Friends Welfare Association Pakistan Contents
01 02 04 Foreword News Updates FWA Introduction
05 07 29 Theory of Change Strengthening Education Supporting Access to Girls System Secondary Education
39 43 49 Mainstreaming OOSCs Monitoring & Evaluation The Year 2019 – AT A GLANCE in Formal Schooling System Major Events during 2019
60 63 Stories of Hopes Financial Report ANNUAL REPORT 2019
Foreword
The annual report of 2019, gives an account of the schooling system at post primary level and 492 girls progress, we have made over the last year and is a have so far passed the SSC examination from the very important tool of FWA for assessing the progress supported community managed schools of FWA in of its various programs, gathering all information at district Mansehra and Torghar. Along with this, one place and then presenting it to a variety of construction of Girls secondary school in Khairabad audiences. Looking back at the year 2019, it is hard to and Girls Middle school in village Baki is also a big know where to begin as so much as happened and achievement during the year 2019. things seem to have moved so fast. We are elated to be presenting an extremely In Pakistan, over the past few years, the working successful proof-of-concept with 4783 OOSCs have environment for the humanitarian organizations has been enrolled against the target of 3900 in target substantially been changed since the introduction of three districts of Mansehra, Batagram and Torghar of “Foreign Contribution Act” by Government of KP Province during the year of 2019 while ensuring Pakistan. FWA has been repositioning itself 95% retention rate. What the results really mean on strategically in the rapidly changing external context the ground is that children from the marginalized by strengthening its existing programs and adding areas who were excluded from the education's cycle new initiatives with synergistic approaches with have been brought under the fold of education and GOP's needs and priorities. are now receiving quality education in schools to excel in higher education and in life. We really The biggest achievement of the year has been the celebrate the successes and acknowledge the Renewal of MOU with Economic Affairs Division challenges that we have faced. Pakistan. Home Department of KP Province has issued the NOCs for all the programs and projects of I feel really obliged to acknowledge that Government FWA and hence on legal and administrative level, at every level is fundamental to progress made this there is no hurdle for FWA in executing its year. We look forward for many more years of this interventions in the field. shared commitment.
During the past year, the project “Promoting Girls' I bid special gratitude to the Board of Directors of FWA Education through Improved Learning Environment who have helped the organization by steering its in KP Province remained continued where Phase 2nd direction strategically and providing timely feedback of the said project successfully concluded and Phase on crucial issues. 3rd is in progress and is also heading towards its completion. Under the before mentioned two I am also extremely grateful to all members of my phases, in total, fi een (15) vulnerable schools have team who have strived to make all the organization's been supported in term of improving the physical interventions successful. infrastructure and learning environment of these target schools. 3171 vulnerable children have been In the end, I would like to extend my gratitude to our provided safe and protective learning friendly donors and partners whose generous support has environment at target fi een (15) schools. enabled us to make all the notable achievements that we made during the past year. Similarly, the program of FWA “Supporting Access to Girls' Secondary Education”, targeting hard –to- reach and socially excluded regions of KP Province has continuously been applauded by KP Government and local communities. So far, 6000 vulnerable girls have benefitted at secondary and higher secondary Executive Director level who were otherwise excluded from the
01 YEAR 2019 – News Update
MoU with Economic Affairs Division Dist. Govt Acknowledgment
ERA NOC E&SE KP NOC
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Home & Tribal Affairs Department KP NOCs
03 Organization's Introduction
Friends Welfare Association (FWA) Pakistan is a non- I n te r n a t i o n a l pa r t n e rs , co r p o ra te s e c to r for-profit national organization, registered under organizations and UN organizations to provide a Societies Registration Act of 1860 and is also widely accessible, equitable and quality educational registered with Economic Affairs Division (EAD) system in the disadvantaged and under-served Pakistan under the new NGO registration Policy of communities of the province of Khyber Pakhtunkhwa Government of Pakistan. The organization has been (KP) and state of AJ&K. The organization has been a awarded with NPO certification by Pakistan Center for predictable contributor with Government of Pakistan Philanthropy (PCP) and also has a tax exemption by supplementing and complementing its efforts for status under section 2(36) of ITO 2001. improving the access and quality of education for the vulnerable children by removing all the elements of FWA was evolved in 2002 by motivated youth and got exclusion. formally registered in 2006. The organization was established with a vision to have a Caring Community The organization has been providing the educational in which every human has a precious life of equal support especially for girls at all levels i.e. primary, values that respect freedom, equality and social secondary and tertiary level through its various harmony. Since its inception, FWA has been working in programs each having its own strategy and partnership with and funding support from methodology.
Focused Areas:
Education
School Safety
WASH
Infrastructure Development
Disaster Risk Reduction
Social Inclusion
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Organizational Theory of Change
FWA has a vision to work for a caring community in keeping the participation and inclusion of which every human has a precious life of equal values Government in the decision making process. Once an that respect freedom, equality and social harmony. individual of a vulnerable segment of society is The mission of the organization has focused to empowered through acquiring quality education in a empower the communities especially the life-long learning environment, subsequent marginalized and underserved segments of societies empowerments such as economic, social, political, to eradicate poverty and suffering on sustainable legal/psychological do follow spontaneously. basis. All the programmatic interventions of Friends Through education, individual of a vulnerable Welfare Association have been designed in conformity segment of society get better access and opportunities with a definite theory of change to achieve the social in the work force. Once such an individual is change and empowerment of the marginalized and economically independent, it raises his/her social, underserved segments of society envisaged in its political and psychological standing in society as well. vision and mission. All the interventions of FWA have not been limited to FWA has a definite theory of change which is centered just service delivery or catering to the needs of supply around education of vulnerable individuals and to side. In fact, all the programmatic interventions of FWA build a protective and enabling environment for such including the educational interventions do comprise vulnerable individuals (women, youth, PWDs, religious the robust components of advocacy and mobilization. minorities etc.) in society. Major interventions of FWA Under this approach, FWA on one hand contributes have been the field of education; however, FWA has with Government by fulfilling the gap between also successfully executed programmatic Government service delivery and communities' needs interventions in the field of health, Water, Sanitation of social services. On the other hand, FWA builds the a n d H y g i e n e ( W A S H ) , l i v e l i h o o d , w o m e n capacity of the local communities about their rights empowerment, empowerment of persons with and guide them to organize in social groups and then disabilities (PWDs), rights of elderly people etc. demand the office bearers to address the issues of the right holders. In its model of empowerment, FWA's focus is on core element i.e. educational empowerment of individuals Thus such empowered individuals of a vulnerable who belong to marginalized segments of society and segment of society have better understanding of their who are always at risk of exclusion and exploitation. In rights and have better say and control in matters this regard, FWA has prioritized all levels of education regarding their lives in a protective and enabling i.e. primary, secondary and tertiary education while environment where they live.
05 1. Strengthening Educational System Through Infrastructure Development Support ANNUAL REPORT 2019
Strengthening Educational System through Infrastructure Development Support
1.1) Program's Context and Achievements till 2018:
In the year of 2010, Friends Welfare Association in partnership with Kokkyo Naki Kodomotachi (KnK Japan) and Government of Pakistan's line departments had initiated a broad scale program to strengthen the educational system through infrastructural development support and capacity development of the school players in the disaster affected areas of district Mansehra of KP Province and three districts of State of Azad Jammu and Kashmir (AJ&K) with the financial support of Ministry of Foreign Affairs (MOFA) Japan. Till 2017 in total 60 schools have been constructed and handed over to Government Education Department.
Under the said program, in the year of 2018, a new intervention of “Promoting education through improved learning environment in KP Province” was initiated and so far its three phases have been executed in the target areas of district Mansehra of KP Province. In the first phase of this program in 2018, 04 Government schools was constructed. During the report year second Phase of the above mentioned project was successfully concluded and third phase is under progress and will be concluded until April 2020.
The focus of the two phases of the above mentioned program has been the promotion of education through improved learning environment in District Mansehra. The major components included, schools' facility improvement especially for girls' education, training sessions with Staff of the local Education Department, teachers, parents and students for improving education and advocacy to promote the awareness about education in general and especially about girls' education.
The said program remained instrumental in reviving and strengthening the educational system, the program's main focus areas included construction of the seismic resistant educational infrastructure, capacity building of school players i.e. officials of concerned education departments, teachers, communities, students and launching advocacy campaigns in the local communities to enhance the awareness of the rights' holders to hold the office bearers accountable for the realization of children's right to education which ultimately led towards the overall improvement of the learning environment at the schools in target areas.
07 64
25 8 20 3 3 5
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1.2) Program's Review during 2019:
During the year 2019, the project “Promoting girls' education through improved learning environment in KP province remained continued where Phase 2nd of the said project successfully concluded and Phase 3rd is in progress and is also heading towards its completion. Under the before mentioned two phases, in total, 15 vulnerable schools have been supported in term of improving the physical infrastructure and learning environment of these target schools in close liaison with KP education department. 3171 children have been provided safe and protective learning friendly environment at target 15 schools. The said project consisted the components which included, 1) schools' facilities improvement, 2) training and follow-up with teachers, parents and students, 3) community mobilization and establishing an advocacy system to promote awareness about girls' education, and 4) strengthening cooperation among Education Dept., schools and communities.
Component wise project's Activities are given as under
Construction of Schools' Teachers Training (NPST*, Modern Broad Based Community Meetings Joint visits to target Buildings Pedagogy, Critical Thinking) K n o w l e d g e , A t t i t u d e a n d schools with officials Provision of schools' Furniture PTCs Training (Role & Responsibilities, Practice(KAP) Study Edu Dept Provision of Potable Water School Development Plan) Formation of Community Advocacy Pa r t i c i p a t i o n o f facilities Formation and Training of SRCs (R&R, Groups (CAGs). Officials of Edu Dept in PTC meetings Toilet Blocks School based Small Projects) Village Seminars Boundary Wall School Based Refreshers(Generic District Education Forums Sessions) Play ground Dissemination of Newsletters and PTC's Follow-ups BCC materials Sports Events
09 Detail of schools supported in 2019
Project's schools currently in progress in Phase III (June 14,2019 to April 13, 2020)
1. GGHS Kawai UC Kawai Mansehra
2. GGPS Baso UC Jabbar Devli Mansehra 3. GGPS Baida Ghanool UC Ghanool Mansehra
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4. GPS Niki Mohri UC Jabori Mansehra 5. GPS Qazikhait UC Bhogarmang Mansehra
6. GPS Basala UC Bhogarmang Mansehra
7. GPS Ratta Nalla UC Kawai Mansehra
11 Project’s Schools handed over to E&SE Dept. KP in Phase II (2019)
1. GGHS Jared Union Council Mohandri
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2. GGMS Garlat Union Council Garlat
13 3. GGPS Nidhar Union Council Bhogarmang
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4. GPS Treda Panjool Union Council Sachan Kalan
15 5. GP S Chota Bala Union Council Devli Jabber
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6. GP S Katha Bala Union Council Devli Jabber
17 7. GPS Chapri Katha Union Council Devli Jabber
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8. GP S Bakki Nalla Union Council Bhogarmang
19 Comparison of increase in enrolment in 2019
1.3 Teachers Training and Follow-up A part from improving the physical environment, a comprehensive strategy has been integrated for improving the learning environment at the target schools. In this regard, special focus has been laid on teachers' training as teachers are single most critical institutional input into a child's schooling experience and are key to child's learning outcomes.
During the year of 2019, total of seventy five (75) teachers including thirty six (36) female teachers received exclusive training on classroom organization, management, structural behaviors, teachers and students' relationship, teaching strategies including improving basic skills of literacy and numeracy of students.
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Pre & Post Assessment Analysis
21 1.4 PTC Training PTCs are supposed to play an active role in school management including supporting the quality of education in particular the girls' education, school's affairs, better understanding of the school development plan (SDP) and its implementation.
During the year of 2019, Parents Teachers' Councils were trained from the fi een (15) project's Schools included in Phase II and Phase III. Total of one hundred and thirty seven (137) PTC members including forty nine (49) female members from the target PTCs were trained.
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Monthly meeting Register PTCs meet on regular basis UP Dated Never 2% Excellent 10% Occasionally 10% Good 10% Regularly 88% Poor 10% Sa sfactory 70%
Actions taken on the decisions Overall Record keeping made in previous meeting
Excellent 5% Never 5% Poor 5% Occasionally 10% Sa sfactory 25% Frequently 15% Good 65% Regularly 70%
1.5 SRC Training During the year 2019,total of fi e e n ( 1 5 ) s t u d e n t s representative councils(SRCs) w e r e f o r m e d i n t a r g e t fi een(15) schools. Total of o n e h u n d r e d a n d fi y four(154) members (students) were trained on the roles & responsibilities, Child rights and active participation in school affairs.Total of seventy one(71) girls' members from SRCs have also participated in the training sessions.
23 SRCs meet with PTC/Teachers SRCs meet with PTC/Teachers
Regular 30% Occasionally 35% Occasionally 70% Regular 65%
SRCs participate in SRCs Established school affairs Ac ve 16% Occasionally 15% Inac ve 3% Regular 85%
1.6 Community Advocacy Groups (CAG's)
During the year 2019, total of five (5) Community Advocacy Groups were formed in 5 Union Councils. Total 50 members from five (5) CAGs were also oriented on their roles in local advocacy. During the report year, CAGs actively engaged to promote the girls' education and creating awareness among community members including women and mothers of the children.
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CAG ACHIEVEMENTS
CAG (UC Bhogharmong) n CAG of UC Bhogharmong has successfully advocated the cause of girls' secondary education for revenue village Bakki and got successfully approval of first ever Government Girls' Middle School Bakki from the E&SE Department KPK for nearly 10000 population of the revenue village Bakki.
CAG UC (Devli Jabbar) n Arranged two volunteer teachers for girls' secondary education at Chota Bala. n Provided mobility support to young girls of UC Devli/Jabbar for the continuation of girls' secondary education. n Initiated bachelor level of classes for girls who passed Intermediate level in UC Devli/Jabbar.
CAG (UC Kawai) n Received PKR 235,000/- from British Council for construction of school building for the outreach community of Nehan Paras. n Initiated girls' secondary level of classes (grade 9th and 10th) at Shangri by the construction of two shelters on land donated by local community member.
CAG (Ghanool) n Provided substitute safe and accessible land for construction of GGPS Baida Ghanool. n Collected OOSC data for girls at primary and secondary level.
CAG (Jabori) n Constructed access road till GPS Nikki Mohri. n OOSC data for girls at primary and secondary level in Jabori. 25 1.7 School Based Refreshers or Generic Sessions:
Generic Sessions or School based Refreshers have been included in the scope of project to provide mentoring, coaching and follow up support to the teachers of target nineteen(19) schools of the current phase and previous two phases. Under the format of a Generic session, a mentor visits the schools of current and previous phases and does classrooms' observation as how teachers deliver contents and engage the students in activity based learning. Mentor, then does reflection with teachers of one school as what they had learnt during the general teachers' training and how effectively are they implementing the training contents in a classroom and what are the challenges/hurdles, they have faced to deliver teaching as per the learned methods of training. The mentor then provides on job support to teachers and this mechanism includes classroom facilitation in lesson planning and active learning through appropriate learning and teaching materials.
During the year of 2019, nineteen (19) school Based Refreshers or Generic sessions have been conducted in which sixty (60) teachers from the target project's schools which includes twenty five (25) female teachers have been provided on job support to improve the classroom practices in respective schools. The topics of generic sessions were chosen and selected from the Teachers' training module as per the actual needs of teachers.
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1.8 Co-Curricular Activities
GAMES & SPORTS The project focuses the learning environment, particularly for girls' children. The learning environment leads to the attractive school, better learning and results and grooming of the children. The sports activities provided opportunities to children to demonstrate their potentials, talent and interest. Above all the interaction with teachers has also been witnessed through these activities.
Total of five (05) sports events were planned and conducted in the project schools. The sports events were conducted at the respective schools. Total of five hundred and eighty six(586) students including two hundred and sixty one(261) girls students have participated in these five sports events.
27 2. Supporting Access to Girls' Secondary and Higher Secondary Education ANNUAL REPORT 2019
Supporting Access to Girls' Secondary and Higher Secondary Education
2.1 Program's Context and Achievements till the end of 2018:
There is a large gender, economic and geographic disparity in education across Pakistan. In term of gender disparity, girls are more disadvantaged than boys.
This disparity increases when we move from primary to secondary level as few female institutions are available in comparison to boy's institutions at middle and high level. The transition rate from primary to secondary level in girls is alarmingly low as compared to boys at post primary level. The net enrolment ratio for girls is 54% at primary level, declining to 21 % at middle and 14 % at secondary level. Female literacy among those aged 15 years and above is 45%, compared to 68% among males in the same age group. (Source: Alif Ailan Report-Female Education in Pakistan). This means that at middle level (Grade 6th to 8th) about 79% girls are out of the cycle of schooling while at high level (Grade 9th and 10th) about 86% girls are out of the cycle of schooling. In the province of Khyber Pakhtunkhwa excluding KP merged districts as per the report shared by E&SE department in 2018, 1.8 million children are OOSC, out of which 64 % are the girls.
The organization has developed a model in which girls' education has been taken as center to overall community development. In this cause, Hoshyar Foundation USA joined hands with FWA in the year of 2008 as a Strategic Partner for the promotion of girls' education at secondary and higher
29 secondary level. FWA developed an innovative model girl's schools for a time bound period usually three (03) for the promotion of girls' education targeting “hard to five (05) years. In this regard, FWA has remained –to-reach and socially excluded regions of KP Province successful to mobilize the funds through engaging a by establishing community based schools at post consortium of like-minded international and national primary level for a time bound period in consensus with partners to further this cause of educating girls. Elementary and Secondary Education (E&SE) Meanwhile, FWA develops linkages and mobilize the Department and has already tested this model in District local communities to raise voices for the cause of girls' Mansehra and Torghar of KP province while achieving education at secondary level in their areas. With the remarkable impacts and results. effective mobilization of local communities and utilizing the linkages with elected national and provincial This model is very practical, and is aligned and assembly representatives, a formal Government school synergistic to Government's aims and priorities to get at secondary level is established in their respective the out of school girls at post primary level under the areas. Once a formal secondary school is established by fold of education. Since the year of 2008, this program Government in a target area, FWA phases out of the has been operational following a community based target area and starts a similar intervention at some approach with the close collaboration of Education other vulnerable area in term of girls' education. Departments at Provincial and District level. Under this approach, Community based girls' schools at secondary So far, FWA has setup twelve (12) such community level are first established in such areas where girls get managed schools for girls in the marginalized areas of out of school a er passing primary education due to district Mansehra and Torghar of KP province in Pakistan non-availability of secondary schools. where 6000 vulnerable girls have so far benefitted at secondary and higher secondary level who were The organization with the support of its partners otherwise excluded from the schooling system at post provides the support of teachers' salaries, operational primary level. cost of the school and in some cases, construction of
Community based Girls' Twelve (12) community based girls secondary schools have Secondary Schools been established in outreach communities of District Torghar Established and Taken and District Mansehra of KP Province Over by Govt
Six thousands(6000) girls' students have directly benefitted from Beneficaries the program. Fourteen Thousands(14000), are Indirect beneficaries.
Formal schools sanctioned (Handed Out of twelve (12) , Seven (7) schools have completely been formally Over to Education sanctioned & successfully handed over to E&SE department KP Province Department)
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2.2 Review of Achievements in 2019 a) Detail of Beneficiaries in 2019 During the year of 2019, seven (7) community managed girls' secondary and higher secondary schools were continued to be supported by FWA. These schools are operational at following locations of District Mansehra and District Torghar.
31 Detail of direct beneficiaries who benefitted from the above mentioned community based girls secondary schools in 2019 is given as under,
b) Detail of Girls who passed secondary education and pursued further education Since the start of this program in 2008, 492 girls have so far completed matriculation from the established twelve (12) community based girls' secondary schools of FWA wh ile 228 girls are currently enrolled in matriculation.
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c) Detail of Girls who passed Matriculation( SSC) and percentage of Achieved Marks Detail of girls who passed the Matriculation or Secondary School Certificate (SSC) Examination from Board of Intermediate and Secondary Education (BISE) Abbottabad and the percentage of secured marks from the schools' supported by FWA is given below in the following figure,
d) Detail of Girls who passed Higher Secondary School Certificate(HSSC)
Detail of girls who passed the Higher Secondary ( H S S C ) E x a m i n a t i o n f r o m B o a r d o f Intermediate and Secondary Education (BISE) Abbottabad from the schools' supported by FWA is given below in the following figure,
33 e) Community Managed Girls' Secondary schools successfully handed over to Government
Out of total twelve (12), community managed girls' secondary schools, seven (7) schools had already been completely formally sanctioned and successfully handed over to E&SE department KP Province. During the year of 2019, the middle sections of three more schools i.e. CMGHS Bhunja, CMGHSS Jabargali and CMGHS Darbani have been handed over to Elementary and Secondary Education (E&SE) Department KP under its standard process of Schedule of New Expenditure (S&E) and hiring Government teachers for the handed over schools. The high and higher secondary portions of the three schools i.e. CMGHS Bhunja, CMGHSS Jabergali and CMGHS Darbani are still being supported by FWA.
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f) Continuation of Girls' Higher Secondary Schools
In the year of 2018, three community managed girls Secondary schools were formally upgraded into higher secondary schools which included community managed girls higher secondary school Jabergali, community managed girls higher secondary school Khairabad and community managed girls higher secondary school Paras. In the year 2019, the support of these before mentioned higher secondary schools remained continued and girls who wished to take admission in Faculty of Science (FSc) a er passing Secondary school certificate (SSC) or matriculation were also facilitated with the establishment of separate Science Laboratories.
Along with Hoshyar Foundation USA, the highly reputable International Partners such as “Circle of Women USA, The Maria Helena Foundation Canada and The Waterloo Foundation UK have contributed financially with FWA to support the initiation and continuation of higher secondary classes at CMGHSS Jabergali, CMGHSS Khairabad and CMGHSS Paras respectively.
35 g) Scholarships for Intermediate passed girls students to pursue University level Education
FWA focuses the educational empowerment of women to ensure their better inclusion in the workforce leading to their increased income. Thus the support of FWA for girls' education remains even continues at tertiary level i.e. At graduation/Master level but with different approach and strategy.
Friends of Pakistan had extended its support to sponsor ten (10) girls who have graduated from the higher secondary schools of FWA to access University level education. This scholarship support remained continued in 2019.
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h) Establishing a foundation of Girls' Secondary Education in Revenue Village Bakki.
In the year of 2019, FWA with the financial support of MoneyGram Foundation has intervened in Revenue village Bakki to build a foundation of Girls' Secondary Education by establishing a girl's middle school in this vulnerable area in consent with E&SE department KP Province. The support of FWA includes the construction of school building along with all requisite facilities (furniture, toilets and drinking water etc.) and then handover to E&SE department KP. 70% of the work progress has been achieved and inauguration and formal initiation of classes will be made in April 2020.
37 3. Mainstreaming Out of School Children in Formal Schooling System ANNUAL REPORT 2019
Mainstreaming Out of School Children in Formal Schooling System
3.1 Program's Context and Achievements till the end of 2018:
In the province of Khyber Pakhtunkhwa (KP) excluding KP merged districts as per the report shared by E&SE department in 2018, 1.8 million children are OOSC.
Out of the total out of school children, at least 1.152 million 64% are reported as 'never enrolled' and 0.648 million 36% as 'previously enrolled' or dropped out. Both incidences of 'never enrolment' and 'previous enrollment' are substantially higher for girls than boys.
Friends welfare association has been executing a program of “Mainstreaming the out of school children (OOSC) in formal schooling system” and focusing those OOSC who have school going age in On EFA Development Index (EDI) published in EFA accordance with National Education Policy and E&SE Global Monitoring report, Pakistan lies at the bottom Department KP- Education Blueprint-2018-2023 of of the region, and is considerably below in KP Province. In the above mentioned program, the comparison to other countries of the South Asian organization has been working on the analysis of all region. Pakistan still has the second highest number types of out of school children and major focus of the of out of school children (OOSC) at primary level. organization is to mainstream OOSCs which include There are 22.84 million OOSCs in Pakistan (Source: “never enrolled” and “drop out” children in its Pakistan Education Statistics 2016-2017). programmatic interventions.
06 39 Friends Welfare Association, in partnership with British Council has been implementing a project “ILMPOSSIBLE-Take a Child to School” in District Mansehra, Torghar and Batagram. This project was first initiated in district Mansehra in the year of 2015 and then was scaled-up to include district Torghar and Batagram as well. The objective of this project is to enroll, out of school children and then ensure their retention through mobilizing and training a pool of young volunteers and community leaders to complete primary school cycle in the target primary schools located in the target Union Councils of District Mansehra, Torghar and Batagram.
Number of OOSCs enrolled against the enrollment target till the end of 2018 since the start of the program in 2015 is given as under,
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3.2 Program Review & Achievements during 2019
During the year of 2019, the programmatic interventions of FWA remained continued to contribute in reducing the number of out of school children (OOSC) and ensuring their retention in schools in its mandated three districts i.e. Mansehra, Batagram and Torghar.
The achievements of 2019 have been expounded below,
· Enrolment/Retention of Out of School Children (OOSC) During the year of 2019, FWA has successfully enrolled four thousand, seven hundred and eighty three (4783) out of school children in lower and upper school going age in Government primary schools while achieving 95% retention rate. Details about number of OOSCs enrolled against enrollment target in 2019 is given as under,
Number of OOSCs enrolled during 2019
Enrollment target of OOSCs 3900 OOSCs enrolled in school 4783 41 · Active engagement of Youth Volunteers. The major impact that has been achieved in the year of 2019 is the engagement of new 245 youth volunteer in the constructive activity of collection of data of OOSC and then ensuring their enrollment and retention in the respective schools. Eighty (80) % of the youth engaged and trained remained highly active for the fulfillment of stated cause as per the data collected in 2019. Detail of district wise volunteers' training and engagement in the year of 2019 is given as below,
· Community Mobilization and Engagement boosted them to devise a mechanism to sustain the During the year of 2019, in total, twenty seven (27) educational activities in the respective schools. In total, 33 “Mohalla Committees”, were organized in target districts, Social Action Plans (SAPs) were implemented to promote Mansehra, Batagram and Torghar. education in target UCs of target three districts in the year of 2019. 90% members of these Mohalla committees Apart from the enrolment and retention of the enrolled out remained active as per the data collected in 2019. District of school children in schools, Mohalla Committees also wise detail of Mohalla Committees engagement and SAP remained highly engaged in the preparation and implemented is given as under, implementation of the Social Action Plans (SAPs). It provided an opportunity to the Mohalla Committees to not only identify the needs of the schools but also to find out the resources to fulfill the needs by developing liaison with concerned Education Departments and other humanitarian organizations by utilizing the conditional grants provided by Education departments for school's improvements. Networking between the schools, parents and other stakeholders was developed and it created sense of ownership, involved them fully in the schools and
42 4. Monitoring & Evaluation
Friends Welfare Association aims the quality, transparency and accountability by using M&E Framework for its programs. Monitoring and Evaluation plays an important role in producing consistent information that allows the organizational accomplishments to be determined within the context of the implementation of programs. It ensures that accountability is critically important issue based on transparent procedure, oversight and data-based reporting helps the organization to become progressively more cost-effective by building on the lessons of both successes and failures early enough to make a difference. 4.1 External Monitoring
Honorable Taiji Tsuchiya San First Secretary Embassy of Japan in Pakistan Visit to GGHS Jared
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Mr. Hashmat Khan Chief Planning Officer E&SE Visit to GGHS Jared & GPS Nikki Mohri
45 Honorable Prof. Carla Petievich (ED-HF) Visit to Girls Secondary Schools
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Officials of E&SE Department Mansehra Visit to Phase II & III
47 4.2 Internal Monitoring
48 5. The Year 2019 – AT A GLANCE Major Events during 2019 1.District Enrolment Campaign 2019 District Mansehra
Honorable Ziaullah Bangash Advisor Education KP at District Enrolment Campaign 2019 Mansehra
Participants in the District Mansehra Enrolment Campaign 2019 50 ANNUAL REPORT 2019
2. Inauguration Ceremonies Phase II Schools
Honorable Khan Muhammad DEO E&SE Department Mansehra Inaugurating Phase II Schools
Participants at Inauguration Ceremonies 51 3. Dosti Sports Event District Mansehra
Young Jubilant Winners of the Dosti in Sports Event
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4. District Community Event District Mansehra
Honorable Deputy District Education Officer E&SE Mansehra Distributing Certificates of Honor to ILMBASSADORS
53 5. Enrolment Walk District Torghar
Honorable DC, DPO, DEO, AC and Other in District Enrolment Walk Torghar 2019
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6. Games and Sports Events Mansehra
Jubilant Young Children in Games & Sports Event GGPS Baso Mansehra
55 7. Stakeholders Participation
Children, Teachers and Local Community at School
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8. Meetings with Line Department
FWA Meeting with Honorable Arshad Khan Secretary Education KP
57 9. T ake a Child to school Project Battagram
Honorable Ziaullah Bangash Advisor Education KP at District Enrolment Campaign 2019 Batagram
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10. Village Seminars District Mansehra
59 6. Stories of Hopes
“Educating girls in present will give sweet fruit in future”
I am the eldest child of my parents. Beside me, I have one brother and two sisters. My two younger sisters are also in school going age and are also attending the primary school in Jabergali. My younger brother has not entered the school going age as yet. I have been lucky enough that I have had this opportunity to continue my education without any substantial gap till Higher Secondary level. I passed my primary education, my father was not in this favour to allow me to continue my education at secondary level as he was having an opinion that there was no use to invest on the education of a girl as ultimately a girl gets married Shaheen Daughter of Hazrat and then she has to work as a house wife within the boundaries of a home. Jee Grade 12 (Girls' Higher But when he saw other girls going to the girl's secondary school Jabergali Secondary School Jabergali) established by FWA/Hoshyar Foundation, he also got motivated and allowed me to continue my education at post primary level. His motivation Shaheen Hazrat Jee is a for girls' education grew more with the passage of time and he gave me student of Grade 12th (Science the permission to take admission at girls' higher secondary school G r o u p ) a t G i r l s ' H i g h e r Jabergali when in 2018, FWA with the support of Circle of Women Secondary school Jabergali. established a higher secondary school in Jabergali. Her father name is Hazrat Jee and he is a Driver and a I and my family have a very high opinion of education. I want to become a resident of Jabergali. Shaheen teacher but I think if I go to achieve my goal the biggest contributing has a family of six family factor will be girls' higher secondary school Jabergali because this school members. Shaheen is the is enabling me and other girls of our area to get quality college level eldest child of her parents and education. In the absence of the said school, the girls of Jabergali and its s h e h a s t h r e e s i b l i n g s . surrounding areas might not be having an opportunity to become Shaheen expresses her views financially independent. in these words.
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Problems get solved if community at large gets involved
Union Council (UC) Devli Jabbar is one of the most getting dropout owing to poor learning environment in remote Union councils of District Mansehra which is schools. The transition rate from primary to secondary mostly comprised of hilly terrain thus there is a scarcity and secondary to higher secondary for girls was very low. of social services such as education and health. The In this context, Friends Welfare Association along with its population of UC Devli Jabbar is 40,000 female and male partner KnK Japan, constituted a Community Advocacy individuals. Most of the residents of the UC and its Groups (CAGs) in the UC Devli Jabbar, to develop a local surrounding villages live under poverty line and their level mechanism to advocate the highlighted issues in means of income include agriculture, rearing livestock regard to girls' education with the policy makers and and labor work in cities areas. bring the long lasting solutions to the issues of education in general and girls' education in particular. In term of educational statistics, UC Devli Jabbar was rendered most vulnerable in every aspect in district Since its inception, CAG of Devli Jabbar has effectively Mansehra. Many schools that were demolished in the advocated the cause of education and achieved Earthquake of 2005 were not still reconstructed. The remarkable results. CAG Devli Jabbar led awareness and number of out of school children (OOSC) especially girls survey campaigns in every nook and corner of Union was alarmingly high. The children who were fortunate Council that focused the identification of issues and enough to get enrolled in schools were subsequently mobilization of communities at village level for the cause of education. As a result, five open sky schools (GPS Thar, GPS Chota Bala, GPS Chapri Katha, GPS Katha Bala and GGPS Baso) with 70% of girls' students were identified and data of 850 out of school children was collected. These five (05) open sky schools of union council Devli Jabbar were reconstructed, furnished with schooling facilities and teachers and PTCs were trained under the FWA and KnK Japan's project “promoting girls education through improved learning environment”. 95% of identified out of school children have been enrolled by CAG Devli Jabbar in their nearby schools.
CAG Devli Jabbar noticed the issue of mobility of school
61 girls which was the most valid reason of dropout of availability of higher secondary school for girls. Now, young girls. CAG arranged school vehicle for the pick and girls who wish to study science subjects have also been drop of girls in UC Devli Jabbar to access Girls' secondary facilitated at community managed girls' higher school. CAG has been managing and sustaining the secondary school Jabergali as science classes have also initiative for the last three years. More than 100 young been initiated at the said institution with the state of the girls have completed their secondary education and art facilities such as well- furnished science Laboratory, a transition rate of girls from primary to secondary level library and Interactive white board. has improved to 74% by availing mobility support. Thus in a short span of time, the entire educational Similarly, CAG Jabbar Devli, in partnership of FWA, environment of UC of Devli Jabbar has been transformed Hoshyar Foundation and Circle of Women initiated a as access to education has improved phenomenally at community managed girls' higher secondary school in primary, secondary and higher secondary level. Active village Jabergali of UC Devli Jabbar thus the girls of the participation of CAG Devli Jabbar has increased program said UC got the opportunity to continue their education acceptability, produced a more equitable distribution of at higher secondary level a er passing matriculation. benefits, promoted local resource mobilization and has Earlier all the girls of the said UC were getting out of ensured program sustainability. school a er passing matriculation due to non-
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Financial Report
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67 Friends Welfare Association Pakistan B1-17 Datta Hamlet Housing Scheme Mansehra, KPK, Pakistan Tel: +92-997-440-172 Fax: +92-997-302-310 URL: www.friendswa.org, Email: [email protected]