Annual Report 2015 Final

ANNUAL REPORT

Friends Welfare Association Pakistan ANNUAL REPORT

ACRONYMS AND ABBREVIATIONS MoFA Ministry of Foreign Affairs KnK Kokkyo naki Kodomotachi (Children without Borders) MoI Ministry of Interior ERRA Earthquake Reconstruction & Rehabilitation Authority SERRA State Earthquake Reconstruction & Rehabilitation Authority DRU District Reconstruction Unit KPK Khyber Pakhtunkhwa AJK Azad Jammu and Kashmir E&SE Elementary & Secondary Education INGO International Non - Governmental Organization NGO Non - Governmental Organization UCs Union Councils SRC Students Representative Council SMC School Management Committee PTC Parents Teachers Council FA Faculty of Arts SLOs Students Learning Outcomes TACS Take a Child to School MNA Member of National Assembly MPA Member of Provincial Assembly CGN Children's Global Network SoLF School of Leadership Foundation FAFEN Free and Fair Election Network OOSC Out of School Children BBCM Broad Based Community Meeting EEF Elementary Education Foundation NOC No Objection Certificate MoU Memorandum of Understanding CBP Capacity Building Program DRR Disaster Risk Reduction M&E Monitoring & Evaluation PM&E Participatory Monitoring and Evaluation. PRA Participatory Rural Assessment MCs Mohallah Committees CBOs Community Based Organizations GPS Government Primary School GGPS Government Girls Primary School GMS Government Middle School GMPS Government Maktab Primary School GGHS Government Girls High School GGMS Government Girls Middle School CMGHS Community Management Girls High School CMGMS Community Management Girls Middle School

FRIENDS WELFARE ASSOCIATION PAKISTAN ANNUAL REPORT

TABLE OF CONTENTS

Foreword 5

1. EDUCATIONAL DEVELOPMENT 7

1.1 Infrastructure Development Support in Earthquake Affected Areas 8 1.1.1 Background 8 1.1.2 Phase I – Infrastructural Development Support in AJK 9 1.1.3 Phase II – Infrastructural Development Support in AJK 10 1.1.4 Partners’ Visits 11 1.1.5 Inauguration of Schools 12 1.1.6 Major Achievements of Infrastructural Support Project (2015) 12

1.2 Access to Girls Secondary Education 15 1.2.1 Background 15 1.2.2 Approach and Methodology 18 1.2.3 Major Achievements 19

1.3 Mobilization & Community Engagement for Children Enrolment 21 1.3.1 Background 21 1.3.2 Approach and Methodology 22 1.3.3 Major Achievements 25

2. ADVOCACY 27 2.1 Background 27 2.2 Networking with National and Provincial Institutions 28 2.3 Walks, Seminars of the TACS project 28

3. CAPACITY BUILDING 31 3.1 Capacity Building of School Players and Departments in Infrastructure Development Support Program 31 3.2 Capacity Building of Teachers, SMCs and Communities in Access to Girl's Secondary Education Program 32 3.3 Volunteers Training of the TACS 33 3.4 Staff Development Training 34

4. MONITORING AND EVALUATION 36 4.1 Knowledge Management 37 4.1.1 Knowledge Management & Information Management in Friends Pakistan 37 4.1.2 Future Planning for Knowledge Management 38 4.2 Case Studies & Success Stories 40

5. LESSON LEARNT, CHALLENGES & CONSTRAINTS 43 6. GOVERNMENT RECOGNITION 45 7. MEMBER OF 46 8. PARTNERS 47 9. FINANCIAL REPORT 49

FRIENDS WELFARE ASSOCIATION PAKISTAN ANNUAL REPORT

TABLE OF CONTENTS

Foreword 5

1. EDUCATIONAL DEVELOPMENT 7

1.2 Access to Girls Secondary Education 15 1.2.1 Background 15 1.2.2 Approach and Methodology 18 1.2.3 Major Achievements 19

1.3 Mobilization & Community Engagement for Children Enrolment 21 1.3.1 Background 21 1.3.2 Approach and Methodology 22 1.3.3 Major Achievements 25

2. ADVOCACY 27 2.1 Background 27 2.2 Networking with National and Provincial Institutions 28 2.3 Walks, Seminars of the TACS project 28

5. LESSON LEARNT, CHALLENGES & CONSTRAINTS 43 6. GOVERNMENT RECOGNITION 45 7. MEMBER OF 46 8. PARTNERS 47 9. FINANCIAL REPORT 49

FRIENDS WELFARE ASSOCIATION PAKISTAN ANNUAL REPORT

FOREWORD

With the grace of government in rebuilding and rehabilitation of Almighty Allah, the education system in Earthquake Affected Areas of most gracious and AJK. During the year 2015, thirteen (13) schools' clement, I am highly buildings have been completed and handed over to gratified to share with the Government Education Departments of AJK. It is you the momentous also pertinent to mention that Friends Pakistan had contribution and also successfully completed the reconstruction and l e s s o n s ' l e a r n t rehabilitation of forty (40) earthquake affected t h r o u g h schools in District Mansehra KPK province as per the p r o g r a m m a t i c Seismic standards set by ERRA till February 2014. i nte r ve nt i o n s o f Friends Pakistan during the year 2015. This report During the year 2015, Friends Pakistan continued the presents the major achievements of interventions of program of Supporting Girl's Education at Secondary Friends Pakistan in targeted districts of KPK and State and Higher Secondary level keeping in loop the of Azad Jammu and Kashmir. Friends Pakistan is Elementary and Secondary Education Department honored to receive the awards of “Most Promising KPK. In this program, Friends Pakistan has been Organization” from our esteemed partner British contributing in providing the opportunity of Council and Appreciation letter from Chief of Staff acquiring education to all the girls of the vulnerable ERRA as an acknowledgement to our contribution areas where the school outreach girls have no during the year 2015. opportunity to acquire education at Secondary and Higher secondary level. The scale of the project During the year 2015, Education continued to be the during the report period widened in term of core program of Friends Pakistan with special focus establishing three new community based schools on development of vulnerable communities. The which increased the schools' numbers from organization has been dedicatedly supplementing seven(07) to ten(10). More than one thousand the governmental efforts for educational (1000) girls of the vulnerable areas of KPK province development and contributing its part by supporting have so far benefited from this program and one the government to meet the challenges regarding hundred and forty eight (148) girls passed the Millennium Development Goals (MDGs) and matriculation from the community based schools education for all (EFA) goals. The educational supported by Friends Pakistan till the past academic development program encompasses mobilization, year of 2015. governance, professional development, research and enhancing physical and learning environment. In the same way, during the year of 2015, Friends The organization's programmatic interventions aim Pakistan executed an intervention of mainstreaming to bridge up the gap between the community needs the out of school children (OOSC) in schools and then in term of education and governmental service ensuring their retention in schools through delivery. mobilizing and training a pool of young volunteers. During the report year, Friends Pakistan achieved the Under its, Infrastructural Development Support enrollment of three thousand and sixty (3060) out of program, Friends Pakistan secured approval and the school children in five (5) mandated union additional funds to continue supporting the councils of the district Mansehra and also achieved

FRIENDS WELFARE ASSOCIATION PAKISTAN 5 ANNUAL REPORT

FOREWORD

FRIENDS WELFARE ASSOCIATION PAKISTAN 5 ANNUAL REPORT EDUCATIONAL the 99% retention of all enrolled students which Maria Helena Foundation, The Embassy of Japan were verified by third party organization FAFEN. Pakistan, The Waterloo Foundation etc who Based on successful achievement of results and facilitated and encouraged us to put our aims into DEVELOPMENT efficient implementation, the scale of this program actions, implement educational interventions has been extended to District Torghar by replicating systematically and helped us play our role in the same activities of improving the enrollment and improving the quality of education in Pakistan. retention. I would also acknowledge the dedication of Friends Meanwhile, during the year 2015, Friends Pakistan Pakistan's staff members who always enjoy doing continued its networking and advocacy at local and their work and remain proactive in their roles in the national level with the ultimate purpose of field, schools, and during planning sessions at improving the lives of beneficiaries through its Friends Pakistan's offices. Finally, I would like to also various projects in the field. In the same way, thank to the communities and the govt. officials of Friends Pakistan continued to focus the capacity the relevant line Departments in KPK and AJK, who building of individuals, groups, institutions related have been highly supportive during the execution of either directly or indirectly to the organizations' all our programmatic interventions and who are the programs. Friends Pakistan has undertaken this major source of inspiration and dedication for capacity building of all pertinent stakeholders to Friends Pakistan and its staff members. strengthen their abilities to work together for their mutual benefit by providing them with the skills and tools they need to define problems and issues and formulate solutions.

I would like to acknowledge the support, we got from Javed Iqbal our partner organizations such as KnK Japan, Executive Director Hoshyar Foundation America, British Council, The

6 FRIENDS WELFARE ASSOCIATION PAKISTAN ANNUAL REPORT EDUCATIONAL the 99% retention of all enrolled students which Maria Helena Foundation, The Embassy of Japan were verified by third party organization FAFEN. Pakistan, The Waterloo Foundation etc who Based on successful achievement of results and facilitated and encouraged us to put our aims into DEVELOPMENT efficient implementation, the scale of this program actions, implement educational interventions has been extended to District Torghar by replicating systematically and helped us play our role in the same activities of improving the enrollment and improving the quality of education in Pakistan. retention. I would also acknowledge the dedication of Friends Meanwhile, during the year 2015, Friends Pakistan Pakistan's staff members who always enjoy doing continued its networking and advocacy at local and their work and remain proactive in their roles in the national level with the ultimate purpose of field, schools, and during planning sessions at improving the lives of beneficiaries through its Friends Pakistan's offices. Finally, I would like to also various projects in the field. In the same way, thank to the communities and the govt. officials of Friends Pakistan continued to focus the capacity the relevant line Departments in KPK and AJK, who building of individuals, groups, institutions related have been highly supportive during the execution of either directly or indirectly to the organizations' all our programmatic interventions and who are the programs. Friends Pakistan has undertaken this major source of inspiration and dedication for capacity building of all pertinent stakeholders to Friends Pakistan and its staff members. strengthen their abilities to work together for their mutual benefit by providing them with the skills and tools they need to define problems and issues and formulate solutions.

I would like to acknowledge the support, we got from Javed Iqbal our partner organizations such as KnK Japan, Executive Director Hoshyar Foundation America, British Council, The

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EDUCATIONAL DEVELOPMENT government and communities of the targeted areas by the massive financial support of Ministry of Foreign Affairs(MOFA) Japan through Kokkyo Naki Education is the core program envisaging the Kodomotachi (KnK) Japan. The follow up visits results humans including children's rights rendered in the show that the enrollment in the targeted forty constitution and international laws. It could not be schools has considerably improved after the denied that education is the prerequisite of nations' completion of construction work. The process of development. Owing to the development of nation, motivation and sensitization resulted in Friends Pakistan is committedly doing her efforts to improvement of Instructional management of the support the government to meet the challenges teachers. The baseline enrollment that was three regarding millennium development and education thousands six hundred and seven (3607) has for all goals. Along with this, the Article 25-A is the infrastructural development support in earthquake increased by 80% to six thousand and five hundred center of our programming. affected areas of District Mansehra. (6500) till the end of 2015. Teacher's attendance according to educational department visits and The Educational Development Program This intervention aimed at reviving and attendance register has increased to 95%. The encompasses mobilization, governance, has been striving for the inclusion of all those who strengthening the educational system and to assist school's governance has improved through active professional development, research and enhancing are excluded from the schooling opportunities the government in building back an educational participation, enhancing linkages with education physical and learning environment. especially the girls students, providing access to system even better than the one present before the department and implementation of school outreach children in remote areas, improving the earthquake. The programme's main focus areas development plan by PTCs. Figure 1: Education Development Program schools' physical environment through included reconstruction of seismic resistant infrastructure support, mainstreaming the out of educational infrastructure, capacity building of Professional Mobilization & school children, enhancing professional 1.1.2 Phase I – Infrastructural educational officers, teachers, communities, Development Advocacy development of teachers, improving the students' students and educational institutes which ultimately Development Support in AJK learning outcomes (SLOs), strengthening the led towards the overall improvement of the learning responsive mechanism of the local community to environment. ensure the accountability, improving the governance through active participation of school players in The population of 120 villages (about 60000 school affairs and improving the healthy physical community members) were benefited by this environment at the targeted Educational educational reconstruction and rehabilitation Institutions. Infrastructure program started in January 2010 and was Governance successfully concluded in February 2014 with the Development The detail of contribution during the year 2015 is reconstruction and rehabilitation of forty (40) further highlighted under the respective projects. earthquake affected schools in District Mansehra. Friends Pakistan has been supplementing the This program has been rendered highly successful by Governmental efforts for the educational 1.1 Infrastructure Development development in its targeted areas of Khyber Pakhtoon Khawa province and Azad Jammu and Support in Earthquake Affected The earthquake of 2005 had also caused massive Kashmir (AJK) Pakistan. The organization's Areas level of damage to educational infrastructure of AJK. interventions aim to bridge up the gap between the Only in Muzaffarabad a total of 1706 schools were community needs in term of education and either destroyed or partially damaged. It also governmental service delivery. 1.1.1 Background: resulted in the loss of precious lives of a large number of students and their teachers present in During the year 2015, Friends Pakistan continued its Friends Pakistan in the partnership of Ministry of schools on that fateful day. programmatic approach through its various projects Foreign Affairs Japan through KnK Japan and that either in one way or the other cater to fill the gap Government's line departments had initiated a After the completion of Infrastructure development of infrastructure, access, quality, and inequality of “School Reconstruction & Rehabilitation Program” in support program in District Mansehra, Friends opportunity. Under this approach, Friends Pakistan 2010 to strengthen educational system through Pakistan secured approval and additional funds to

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c o n t i n u e Figure 3: Facilities Provided Figure 4: Enrollment comparison-Phase 2 supporting the government in Facilities Provided rebuilding and ENROLMENT COMPARISON - PHASE II 250 224 Pre Project Enrolment Current Enrolment

rehabilitation 3 3

200 8

of education 4 8 6 s y s t e m i n 150 E a r t h q u a k e Affected Areas 100 2 2 0 7 0 0 0 2 5 5 7 4 6 4 3 4 3 3 3

of AJK. The 1 0 0 50 1 6 0 23 1 1 1 1 1 1

17 16 1 1 9 first phase of this program “Strengthening School 7 1 1 0 Education through Improved Learning Environment Three Chairs Tables Classrooms Office Filling Office GPS GMS GHS GGPS GGMS GGHS TOTAL in AJK” was completed in January 2015 in which Seaters constructed Cabinet constructed DABAN DABAN DABAN LAMNIAN LAMNIAN HOTRARI seven (7) schools building were constructed. More The details of facilities provided in phase second than nine hundred and seventeen ((917) students, 1.1.3 Phase II – Infrastructural are highlighted in below figure, twenty three(23) teachers, fifty six(56) SMC Development Support in AJK Start of reconstruction work of six schools revitalized members and fifty six(56) SRC members got directly Figure5: Improved Educational Infrastructure benefited from this project. The pre and post project the hope of educational revival in the target (April 2015) comparison of student's enrollment The second phase of program “Strengthening School communities. The pre project enrollment that was Improved Educational Infrastructure Education through improved learning environment six hundred and eighty four (684) has increased to shows the progressive impact of the project. 250 in AJK” was started in February 2015. In this phase, eight hundred and thirty three (833) in 2015. These 210 Figure 2: Enrollment comparison-Phase 1 three schools comprising of six modules (primary, reconstructed schools have new classrooms, offices, 200 middle and high) were completed and handed over furniture, water and sanitation facilities, and 150 to the concerned education department of AJK in boundary walls along with spacious playground. In ENROLLMENT COMPARISON - PHASE I November 2015. The details of these supported addition to this the trained teachers, SMCs, SRCs and 100 Pre Project Enrolment Current Enrolment 7 1

9 the government officials are adding to improve the schools is given as under, 50 29 17 15 learning environment at these reconstructed 6 2 0 8 schools. Amidst this revitalized educational 7 1. GHS Daban Union Council Muzaffarabad Three Chairs Tables Classrooms Office Filling Office 4 2. GMS Daban Union Council Muzaffarabad environment, the teachers and community of the Seaters constructed Cabinet constructed 2 2 1 1 2 5 0 0 5 2

0 targeted schools are confident that the enrolment of 1 3 1 8

0 3. GPS Daban Union Council Muzaffarabad 0 1 1 0 0 1 1 9 9 9 7 8 2 6 8 5 5 3 4. GGMS Lamnian Union Council Lamnian their respective schools will further increase in new 1.1.4 Partner’s Visits GPS GGPS GGPS GGPS GGPS GGPS GGHS TOTAL session of 2016. BALAK ABIAL MALSI GHORI NOOR MOHAJIR MOHAJIR 5. GGPS Lamnian Union Council Lamnian BANNA PAIN SYDAN BEHNI COLONY COLONY 6. GGHS Hotrari Union Council Muzaffarabad The infrastructure development support program is being implemented with close liaison of partners at national and international level. During the course of project, representatives from KnK Japan and Government departments visited the project areas to monitor the activities at site. In this respect , on June 8, 2015, Ms. Ayako and Mr. Kyo from KnK Japan visited the schools sites of Phase II in AJ&K and the schools proposed for the reconstruction in Phase III. During their visit, the honorable guests also participated in the inauguration ceremony of the GGHS Mohajir Colony which was reconstructed by the Friends Pakistan.

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rehabilitation 3 3

200 8

of education 4 8 6 s y s t e m i n 150 E a r t h q u a k e Affected Areas 100 2 2 0 7 0 0 0 2 5 5 7 4 6 4 3 4 3 3 3

of AJK. The 1 0 0 50 1 6 0 23 1 1 1 1 1 1

0 targeted schools are confident that the enrolment of 1 3 1 8

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Similarly, On January 21, 2015, Chief of Staff ERRA, mega event was organized on June 6, 2015 at 1.1.6 Major Achievements of SRCs members, one hundred and four (104) SMC Honorable Abu Bakr Amin Bajwa visited GGHS Government Girls High School Mohajar Colony. The Infrastructural Support Project (2015) members, sixty eight Government officials and Mohajir Colony Muzafarabad that was reconstructed representative from District Reconstruction Unit forty three (43) teachers were enhanced in AJK. by Friends Pakistan. During his visit, he was briefed (DRU), State Earthquake Reconstruction and nERRA has issued the appreciation letter as nThirteen (13) schools buildings have been about the drawing, design, cost and the timeline of Rehabilitation Authority (SERRA), Earthquake recognition of Friends Pakistan and KnK Japan completed and handed over to the Government completion of this site. He appreciated the timely Reconstruction and Rehabilitation Authority (ERRA), contribution in the reconstruction and Education Department of Azad Jammu and completion of site and ensured full departmental Education Department, Friends Pakistan's Staff, KnK rehabilitation of educational infrastructure in Kashmir. support of ERRA to Friends Pakistan for the delegates, members of local community and Azad Jammu and Kashmir. nEnrollment increased from one thousand one reconstruction of remaining schools. students participated in this event. The Honorable hundred and sixty two (1162) to one thousand Prime Minister and dignitaries of the meeting highly nPrime Minister of AJK gave honor to Friends seven hundred and fifty (1750) in AJK at the appreciated the contribution of Friends Pakistan and Pakistan by Inaugurating the Phase I schools. He 1.1.5 Inauguration of Schools target thirteen(13) schools. KnK Japan in infrastructural development support in appreciated the colossal contribution of Friends nCapacity of the one hundred and sixteen (116) Inauguration of six schools of phase first by AJK. This ceremony was given ample coverage in the Pakistan in education sector of AJK. Honorable Prime Minister of Azad Jammu & Kashmir electronic media and also in national and remained the prominent event of the year 2015. This international newspapers.

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12 FRIENDS WELFARE ASSOCIATION PAKISTAN FRIENDS WELFARE ASSOCIATION PAKISTAN 13 ACCESS TO GIRLS ANNUAL REPORT SECONDARY EDUCATION ACCESS TO GIRLS SECONDARY EDUCATION 1.2.1 Background:

The low literacy rate and disparity of economic opportunities for females have been a persisted problem in Pakistan. The lower educational level of females leads to economic marginalization. As education and livelihood are complimentary and interconnected to each other hence limited educational opportunities for females' mean limited opportunities in the job market as well. According to the education statistics propounded by Elementary and Secondary Education (E&SE) Department KPK, girls' institutes are 50% less than boys' institutions. In virtually, all the twenty five (25) districts of KPK province, there are many areas and Union Councils where there is no institution for girls to study in after the primary education i.e. at Middle, High and higher to continue their education. Further factors secondary level. Communities do not support co- contributing to high dropout rates from class-3 and education after primary level and Parents usually do beyond include socio-cultural constraints and not permit their grownup girls to go to study outside societal pressure to keep growing girls at home. (city areas or town) mainly on account of their security concerns. In this way, girls remain deprived Friends Welfare Association Pakistan has been of education after completing their primary executing a program “Supporting Access to Quality education. Girls Secondary Education” by following a community based approach in KPK province of Pakistan. Under this approach, community based schools are established in far flung areas of KPK, where the school outreach girls have no opportunity to acquire education at Secondary and Higher secondary level. Once the girls of far-flung rural areas get education at secondary and higher secondary level along with getting enriched in term of life skills, an avenue to sustainable livelihood is opened for them.

The main goal of this program of “Supporting Access to Quality Girls Secondary Education” is to empower girls through equipping them with their basic right to acquire education at Post primary level and The abysmal situation, that is, non-existence of post- mobilizing the communities to realize and own the primary opportunities for girls discourages parents importance of girls' education at secondary and because they do not see any opportunities for them higher secondary level.

FRIENDS WELFARE ASSOCIATION PAKISTAN 15 ACCESS TO GIRLS ANNUAL REPORT SECONDARY EDUCATION ACCESS TO GIRLS SECONDARY EDUCATION 1.2.1 Background:

FRIENDS WELFARE ASSOCIATION PAKISTAN 15 ANNUAL REPORT ANNUAL REPORT

During the year 2015, Friends Pakistan continued its with the effective collaboration and participation of Table 2: Detail of Current Enrollment support of vulnerable girls in term of providing the local communities. S# School Name Enrolment 2015 access to quality secondary education with the 1 CMGHS Jabber Galli 75 financial support of the Hoshyar Foundation Construction of the permanent school building for America, The Maria Helena Foundation Canada and the community managed girls' high school Meilbut 2 CMGHS Meilbut 98 the Embassy of Japan in Pakistan. The scope of the union council Jabber Devli and the provision of the 3 CMGHS Mundaghucha 38 project during the report period widened in term of prefabricated light weight structures to the 4 CMGMS Chota Bala 70 establishing three new community based schools community managed schools at Raiter union council 5 CMGHS Khairabad 65 which increased the schools number from seven(07) Karori, Bhonja union council Kawai and Shangri 6 CMGMS Brarkot 54 to ten(10) and in term of the direct beneficiaries it union council Kawai were the landmarks of the year 7 CMGHS Paras 48 increased from 312 to 580. Friends Pakistan keeping 2015. At present ten (10) educational schools are 8 CMGHS Bhonja 63 the education department at the district and KPK being supported. These schools are running at level on board further strengthened the promotion following locations of three Tehsils of the District 9 CMGMS Shangri 30 of girls' education at the far flung and remote areas Mansehra. 10 CMGMS Raiter 39 Total 580

Figure 6: Increase in Enrollment

Increase in Enrolment 700 promotion of the girls' education in the far flung and 600 the remotest areas of the district Mansehra. The girls 580 500 who were deprived of the education at secondary

400 level in these areas are now equipping themselves with the golden ornament of education in these 312 300 community managed schools in a very protective Table 1: Detail of Community Based Schools 200 environment. S# District Tehsil Union Council Name of School 100 Friends Pakistan initiation of the science classes on 0 1 Jabber Devli CMGHS Jabber Galli community request produced excellent results as all Year-2014 Year-2015 the thirty one (31) science studying girls who 2 Jabber Devli CMGHS Meilbut Mansehra appeared in the board examination were passed 3 Jabber Devli CMGHS Mundaghucha The year 2015 remained quite satisfactory for the with excellent percentages. The objective to start Access to the Girls' Education Project in term of the the science classes at secondary level was basically 4 Jabber Devli CMGMS Chota Bala net increase in enrolment from 312 to 580 and in to provide more opportunities to the young girls of 5 Karnol CMGHS Khairabad term of schools which increased from seven(7) to these far flung areas to engage them in the fields of Mansehra ten(10). nursing, medical etc. 6 Brarkot CMGMS Brarkot Mobility support with the financial contribution of 7 Balakot Kawai CMGHS Paras The addition of the new partners like the Embassy of Japan (Pakistan), The Maria-Helena Foundation the Waterloo Foundation UK in term of the provision 8 Kawai CMGHS Bhonja Canada, The Waterloo Foundation UK and the Habib of vehicle in Siren Valley helped to increase the Bank Limited Pakistan played a very important role in enrolment as most of the girls who were not 9 Kawai CMGMS Shangri establishing new schools for the young girls at attending the schools due to road problems are now 10 Oghi Karori CMGMS Raiter Meilbut, Raiter, Shangri and Bhonja. Their safely accessing the schools. Young girls' students as munificent contribution in term of finance helped well as the teachers are benefitting from this The table above clearly explains that Friends Pakistan intervention to promote Friends Pakistan to further strengthen the mobility facility in a safe and protective way. girls' education is present in all the 3 Tehsils of the District Mansehra.

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Figure 6: Increase in Enrollment

Increase in Enrolment 700 promotion of the girls' education in the far flung and 600 the remotest areas of the district Mansehra. The girls 580 500 who were deprived of the education at secondary

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1.2.2 Approach and Methodology: female teachers but their registration is done with 1.2.3 Major Achievements: cluster meetings. nearby Government boy's secondary school where nCapacities of the SMCs have enhanced and are they go to just take the Board Examination. Hence contributing effectively in school's affairs. Friends Pakistan has a tested and result oriented nOne thousand (1000) girls of the vulnerable the parents facilitate the education of their girls at nTwenty Nine (29) girls have been acquiring approach in promoting girls 'secondary education areas of KPK province have so far benefited from Secondary and even higher secondary level within or higher secondary classes at three community where there is no girls' school after the primary level. the program “Access to girls' education at nearby their respective villages in a safe and managed schools in a safe environment near The organization has developed this model for secondary level” at the ten (10) community protected environment. At the second level, Friends their homes. promotion of girls education at Secondary and based schools established in far flung areas of Pakistan develops the capacity of the local nOne hundred (100) young girls of far flung areas Higher Secondary level with the consensus of KPK in a safe environment near their homes. communities to do advocacy for the realization of are availing the services of pick and drop at Elementary and Secondary Education Department nOne hundred and forty eight (148) girls have their rights. Thus the local communities are CMGHS meilbat from school through the KPK. This approach is essentially a community based passed the Secondary School Certificate mobilized to collectively have meetings with their provision of school van. whereby a solution of education for school outreach Examination (Matriculation) since the start of elected representatives i.e. MPA’s MNAs and nOne permanent school building comprising of vulnerable girls’ at Secondary level is solved through the project. pressurize them to sanction a formal government five classrooms, office, water and sanitation involving the local community and Education nFifteen (15) girls have passed the higher middle or secondary school in the given area. facilities, spacious playground and school Department. At one level, a community based school Secondary School Certificate Examination (FA) Normally it takes about three to four years to get an furniture has been provided in Union Council in a space (shelters, pre-fabricated etc) or house during the Academic year of 2014-2015. approval of a formal school and once the school is Jabber Devli that is benefitting almost one donated by community is established at secondary nCapacities of forty six (46) teachers have been approved by Government, Friends Pakistan phases hundred and seventy girls. level for a time bound period. The operational cost of enhanced on classroom practices and student out and support girls education in some other the school is born by Friends Pakistan ensuring the learning outcomes in two trainings and eight vulnerable area. All this is done in a very cost ample community share as well. The outreach girls effective manner. This strategy of Friends Pakistan who are enrolled in such a community based school has been expounded in the following figure. study in the same school under the supervision of

Figure 7: Strategy of Friends Pakistan for Community Based Secondary Schools Community Ensures

Need Space for School Enrolment Participation in Identification School Management & Retention School Affairs

District Education Department Facilities

Registration Books Stipends School Leaving Examinations Certificates

Friends Pakistan Provides Support in Term of Permanent and Light Capacity Advocacy Operational Cost Weight Structures for Building Schools

Result into Cost Affective Community Managed Girls High School

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Figure 7: Strategy of Friends Pakistan for Community Based Secondary Schools Community Ensures

Need Space for School Enrolment Participation in Identification School Management & Retention School Affairs

District Education Department Facilities

Registration Books Stipends School Leaving Examinations Certificates

Friends Pakistan Provides Support in Term of Permanent and Light Capacity Advocacy Operational Cost Weight Structures for Building Schools

Result into Cost Affective Community Managed Girls High School

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1.3.1 Background

The British Council in partnership with Children's Global Network (CGN), School of Leadership Foundation (SoLF), Free and Fair Election Network (FAFEN) and local partners is implementing ILM- Possible: Take a Child to School in 60 districts of four provinces—Baluchistan, Khyber Pakhtun Khwa, Punjab and Sindh—where enrollment and completion rates are the lowest in Pakistan. ILM- Possible: Take a Child to School will enroll 130,000 Out of School boys and girls in primary schools in Pakistan in three years. Approximate 80 percent of the newly enrolled will stay in school during the course of the project. term of enrollment and retention rates and poor facilities available in schools were finalized for the During the year of 2015, Friends Pakistan entered in interventions as per the agreed scope with British partnership with British Council to launch the Council. Community mapping was conducted in two intervention “ILMPOSSIBLE: Take a Child to School phases, in the first phase Low Enrollment Pockets (TACS)” in five Union Councils i.e. Kewai, Phulra, were identified. Data for the identification of low Lassan Nawab, Lassan Thakral and Sawan Mera of enrollment pockets was acquired from District District Mansehra. Initially, Friends Pakistan was Education Departments and Pakistan Social and allocated to launch this program only in District Living Standards Measurement Survey. Mansehra but based on successful achievement of results and efficient implementation, British Council In the second phase of Community mapping, socio- has also allocated District Torghar as well to Friends economic conditions and educations' supply side Pakistan for the replication of same activities of indicators were measured in the identified low improving the enrollment and retention. The enrollment pockets. objective of this project is to contribute in ensuring the enrollment of all out of school children and then As per the agreed scope of this intervention, Friends their retention through mobilizing and training a Pakistan was supposed to achieve the following pool of young volunteers and community leaders in targets in District Mansehra, the form of “Mohallah Committees” to complete primary school cycle in the targeted primary schools nTo enroll 3000 OOSC in the mandated 5 union located in the targeted Union Councils of Mansehra council. identified by the FAFEN in its Baseline report. nTo identify, register and train 300 volunteers in the mandated five (5) union councils. Based on community mapping report of FAFEN, Low nTo form five (5) Taleemi Mohallah Committees to Enrollment Pockets were identified across all the UCs involve communities at large in the promotion of District Mansehra. Five most vulnerable UCs in of the education.

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1.3.1 Background

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nTo make the stakeholders well aware of the and the human resource devised careful strategy to Article 25-A undertake the project activities. The identification of the youth volunteers as per the criteria defined by In conformity to the set strategy, Friends Pakistan the British Council was the most important activity continuously kept all the stakeholders in loop and upon which the achievement of all subsequent adequately involved to attain the agreed targets of results was dependant. In this regard, Friends enrollment, retention of the out of school Pakistan used the forum of Broad Based community children(OOSC) in District Mansehra. As a result of meeting(BBCM) by ensuring the participation of an effective mobilization campaign, Friends Pakistan general community members and the participation has remained successful to get under the fold of of other school players such as teachers, PTC education three thousand and sixty (3060) out of members, officials of Education Department to school children (OOSC) along with the achievement initiate the process of identification of volunteers of retention rate of 99% at five targeted UCs of District Mansehra. Continuous meetings with the Mohallah Committees, retention events, collection of the dropout children data and volunteers' sustainable coordination with the Schools' Mohallah Committees and the education department were the key factors which paved the way for the successful achievement of these results. FAFEN Figure 9: Community Mobilization and Engagement Approach This approach of Friends Pakistan which had a monitoring role to track the retention of engaged all the education stakeholders all enrollment children duly verified 100% enrolled to ensure children enrolled in school, children and confirmed the 99% attainment of the Dispensing stay in school and learn while there. For retention rate. Household Roles these stakeholders, the project has delivered: (a) increased number of better Participation Figure 8: Targets vs. Achievements and constitution of Mohalla committee at each informed parents committing to enroll target UC level. All this exercise was undertaken to their children, (b) strong coordinated Achievements pool the efforts of general community members and ownership amongst the community the schools players for enrolling all the out of school Achieved Target influencers and partners who will children and then ensure their retention in the Village level facilitate access to schools and 5 Mohallah Volunteers Mohallah Committees 5 schools of their concerning areas. committee enrolment, and (c) a positive learning 308 environment created through life skills Volunteers 300 The mobilization approach was designed at three and sports encouraging retention. These 3060 levels i.e. at peripheral level, area influential; Jirga Enrolment goals and objectives have been achieved 3000 persons and local representatives are engaged at the targeted five Union Councils Retention 2985 through Mohallah Committee. The energetic literate 2400 through a set of activities that engaged village volunteers were identified by the and trained over three hundred (300) involvement of Mohallah Committee. Mohallah young ILM-Possible volunteers, five (05) Committee fostered the abilities of volunteers and Mohalla Committees, eight (08) schools 1.3.2 Approach and Methodology used their potential for the awareness of local engaged in life skills education and communities. It also maximizes their access at sports, and mobilized civil society household. The process of sensitization and organizations, communities and district Friends Pakistan keeping in view the challenging motivation was expended from village communities education offices to work alongside nature of the ILMPOSSIBLE-Take a child to school to household level. This resulted in demand raising parents and children to increase project and its limited resources, in term of finance for quality education and retention of the children. enrolment and reduce dropout.

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Figure 10: Enrollment Strategy Figure11: Retention Strategy of Friends Pakistan Figure 12: Achievement against Retention Target

Achievement Against Retention target Meeting with Meetings Education with Mohallah Department 80% Children Volunteers Committees Admission of Retained in BBCM Monthly the OOSC Schools Meetings ACHIEVED 3000 N O

Meetings I

Sustainable T with Dropout Coordination N

Formation of E Implementation & OOSC

Enrolment T Mohallah Retention Mechanism Drives Strategy Parents E Committee Strategy R TARGET 2400

Close Liaison Retention with HH Survey Identification Drives Education and OOSC of Department 0 500 1000 1500 2000 2500 3000 3500 Identification Volunteers Survey Drop Registration Volunteers Out and and Training Trainings OOSC Remaining The graph testifies the retention of the OOSC verified by the FAFEN. Children Volunteers 1.3.3 Major Achievements: FAFEN data portal. nAs against, the target of the 80% retention of the The strategy diagram explains clearly the The graph clearly explains the nFriends Pakistan during the year 2015 was enrolled children, Friends Pakistan achieved strategy of Friends Pakistan to enroll the out of retention strategy of Friends Pakistan. declared as THE MOST PROMISING PARTNER 99% retention which was verified by the FAFEN. school children (OOSC). with the British Council in KPK Province. n1568 household survey were conducted to

n308 young volunteers including 19 female identify the out of school children and uploaded volunteers were registered and trained to enroll on data portal. and retain children in the schools. nApproximately 5000 people including education

n5 Taleemi Mohallah Committees were formed officials, local bodies representatives, and kept activated to keep the volunteers and politicians, social activists, teachers, influential, the ILMPOSSIBLE-Take a child to school project community members and children were made dynamic. aware of on the Article 25-A by the community

nMonthly basis meeting with all the Taleemi mobilization seminars, broad based community Mohallah Committees continued throughout meetings and demonstrative walks. the project timeline. nIn order to provide activity based learning to the

n3060 out of the school children were enrolled in children in schools and to attract out of school 5 mandated union councils of the district children to the schools DOSTI component was Mansehra and all the data was uploaded on the initiated in 8 schools.

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Figure 10: Enrollment Strategy Figure11: Retention Strategy of Friends Pakistan Figure 12: Achievement against Retention Target

Meetings I

Sustainable T with Dropout Coordination N

Formation of E Implementation & OOSC

Enrolment T Mohallah Retention Mechanism Drives Strategy Parents E Committee Strategy R TARGET 2400

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ADVOCACY ADVOCACY 2.1. Background constructing the non strategy schools and influencing the Government to devise a clear cut road map for all humanitarian organizations who Advocacy has been the key strategy in mobilizing and wanted to contribute has now reached its raising the demand for quality education and to culmination as after the contribution of dissipate the message of the Article 25-A and Every humanitarian organization, the Government of KPK Child in the School in every nook and corner of the has also pledged the funds for the reconstruction of targeted UCs. Absolutely integral to this strategy is to the remaining non strategy schools out of nine address issues pertaining to girls' education in the hundred and ten(10) total non strategy schools in regular school system. the four districts of KPK i.e. Mansehra, Abbottabad, Shangala and Kohistan. Figure 1: Advocacy Framework In the same way, the strategy of Friends Advocacv Framework Pakistan for the promotion of girls Sorting s e c o n d a r y e d u c a t i o n t h r o u g h Primarily dialogue Networking & developmental with concern lobbying establishing the community based concerns secondary schools in the far-fetched vulnerable areas has also been recognized and appreciated by Elementary and COMMUNICATION Secondary Education (E&SE) Department KPK, and the Government has also initiated a community based model for Action Plan: Consultations the promotion of education through Collective effort (Engaging Elementary Education Foundation (EEF) in for resolving Communities & Stakeholders KPK Province.

In regard to policy formulation, the major achievement of Friends Pakistan has been its active role in influencing the policy of Elementary and Secondary Education Department KPK province in term of construction of non strategy schools of Earthquake affected areas of KPK Province. Under this newly framed strategy of Elementary and Secondary Education (E&SE) Department KPK, Friends Pakistan contributed to reconstruct forty (40) demolished schools in District Mansehra and hence paved the way for other humanitarian organizations to also contribute their part in the Meanwhile, during the year 2015, Friends Pakistan construction of demolished schools in the continued its networking and advocacy at local and Earthquake affected non strategy schools in KPK national level with the ultimate purpose of Province. The foundation stone that was laid by improving the lives of beneficiaries through its Friends Pakistan by initiating the process of various projects in the field.

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2.2. Networking with National and for social change in the targeted areas of KPK Province and AJ&K. Provincial Institutions During the year 2015, the role and participation of Coordination and liaison with government's these stakeholders remained very productive as institutions is very important in developing effective thirteen more schools were reconstructed and monitoring and support mechanisms and ensuring rehabilitated with their coordination and timely and sustainability of the program's initiatives for social efficient facilitation in term of assessment of change. Friends Pakistan has laid special focus on schools, issuing of NOC and signing of MOUs in AJK. regular information sharing and taking in loop all stakeholders, particularly the government Education 2.3 Walks, Seminars of the TACS Departments, the institutions of ERRA, PERRA, SERRA, and DRUs etc regarding setting the priorities project and review of program's achievements. Government education officials and top officials of EERA and Being an organization following a right based SERRA also remained involved in monitoring approach; Friends Pakistan has contributed its role in program activities. This strategy has proved to be raising the awareness of the community about the quite helpful in developing a sense of ownership of realization of their rights and especially the biggest the program among all these stakeholders which has right of their children i.e. education. Friends Pakistan mobilization strategy for advocating for the rights of (Government of Pakistan is responsible to provide resulted in the appreciation of program activities of believes in bringing positive change in behaviors of vulnerable groups in the society especially the out of free and quality education to every child up to Friends Pakistan and has also remained beneficial for the communities for bringing social development. school children (OOSC).The mobilization tools that secondary level).Many issues faced at schools like ensuring sustainability of the program's initiatives The organization has devised a comprehensive have been used include workshops, Seminars, the school outreach children, girls enrollment, Demonstrative Walks, Broad Based community provision of furniture to the schools, provision of the meetings and village level Seminars etc. physical infrastructure, fulfilling the shortage of teachers, identifying and enrolling all the out of During the year of 2015, in compliance to its school children and eliminating the ratio of dropout mobilization strategy, Friends Pakistan launched a children came under discussion at community level very strong mobilization campaign including five (5) and the message of the Article 25-A and every Child broad based community meetings, eight (8) in the School reverberated in every nook and corner seminars at community level, two (2) demonstrative of the targeted areas and the youth volunteers were walks and monthly based meetings as a result, the engaged in the activity of the promotion of awareness of more than five thousand (5000) education. community members was raised on Article 25-A

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CAPACITY BUILDING CAPACITY BUILDING Capacity Building is the program of Friends Pakistan The levels of capacity building have been expounded which supports sustainability and transformation below,

from individual to institution. The aim of Capacity nIndividual: refers to the process of changing Building Program (CBP) is not only to focus the inbuilt attitudes and behaviours-imparting and training activities but to have a separate entity which developing skills while maximizing the benefits includes developmental aspects. Capacity Building is of participation, knowledge and ownership

the creation of an enabling environment with nInstitutional: focuses on the overall appropriate policy and legal frameworks, organizational performance and functioning institutional development, including community capabilities, as well as the ability of an participation (of women in particular), human organization to adopt to change

resources development and strengthening of nSystemic: emphasizes the overall policy managerial system, adding that capacity building is a framework in which individuals and long-term, continuing process, in which all organizations operate and interact with the stakeholders participate. The basic concept of external environment capacity building includes the following:

nHuman resource development, the process of equipping individuals with the understating, skills and access to information, knowledge and training that enables them to perform effectively

nOrganizational development, the elaboration of managemnt structures, processes and procedures, not only within organizations but also the management of relationships between the different organization

nInstitutional and legal framework development, making legal and regulatory changes to enable During the year 2015, capacity building of organization at all levels to enhance their stakeholders remained an important component of capacities all projects of Friends Pakistan. The detail of capacity building in each program of Friends Pakistan is Figure 1: Basic Concept of Capacity Building highlighted as below: BASIC CONCEPT LEVELS 3.1 Capacity Building of School Players and Departments in Human Resource INDIVIDUAL Development Infrastructure Development Support Program Organizational Development INSTITUTIONAL

Institutional & Along with the support in term of infrastructural legal framework development of earthquake demolished schools development SYSTEM building in AJK, Friends Pakistan has provided

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CAPACITY BUILDING CAPACITY BUILDING Capacity Building is the program of Friends Pakistan The levels of capacity building have been expounded which supports sustainability and transformation below,

nHuman resource development, the process of equipping individuals with the understating, skills and access to information, knowledge and training that enables them to perform effectively

Institutional & Along with the support in term of infrastructural legal framework development of earthquake demolished schools development SYSTEM building in AJK, Friends Pakistan has provided

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teachers, students and school management committee.

Capacity Building Program for teachers envisages the continous professional development of teachers and students in schools. These session are designed keeping in view the planning of instructions. It is carefully considered that overall result of the capacity enhancing must be the deleverance of the quality education by bringing all the stake holders on one page. The figure below illustrates the design of the teachers' trainings. capacity building support to schools players and Figure 2: Beneficiaries- Capacity Building government officials. It has enabled the teachers, Beneficaries - Capacity Building In the same way, the capacity building school management committees (SMC), students of Figure 3: Training Design of Teachers session of parents and school the targeted schools and government officials to Teachers :43 DRR :68 Training Design (Planning of Instructions) management committees were held in realize and execute their responsibilities in effective which eighty (80) parents were trained on manner. Under the scope of school reconstruction Understanding Analysis of their role and responsibilities and small project, capacity building session with respect to contents learning planning outcomes scale project management. The objective formation of Students' Representatives Councils of these capacity building sessions is to (SRC), training of Students Representative Council, SMC sustain the learning friendly environment Capacity Building of Schools' Management 104 Calendar Understanding Understanding Understanding at schools through involvement of local Committees (SMC) , Schools' Teachers and Development teaching Students learning Students on Contents methods outcomes Assessment communities in awareness raising about government officials remained the major capacity girls education, enrollment of girls, SRC :116 building activities. Through these capacities building advocating the cause of girls education sessions, the participation of primary stakeholders in with government departments and management of schools, formation and DRR SRC SMC Teachers Define teaching methods Determining though understanding Assessment tools ensuring the enabling educational implementation of schools improvement plans, SLOs environment at schools. The greatest collective efforts in removing the hurdles and gaps in 3.2 Capacity Building of Teachers, achievement of capacity building session gender equality, attendance and enrollment drive During the year 2015, two teacher's trainings of two of local communities was observed in the and department understanding about identification SMCs and Communities in Access days each were held in which forty six (46) teachers construction of permanent school building of Girls and reduction of disaster have considerably to Girl's Secondary Education were trained on calendar development, teaching High School Meilbut. The participation of local increased. The detail of beneficiaries of the trainings Program methodologies, students learning outcomes and community in this project remained exemplary as in during the implementation of this project is given as students' internal assessments. Similarly, eight addition to provision of land for the construction of under. cluster meetings were held in which sixty five (65) school and management of construction work at Capacity building session in access to girls secondary Table 1: Detail of Beneficiaries' capacity Building teachers availed an opportunity of sharing their site, community has also contributed financially in education are focused at two level, i.e. improving the Sessions views and experiences and to learn school system, the construction of schools' buildings. learning environment within the school premises content of teaching and developing relationship S# Capacity Building Total and secondly at community and departmental level with parents. These capacity building sessions have 3.3 Volunteers Training of the TACS 1 Disaster Risk Reduction (DRR) 68 with the perspective of sustaining the learning yielded progressive results during the year 2015, as environment in target areas. overall students attendance has increased to 78%, Project Students Representative Council (SRC) 2 116 teachers attendance has increased up to 76%, 3 School Management Committee (SMC) 104 These capacity building programs consist of central student's performance in formal assessment Under the scope of ILMPOSSIBLE-Take a child to trainings, on-job support, generic session, cluster increased to 71 % and student's participation level 4 Teachers 43 school project, Friends Pakistan with the financial reflective meetings, feedback on the assessment of improved to 80% in co curricular activities. support of British Council and its strategic partners

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teachers, students and school management committee.

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SOLF, CGN and FAFEN enrolled and retained more incorporated in the annual section budget. The than three thousands students in 2015. This expected time of training and its duration is also achievement was made possible by the three specifically defined in it. Friends Pakistan has also hundred and eight (308) young volunteers of the developed a tool kit for the orientations of individual respective targeted areas. Prior to commencement staff and their placement in the relevant of the project activities four days training session of sections/projects to acquaint them with the these young volunteers was held that included organizational culture. topics such as culture, gender, area mapping, communication skills, data collection, data analysis, The gender equality at organizational level (staffing data presentation and report generation etc. These & recruitment) has been maximized. At the capacity building sessions of volunteers remained conclusion stage of various projects, evaluation very effective as more than three thousands sessions were held to analyze the achievements and students were identified, enrolled in the respective shortcoming that are directly associated with the school and these young volunteer are ensuring the managerial decisions, resources, stakeholders and retention of these students through regular follow staff capacity. up. During the report year, the staff members were 3.4 Staff Development Training trained on all the important components of projects life cycle. These training events have been substantiated with practical simulation exercises etc. During the year of 2015, staff capacity building and New development plan has been prepared during orientation remained continued as before to the year and successfully implemented in head improve the effectiveness and efficiency of its office and field office. The details of trainings and executed programs. This capacity development workshops is given as under, program has been incorporated to enhance the capacity and job knowledge of all staff of Program Table-2: Detail of Trainings & Workshops section and program support sections and S# Trainings/Workshops Male Female Total departments of the organization. 1 Project Scope Management 10 02 12 Conducting Participatory Rural The capacity development needs are highlighted in 2 Appraisal and Problem Analysis 16 04 20 the performance appraisal of each staff members by Monitoring and Evaluation, 3 08 07 15 the supervisor concerned or section head and then Theory and Practice the budget required for the capacity development of 4 Result Based Management 10 04 14 the concerned staff members of each section is 5 Ms. Project Management 05 03 08

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MONITORING AND EVALUATION The Monitoring information System is highly improvement. Monthly reviews are regularly participatory which involves field staff, project conducted to assess progress and discern whether Monitoring and Evaluation is the program that aims to quality control, accountability and provides technical management and the M&E Section. The Monitoring program changes are necessary. support in assessment, situational analysis, planning and devising implementation strategies. information System informs program and project management decision making and quality results. It The indicators outlined in the logical framework (log also includes effective feedback mechanism as well frame) are used to assess the ongoing program Figure 1: Monitoring and Evaluation System as both mid and top management level. performance and are measured against baseline information SITUATIONAL ANALYSES In the organization commonly acceptable PM&E tools and methodology, with a focus on Process To access the situation on vulnerabilities, track the Monitoring, for the monitoring and evaluation of the project deliverability and to improve decision project are used. The PM&E methodology involves a making relating to strategies, program management, variety of stakeholders from different hierarchal performance, Friends Pakistan has been conducting levels and from the communities to monitor, the research studies i.e. Baseline Assessment, Rapid evaluate and in this way contribute in the decision Need Assessment and Mid Term Review during the making process. The PM&E uses Participatory Rural year 2015. appraisal (PRA) skills to collect and analyze data by MONITORING KNOWLEDGE the staff and the communities to recommend and INFORMATION 4.1 Knowledge Management MANAGEMENT suggest changes to the project management. This SYSTEM results in high degree of participation from the Knowledge management is simply the process communities that contribute towards the quality whereby we reflect on and share these experiences, improvement, relevancy, better impact and and then collectively build on them to improve the sustainability of the project. way we work as well as the results of our work. Figure 2: Collection, Compilation and Analysis of M&E Data Specific sector monitoring and reporting systems are instituted to track progress at the informal level, 4.1.1 Knowledge Management and Utilization financial level, field level, community level, and at Information Management in Friends office level. Regarding the educational projects, Pakistan specific tools and processes have been developed to Top Management Mid Management Field Staff ensure that teachers, community members, parents, /Donors/Stakeholde and Project staff There is a difference between information and and students are actively involved in project knowledge management. Information and monitoring and that their feedback is regularly information management focuses on the collection, integrated into project development and Data Analyses and Data Information Generates Reporting Compilation from the activity which is and being done at level Dissemination

Monitoring & Evaluation Section Field Staff

Collection, Compilation and Analyzation

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Monitoring & Evaluation Section Field Staff

Collection, Compilation and Analyzation

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accessible;

nCompare experiences and draw out common issues and challenges;

nInfluence policy and strategic thinking by rooting them in experience;

nMake lesson-learning, and thereafter capacity- building, a conscious and habitual process within a team and/or an organization; and

nHelp develop strong networks among people.

4.1.2 Future Planning for Knowledge Management M&E Section works regarding the thematic areas at a glance: Friends Pakistan's approach to knowledge management focuses on connecting people with the Thematic Areas Data Bank (both in Soft and Hard) knowledge they need, rather than only collecting and compiling documents in online repositories. This Situational Analyses Assessments and Evaluation Studies: connecting approach stresses the two principles of Demolished Schools in District Mansehra structuring and processing of data. Reliable and knowledge sharing and networking. The primary Situational Analyses access to girls education timely data is important for effective knowledge mechanisms used to facilitate this approach is Assessment Study of Demolished Schools in AJK management, but it is only one part of the picture. establishment in each of Friends Pakistan 's thematic Rapid Assessment Study of Schools in District Dir and Knowledge management may be derived from Practice Areas to allow Friends Pakistan to fulfill its Shangla (Earthquake 2015) information, but it also implies an analysis of the mandate as the 'national development network, Terminal Evaluation Report of Infrastructure Project Mansehra information and data and an understanding of that advocating for change and connecting communities Monitoring Information system Data Archive: analysis. It also enables the application of that and stakeholders to knowledge, experience and understanding in future practice. This last point is resources to help people build a better life. Monitoring Reports critical. Friends Pakistan does not simply believe to Project Periodic Reports (Results tracking) 'have knowledge'; but to harness and apply that Project Activities Pictures knowledge to bring better results. Documentation and dissemination of Internal Coordination and Review Meetings Why is knowledge management important? Program Documentaries. There are many reasons why an effective system of Knowledge Management knowledge management is important. By reflecting Program Analyses Report on and analyzing our experiences, we can capture Annual Program Reports valuable insights to help improve our own Documentation of Programmatic Lessons Learnt performance. Sharing those distilled experiences Documentation of program Case studies and Best Practices means that collectively we can:

nAvoid repeating past mistakes;

nHighlight good practice to be replicated elsewhere;

nMake our work more relevant, effective and

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accessible; nCompare experiences and draw out common issues and challenges; nInfluence policy and strategic thinking by rooting them in experience; nMake lesson-learning, and thereafter capacity- building, a conscious and habitual process within a team and/or an organization; and nHelp develop strong networks among people.

nAvoid repeating past mistakes; nHighlight good practice to be replicated elsewhere; nMake our work more relevant, effective and

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Case Studies & Success Stories the PTC of the school could not address this issue of Success Story of Salma Shaheen: the cooperation of the Mohalla Committee visited to the school. CBS Nakka Chirri Salma's house several times, held meetings with her parents sometimes in very conflicting manner and Friends Pakistan in collaboration with the British sometimes in friendly way. Few days' marathon Council started TACs Project and formed Mohallah Salma Shaheen, a efforts of the volunteer Abdul Waheed bore the fruit Committee in the union council Lassan Nawab. resident of the village and now Salma is also acquiring education in Nakka Immediately after the formation, orientation session Nakka Chirri is a nine Chirri in class 1. She is nine (9) years old and should with the Mohalla Committee (MC) was arranged in years old girl was an have been in class four (4) now but she is happy and which the president and the members of the MC out of school girl determined to fill the gap in the times to come. She is were orientated on their role and responsibilities. before the start of the no more watching the children, going to school from They were told as how could they improve the school Friends Pakistan- her house window now as her craving to go to school environment and the learning environment of the B r i t i s h C o u n c i l has been fulfilled and she is very happy. schools of their concerning areas. ILMPOSSIBLE-Take a child school project. MC after the orientation started to note down the She should have been in the school few years back Role of Mohallah Committee in the problems of the schools of the union council. When but the lack of awareness of the parents about Provision of the Furniture at GPS Lassan they came to know that the central school of the education and the community conservativeness Nawab union council is lacking furniture it was matter of were the two largest barriers she was confronting Union Council Lassan Nawab great surprise for them. They met with the school with. She being the eastern girl followed the head teacher and collected data from him. she took admission in nearby boys' middle school direction of her parents despite her great interest in MC planned to have meeting with the district and completed her grade 6 and 7 but when she came studies. She often used to see some of the children education officer to discuss and arrange furniture for in grade 8, her brother didn't allow her to take regular going to school from the window of her house but the school. A team of three members was formed to classes at that school and said that now she is grown could not dare to defy her parents. ILMPOSSIBLE- have meeting with the District Education Officer up, so she should stay at home. She left her school in Take a child to school project perhaps proved as new (DEO) male Mansehra for the said task. During the great despair as there was no other facility for Girls breath to her life and one of the TACs volunteers meeting MC President shared the problem of the education in her village after primary classes. She from her area became a MASEEHA for her. While furniture for the children of the said school. District remained at home for almost 07 years but she didn't collecting the house to house data of the out of education officer immediately directed the local find any chance to resume back her education. Then school children (OOSC), the volunteer also visited ASDEO to manage furniture for the school. she heard that a middle school for Girls is going to be her house and despite the repulsion of Salma's initiated in their village and this news lit a light in her parents for the girls' education, the volunteer Now the children of the school are acquiring hopeless life. She was frightened that if this news will identified her as an out of school child(OOSC).He was education while sitting on good quality furniture in a be wrong, there will be no way for her but soon the determined to bring her under the umbrella of the very conducive environment. They are happy now construction work was started and school building newly resumed CBS Nakka Chirri. The volunteer with and mobilizing more children to attend the school. was completed in few months. She heard that classes GPS Lassan Nawab is the central school of the union Their parents are also very happy as their children are will be initiated on April 13, 2015, so she came to council Lassan Nawab and has the status of the Local attending school which has improved learning school with great hope. She shared with Head Teachers Resource Center (LTRC). School was environment. Teacher Sobia Rauf that she wants to take admission established about twenty five (25) years ago and Source: Head Teacher GPS Lassan Nawab in school but she left her studies in grade 8. Head running in the permanent structure. More than 100 teacher encouraged her to continue her studies and children are studying in the school. Despite being the Success Story of Mehvish Zaman: now she is a good and hardworking student at LTRC and the central school of the union council, CMGMS Raiter. children were acquiring education while sitting on Mehvish Zaman is a resident of village Raiter who torn apart mats in a very vulnerable condition. She believes that “if you have strong completed her primary section in 2005. There was no determinations, soon you will find a way to fulfill Nobody was taking interest in the school affairs and other institution for Girls Education in her village, so school was running in a very miserable plight. Even them.”

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40 FRIENDS WELFARE ASSOCIATION PAKISTAN FRIENDS WELFARE ASSOCIATION PAKISTAN 41 LESSON LEARNT, CHALLENGES & ANNUAL REPORT LESSON LEARNT, CHALLENGES & CONSTRAINTS

CONSTRAINTS The vulnerable security situation, especially security establishing community based schools till the concerns related to education sector has raised government provide formal school at that serious concerns for the government, local community. Friends Pakistan has been organization, international organization and supporting ten (10) such schools in remote and beneficiaries of the project. In this respect, the year vulnerable areas to till date. Considering the 2015 remained very challenging for the wide gap between the requirements and development sector as process of implementation of opportunities for girl's education at secondary new policies and procedures was initiated and level, Friends Pakistan receives bulk of uncertainty relating to working procedures within community requests in term of support for girl's the new framework, time duration relating the secondary education. However, owing to limited clearance of organization, obtaining the NOC, financial resources, catering the community community expectations, donor concerns of time needs of secondary education is a huge lapse etc have maximized the scope of challenges for challenge for Friends Pakistan. Friends Pakistan. Within this challenging

environment, Friends Pakistan followed an inclusive nThere is a wide gap in term of available and participatory approach that ultimately leads infrastructure and new requirement for coping towards the safe and sustainable project the needs of enrolment in schools. Specifically in deliverability. KPK and AJK this gap was further widened by the natural disaster such as earthquake in 2005, 5.1 Challenges and Constraints: 2015 and flood of 2010 and 2014. Currently, Friends Pakistan is the only organization supporting the education department AJK and nFriends Pakistan being a national implementing Mansehra in reconstruction and rehabilitation organization is dependent on obtaining of demolished infrastructure of schools. /soliciting funds from donor (international However, there are still hundreds of schools in organization). In this respect, new policy for Mansehra,AJK, Battagram, Shangla, Kohistan, development sector make it mandatory for the Torghar which are still unconstructed. Friends INGO to obtain registration and formal NOC Pakistan is receiving request from communities from ministr y of interior, prior to and departments of other Districts of KPK and implementation of project at the site. The new AJK to contribute in their respective District as policy has affected the project activities at the well. However, on account of financial sites as new project cannot be initiated until and constraints, the organization is facing challenges unless the MOI register and issue a formal NOC in term of fulfilling the infrastructural needs of to funding organization. In this respect, our vulnerable communities. valued partners have initiated the formal procedure for registration with the MOI and we nSafety of staff , especially the field staff remained expect that soon project activities at sites will be the major challenge for the organization resumed after the formal permission / approval especially in the wake of terrible Charsada of ministry of interior. university incident. Since last decade, education sector has been soft target for such terror nFriends Pakistan has been intervening in areas attacks. Friends Pakistan is managing to where girls are deprived of their right to access continue its operation in the field by taking education at secondary level by developing measures such a maintaining the low profile, partnership with the local communities and involvement of local community, capacity

FRIENDS WELFARE ASSOCIATION PAKISTAN 43 LESSON LEARNT, CHALLENGES & ANNUAL REPORT LESSON LEARNT, CHALLENGES & CONSTRAINTS

FRIENDS WELFARE ASSOCIATION PAKISTAN 43 ANNUAL REPORT ANNUAL REPORT

GOVERNMENT RECOGNITION building of staff and by taking on field security rehabilitation of access road to school and measures such as installation of boundary walls thereafter Friends Pakistan reconstructed their and security wires etc to cope up this situation. demolished school building. Similarly, on account of Friends Pakistan participatory and 5.2 Lesson Learnt: inclusive approach more than three thousands drop out children were enrolled and retained in five union councils of District Mansehra during nThe involvement of local communities and other the year 2015. stakeholders in project design and implementation remained very productive in nAfter the reconstruction and handing over of the generating the sustainable project results. This schools to Education Department , the approach of Friends Pakistan has yielded many continuous follow up of Friends Pakistan of the success stories in all of its interventions. school has remained very fruitful activity to Community of UC Meilbat has contributed PKR improve the overall teaching and learning 600,000/- in the construction of girls middle and environment of the schools by guiding teachers high school Meilbat. Similarly, community of to adopt the activity. Hotrari has eased the access to school by

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MEMBER OF PARTNERS

KnK “Children Without Borders” Japan KnK is a Non Governmental Organization established in Japan in 1997 as a humanitarian and educational association, to provide support to street children, defavorized children, children in conflict with the law, trafficked children and children who have been the victims of natural disaster, and to promote friendship and better understanding among children, mainly in Asia.

is a secular, non-profit, U.S.-based organization whose purpose is to raise and distribute funds in support of human empowerment through female education.Hoshyar takes as its primary mandate the goal of increasing girls' and women's access to education in historically underserved localities, particularly in Pakistan and other underserved areas of South Asia. It seeks to promote a variety of appropriate programs in response to local initiatives Projects are identified through research and field trips and include an array of incentives designed to increase female enrollment in educational institutions and to retain students once they are enrolled.

Hoshyar Foundation is a legally registered public charity in the state of Texas with 501(c) 3 tax exempt status

UNICEF is the driving force that helps build a world where the rights of every child are realized. We have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality. That makes us unique among world organizations, and unique among those working with the young. We believe that nurturing and caring for children are the cornerstones of human progress. UNICEF was created with this purpose in mind – to work with others to overcome the obstacles that poverty, violence, disease and discrimination place in a child's path. We believe that we can, together, advance the cause of humanity. We advocate for measures to give children the best start in life, because proper care at the youngest age forms the strongest foundation for a person's future.

TWF is an independent grant-making Foundation created in 2007, and based in Cardiff, Wales. We give grants to organisations in both the UK and world-wide. We are most interested in projects that help globally particularly in the areas of the disparity of wealth and climate-related issues. We want to help both the global community and the local community here in Wales.

The ultimate goal of The Peace Stone Foundation is to bring the world peace. NPO, "STONE FOR PEACE ASSOCIATION OF HIROSHIMA" started to donate a so-called Peace Stone to each Head of the State in the world to share the desire for peace in 1991. These stones were actually hit by the atomic bomb in August 1945 and were revived by the people in Hiroshima as a silent witness of the tragedy which took 140,000 of lives instantly. As of June 2001, approximately 100 heads have accepted the Stone, and they are displayed in public. As this worldwide activity expands, providing opportunities for children to receive basic education has come up as the necessity to pursue peace in a grass-root level. Improving educational opportunities so that children can learn and grow international understanding and harmonization, which is THE PEACE STONE FOUNDATION believes as its mission. THE PEACE STONE FOUNDATION will make grants to support or assist educational projects for children who can not afford to go to school.

HANDICAP International, an international humanitarian aid and development NGO, was founded in 1982 and holding the specialization in the field of Disability. Non-governmental, non-religious, non-political and non-profit making, it works along side people with disabilities, whatever the context, offering them assistance and supporting them in their efforts to become self-reliant.

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MEMBER OF PARTNERS

Hoshyar Foundation is a legally registered public charity in the state of Texas with 501(c) 3 tax exempt status

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AHAN initiative of the Government of Pakistan has been launched to promote rural businesses. Thus, the AHAN initiative will aim at providing the much needed non-traditional FINANCIAL REPORT work opportunities in the rural areas by adopting and indigenizing the One Village One Product (OVOP) concept. The initiative envisages enabling the rural businesses to access a range of business development services, including appropriate technologies and financial capital.

The Onaway Trust was established in 1974 with the overall objective to relieve poverty and suffering. This is expressed in many areas and includes the protection of the environment, the support of children and adults with learning difficulties the assistance of smaller charities whose aim is to safeguard sick, injured, threatened or abandoned animals and emergency relief for victims of disaster. Remaining central, however since Onaway's inception is the support of Indigenous peoples - particularly Native Americans.

To date, Onaway has supported an extensive number of projects worldwide, many of which have grown to become successful, sustainable organizations in their own right.

Japan Water Forum (JWF) is a nonprofit organization with international perspective. JWF is set up through cooperation of all stakeholders, including NGOs, Government, Private sector and Academia in Japan for the purpose of solving water problem in the world.

Established in 2003, the COMO Foundation supports non-profit grassroots organizations that work directly in development, education and healthcare for women and girls. Its goal is to help them support themselves.

By focusing on women, it is believed that progress passes among families to improve their futures. At the same time, a strong sense of community ownership is encouraged through local ownership, peer support, mentoring and collective decision-making.

The Orskov Foundation promotes sustainable development for the poorest rural communities in the world. We aim to achieve this through the integration of agricultural education with community projects. The resultant sharing of knowledge, experience and information will be key factors to enable people and communities to find their own solutions to the complex problems they face and move towards self-sufficiency on their own terms. We support both individual students and a programme of community projects. Each of the community projects we fund is set up using a revolving-fund. This is a simple method of providing access to affordable credit to buy what the communities deem to be most useful. When they are able they then pay back to the fund to enable others to benefit. Each project, its goals and management, is set up in partnership with the active participation of the community groups involved.

Japan Platform (JPF) is an international emergency humanitarian aid organization which offers more effective and prompter emergency aid, in response to the world situation, focusing the issues of refugees and natural disaster. JPF conducts such aid with a tripartite cooperation system where NGOs, business community, and government of Japan work in close cooperation, based on equal partnership, making the most of the respective sectors' characteristics and resources

The Maria-Helena Foundation is a non-profit, non-sectarian Pakistani-Canadian family-based organization that focuses on development in South Asia, primarily Pakistan. Our goal is to reduce poverty by supporting: education (especially of girls), skills training of women, and health care of children.

We connect people with learning opportunities and creative ideas from the UK. Whether you want to learn or teach English, take an exam, study in the UK or find out about our forthcoming events, this is the place to start.

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To date, Onaway has supported an extensive number of projects worldwide, many of which have grown to become successful, sustainable organizations in their own right.

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52 FRIENDS WELFARE ASSOCIATION PAKISTAN 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]