supplementing and work carried out bychildrenwas highlighted that paid and unpaid to put their childrentowork, and them forced that poverty was it too, parentsoftenstressed that than debt-free by a margin of 2:1 (see Khan 2008). Khan (see 2:1 of margin that a by debt-free than found 2007-08 in conducted were working childrenmorelikelywith households be indebted to was that Children Working of 13 12 labour. child the mostcommonreasonsfor of one be to poverty household cited have that studies of number sector in sector Umerkotbeen documenteda has in presence ofbonded labour the agriculture in owner.The kiln brick the to or landlord local the children all said that theirfamilies were indebted to either Almost members. family their with work construction road in involved were few and – some onagricultural land, others atabrickkiln, working instead were and village), their from (whichin thenearbyschool is twokilometres away Bheel in community Umerkotwere foundstudying not the from interviewed children of group a Main challenges toachieving children’s rights

h bsln sre fr h Poeto ad Empowerment and Protection the for survey baseline The (2010) Satyani 12 n u fieldwork, our In 13 in District home their at brother his with carpet loom young boyworkingona A Tharparkar o example, For 14 generations.” for continues that debts [often]perpetualresults in indebtedness repay to “inability that argues which study recent who workedwho carpetloomsattheir homes on children were there But parents. their from work income-generating their for money regular any getting not claimed children Some themselves. a minimalaspocket amountoutofit moneyfor group of workingchildren in A Umerkot reported getting income. household of usually part was considered labour child from received Income getting education”, S said. S education”, getting school, attending not I are am happygirlsofmyvillage who for other am I “While work. to forced her has indebtedness household but village, likeschool to go to S wanted her children of other day. a hours 10 around for home her at installed contractor. She and her brotherworkonlooms carpet a from 35,000 Rs. of loan a took family her when ago, years four weaving carpet started She Umerkot. of village small a in lives S 13-year-old RSPN (2010) RSPN 14 aware of the negative effect of child labour on labour child of effect negative the of aware were Umerkotin children large, and By spaces. lit badly- and closed in working of because irritation posture; of because and strainoneyes, pulmonarydiseases and skin pain body and backache problems: several listed Umerkot in counterparts work. during fingers injuring of Their spite in work in carpet looms Tharparkar,they saidthat had to Occupational hazards: labour. child of issues following the highlighted fieldwork The construction). road and mining salt kilns, brick at labour farming, (e.g. together worked members family adult and children cases, some In labour. kilns, saltmining,andcasual road construction, weaving, not by respondents: farming, tending livestock, carpet was work, thefollowingoccupationswere mentioned fieldwork of types various exploring of qualitative terms in exhaustive the Though survival. for money earn to and wasworking dropped child whooutofschool orphaned recently a the met in Tharparkar team field example, For shocks. idiosyncratic of cases dropout andchildlabour was alsofoundin school their families were also indebted. The but link between non-functional school local the was only not their homes,claimed installed inthat carpet looms A group of childrenin Umerkot, whoworked on adults”.like “just money paid work tobe empowering as they were earning note to interesting that somechildrenin Jamshoro consideredthe was small It a animal. per them amount charging and other livestock tending people’s in involved also were elsewhere members and gotregular family adult of supervision the under wann and kharchi peesh making, labour at brick (pocket money). Children money). (pocket workedChildren, who on 3 Main challenges toachieving children’s rights them put their children to work. to children their put them general – andindebtedness in somecases–made in poverty that maintained time same the at but hours washarmful for thehealth ofchildren, long for field the Dadu in working that in acknowledged parents Additionally, work. strenuous to be protected from longworkinghoursand in working children group of Jamshoro wanted a Similarly, development. and growth children’s Young girl working in a field in District Umerkot in field a in working Younggirl education because casual labour is tiring”.labour is education becausecasual not would been workinglikeget If Ihadopportunityto this “I said, He labour. casual doing also he village, involved in was tending livestock. Lately hewas his of school- children other of Like was age. he going when village) nearby the in (or village his in school no was there that said He school. attended never has and old years 16 is NH 33 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 34 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 Main challenges toachieving children’s rights joint efforts by NGOs and government can – and will – make a big difference. difference. big a make – will and – can government and NGOs by efforts joint government of capacity and However, committees. of the resources functioning effective hinders that issue of an also is level district at officials lack of issue The organisations. society civil by up follow continuous and commitment will, political requires DCCWDs and DVCs of reactivation the that think I roles. their and committees about officials newly-appointed briefing on spent is time useful meetings, district-level In memory. various institutional on impact Similarly, negative a has Department. which times of Welfare number a changed Social been have staff the in changed been have secretaries are seven years, meetings three last In officials. government relevant of postings and transfers frequent severalamidst held activity, single any For experience. challenging a is government with Working officials. key of unavailability the to meeting the for approval DCO’s from ranging issues, various to due held been has meeting no but made been However DCCWD meetings could only be held only in Tharparkar district. In other districts efforts have district in at notified and Tharparkar,constituted DCCWD Dadu. get Umerkot,and to months three follow-ups took it level, intensive Despite (DCCWD). Development level–District and Welfare district Child atthe for Commission PCCWD’s counterpart of functioning the effective for support offered meeting TRDP that in and by TRDP hosted was meeting PCCWD’sfirst the Commission. of member a made also was 2009. TRDP November 10 on issued notification a through reconstituted was PCCWD PCCWD. of functioning effective of for lobbied and implementation children for action of bill, plan national authority protection child of approval PCCWD, of revival the for workshops and meetings consultation organized TRDP 2008-09. in PCCWD Director Federal the with as well as Department WelfareSocial of Director and Secretary Additional Secretary, the with conducted were PCCWD in Sindh was inactive since 1985 but TRDP took initiative to functionalize it. A series of meetings the with harmony into them bring to whereveras laws, so feasible provincial and UNCRC. national and on welfare and development of children and to suggest amendments and additions to the Constitution role is to assess the impact of the constitutional, legal, and administrative provisions that have bearing Its children. of development and welfare for plans and policies of planning effective and development, and planning integrated of promotion making, policy coordination, purposeful for government Sindh The Provincial Commission for Child Welfare and Development (PCCWD) acts as an advisory body to the with GovernmentWorking Child Rights Unit, Child TRDP — Pirbhu Lal — Pirbhu Satyani as duty-bearers faced in fulfilment of the right the be of thechildtoprotected fromeconomic of fulfilment in faced duty-bearers as and parents that indebtedness remainaconstraint poverty and rule, the than exception were more cases such However, reason. apparent no male were – eitheridle or workingparttimefor especially carpet looms,andtheirparents– on where childrenwerebeworking cases foundto some in visible was attitude latter The callously. or,labour eitherlightly child of extreme incases, was alsofoundthatsomeparentstooktheissue it indebtedness, or poverty by driven is the it of cases, most in While facilitator. a of that sadly, Parents: Role and Capacity of Duty-bearers Umerkot.in uncommon girls workingintheagriculture sector were not minor and women adult against of violence sexual forms various of allegations informants, key landlords the to by According field. the in managers their violence and sexual and molestation hari A group of adolescentgirlswhobelonged to children. many for option working an not was not that apparent was It work. poor or – and, in few cases, of being beaten up – forslow seth the with interacted who children Some work. out carrying in “disobedience” any for and diligently abused verbally working not their parentsfor and beatenupby being about open were looms carpet on worked who children Similarly,work. in mistakeany for punishment gave also but pretext any on language abusive used only not charge) in Umerkot, saidthatthekhadi workedwho in a workshop carpetloomsin on Violence at theworkplace: families in Umerkottalked of thefear of (carpet contractor) also spoke of verbal abuse The roleofparents inchildlabour is, master Some children, Some (workshop 3 Main challenges toachieving children’s rights but it has nominal presence in rural districts. In its In districts. rural in presence backstopping, nominal has it but technical provide to supposed is not taken action. The provincial labour department have DVCs the Similarly forum. useful, otherwise and Umerkot, no activity has taken place from this, four despite districts, somemeetings in Tharparkar all In years. three last the in meeting a had never have Jamshoro and Dadu in DVCs twice, met has has met a number of timesandthe Umerkot DVC Tharparkar in DVC the including While SPARC. and organizations, TRDP society the civil through of districts all efforts in notified been have committees labour.These bonded of eradication Labour: District Vigilance Committee (DVC) onBonded time. production minimize to alternatively adults areasked toworksimultaneously or loom installed attheir homesonwhichchildrenand carpet one only have in often weavers Tharparkar carpet example, For work. the in includechildrento household of the adults done inalimitedtimeframe,often forcingthe work the get to household the over influence his uses contractor the work, home-based of than are paid a fraction of an adult wage. In the case philanthropic counterpart–theytheiradult as much as work less wheneven – children as profit of maximization is employer’s the motivation that hazardous argued be especially can It labour. labour, child prohibit them doitdespite knowingaboutlawsthat of Some poverty. child-employee’s the of excuse in employers the informal sector employchildren,usingthe of Most Employers: ina manner. meaningful right this fulfil to them enable to resources other and financial lacking be to seemed children working of parents the of majority exploitation. A DVCs aremandated workforthe to 35 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 36 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 participant hesitatingly mentionedparticipant hesitatingly acaseofchild focus a with mothersin group discussion Jamshoro, a In review. under districts the in present was violence sexual of issue the that indications many were there However, respondents. the by sexual child information of abuse were generally explicitlymentioned not cases useful violence, and face. yielded risks about children tools both that While issues about discussions Similarly, parentswere also asked in focusgroup issues. protection child about learn to used was due with – mapping it risk – tools fieldwork the explored of One care. fieldwork to the topic, attached this sensitivities cultural issue. the the compounds Knowing further which abuse, of cases known about talking avoid people – topic taboo a also is it many, For society. our in reality sad a are abuse sexual child and violence Sexual fulfilment in Issues 34, UNCRC Article – abuse. sexual and exploitation sexual of forms all StatesParties undertake child from protectthe to 3.3.2 function. its out carry to resources and authority DVCscomposition, form and present have limited Main challenges toachieving children’s rights Source: Authors’ calculations based on city-wise data in Sahil (2010) and Sahil (2011) Sahil and (2010) Sahil in data city-wise on based calculations Authors’ Source: District by Media Print the in Reported Sexual Cases Abuse Child of Number Table3: Per cent Increase (decrease) Increase cent Per Cases reported2010 in Cases reported2009 in

Child Sexual Abuse Sexual Child (65.5) 10 29 Dadu 7.1 15 14 Jamshoro eetees dt lk ti sos oe useful patterns inunderstanding theissueofchildsexual some shows this like data Nevertheless, authorities. state other and police the of notice all reportedthe not casesarebrought to that cases stressed actual be also must It of unreported. remain that fraction key a are, believe, cases” informants “reported These NGOs. other newspapers withdata and iscontrasted from from aggregated and collected is data The Sahil. sexual abuse is theannual report published by child on statistics of sources leading the of One media. in print reported been have girls and women against Umerkot. In Dadu and Jamshoro, cases of violence in in theagriculturewereuncommon sector not violence sexual against adult women and minorgirlsworking of keyinformants, forms the various to of allegations According field. the in managers their and landlords by violence sexual in Umerkot talked of thefear of molestationand belongedgirls whoto of adolescent group a Similarly, field. the to homes their from teasing, harassmentanduneasinesswhilegoing A group of girls in Dadu fleetingly mentioned eve- street. the on girl young adolescent boywhotried to sexuallyharassa and anotherwomantalked about a caseofan sexual abuse in amadrassah 0.0 2 2 Tharparkar 50.0 6 4 Umerkot (religious seminary), (36.2) 358 561 Sindh hari families et ugss ht h Cneto i implicitly 15 is Convention the that suggests text been not the mentioned in has reading a closeofits UNCRC, marriage child of issue the While malnourished. be to likely Moreover, babies born to young mothers are more women. adult than childbirth or pregnancy during treatment complications, adolescent girlsare four timesmore likelydie to post-partum the of for prevention running and project is UNFPA-funded which Health a Women’s on Forum especially girls. According to the Pakistan National Child marriage isa scourgeformanychildren, fulfilment in Issues any to prejudicial exploitation 36, UNCRC Article – welfare. child’s the of aspects of forms other StatesParties all shall protectthechild against 3(1), Article – consideration. UNCRC primary a be shall child the of interests best the whether bodies, legislative or children, institutions, courts concerning of law, administrative authorities actions undertakenwelfare social bypublicprivate or all In Marriage 3.3.3 Child 3). compared to Tharparkar and Umerkot(see Table in Dadu there aremorecasesand Jamshoro concern, our of districts four the Among abuse. was focused more towards the 2010 flood in flood 2010 the Pakistan. towards more focused was is decrease overall underreporting as themedia and publicattention of explanations the of One media. print the in reported cases fewer cent per 36 were there as significant quite is previous the

15 Sahil (2010) and Sahil (2011) Sahil and (2010) Sahil The decrease in reported cases in 2010 from 2010 in cases reported in decrease The 3 Main challenges toachieving children’s rights ey eiu polm i ajsig o e new her to adjusting in problems serious very facing however, was, N daughter. their of future insisted thattheyfor thebetter the decision took parents Her six. class in enrolled was she where school of out dropped and man, 35-year-old a to married got recently She different. is Tharparkar district in lives who 13-year-oldN of case the But team. the to confided she in-laws”, my informing without nearby] live [who after even home parents’ my to go also and married, getting children with play still “I organized. elders, marriagewas community theceremony of intervention the on However, parents. her by in-laws her 12, resisted her weddingwasinitially on which insisted turned she When child. small was a she when betrothal announced was The S Umerkot. 12-year-old of district in married bride arecently child interviewed team field The 14. of age the by married usually said were girls that was it village, Tharparkar a interviews in In parents 18. with of age the after married have to found were women married of one-third Only Umerkot. and Tharparkar Jamshoro, in marriage married the of cent women, were 16 years of age or less per at the time of 24 and 21 between 4, respectively.Tablein shown the As tradition. and custom in 18, of name followed and not is 16 this practice is in However, boys and girls for marriage of age minimum official the Pakistan, In (UDHR). Rights Human of Declaration Universal the of 16 in Article enshrined right a consent”, full and “free give to able be to mature a fully not and is age young too young are children as rights child a of violation at Marriage welfare. child’s form ofexploitationthatisharmful any tothe best from in allspheresoflife,protection and wants the advocates it be interest ofthechildtoaprimaryconsideration as UNCRC the against 37 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 38 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 dopd u o te F cnr ad am In someareas, thegroommakes acustomary I and labourer.” agricultural centre an NFE as the working of currently out dropped I me because of my young age and unemployment. centre. My wife is education elder than me, and non-formal used to insult a at two class in studying brother. M said, “Atwife’s the time of my his marriage, I was to married was sister to his as cousin, married his got Umerkot of M Twelve-year-old harmful. practices both declared and betrothals, practice ofexchangemarriage and childhood Mothers in Jamshoro were critical of the traditional death.” their of talk they when helpless feel “We said. mother one death”, [grandparents’] before get married their grandchildrento insist them who is “It grooms. and brides young of grandparents the blamed Dadu in interviewed mothers Some couple. the between understanding of lack a was there spouses the between difference age of case manage andparenting,in household chores to difficult it found often mothers young that out pointed further They deaths. child and maternal of marriage earlyageincreasedthechances at an in groupmothers A of Jamshoro concededthat house. parents’ her visited frequently she as her with happy not were in-laws Her life. Main challenges toachieving children’s rights Table 4: Percentage of Married Women by Age at Marriage and District and Marriage at Married by WomenAge Percentageof Table 4: Source: NPPI Baseline 2008-09 Baseline NPPI Source: Age Group 19 ormore 16-18 Under-16 0 0 0 100 38 39 23 100 37 39 24 100 35 42 100 23 37 42 21 - - - - auJmhr hrakrUektSindh Umerkot Tharparkar Jamshoro Dadu of bride money.bride of of difference age the the amount less importancethan spouses carries that alleged been has the household. It on pressures financial relieve to off them marrying by informant) key a quote (to daughters” their “sell people and misused often is father-in-law. It has been claimed that this custom payment inthename of bride moneyhis to being followed. The issue is compounded as most as compounded is followed. issue being The not be to however,known is, This boys. for years 18 and girls for years 16 is Pakistan in marriage of age minimum the 1961), Ordinance, Laws Family Marriage Restraint Act, Child 1929 (amended through the Muslim the to According Government: practice. harmful this shun to motivated easily not be would they that believed is It tradition. and custom of name the in marriages child of favour were bein members thecommunityfoundto of organizations. society civil from support male The moral as to such resources, lack authority also They off. girls lack they that oppose thefamilypatriarchinmarryingyoung obvious is it but or households andcommunity,issue within raise this child of to issue motivated be could They marriages. the underage to sensitized more were Parents: Role and Capacity of Duty-bearers Compared to themale parent, mothers Mumtaz, Waraich & Imam (2011) Imam & Mumtaz, Waraich 16 in right, the denied be group, her or his of members other with community not shall indigenous or is who or minority a religious such to belonging child ethnic, a exist, which in or personsofindigenousorigin minorities linguistic States those In 2(1), UNCRC Article – status. other or birth disability, property, origin, social or ethnic national, opinion, other or political legal guardian’s race, colour, sex, language, religion, child’sthe of irrespective parent’sher or his or or kind, any of discrimination without jurisdiction their present in the forth Conventionchild within each to StatesParties set rights respect andensurethe shall 3.4 mandatory.made be should registration marriage and birth Additionally, years. 18 at set of marriage for males and females should be legislation theminimum through necessaryage by committee members has recommended that submitted paper position A changes. legislative statistical to proposerecommendationsand for policy and outcomes; and identify practice current of evidence obligations; international Pakistan’s and marriage of age on laws existing review to tasked was Department, committee, Development Women The Secretary of Marriage. Chairpersonship Standardization the of under Age for Secretary, Female committee of Chief to a notification a the constitute issued Sindh 2009, of Government November In both). or 1,000, Rs. to up of fine a or month, one to up (imprisonment mild is law the of violation for punishment the as registered. ineffective also is ever, law The if rarely, are which marriages of themarriagesare in thecountrycustomary

Discrimination 16 3 Main challenges toachieving children’s rights discrimination whichis deep seated and systemic. caste-based of that is society our in phenomenon through in-group and out-group biases. A common communal harmony isoftenatrisk, and manifests justice, social lacks that society multi-ethnic and Caste-based Discrimination: fulfilment in Issues 30, and UNCRC Article – language. own profess to her or his use culture, to or religion, own own her or his practice her or his enjoy to Bagri community and their parents, it was noted was it parents, their and community Bagri discriminatory. and In aninteractionwithagroup of childrenthe contemptuous was ‘other’ the of sense their that evident was it categories, ‘them’ and ‘us’ into fell provided explanation the adobe. temporary their area nearby a made While had who children Bagri the with play and interact reported that they didlet not theirchildren In Dadu, people from asettled community her parents in the field. After the in parents her discriminatory. and with works now she school, dropping outofthe harsh was which not to continue her education in an environment decided She home. teacher’s the to school the from bricks some carrying while feet her injured she when was school the in day last Her teacher’s home. the at chores household do to B ask was thedaughter ofa local landlord, used to who teacher, class The status. socio-economic her becauselow discriminated withof also teachers even and her, bullied village other the of children that claimed She seven. of age the she village, at village nearby a her in school a attending started in school no was there Since B, 13 belongs to the Bheel community in Umerkot. In a multi-religious a In 39 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 40 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 – as they feared that it would ‘officialize’ their ‘officialize’ would status. caste scheduled it that feared they as – entries mandatory are caste and religion child’s interviewed adults were the against birthregistration– in which young the of Some Kohlis. the of children the in deprivation of sense acute an revealed work field The others. for acceptable at times,theytheir existencewasnot felt that they were mistreated by other communities, and, that complained Kohli Jamshoro the in from living children community of group A door. next virtually living children non-Meghwar with play and interact to forbidden theirparentsnot by been have they that said Tharparkar in village a in community Meghwar the from girls of group A different of children for communities. schools in kept were was it Umerkot, reported separate that glassesfordrinkingwater and Tharparkar In also Umerkot. was – – caste of people of and keyreported children by in informants basis the and groups on crockery categorized different separate for of glassware use the Likewise, castes permission. latter’s the high without so-called the of villages or hamlets be from lowcasteswereallowed not to enter the child highlighted thatpeoplewere who consideredto Another castes. scheduled and castes low towards peoplewerebefrom whoconsidered to discriminatory very was communities caste upper caste system, and that the attitude of the so-called against because theywere considered outsidethe a child pointed out thatthey were discriminated During interaction with Bheel children in Umerkot, reality.unavoidable an as many ofthemmentioneddiscrimination that Main challenges toachieving children’s rights low primary to secondary transition rate. transition secondary to primary low results in be enoughforgirlswhich education to primary consider send theirdaughtersschools, to who Parents, enrolment. girls’ low of reason a is which education, girls’ in believe not did parents Some girls in Umerkotexclaimed that their women. and girls to compared them for treatment as granted, and it waslessofanissue further was It usuallypreferential boys took noted that disliked. they which something mothers as amatteroffact,but out not pointed it and girls of number a However, norm. – and is oftenconsideredanacceptablecommon Gender Discrimination: different community.different a from friends two made M Afterwards, biases. and their shun their parentswereencouragedto children where organisation, society a by civil run camp the within space child-friendly to get on shegotanopportunityenrolled in a her.with eat Later or play to children their allow not did residents camp the of majority the that camp the said M status. in socio-economic low live their to to due them allow were to people ready that not claimed was non- It and items. food food denied were they sometimes her familyencounteredwasunacceptability: area. nearby that a difficulty in main camp The a to shifted hit family her flood 2010, in the district Jamshoro When family. her Bheel for income source only of the the is which scavenger a is to father Her district. Jamshoro in belongs lives and community M Eight-year-old Social Exclusion and Natural Disaster Gender discrimination is discrimination Gender stereotypes andlabels are which laterused to The women. or religion, at largesociety isresponsible for creatingsuch minority a or groups whether theyare people belonging toindigenous – marginalized the towards attitudes societal are based andgender discrimination caste- of issues The and Society: Community Role and Capacity of Duty-bearers then to and afterwards. ate women and girls boys; males adult to first served usually was food that reported was It life. daily in evident also was discrimination Gender child. girl of birth in Tharparkar,the with the case was not butthis was celebratedfanfare child with The birthofboy Dadu District background, the in sister elder his with boy young A 3 Main challenges toachieving children’s rights h sau qo Cs i pit Pksa signed Pakistan point: in Case changing quo. in status motivated be the to not seems it and the lacking, in is society equitable and just government a of creation of role the that claimed be however,way.can, positive It a in change societal and resourcestobring changes that couldbring Government: Government has the legal authority to resources discrimination. ending to towards work access and motivation the has society Civil unnoticeable. goes produced is that based discrimination isalmostnegligible and little The planners. work of human rights organizations against caste- development and makers policy sensitize to managed have empowerment for gender working Organizations discrimination. base caste- end to working organizations few very are equality for the greater benefit of the society, there to increasethestatusofwomen, and bring gender While there are quite a few organizations that aim discrimination. gender nor discrimination based creation of a society in which there is neither caste- outlook. It is incumbent on civil society to demand to be tolerant andpluralisticinitsapproach tries it unjust that such is are – that marginalized the society towards a to belonging despite – Civil Society: The nature and ideals of civil society education. and legislation of approaches multi-pronged adopted usually have been has dealtsuccessfully,discrimination with of issue the where Societies sphere. public in and includes This patriarchal attitudes towards womenathome equality. with discriminated underprivileged the and treat to motivated hierarchy not social are the in privileged and powerful that communities that obvious is it fieldwork, the in observed discrimination of extent and nature the From equals. as treated be should and equal are discriminate humanbeingswhootherwise 41 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 42 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 nesod I itrcin ih hlrn and children with 17 interaction and heard In is understood. and schools teaching in the environment learning on perspective children’s if the right to education can be fulfilled meaningfully example, For rights. all for requirement general a essence, in is, which heard be to right children’s is the UNCRC of principles guiding the of One fulfilment in Issues 15(1), UNCRC Article – assembly. peaceful of freedom and to association of freedom StatesParties child to the of rights recognize the 12, UNCRC Article – child. the due given being child in accordanceweight age andof thematurity with the of views the child, the affecting matters all in freely views those express to right the or herownviews capable his of forming StatesParties is child who the to assure shall 3.5 the in discrimination” society. racial any denies of “persistently existence Pakistan reports, its in that country noted been also has It 2006. to 1998 from reports biennial overdue five contained also 2008, in Discrimination Racial of Elimination the on Committee UN the to Pakistan by submitted report latest made. The progress and compliance report to and also discrimination of all forms end to obliged party, state a as is, Pakistan law, in Belief or rights human international the under While 1981. Religion Assembly on of Based General Forms Discrimination All the of Elimination the signed on Declaration and 1966, in Discrimination Racial of Forms All of Elimination onthe Convention International the ratified and Main challenges toachieving children’s rights

Quoted in Shah (2007) Shah in Quoted

Respect for the views of the Child 17

the pen draw and paper to given were District Jamshoro Aqilani,Bux Imam in siblings elder their Youngwith mini-workshop attend the to wanted also childrenwho sons. their to listened parents whereas sought, inthe stressed thatopinionofthegirl child wasrarely play at in girls of Umerkot group a right: this of fulfilment differentials gender are There issues. livelihood on focused remain to parents their forced poverty because violated was heard be out to right their pointed that also of Umerkotand needs in Children wishes children. all fulfil to able not were the ruralareas, and lackofopportunitiesinthey poverty of because that however,acceptedThey, hesitation. any without problems and issues their In Dadu parents claimed that children communicated children. the to pertained it if even – making decision any in them involve not did parents their that vocal were Jamshoro in children of group A violence.) physical and 3.2, children’s voices are muffled there with verbal an undesirable discussedin place, and,as Section is children for workplace home (The at school. in views and children’s for respect little there was large, and by that, revealed was it adults, A groupA ofworkingchildrenin Jamshoro reported meetings. regular with area, their in active be to found were organizations children’s the of some fieldwork the During participation. for children to child activists. The key idea is to provide a platform who to handholding staff extensive and guidance provided TRDP by facilitated and established (see wide Table5). been have organizations These not also was under base membership their districts and review four the in (COs) organizations children’s few very were them. There express and provides organizations children tocome together, andform discuss ideas through child because mainly participation is This heard. be to right and participation is intrinsically linked to children’s be It canargued that children’s right to association fathers. of fearful generally were children that acknowledged parents some fact, In mothers. to usually communicatedtheirproblems and needs of parentsin Tharparkar maintained children that in mothers considered to be less of important than boys. A group group a acknowledged girlswere Jamshoro whothat by vouched was This * As of 20 July 2011 20July of * As CRU,Source: TRDP Table 5: Number of Children Organisations and Membership by Sex and District and Sex by Membership and Organisations Children of Number Table5: Membership* Children’sOrganisations* Total Boys Girls Total Mix Boys Girls 3 1,808 843 965 106 58 16 Dadu 32 Main challenges toachieving children’s rights 1,577 766 811 88 60 9 Jamshoro 19 ht hi lclC md te qi te ai of chewing habit the quit them made CO local their that vr hlrn Fw eces ee on t be to found were teachers Few children. over exert used and power tocontrol their position Teachers: are values. and customs societal of on child based the role of views negative the respecting The in child. parents girl the to related asking without matters in visible so even more was opinion. This their child the the of in interest acted best they that thought Parents them. should bepertaining consulted indecisions to was littleacceptanceof theidea children that there But obvious. is shelter, and clothing food, their parents,inmattersrelated children onto and infants of dependency The agreement. their people upon youngwithout act were entitledto the ideaadults of that be agreatproponent to of theday, parentswere, by andlarge, found Parents: Role and Capacity of Duty-bearers In a society where adultism is the order where adultismthe is a society In (a form of tobacco). of form (a gutka s icse i Scin ., teachers 3.1, Section in discussed As 10,490 7,068 3,422 540 403 108 Tharparkar 29 4,161 2,420 1,741 221 147 43 Umerkot 31 18,036 11,097 6,939 955 668 176 Total 111 43 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 44 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 3 school competitions. school organizing and inter- in schools, in part take to children encouraging in their also motivated at be activities extracurricular to found were Teachers well. as shy participate actively and to children introverted encourage to is challenge real The participated. children extroverted few, contests declamation were arranged – occasionallya select which in example, for extracurricular – schools, activities some In environment. learning and teaching the improving in ingredient important be an to participation considered child teaching. There were, however, some teachers who of method preferred the was rote-learning where classrooms encouraging childparticipationin District Jamshoro Muridani, Moosa Muhammad in mini-workshop a of start the before girls and Youngboys Main challenges toachieving children’s rights participation. was animpedimentmeaningful in increasingchild which defined, well not of was scope organizations these the that seemed it but organizations, children’s with work and create to motivation the has It organizations. children’s forming by model mobilization community its using be to found was sessions with children to seek their opinion. TRDP interaction Jamshoro, regular held and they that said Dadu however, in civil organizations of society couple A organizations. children’s with working be to found were review under districts in organizations society civil of TRDP,the of none exception the With Society Organizations: Civil intervention) to bear fruit. Some of these thematic opportunities identified are presented in the table in presented are identified below. (or opportunities opportunity thematic the these of for Some order fruit. in bear stakeholders), to (or intervention) duty-bearers of number a of participation interaction and require with will opportunity Each activities. existing its within rights child improve further can it which TRDP, for through opportunities several are there analysis, situation the of findings the on Based Child Labour Child Education RightsChild of Awareness Theme Bonded Labour Bonded on (DVC) Committee Vigilance District Employers Children Department Education (SMCs) Committee Management School Parents stakeholdersAll Duty-Bearer 4 opportunities for TRDP Summary of thematic • • • • • • • • • • • • • • • • • Opportunity Facilitation of DVCs to increase its effectiveness its increase to DVCs Facilitation of members DVC of building Capacity Re-notification/activation of DVCs labour child of hazardous forms of elimination for plan systematic a through employers with Interaction “graduates”NFE of Mainstreaming labour child from phased-out children for Centres Education Non-formal education of quality the on implication its and education, of purpose and meaning the on discourse a of Creation legislation provincial through 16, to 5 age the of children all to education compulsory of guarantees provision which Constitution, the of 25A Article enforcementof the for advocacy and Lobbying transparent and accountable more SMCs make to department Education the with advocacy and Lobbying transition secondary to primary increase to and dropout, decrease enrolment, school increase to FacilitateSMCs COs and VDOs PDCs, and SMCs between linkages of Creation members SMC of building Capacity of SMCs reactivation and Formation girls of especially rate,enrolment school increase to Campaign enrolment secondary increase to and dropouts; decrease to girls; and boys of enrolmentfor parents with Dialogue version simplified UNCRC’s of translation Sindhi the of Publication members community and parents children, stakeholders,especially all on focuses that strategy communication designed well a through UNCRC the and rights child of raisingAwareness Continued 45 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 46 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 4 ** notified Tobe revivalDCCWD’s to *Subject Summary of thematic opportunities for TRDP Implementation General Participation Child MarriageChild Health Theme Child Protection Units** Protection Child Authority** Protection Child (DCCWD)* Developmentand WelfareChild for Commission District TRDP Children’sOrganizations Marriage of Age Female Standardization of for Committee Parents department Health and PPHI Children Parents Labour Bonded and Forcedfor (LASU) Unit Service Aid Legal Duty-Bearer • • • • • • • • • • • • • • • • • Opportunity Facilitation of CPUs to increase its effectiveness its increase to CPUs Facilitation of members CPU of building Capacity levelsdivisional and sub- at district ofCPUs notification and Formation Authority the with coordination Active effectiveness its increase to DCCWDs Facilitation of members DCCWD of building Capacity ofDCCWDs Re-notification/activation programmes and projects all in programmingchild-focused and rights-based Increased members CO of building Capacity activities meaningful out children’s carrying organizations of for purpose the redefining and revisiting in Facilitatechildren marriagerural in areas child of issue the raise to Committee the with Coordination marriage child of practice harmful the about awarenessraise to Campaign people to accountable and transparentmore be to department Health and PPHI the with interaction and Dialogue practiceshygienesafeTraining on adolescents for training skills Life practiceshygienesafeTraining on effectiveness its increase to LASU Facilitation of London: Save the Children UK. Children the Save London: programming. rights child to guide practitioners’ for Children: A Right it 2007. Alliance. Children the Save International Department. Literacy 2011e. and Education Unit, 2010-11. Sindh. Profile Education of Government Department. Literacy and Education 2010-11. Umerkot 2011d Sindh. of Government Department. Literacy and Education 2010-11. Tharparkar 2011c. Sindh. of Government Department. Literacy and Education 2010-11. Jamshoro 2011b. of Sindh. Government Department. Literacy and Dadu 2010-11. 2011a. Sindh. of Government Statistics. of Bureau Federal Islamabad: 09. 2008- (PSLM), Survey Measurement Standards Living 2010. Pakistan. of Government Statistics. 2009. Pakistan. of Government PopulationIslamabad: Organization. Census Sindh. 2000c. Pakistan. of Government Census Organization. Population Islamabad: of Umerkot. Report 2000b. Pakistan. of Government Census Population Organization. Islamabad: Report ofDadu. 2000a. Pakistan. of Government Organization. Census Population Islamabad: Tharparkar.of Report 1999. Pakistan. of Government Lahore: Organization. Agriculture Census Karachi:Reform Support Unit, Education Karachi:Reform Support Unit, Karachi:Reform Support Unit, Karachi:Reform Support Unit, Karachi: Reform Karachi: Support District Education Profile: Education District District Education Profile: Education District District Education Profile: Education District District Education Profile: Education District 98 itit Census District 1998 Pakistan Social and PakistanSocial 1998 District Census District 1998 1998 District Census District 1998 98 ess Report Census 1998 id 20 Mouza 2008 Sindh xctv Sindh Executive Getting Development. 2010. (Rural) 2011. SAFED. Network. Programmes RuralSupport Islamabad: 2009. RSPN. Information 2010.Foundation. and Service Publication Aurat for statistics of review qualitative A 2011. R. Perveen, Information Foundation. and Service Publication Aurat 2009. Islamabad: for statistics of review qualitative A 2010. R. Perveen, PopulationCouncil. Newborns: Dadu Baseline Household Survey. Islamabad: 2006. PAIMAN. and UNICEF Sindh. of Government Health, Karachi: of Department 2009. Umerkot Profile District 2009c. NPPI. Sindh. of Government Health, of Department and UNICEF Karachi: 2009. Tharparkar Profile District 2009b. NPPI. and Sindh. of Government Health, UNICEF of Department Karachi: 2009. Jamshoro Profile District 2009a. NPPI. Sindh. of Mimeo. Government Department, Development for Standardisation of Female Age of 2011.Marriage, Women S. Imam, & Marriage: A Position Paper. S. Submitted to the Committee Waraich, K., Mumtaz, Publishers. Lahore: Al-Qanoon 2009. M. Mahmood, Programme. Development Rural Thardeep Mithi: Report. Survey 2007 Baseline Sindh: in Children 2008. I. Khan, Lahore: South Asian Forum for Education for Forum South Lahore: Asian B odd aor Dsrc Uekt Sindh. Umerkot, District Labour: Bonded Protection and Empowerment of and Empowermentof Protection Working owyPksa Prnrhp Initiative: Partnership Norway-Pakistan owyPksa Prnrhp Initiative: Partnership Norway-Pakistan owyPksa Prnrhp Initiative: Partnership Norway-Pakistan Annual StatusEducation Report of aitn ntaie o Mtes and Mothers for Initiative Pakistan Violence against Women in Pakistan: in Women against Violence Violence against Women in Pakistan: in Womenagainst Violence h Pksa Pnl oe 1860. Code, Penal Pakistan The ibliography Islamabad: Ageof

47 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 48 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Bibliography Institute of Dalit Studies. Dalit of Institute Indian & Network Solidarity Dalit International Delhi: Hindus inPakistan.scheduled caste plight of 2007. Z. Shah, discipline. 2006. S. Shah, Thardeep Mithi: Programme. Development Rural Home. at and Livestock Agriculture, 2010. P. Satyani, Pakistan. in cases abuse sexual Sahil. Islamabad: child on statistics 2011. Sahil. Pakistan. in cases abuse sexual Sahil. Islamabad: child on statistics 2010. Sahil. Islamabad: SPARC.Islamabad: re Nmes 00 A oplto of compilation A 2010: Numbers Cruel re Nmes 09 A oplto of compilation A 2009: Numbers Cruel og eidShdl: suy n the on study A Schedule: Behind Long oprl uihet h dr sd of side dark The Punishment: Corporal Issues of Issues Children Working in New

Exercise 1: Needs and Wants plenary. be in followed presentationsand discussion by will work group The rights?” these enjoy children you/other “do question: following the answer and right, each of importance the for reasons give to important. most have the will be They to consider Ask relationship. need-rights them toidentifythree UNCRC articlesthatthey the to relate to each group to recallneeds discussion and wants UNCRC’s simplified version to each of participant. translation Ask Sindhi the Distribute children. five Make three to four groups, each with no more than work Group Method: min. 60 Timeframe: Violations Rights of Identification 2: Exercise our fulfil to needs UNCRC) and UDHR constitution, have us of all that Stress everyone. by required are that needs basic about discussion a Generate chart. flip a on wants and needs their list to children Ask wants. and needs between difference the on discussion initiate a to exercise is this purpose of The plenary in Discussion Method: 20-25min. Timeframe: 1a. Mini-Workshop . rights (guaranteed through the Tools used toconduct the CRSA Annex 1 focus on BUT-WHYon logic. focus to participants the ask work group In group. each to sheets or cards example. ZOPP Give an of help group. each of aproblemthe Explain theconcepttreewith to statement problem one Assign children. five than more no with each groups, four to three Make plenary. the in problem violations rights major four to three identify to children Ask Group Method: Work min. 40 Timeframe: Exercise 4: Problem Tree location. unsafe safe/ each for reasons list to them Ask safe. feel don’t they where places and safe feel they where all highlighting places highlight to them etc. Ask commons, field, chart, flip a important places–homes, water source, school, on area amap their draw to of children Ask children. more five no with than each groups, four to three Make Group Method: Work min. 40 Timeframe: Issues) Protection Child of (Identification Exercise 3: RiskMapping 49 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 50 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Annex 1: Tools used to conduct the CRSA • • • • with parents Checklist forFGD 1b. Focus Group Discussion children at home? at children disciplining of practice standard the is What children? to harmful be the about and practicesthatmight norms Are thereany you told face? they problems children have What facing? are children that problems key the are What o and gender abilities, ages, different of Children • • • • • with teachers Checklist forFGD for disciplining children at school? at children disciplining for the are punishment corporal of benefits the are What what then true, reasons? is this If very active. not are SMCs that claimed been has It school? and classroom in the Are thereissuesofdiscrimination rate? enrolment female low of causes the are What dropout? of causes the are What Dadu Menhda Palari, Menhda 22Taluka2011 Khan, June Bula Thano Mothers) (8 Parents Kolhi, Shiv Ji 201120 June TalukaManjhand, Boys) 16 & Girls (8 children excluded Socially 2011 June 22 Khan, Bula TalukaBaplani, Thano Khan Safar Malik Boys) (9 children Working Imam Bux Aqilani, Taluka Thano Bula Khan, 21 June 2011 Girls) (10 children Working 2011 Muridani, Moosa 18 June TalukaMuhammad Manjhand, Boys) 3 & Girls (8 children school of Out Bhalai, Muhammad 2011Taluka17Din June Sehwan, (22Boys) children enrolled Currently Bakhtiarpur, 2011Taluka17 June Sehwan, Boys) 6 & (4 Girls children enrolled Currently Jamshoro Pandi,Wahi 2011Taluka21 June Johi, Fathers) 5 & Mothers (12 Parents Pandi,Wahi 2011Taluka21 June Johi, Boys) 8 & Girls (7 children excluded Socially Khan, Hero Taluka201120 June Johi, Boys) 8 & Girls (8 children Working Rajho Gandho, Taluka201120 June Johi, Boys) 10 & Girls (9 children school of Out Ladhan, 2011 18 June TalukaShah, KN Girls) (9 children enrolled Currently 2a. Mini-workshops Essar Bheel, Essar 2011Taluka21 June Umerkot, Boys) (12 children excluded Socially Bheel, Essar 2011Taluka21 June Umerkot, Girls) (12 children excluded Socially Roheeraro, Taluka201120 June Umerkot, Boys) (10 children Working Roheeraro, Taluka201120 June Umerkot, Girls) (12 children Working Solangi, Jimoon 2011 Taluka18 June Samaro, Boys) (10 children school of Out Solangi, Jimoon 2011 Taluka18 June Samaro, Girls) (12 children school of Out 17 2011 June Kunri, Taluka Meghwar, Tago & Meghwar Becharo Boys) (12 children enrolled Currently 17 2011 June Kunri, Taluka Meghwar, Tago & Meghwar Becharo Girls) (12 children enrolled Currently Umerkot Dhaklo, 2011Taluka20 June Chachro, Fathers) (8 Parents Dhaklo, 2011Taluka20 June Chachro, Mothers) (9 Parents TajMuhammad Shah, TalukaNagarparkar, 22 2011June Boys) 11 & Girls (8 children excluded Socially Sehani, 2011 18 June TalukaDiplo, Boys) 8 & Girls (10 children Working Maghay Jo Tar, 2011Taluka20 June Chachro, Boys) 8 & Girls (9 children school of Out Bhodesar, 2011Taluka17Nagarparkar, June Boys) 19 & (13Girls children enrolled Currently Tharparkar List ofFieldwork Annex 2 51 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 52 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Annex 2: List ofFieldwork Annex 2: Kaloi, 2011 7 July TalukaDiplo, Female)Teachers(10 Saleh Jhanjhi, 2011 6 July TalukaMithi, Fathers) 10 & Mothers (10 Parents Dars, 2011 6 Jindo July TalukaMithi, Fathers) 8 & Mothers (10 Parents Tharparkar 2011 5 July Khan, Bula Thano Male)Teachers(10 Brahmani, Photo 2011 Taluka5 July Sehwan, Fathers) (10 Parents 2011 5 July Khan, Bula Thano Mothers) (9 Parents Jamshoro 2011 5 July Dadu, Male)Teachers(8 Pusia, 2011 Bachal 6 July TalukaShah, KN Fathers) (10 Parents Pejaho, 2011 5 July TalukaShah, KN Fathers) (8 Parents Pusia, 2011 Bachal 6 July TalukaShah, KN Mothers) (10 Parents Pejaho, 2011 5 July TalukaShah, KN Mothers) (10 Parents Dadu Focus 2b. Group Discussions Kheerole, 222011TalukaKunri, June Fathers) (12 Parents Kheerole, 222011TalukaKunri, June Mothers) (12 Parents TajShah, Mohammad Taluka Nagarparkar violence) (boy; 8 R, Kaloi, marriage) child (girl; 13 N, Tharparkar Sodhani, Kandho TalukaManjhand orphan) (boy; 7 S, Wada Chachhar, TalukaSehwan excluded) socially (girl; 8 M, Karni, Shah AwesTaluka Manjhand flood) IDP- (girl; 9 B, Jamshoro Babar,Bhawal TalukaJohi dropout) school (girl; 8 D, Kakar,Shah TalukaKN excluded) socially (boy; 10 D, Tando RahimKhan, Taluka Johi marriage) child (girl; 14 A, Dadu Case Studies 2c. Interviews with Children for Mini 2011 6 July Umerkot, Male)Teachers(8 Bheel, Essar 2011Taluka5 July Umerkot, Fathers) (12 Parents Solangi, Khamiso 2011Taluka5 July Umerkot, Mothers) (15 Parents Umerkot Chelhar, 2011 Taluka4 July Chachro, Male)Teachers(11 TalukaDiplo Bechro Meghwar, Bechro TalukaKunri enrolled) currently (girl; 13 C, Kheerole, TalukaKunri marriage) child (boy; 12 M, Meghwar,Tago TalukaKunri issue) health (boy; 10 A, Rohiraro, Taluka Umerkot labour) child (boy; 14 S, Meghwar, Bechro TalukaKunri dropout) school (girl; 14 L, Bheel, Essar Taluka Umerkot excluded) socially P,(boy; 12 Rohiraro, Taluka Umerkot labour) child (boy; 12 H, Meghwar,Tago TalukaKunri dropout) school (boy; 12 R, Kheerole, TalukaKunri marriage) child (girl; 12 S, Bheel, Essar Taluka Umerkot excluded) socially (girl; 13 B, Solangi, Jimoon TalukaSamaro enrolled) never (girl; 13 R, Solangi, Jimoon TalukaSamaro enrolled) never (boy; 16 N, Rohiraro, Taluka Umerkot labour) child (girl; 13 S, Umerkot Dars, TalukaJindo Mithi marriage) child (girl; 16 R, Dadu Meetings Jamshoro, 7 July 2011 7 July Jamshoro, Jamshoro EDO-Education, Khaskheli Bachayo Allah 2011 7 July Kotri, DO-SEMIS,Jamshoro Zulfiqar Chang Ali 2011 30 June Jamshoro, DO-Social Welfare,Jamshoro Baloch Nasir Jamshoro 2011 8 July Johi, DevelopmentSecretary, Organization General Child Soomro Nazeer 2011 1 July Dadu, (Education) Officer,District Planning Qureshi Nabi Ghulam 2011 8 July Dadu, Coordinator,Program ED-Links District Lashari Mohammad Ayoob 2011 8 July Dadu, Officer,District Social Welfare Kalhoro Shabbir Ghulam 2011 1 July Dadu, Officer,District SEMIS Ijaz Gohar Ali 2011 1 July Dadu, Department Development Community Officer, District Executive Rizwan Ahmad 2d. Semi-structured Interviews and Annex 2: List ofFieldwork Annex 2: 53 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 54 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts Annex 2: List ofFieldwork Annex 2: Umerkot, 12 July 2011 12 July Umerkot, Foundation Sami Executive, Chief Khoso Mustafa Ghulam Umerkot 2011 14 July Mithi, Manager-Education,NCHD Programme District Rind Imtiaz Ahmed 2011 11 July Mithi, DDO-Social Welfare, TalukaMithi Rathore Malji 2011 10 July Kagia, Chachro, Ramesh, Carpet Workshop 2011 10 July Chachro, Rai, Carpet Contractor Vikram Dars, 201113Jindo July TalukaMithi, Owner,Carpet Workshop Dars Haider 2011 12 July Mithi, Officer,District SEMIS Chandani Das Haiman 2011 11 July Mithi, Bajeer,Coordinator,District Sajid Tharparkar Manager,SPARCProject Bajeer,National Kashif Tharparkar 2011 30 June Jamshoro, Jamshoro (Head Quarter), DO-Education Soomro Hussain Nadir 201129 June Hyderabad, and Region) DO-Labour,Jamshoro (Hyderabad Labour Director Assistant Athar Shah 2011 7 July Jamshoro, Resource Centre Indus Governance and Democracy Rights, Human Manager, Programme Lohano Kamleshwer Hyderabad, 29 June 201129 June Hyderabad, SPARC Coordinator,District Hyderabad Sajid Wagan 2011 30 July Karachi, on Women’sHealth Forum National Pakistan Dr ShershahSyed 2011 30 July Karachi, Medical Association Pakistan Soomro Habib Dr 2011 30 July Karachi, & WomenChildren for Helpline Madadgaar LHRLA President, Zia Ahmed Awan, 201125 Karachi,July UNICEF & HIV/AIDS Health Officer, Sajjad Nutrition Dr Ahmed, Specialist Nutrition & Health Dr Asif Aslam, 222011Karachi, July Social Department WelfareUnit, Protection Child Child Welfare Officer, District Deputy Rehman, ur Mahmood Director,Zeenat Ara, Assistant Child Welfare 201127 Karachi,July SPARC Against Violence Children Manager, Programme Provincial Suhail Ahmed Abro Karachi & Hyderabad 2011 12 July Umerkot, Officer,District SocialDeputy Welfare Malhi Gulji 2011 12 July Umerkot, & Planning Officer,District SEMIS Nohri Mohammad Jan Professor N otes 55 Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts of Working Children in Sindh

Situation Analysis Umerkot Districts

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