2016

Dadu and Larkana Dadu

Child Rights Situation Analysis in Benazirabad, Analysis Situation Rights Child

DevCon Compiled by: An Association for Rural Ali Zaidi Development House No. 109, Sindhi Muslim cooperative Housing Society,Qasimabad, Hyderabad, Pakistan, 71000

Table of Contents

TABLE OF CONTENTS ...... II

MAP OF THE TARGET DISTRICTS IN SINDH ...... VI

ABBREVIATIONS & ACRONYMS ...... VII

LIST OF TABLES ...... IX

ACKNOWLEDGEMENT ...... XI

EXECUTIVE SUMMARY ...... XII

1. INTRODUCTION AND BACKGROUND ...... 15

1.1 THE CONTEXT ...... 16 1.2 INTERNATIONAL COMMITMENTS & CONSTITUTIONAL PROVISIONS ...... 20 1.2.1. INTERNATIONAL COMMITMENTS ...... 20 1.2.2. CONSTITUTIONAL RIGHTS ...... 20 1.3 NATIONAL AND PROVINCIAL LEGAL FRAMEWORK ...... 21

2. METHODOLOGY AND APPROACH ...... 22

2.1. TYPES OF RIGHT-BASED ANALYSES APPLIED ...... 22 2.1.1. DISAGGREGATED MAPPING ...... 22 2.1.2. CAUSAL ANALYSIS ...... 23 2.1.3. ROLE/RESPONSIBILITY ANALYSIS ...... 23 2.1.4. CAPACITY GAP ANALYSIS...... 23 2.1.5. STAKEHOLDER ANALYSIS ...... 24 2.1.6. TREND ANALYSIS ...... 24 2.1.7. GENDER ANALYSIS ...... 24 2.2. METHODS/TOOLS FOR DATA COLLECTION ...... 24 2.2.1. PRIMARY DATA COLLECTION ...... 25 2.2.1.1. Informal interviews with Experts ...... 25 2.2.1.2. Semi-Structured Interviews ...... 25 2.2.1.3. Focus Group Discussions (FGDs) ...... 26 2.2.2. SECONDARY DATA COLLECTION ...... 27 ii

2.3. CONSTRAINTS / CHALLENGE ...... 27

3. DISTRICT PROFILES ...... 29

3.1. BENAZIRABAD ...... 29 3.1.1. MAIN SOURCES OF LIVELIHOOD/INCOME ...... 30 3.1.2. GOVERNANCE ...... 30 3.1.3. HEALTH & IMMUNIZATION ...... 31 3.1.4. EDUCATION ...... 32 3.1.4.1. Gender and Education Status ...... 33 3.2. DADU ...... 35 3.2.1 MAIN SOURCE OF LIVELIHOODS/INCOME ...... 37 3.2.2. GOVERNANCE ...... 38 3.2.3. HEALTH AND IMMUNIZATION ...... 38 3.2.4. EDUCATION ...... 39 3.2.4.1. Gender and Education Status ...... 40 3.3. LARKANA ...... 41 3.3.1. MAIN SOURCE OF INCOME/LIVELIHOODS ...... 42 3.3.2. GOVERNANCE ...... 42 3.3.3. HEALTH & IMMUNIZATION ...... 43 3.3.4. EDUCATION ...... 45 3.3.4.1. Gender and Education Status ...... 46

4. ANALYSIS OF SITUATION ON THE UNCRC...... 48

4.1. THEME 1: CHILD RIGHTS GOVERNANCE (INCLUDING INVESTMENT IN CHILDREN) ...... 48 4.1.1. GENERAL MEASURES OF IMPLEMENTATION ...... 48 4.1.2. LEGISLATION ...... 50 4.1.3. INDEPENDENT MONITORING ...... 51 4.1.4. COORDINATION ...... 51 4.1.5. KNOWLEDGE AND CAPACITY BUILDING ...... 52 4.1.6. TALE OF AVAILABLE DATA ...... 52 4.1.7. COOPERATION WITH CIVIL SOCIETY ...... 53 4.1.8. DEFINITION OF THE CHILD ...... 53 4.1.9. GENERAL PRINCIPLES ...... 54 4.1.9.1. Non- Discriminations ...... 54 4.1.9.2. Respect for the Views of the Child ...... 56 4.1.9.3. Best Interest of the Child ...... 57

iii | P a g e

4.1.10. CIVIL RIGHTS AND LIBERTIES ...... 57 4.1.10.1. Birth Registration ...... 57 4.1.11. ARE CHILDREN HAPPY IN THEIR VILLAGES? ...... 58 4.2. THEME 2: CHILD PROTECTION ...... 59 4.2.1. PROBLEMS OF CHILDREN BELOW 5 YEARS OLD ...... 59 4.2.2. PROBLEMS OF CHILDREN: 5-10 YEARS OF AGE ...... 59 4.2.3. PROBLEM OF GIRLS: 10-18 YEARS OF AGE...... 60 4.2.4. CORPORAL PUNISHMENT IN HOMES ...... 60 4.2.5. CORPORAL PUNISHMENT IN SCHOOLS ...... 62 4.2.6. CHILD BEGGING ...... 64 4.2.7. JUVENILES ...... 65 4.2.8. CHILDREN WITH DISABILITY AND ORPHAN CHILDREN ...... 65 4.2.9. CHILD LABOR AND EDUCATION ...... 68 4.2.10. CHILD MARRIAGES ...... 70 4.2.1 CHILD SEXUAL ABUSE, CHILD ABDUCTION AND CHILD MARRIAGES ...... 72 4.2.11. CHILDREN OF RELIGIOUS MINORITIES ...... 74 4.3 THEME 3: EDUCATION ...... 75 4.2.5. WATER AND TOILETS IN THE SCHOOL ...... 77 4.2.5. GIRLS’ EDUCATION ...... 78 4.3.3. PLAYS AND GAMES ...... 78 4.3.4. GHOST SCHOOLS AND TEACHERS ...... 78 4.3.5. CAMBRIDGE SCHOOL SCHEME ...... 79 4.4. THEME 4: HEALTH AND NUTRITION, HUNGER AND LIVELIHOODS ...... 80 4.4.1. HEALTH& HYGIENE OF CHILDREN (POLICIES AND PLAN) ...... 81

5. ANALYSIS OF CROSSCUTTING FACTORS ...... 85

5.1. GENDER DISCRIMINATION ...... 85 5.2. INSIGNIFICANT FUNDING FOR CHILDREN SPECIFIC RIGHTS ...... 85 5.3. CORRUPTION AND LOW UTILIZATION OF FUNDS ...... 85 5.4. THE ABSENCE OF DATA ...... 86 5.5. UNEMPLOYMENT ...... 86 5.6. TRIBAL CONFLICTS/FEUDS ...... 86 5.7. NATURAL CATASTROPHES ...... 87 5.8. THE ABSENCE OF POLICY, PLAN OF ACTION AND GOALS ...... 87 5.9. THE ABSENCE OF ACCOUNTABILITY ...... 87

6. ANALYSIS OF CROSSCUTTING ACTORS ...... 88

iv | P a g e

6.1. UN AGENCIES ...... 88 6.2. POLITICAL PARTIES ...... 88 6.3. WADERAS/FEUDAL LORDS ...... 88 6.4. ROLE AND CAPACITY OF DUTY BEARERS ...... 89 6.5. PARENTS, TEACHERS AND CIVIL SOCIETY ...... 89

7. CONCLUSION...... 91

8. RECOMMENDATIONS ...... 93

9. ANNEXES ...... 98

ANNEX I – DIFFERENT DEFINITIONS OF A ‘CHILD’ IN PAKISTAN ...... 98 ANNEX II – PHOTOS FROM DATA COLLECTION ACTIVITY ...... 105 ANNEX III – TOOLS OF DATA COLLECTION ...... 107

v | P a g e

Map of the Target Districts in Sindh

Figure 1. Map of the Target Districts Marked with Star

vi | P a g e

Abbreviations & Acronyms

ADP Annual Development Plan ASI Assistant Sub Inspector BHU Basic Health Unit CA Child Abduction CAT Convention against Torture and Other Cruel Inhuman or Degrading Treatment or Punishment CCPR International Covenant on Civil and Political Rights CEDAW Convention on the Elimination of Discrimination against Women CERD Convention on the Elimination of All Forms of Racial Discrimination CESCR International Covenant on Economic, Social and Cultural Rights CM Chief Minister CNIC Computerized National Identity Card CPU Child Protection Unit CRAN Child Rights Advocacy Network CRSA Child Rights Situation Analysis CSA Child Sexual Abuse DCO District Coordination Officer DHQ District Head Quarter ELD Education and Literacy Department FGD Focus Group Discussion FSA Food Security Analysis GER Gross Enrolment Ratio GoS Government of Sindh GPI Gender Parity Index HRCP Human Rights Commission of Pakistan ILO International Labour Organization JJSO Juvenile Justice System Ordinance MCH Maternal & Child Heath MDGs Millennium Development Goals MNA Member National Assembly vii | P a g e

MoHR Ministry of Human Rights MPA Member Provincial assembly NADRA National Database and Registration Authority NCHR National Commission for Human Rights NCSW National Commission on the Status of Women NER Net Enrolment Rate NGO Non-Government Organization INGO International Non-Government Organization PCCWD Provincial Commissions for Child Welfare and Development PDMA Provincial Disaster Management Authority PESA Pakistan Emergency Situation Analysis PPP Pakistan People’s Party PSLM Pakistan Social and Living Standards Measurement Survey P & D Planning & Development Department RHC Rural Health Centers SB Shaheed Benazirabad SCA Sindh Children Act SCPAA Sind Child Protection Authority Act SDGs Sustainable Development Goals THQ Tehsil Head Quarter TMA Taluka Municipal Authorities UC Union Council UN United Nations UNCRC United Nations Convention on the Rights of the Child UNDP United Nations Development Programme UNFPA United Nations Population Funds UNICEF United Nations Children Fund

viii | P a g e

List of Tables Table 1. Breakdown of Semi-Structured Interviewees ...... 26

Table 2. Children Population Breakdown in Benazirabad (Estimated in 2014) ...... 30

Table 3. Profile of Public Health Facilities in Benazirabad ...... Error! Bookmark not defined.

Table 4. Education Profile of Benazirabad ...... 32

Table 5. Level of Education by Gender in Benazirabad ...... 34

Table 6. Children Population Breakdown in Dadu (Estimated in 2013) ...... 37

Table 7. Profile of Public Health Facilities in Dadu ...... 38

Table 8. Education Profile of Dadu ...... 40

Table 9. Level of Education by Gender in Dadu ...... 41

Table 10. Children Population Breakdown in Larkana (Estimated in 2014) ...... 42

Table 11. Profile of Public Health Facilities in Larkana ...... 44

Table 12. Education Profile of Larkana ...... 45

Table 13. Level of Education by Gender in Larkana ...... 46

Table 14. Perception towards Food Intake ...... 54

Table 15. Respect to Children by Parents ...... 56

Table 16. Physical Abuse by District ...... 61

Table 17. Domestic Physical Abuse by District ...... 61

Table 18. Extent of Domestic Physical Abuse by District...... 61

Table 19. Influencing Child's Behavior ...... 62

Table 20. Parents' Understanding towards Corporal Punishment at School ...... 63

Table 21. Children with Disability in Schools by District ...... 65

Table 22. Attitude of People towards Orphans ...... 66

Table 23. Parents' View to Eradicate Child Labor ...... 69

Table 24. Presence of Married Children in the School ...... 70

ix | P a g e

Table 25. Breaakdown of Married Children before the age of 16 years in Schools ...... 70

Table 26. Parecnts' View Concerning Right Age of Marriage ...... 71

Table 27. Minimum Age of Marriage ...... 71

Table 28. Responses about Quality Education ...... 76

Table 29. Availability of Drinking Water in the School ...... 77

Table 30. Availability of Play Area ...... 78

Table 31. Use of Medical Facility...... 80

Table 32. Vaccination of Children ...... 81

x | P a g e

Acknowledgement

I would like to express my deepest appreciation to all those who provided me the possibility to work on this important issue and to complete this report. A special gratitude I give to Chief Executive Officer - DevCon, Mr. Nisar Ahmed Nizamani, whose contribution in stimulating suggestions and encouragement, helped me and research team to collect the data and especially in writing this report.

Furthermore I would also like to acknowledge with much appreciation the crucial role of the staff of DevCon, who facilitated the research team to use all required resources, social capital and the necessary materials to complete this task. A special thanks goes to my team mate, Ali Murad Lajwani, Mukhtiar Kapri and Uzma Mahesar who moderated the FGDs and interviews with children, parents, young persons, lawyer, teachers and government officials in Benazirabad, Dadu and Larkana accordingly. I also feel indebted to Mr. Amer Habib and Mr. Sajjad Cheema of Save the Children for their continuous feedback on research methodology and the report.

xi | P a g e

Executive Summary

DevCon – An Association for Rural Development, a not for profit Non-Government Organization, is working to strengthen the child protection system and child rights in the districts of Benazirabad, Dadu and Larkana in collaboration and financial support with Save the Children International. DevCon has established Child Protection Units (CPUs) with the collaboration of Sindh Government under its Child Protection Strengthening project, which aims to strengthen the child protection referral mechanism in the targeted districts of Sindh.

However, in these districts, DevCon intends to strength its child protection program and strategies with a concrete evidence from children and the other relevant stakeholders in the field. Therefore, in order to understand the extent to which children’s rights were being enjoyed and what were the obstacles that became a barrier to the realization of their rights in these three districts of Sindh, DevCon commissioned a research to analyze child rights situation. In this regard, qualitative research methods were drew on. 60 semi-structured interviews with children, 60 semi-structured interviews with parents, 12 informal interviews with teachers, 12 informal interviews with young persons (from 18 to 24 years old), and informal interviews with health, education, social welfare and police officials were conducted. Besides, a number of FGDs were set-up with various stakeholders.

Findings of the report are analyzed in light of UNCRC’s four core themes: Child rights governance, child protection, education and health. Overall, the CRSA reveals a dismal state of child rights in three districts. The implementation of laws related to prohibition of child marriage, child labor, corporal punishment, and child sexual abuse was missing. Children with disabilities, children from religious minorities and other disadvantaged groups were living a life with basic rights to protection, development and survival.

By 2016, population of 182 million people was estimated in Pakistan; of it, about fifty percent were children. On the Human Development Index, Pakistan ranked at 147 out of 188 countries. On the Under-5 child mortality chart, Pakistan ranked 23rd country with 86 deaths per 1000 births. These facts portray extremely poor performance of Pakistan in response to the MDGs and the SDGs. It also indicates poor progress on its commitment to the UNCRC. In light of the Committee on the Rights of the Child’s recommendations and the UNCRC, Pakistan has

xii | P a g e

to increase its investment in children for the protection and promotion of their rights as a guarantee for an economic growth and improvement of the nation. However, at districts or grassroots levels, conditions show the very miserable state of health, education and social protection mainly because of lack of resource, corruption, misappropriation of funds and underutilization of funds. At the provincial level, however, in the ADP budget the percentage allocations to children specific schemes had decreased from 58.02 percent in 2015-16 to 54.48 percent in 2016-17. At the district level, the budget allocations were extremely low; therefore, most of the officials complained that the existing health, education and social protection facilities were not sufficient and funds allocated to run these facilities were insufficient. Civil society organizations had no knowledge about the total allocation and use of allocated funds in three districts.

Three districts as part of the country have to follow the national and provincial child rights related legislation; although legal frameworks related to child labor, child marriages, juvenile justice and children with disabilities is present but the implementation of the laws at district level was insignificant. There were scores of independent monitoring bodies were constituted at national, provincial and district levels to monitor human and child rights violations in any part of Pakistan, but in three districts, there were no records of activities of those bodies. Coordination between line agencies is a complicated issue because of the power and resources; the DCO at district level responsible for coordinating with all the line agencies and the private parties but no evidence on any coordination related to child rights specific issues was found. It was observed that a serious issue of lack of knowledge and capacity amongst officials exist in these three districts. The communities (children, parents, teachers and others) were also lacking knowledge of and about child rights.

Gender discrimination 1 was another common issue reported by children in informal interviews and FGDs. It was reported and also observed that the discriminatory attitude of adults towards children especially with girls is quite apparent in these areas. 50 percent children (mainly girls) shared that they did not receive enough food to eat because of poverty. However, children shared that parents gave preference to boys over girls in all family matters, and also in

1 Article 2(1) of UNCRC says that states parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child’s or his or her parent’s or legal guardian’s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status. xiii | P a g e

food. The child in FGDs shared that in the villages usually male members were first served with the food, then, women eat. In health matters too, communities paid little attention to girls and their rights. Most of the respondents reflected that male children are more privileged socially than female children.

Corporal punishment in school and homes was commonly reported in FGDs; in face to face interviews, children avoided to speak about it. A child with disability and children from minority groups were the most ignored and neglected. One child in FGD pointed out, “there is no respect for children with disability. Everyone considers them a burden…”. In the laws (such as SCA, SCPAA and JJSO), the matter of best interest of the child is prescribed but the stakeholders in three districts demonstrated almost no understanding about it. The birth registration is extremely low because people have slight knowledge and realization about it.

In all three districts, the sex ratio was 108 males per 100 females. This difference was mostly because of the underreporting of the females in the national surveys, high maternal mortality rates and poor health care at district and provincial levels. In these targeted districts, more than 70 percent people lived in rural areas and depended on agriculture as their main source of income. In these three districts, estimated population below 15 years of age was around 45 percent of the total population in 2014.

In 2009, in three districts, the average monthly income for a household was recorded between 11000 to 15000 rupees, which was viewed as the lowest. The food security indicators, i.e. availability, access, utilization and stability, showed that these districts were not food insecure districts. These districts have adequate availability of food but people had low socio- economic access and poor food utilization habits.

In 2012, 101, 389 and 62 health facilities were recorded in Benazirabad, Dadu and Larkana respectively: a total of 552 facilities. These facilities were adequate to cover maximum 30 percent of the total population. In a similar way, there were not appropriate education facilities addressing the educational needs (from primary - matric) of the young population from these districts. Natural catastrophes including flash floods and heavy rains had devastated these districts in 2010, 201. These calamities not only destroyed education, health infrastructures and facilities but also livelihood sources, which rendered serious effects on children.

xiv | P a g e

In Benazirabad, the total estimated population between 5 to 9 years of age was 177,168 and primary school facilities were 2,473; it means, per school 71 children should be accommodated. In Larkana, the total estimated population between 5 to 9 years of age was 195,779 with 1,055 primary school facilities; it shows, per school 185 children should be accommodated. In Dadu, the total estimated population between 5 to 9 years of age was 202,550 with 1,963 primary school facilities; it illustrates that 103 children should be entertained per school. However, out of these primary schools, hundreds of schools in aforementioned districts were reported dysfunctional or ghost. Thousands of children were out of the existing school infrastructure, whereas, the government is investing money on establishing English medium Cambridge schools.

Child begging was common among poor families. Children categorically said during the FGDs and Interviews that a vast number of children from their respective villages are begging not only in their own villages, but also in nearby towns. Child labor was also commonly reported issue because of poverty and parents’ lack of interest in children’s education.

According to Sindh Child Marriage Restraint Act 2013, the minimum age of marriage for girls and boys is 18 years. However, in reality, marriage below 18 years of age was a common practice in all three districts but a few respondents had expressed about its occurrence in their communities. However, children in FGD did highlight about the incidence of child marriages. The factors credited, by the respondents, behind these early marriages were; (a) the absence of schools, (b) absence of female teachers, (c) lack of parents’ interest in girls’ education, (d) no trends of girls’ education and, (f) absence of protection of girls. Children did not clearly highlight the cases of child sexual abuse; however, these issues were alarmingly increasing in these districts and the government did not attention to these issues. The key informants suggested that scores of CSA cases take place every day but not reported because the victims lack the courage to report the abuse, and society had little space for highlighting such issues.

In Benazirabad, from 2013 to 2015, 89 cases of child sexual abuse, 71 cases of child abduction and no case of child marriage were reported. In Dadu, from 2013 to 2015, 47 cases of child sexual abuse, 52 cases of child abduction and 2 cases of child marriages were reported. In Larkana, from 2013 to 2015, 67 cases of child sexual abuse, 80 cases of child abduction and 3 cases of child marriages were reported.

xv | P a g e

Children expressed unhappiness with the environment in their homes, schools and the community because of the numerous difficulties and problems. One child in FGD expressed his unhappiness, “we [children] in our village face many difficulties because our parents engage us in the agriculture, looking after livestock and even teachers beat us in schools.” In face-to-face interviews, children claimed that their parents respected their views, but in FGDs, children offered contrasting views, they shared that children were not considered human beings; parents and teachers did not give any weightage to their views. However, in the UNCRC, respecting views of children is one of the key principles.

The analysis of crosscutting factors and actors and the data from the field show a poor state of child rights in the three districts. Except for the legal framework (since it is not the domain of authorities at district level)2, there are many critical areas, which require urgent attention of authorities at district and provincial levels which include increasing budgetary allocations, effective utilizations of funds, capacity building, awareness, sensitization and implementation of laws.

2 However, DevCon and other CRAN members can consider it an advocacy point xvi | P a g e

1. Introduction and Background

In December 2016, this Child Rights Situation Analysis (CRSA) was conducted in Larkana, Dadu and Shaheed Benazirabad districts of Sindh province, Pakistan, to understand the extent to which children’s rights were being enjoyed and what were the obstacles that became a barrier to the realization of their rights in three target districts. The CRSA will not only help the DevCon, Save the Children and other implementing partners programs and actions in the target districts, but also the district, provincial and federal governments in designing policies and action plans. It portrays and depicts the current situation of children and identified obstacles and barriers hampering efforts in promoting and protecting children’s rights to protection, health, education and welfare. In these districts, DevCon has already set up the CPUs (Child Protection Units) in collaboration of the Government of Sindh (GoS) under its Child Protection Strengthening project which aims to strengthen the child protection referral mechanism in the targeted districts (Larkana, Dadu and Shaheed Benazirabad) of Sindh.

In specific, the main objectives of the CRSA were to: 1. Present a holistic, broad overview of the realization of all rights in the target districts; 2. Provide a more detailed analysis of a specific issue or sub-group of rights as part of a sectoral program strategy; 3. Identify and analyze the immediate and underlying (immediate root) causes of violations of rights disaggregated data on the affected children and trends over the last 3 years; 4. Identify and analyze the gaps between policy, planning and implementation with taking into account its effects on the rights of children at the District level as envisaged in the UNCRC; 5. Present clear, concrete, realistic and practical recommendations, which must be in line with the context. 6. Understand how well district is progressing in achieving child-rights goals to which it has committed, to help best focusing on unique strengths and resources. 7. Map violations of children’s rights (including gaps in provision) 8. Analyse what internal and external factors may hinder the realization of children’s rights 9. Analyse current and likely future trends in violations of children’s rights 10. Identify, in broad terms, particular groups and sub-groups of children whose rights are denied on the grounds of discrimination 11. Reflect disaggregated analysis concerning the impact of emergencies, climate change, and the presence of emergency preparedness on the realization of child rights

15

12. Identify who are the duty bearers and what they and others are doing 13. Analyze the extent to which duty bearers, key actors and stakeholders are able to protect and fulfill children’s rights, and where possible forecast the likely trend of this in the near future. 14. Identify the opportunities and constraints for civil society in general and CRAN in particular to make a significant contribution to the fulfillment of children’s rights in both districts in the near future. The CRSA used the normative framework of the principles established in the Convention on the Rights of the Child (UNCRC) – survival and development; non-discrimination; right for the views of the child; and the best interests of the child – as its point of reference not only for standards that were assessed but also as a methodology for carrying out the situation analysis3.

1.1 The Context

Pakistan’s 170 million inhabitants make it the 6th largest country in the world by population; this population is growing at an average annual rate of 2.3 percent4. It is believed to be a relatively young population, comprising 37 percent people below the age of 14 years5. As stated by the United Nations Children’s Fund (UNICEF), approximately half of the Pakistan’s population is below the age of 18 years6. Some other organizations estimated that in Pakistan, children7 are about 48 percent of the total population8; however, these children are deprived of their most basic human rights like right to survival, education, health and protection, which are enshrined in the Constitution of Pakistan and international treaties including the UNCRC to which Pakistan is a party9.

3 TRDP Report Child Rights Situation Analysis of Dadu, Jamshoro, Tharparkar and Umerkot Districts 4 The World Bank. (2011). Conflict, security and development, The world development report 2011. Washington, DC: The World Bank 5 Pakistan Bureau of Statistics. (2011). Demographic and research statistics. Retrieved December 21, 2016, http://www.pbs.gov.pk/population_publications 6 United Nations Children’s Fund (UNICEF). (2011). The state of the world’s children 2011: adolescence, an age of opportunity. New York: UNICEF 7 Below 18 years of age 8 Society for the Protection of the Rights of the Child (2013), The State of Pakistan’s Children; Islamabad; pp. 3 9 UNICEF (2012), Situation Analysis of Children & Women in Pakistan; pp. 14 16 | P a g e

Pakistan stands third from the bottom among 193 countries in context of new born deaths10. Polio is still endemic in Pakistan. By October 2014, there were reported 187 highest cases of polio in Pakistan 11 . Though Pakistan has succeeded in achieving the Millennium Development Goal (MDG) in drinking water and sanitation12, and witnessed 80% reduction in polio cases but failed to meet the MDG in child mortality and due to other relative issues, the progress of health sector also remained vague because numbers predicted that every minute a child dies in Pakistan 13 mostly from preventable diseases. Global Nutrition Report 2016 14 explained that a huge number of children remained malnourished and therefore vulnerable to diseases with low immune systems. Additionally, UNICEF’s progress report 2013-2015 on birth registration 15 describes Pakistan is the third lowest country in South Asia with

10 Ibid. pp. 16 11 Stephanie March (2014), Polio cases in Pakistan expected to hit record high after continued militant attacks on vaccination teams in ABC News. Retrieved December 21, 2016. http://www.abc.net.au/news/2014-10-03/polio- cases-in-pakistan-to-hit-record-high-officials/5787298 12 https://www.unicef.org/pakistan/media_9451.html 13 https://www.unicef.org/pakistan/media_9326.html 14 https://data.unicef.org/wp-content/uploads/2016/06/130565-1.pdf 15 https://www.unicef.org/pakistan/Birthregistration_LR.pdf 17 | P a g e

only 34% of birth registrations describing the vulnerable situations on child mortalities in the country, and of other children who are not even recognized as the citizens of Pakistan to avail their basic rights of education and health services. Pakistan is also behind in achieving its Education for All targets by year 2015 16 . Estimated 7 million children were not attending primary school in Pakistan including 60 percent of these were girls17. Pakistan was decreasing its spending on education that ranges between 2.6% to 2.3 % of GDP over the decade. Pakistan was ranked 113 out of 120 countries on the Education Development Index.18 Only 58% literacy rate was achieved against 88% target with high gender disparity of 70% males and 47% females19. Multiple reports on child education also raised questions on missing facilities in government schools e.g. boundary walls, toilets, drinking water and on facilities functionality e.g. dysfunctional toilets, labs, lack of furniture and more. Child abuse has been decreasing in Pakistan gradually but still thousands of child abuse cases have been occurred during the past year with some 3,768 cases were registered with highest number of 2,616 in Punjab20 while others were neglected or overlooked by our society. The worst scenario was the 97 rape victims who were brutally murdered after being abused as reported21. Immediately after the JIT report on said incident and witnessing other child abuse cases e.g. childhood marriages and other child rights violations, the senate approved Anti-Rape Bill and Criminal Law (Amendment) Bill by Standing Committee but both bills are yet to be presented in National Assembly for approval22. Child labor is another issue that leads to child abuse in so many cases and no practical efforts have been noticed in the country to eradicate child labor from the country. Children are sold, kidnapped, forced in bonded labor to work in brick kilns, agricultural fields, workshops, begging on the streets and so many other places that ultimately lead to devastating vulnerabilities related to child abuse and poor health conditions. Although the constitution of Pakistan restrict the child employment under the age of 14 but according to ILO fact sheet on South Asia 2015, 3.4 million child laborers exist in Pakistan23. Child domestic labor is one of the worst form of

16 Pakistan UPR Stakeholder Report: The state of children rights in Pakistan by the CRM Pakistan; pp. 3 17 Ibid. pp. 5 18 Society for the Protection of the Rights of the Child (2013), The State of Pakistan’s Children; Islamabad; pp. 66 19 http://www.pk.undp.org/content/dam/pakistan/docs/MDGs/MDG2013Report/final%20report.pdf

20 See: State of Human Rights in Pakistan 2015, by HRCP 21 Ibid 22 http://hrcp-web.org/hrcpweb/wp-content/uploads/2016/04/Children.pdf 23 http://sparcpk.org/2015/SOPC2015/Child%20Labor.pdf 18 | P a g e

child labor where children are brutally abused behind closed doors. Numerous cases has been filed and reported on media out of which Tayyaba, a 10 year old girl, is a recent example of brutality through the hands of an honorable judge’s wife. It is quite visible in the society that the child labour is on an increase. ILO estimates that child labour in Pakistan has exceeded 12 million mark24. Child sexual abuse is increasing every year. 1839 cases of cases of child sexual abuse were reported25 in 2008, 2012 in 2009 and 2595 cases in 201026. In 2008-2009, 24,228 children from 10-14 years of age and 1,029,784 children between 15 to 19 years of age had been married27. Pakistan falls into low human development ranks and its expenditure on health and education is lower than the poorest African counties which spend around 0.8 % of its GDP on health and 1.8% of its GDP on education 28 . Children are at higher risks of hunger and malnutrition. National Nutrition Survey 2011 reveals that 15.1% of under-five children are wasted, 43.6 % are stunted and 31.5% are underweight29. It also describes high percentage of anemia, 62.5%, that could solely be an alarming indication of weak child health status of the country30. The situation in the Sindh province is even worse. In terms of ‘Net Primary Enrolment Rate in Pakistan’, Sindh is ranked 3rd in all four provinces of the country with a high drop-out rate, i.e. over 50 percent. Child labour and corporal punishment were believed to be the major cause of the Sindh school drop-out. Access to clean drinking water, adequate food, healthcare and education was denied to most children in the country.31 As a matter of fact there are a number of laws ensuring child rights and protection exist not only in the country but also in the province, however, implementation, enforcement, coherence and monitoring are the key issues. The political will appears to be one of the key factor demonstrating this malfunctioning of the institutes and law enforcement.

24 Ibid. pp 33 25 In a number of events, people or children do not report these cases because for them it would earn the family a shame and embarrassment. 26 Pakistan UPR Stakeholder Report: The state of children rights in Pakistan by the CRM Pakistan; pp. 8 27 Ibid. pp. 9 28 Ibid. pp. 4 29 Ibid. pp. 3 30 Ibid. pp.3 31 Munir Moosa Sadruddi (2011), Study on the Important Issues of Child Rights in Pakistan. The Dialogue. VI(1). pp. 18 19 | P a g e

1.2 International Commitments & Constitutional Provisions

1.2.1. International Commitments In November 1990, Pakistan ratified the UNCRC- a human rights treaty that establishes the civil, political, economic, social, cultural, developmental and cultural rights of children. In 2016, Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict; in July 2011, the Optional Protocol to the Convention on the Rights of the Child on the sale of children child prostitution and child pornography; in 2010, Convention against Torture and Other Cruel Inhuman or Degrading Treatment or Punishment (CAT); in 2010, the International Covenant on Civil and Political Rights (CCPR); in 1996, Convention on the Elimination of All Forms of Discrimination against Women (CEDAW); in 1966, International Convention on the Elimination of All Forms of Racial Discrimination (CERD); in 2008, International Covenant on Economic, Social and Cultural Rights (CESCR); in 2011, Convention on the Rights of Persons with Disabilities.32

Pakistan has also ratified eight (8) fundamental ILO conventions; of those, the following four were directly related to children; in 1957, ratified - Forced Labour Convention, 1930 (C029); in 1960, Abolition of Forced Labour Convention, 1957 (C105); in 1961, Discrimination (Employment and Occupation) Convention, 1958 (C111); in 2006, Minimum Age Convention, 1973 (C138); and in 2001, Worst Forms of Child Labour Convention, 1999 (C182).33

1.2.2. Constitutional Rights The Constitution of Pakistan 1973 provides fundamental human rights to all of the citizens and residents irrespective of

32 Office of the High Commissioner for Human Rights; at http://tbinternet.ohchr.org/_layouts/TreatyBodyExternal/Treaty.aspx?CountryID=131&Lang=EN 33 ILO. Ratifications for Pakistan; at http://www.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:11200:0::NO::P11200_COUNTRY_ID:103166 20 | P a g e

Child Construction Worker in Dadu their race, religion, caste, sex, residence or place of birth. The Constitution of Pakistan has no definition of the child; the legislators and interpreters take reference of Articles 11 and 25A of the Constitution when competing or defending children at any legal forums. These Articles are contextual; therefore do not offer a reference for defining a child in view of the UNCRC34. Following are the children specific rights in the constitution:

Article 11 (Slavery, forced labor, etc. prohibited): 3) No child below the age of fourteen years shall be engaged in any factory or mine or any other hazardous employment.

Article 25(1) of the constitution enshrines the foundational concept of legal equality of citizens and holds that “all citizens are equal before law and are entitled to equal protection of law”.

Article 25 (3): Nothing in this Article shall prevent the State from making any special provision for the protection of women and children.

Article 25A (the right to education): The State shall provide free and compulsory education to all children of the age of five to sixteen years.35

1.3 National and Provincial Legal Framework

In result of the 18th Constitutional Amendment in 2010, the Concurrent Legislative List was abolished; thus, many of the subjects and areas falling in the federal government’s domain were transferred to provinces. Afterward, the provincial assemblies have been enacting separate special laws on children in education, health, social protection and labor. Sindh has also enacted a few laws on children related matters; and some of those are indirectly addressing issues of children. The details of national and Sindh specific laws on children are given in THEME 1 under heading ‘Legislation’.

34 The Institute for Social Justice. 2013. Who is the child?; at http://www.isj.org.pk/wp- content/uploads/2013/05/Who-is-the-child-In-Pakistani-laws1.doc. 35 Pakistani.org. Constitution Part 2; at http://www.pakistani.org/pakistan/constitution/part2.ch1.html 21 | P a g e

2. Methodology and Approach

In order to carry out the CRSA, the researchers have used relevant and effective approach and methodology to extract information in light of the UNCRC, the Concluding Observations and Recommendations and other national and international obligations. Without these, it is difficult to ascertain the gaps, problems, and issues in the implementation and realization of the rights of children. For doing the CRSA, we have followed following steps36: Made a plan, reviewed the literature, identified certain issues and problems, collected data, analyzed data and compiled the report.

Unfortunately, governments at district, provincial and federal levels lack systems and mechanisms to collect and update disaggregated data on all groups and dimensions of communities. Such lack of disaggregated data and its unreliable sources do not allow us to have exact measurements and in-depth analysis of the ground realities. The combination of quantitative and qualitative data adds a great value to situation analysis, and conclusions and recommendations are drawn from such analysis are evidence based37. However, in this CRSA, in the absence of quantitative data at the district level, we have drawn much data from the qualitative data directly received from children, young persons, parents, teachers, civil society organization members and government officials. The secondary sources include all human and labor rights treaties ratified by the state (such as UNCRC, CEDAW, CAT, ILO conventions and others), concluding observations and recommendations, state reports, alternative reports, budget documents and the media and civil society organizations’ reports.

2.1. Types of Right-Based Analyses Applied

We have used following types of analyses (these analyses are available with ARC)38:

2.1.1. Disaggregated Mapping In this analysis, we have shown a clear picture of children who enjoyed rights and who did not enjoy rights. By doing so, we have found issues between the legal and policy framework

36 Save the Children Sweden. 2008. Child Rights Situation Analysis; at https://www.crin.org/en/docs/Child_Rights_Situation_Analysis_Final%5B1%5D.pdf. 37 UNICEF. 2016. Situation Analysis of Children in Montserrat at https://www.unicef.org/easterncaribbean/Montserrat_SitAN_2016_WEB.pdf 38 At http://www.arc-online.org/foundation/participationinclusion.html 22 | P a g e

(including the duty bearers) and the right holders in materializing the rights of children and violations of rights and stakeholders responsible for it. In this kind of mapping, we were able to look at the context in which children lived in three districts, and also looked into their routines if the situation for girls, boys, disabled, minority children was different. In this report the data has also analyzed from different perspectives, e.g. age, religion, geography, income and ethnicity factors with respect to violations of children’s rights.

2.1.2. Causal Analysis This analysis is known as ‘problem tree analysis’. It is useful in finding the underlying reasons of violations of children’s rights, which can be a gender issue, political instability or power factors. During the research this approach was employed to examine; (a) Which are the immediate causes of children’s rights violations? (b) Analysis of inter-links between the immediate and underlying causes, (c) Describe the underlying causes (e.g. power relations, patriarchy, norms and values on participation).

2.1.3. Role/Responsibility Analysis This type of analysis matches with disaggregated mapping. In it, we have mapped or identified the people responsible for dealing with child rights issues and also enlisted the current actors responsible for the situation child rights; and in this exercise, we have shown how all actors were linked together with each other in failing to provide protection and justice to children. In order to address this approach, a series of questions were asked to the children, adults and other participants (parents, community, community leaders, teachers, civil society, government, etc.) to identify the roles towards child rights. The exercise helped to understand the status of members of society and their expected and existing roles which are explained in the data analysis sections.

2.1.4. Capacity Gap Analysis In this analysis, we have focused on the duty bearers especially causes of incapacity to perform their responsibilities. Here, we tried to investigate if there was lack of information, knowledge or skills, will or motivation, financial or material resource in these three districts. However, availability of resources was one of the key issues but it was noticed that duty bearers, in most of the cases, might not be aware of their responsibilities, or they might not be provided with the authority and support to carry out their duties. 23 | P a g e

2.1.5. Stakeholder Analysis We have attempted to look at the relevant stakeholders and their respective tasks and activities with reference to child rights in all three districts; reasons and goals of the desired changes in their minds; also looked at positive or negative impacts of their activities on the situation; and the way through which they envisaged the change that could take place through their activities.

2.1.6. Trend Analysis We have identified the on-going trends and trends in the past related to child rights violations and measures to address those violations. Scrutiny of the inventory of the secondary sources for trend analysis amid in (a) the shortage of data about the allocation of budget at district level, (b) the reliability of available data led the research to rely more on primary sources. Although it may be concluded, in a way, in the light of available data, regardless of its validity, and the data retrieved from primary sources that child rights issues are not in the priority of the provincial and district government.

2.1.7. Gender Analysis This dimension was taken into account into all types of analyses mentioned above. This analysis has helped us to understand measures (program, policies, budgets, and decisions) with reference to: 1) The differences between girls, boys, women, and men in different contexts; 2) The consequences of these differences in fulfillment of rights. Gender analysis helped us to analyze information disaggregated by sex, a gender perspective to explain any differences and specific gender considerations such as maternal health.

2.2. Methods/Tools for Data Collection

For the study purpose both primary and secondary data are used. In order to collect these both types of data a mixed methods research involving both quantitative and qualitative techniques was exploited. With the use of two data collection tools, results are reliable and recommendations are based on evidence. 39 The semi-structure interviews with children and parents were both qualitative and quantitative; whereas interviews with young persons, teachers,

39 UNICEF, UKAID & the Government of Montserrat. (2016). At https://www.unicef.org/easterncaribbean/Montserrat_SitAN_2016_WEB.pdf 24 | P a g e

advocates and government officials were informal but guided by structured interviews. The following research methods were used to collect the primary data.

2.2.1. Primary Data Collection

2.2.1.1. Informal interviews with Experts In order to collect data from the experts, informal interviews showed a great value. The interviews sought to measure the level to which stakeholders are aware of their role, discern their attitude towards their accountability and identify the gaps in fulfilling legal commitments. It also aided to proffer an opportunity to criticize the other stakeholder concerning their roles and responsibilities.

On social welfare related issues, three interviews were conducted with the relevant officials in the three districts. They were: Mr Abdul Rehman Khaskheli, Social Welfare officer, in Benazirabad, Mr Meeral Khan Saheto, Assistant Director Social Welfare Dadu and Mr Gada Hussain Abassi, Social Welfare Officer, in Larkana.

Mr Rao Mohammad Suleman, Advocate High Courte Benizerabad, Mr Amjad Iqbal Bullar, District Inquiry Officer (I) in Dadu and Mr Abdul Wahid Soomro, ASI- Medical Cell In charge PRO, in Larkana

On health issues, interviews were conducted with Mr. Tajj Mohammad Zardari, Senior Medical Officer, in Benazirabad, Dr. Naseer Ahemd Samejo, Senior Medical Officer, in Dadu and Mr. Abdul Wahid Tagar, District Health Officer, in Larkana.

On education matters, in-depth informal interviews were conducted with Mr Abdul Fateh Dahri, Deputy District Officer Education in Benazirabad, Mr Niaz Ahmed Abro, District Focal Person, Education, in Dadu, and Zahid Hussain Soomro, Deputy District Officer, Education, in Larkana.

2.2.1.2. Semi-Structured Interviews Breakdown of Semi-Structured Interview District Benazirabad Dadu Larkana Total Gender Male Female Male Female Male Female Children (10 to 18 years) 10 10 10 10 10 10 60

25 | P a g e

Parent 10 10 10 10 10 10 60 Young persons (18 to 24 years) 4 0 4 0 4 0 12 Teachers 4 0 4 0 2 2 12 Total 28 20 28 20 26 22 144 Table 1. Breakdown of Semi-Structured Interviewees

There were conducted 144 semi-structured interviews with children, parents, young persons and teachers. Of the 60 interviews with children, 50 percent were girls; and of the total interviews with parents, 50 percent were females. Of the total interviewed children, 10 were 10 years old, 11 were 11 years old, 12 were 12 years old, 7 were 13 years old, 6 were 14 years old, 9 were 15 years old, 2 were 16 years old and 1 was 17 years old. Of the total 60 children, 39 were from three classes (III, IV and V), all others children were in different classes up to class XI except one child, who had no education (see Table 1).

Of the total 12 teachers, only 2 teachers from Larkana were interviewed. There were also interviewed 12 young persons between 18 to 24 years of age, none of the females. The primary purpose of interviewing them was to learn about their views on children in their villages, a treatment a child receives in their villages and how they were treated when they were younger. Four young persons were interviewed from each district: Benazirabad, Dadu and Larkana.

2.2.1.3. Focus Group Discussions (FGDs) Three FGDs were conducted with children. The first FGD was conducted with 8 boys belonging to a religious minority at GBPS School, Daim Khan Lakho, in Benazirabad. The second FGD was conducted with 13 children, of which 10 were girls at National Centre for Rehabilitation (Students Engaged Child labor) in Dadu. The third FGD was conducted with 8 children including 3 girls at Rehabilitation Centre for Multiple Handicapped Children (Children with different disabilities) in Larkana. In these FGDs, total 29 children (including 12 girls) had participated.

In each district, a FGD was held with members of Child Rights Advocacy Network (CRAN). In total, 23 members had participated in three FGDs: In Benazirabad, 9 members, in Dadu, 7 members, and in Larkana, 7 members.

It is prudent to mention here that these FGD contributed provided space to challenge different opinion and also to develop consensus on certain issues. It helped identifying the

26 | P a g e

stakeholders, their respective roles and capacity gaps. However, where the secondary data had not much to speak, it elaborated the trends. Based on the principles of an FGD with some specific prompting questions to gain an understanding of child rights situation (causes and consequences) and how it is expressed in children’s lives. A series of thematic prompts relate the discussion to the seven deprivations, while also exploring other areas of vulnerability, depending on responses, using more open-ended questions.

2.2.2. Secondary Data Collection As per CRSA, when appropriate, boys and girls can also be involved in the collection, examination and analysis of secondary data40 but in given conditions it was not possible to involve children in the process of secondary data collection and examination.. For this research some major types of documentary data include books, journals, websites and other information on the internet, newspapers, magazines, reports, memos, and NGO multi-lateral and government publications and statistics, national and provincial laws and international treaties were collected and analysed. While analysing the data the elements of child rights situation, in general, in Pakistan and, in particular, in Sindh especially its three districts (Benazirabad, Dadu and Larkana) were kept in consideration. The exhaustive list of reports and documents are referenced in the footnote for the confirmation and further reviews.

2.3. Constraints / Challenge

While conducting this research, the research and data collection team observed following constraints:

a. The fundamental constraint faced by the researcher was of a theoretical and definitional nature. There was not an availability of a uniform definition of a ‘child.’ Different departments and organizations have different definitions and view ‘child’ with different stand point. This challenge was overcome by employing UNCRC definition of a ‘child’ which is “a person under 18 years of age.” An inventory of various definitions available in the law of Pakistan is seized under Annex I.

40 Kempe, Annica. (2004). So You Want to Involve Children in Research?. Save the Children. Retrieved on January 22, 2017 at https://www.savethechildren.org.uk/sites/default/files/docs/So_you_want_to_involve_children_in_research_SC_200 4_1.pdf

27 | P a g e

b. In given socio-cultural reality and sensitivity of some of the questions, it was difficult to interview/contact women. Therefore, this research lacks the response of women aged between 18-24 years and the responses of female teachers were recorded from district Larkana, only. c. As per CRSA framework and despite this realisation that children can and do make significant contributions to the research but in given socio-cultural conditions, it was not possible for children to be involved in the collection, examination and analysis of secondary data.

28 | P a g e

3. District Profiles

3.1. Benazirabad

In 2008, the name of Nawabshah district was changed into Shaheed Benazirabad (Benazirabad).41 This district is located in the centre of the Sindh Province of Pakistan, and is therefore commonly known as the Heart of Sindh. The district covers 451000 hectares of geographical area.42 About 70 percent population is constituted of Sindhi speaking. Punjabi, Urdu and Balochi are also prominent languages. Muslims are in the vast majority with 96.5 percent; Hindus are in minority with 2.8 percent population. There are also other religious minority groups.43 Benazirabad has 4 talukas, i.e. Daur, Kazi Ahmad, Nawabshah and Sakrand, 51 union councils and 321 mouzas (revenue villages). Of the total mouzas, 291 were rural, 10 urban, 14 urban and rural, 4 forests and two were without any population.44

Demography: In Benazirabad, sex ratio is 108 males per 100 females.45 This difference is mostly because of the underreporting of the females in the national surveys, high maternal mortality rates and poor health care at district and provincial levels.46 In Benazirabad, 74 percent people live in rural areas and 26 in urban areas. There were estimated 1450607 people including 698,349 females in the district.47 In 2014, in Benazirabad, the estimated dependent population below 15 years of age (between 00 – 14) was 653,447 (45 percent of the total population) that includes 346096 (46 percent) boys and 78363 (44 percent) girls (see Table 2).

Children Population in Benazirabad (estimated for 2014) Age Total Rural Urban groups Total Male Female Total Male Female Total Male Female (in yrs)

41 Pakistan Emergency Situation Analysis: District Shaheed Benazirabad 2014. At http://reliefweb.int/report/pakistan/pakistan-emergency-situational-analysis-district-shaheed-benazirabad-september- 2014. 42 Sindh Development Statistics, (2008), Lahore University of Management Sciences (LUMS), pp.75 43 Official website of District Shaheed Benazirabad (http://www.benazirabad.gov.pk/shaheedbenazirabad/Admin/AboutDistrict.aspx) 44 Source: Mouza Statistics of Sindh 2008, Agriculture Census Organization 45 Labour Force Survey 2010-11: Pakistan Bureau of Statistics 46 Mean distance from hospital/dispensary is 12 km for Sindh: Pakistan Mouza Statistics, Table 15 47 Pakistan Emergency Situation Analysis: District Shaheed Benazirabad 2014. At http://reliefweb.int/report/pakistan/pakistan-emergency-situational-analysis-district-shaheed-benazirabad-september- 2014 29 | P a g e

All 1450607 752258 698349 1068359 553931 514428 382249 198327 183922 ages 00 – 04 236079 119390 116689 180326 90819 89507 55753 28571 27182 05 – 09 240200 127901 112299 182080 97685 84395 58120 30216 27904 10 – 14 177168 98805 78363 126929 72474 54455 50239 26331 23908 15 – 19 145786 72826 72960 103555 51251 52304 42231 21575 20656 00 – 19 799233 418922 380311 592890 312229 280661 206343 106693 99650 % 55.1 55.7 54.5 55.5 56.4 54.6 54.0 53.8 54.2 Sources: Pakistan Emergency Situation Analysis (PESA) Benazirabad 2014 Table 2. Children Population Breakdown in Benazirabad (Estimated in 2014)

3.1.1. Main Sources of Livelihood/Income The district has diverse sources of employment. In urban areas, employment opportunities include government jobs, small business set ups, services, private jobs, agriculture extension services, and overseas employment. In rural areas, the main source of employment is in the agriculture sector. In 81 percent of rural mouzas, the majority of the population was associated with agriculture. Only 10 percent of the total female population was believed to be engaged in agricultures. In Benazirabad, agriculture has significant contribution because its weather is reasonable for the production of various crops such as rice, sugarcane, maize, cotton, bajra, wheat, barley, barseen and gram. The district is also famous for fruit orchards, around 33 mouzas have fruit orchards especially mango and guava. The district has small-scale industries mainly sugar mills. In 2000-2001, there were reported 27 sugar mills, which employed around 3404 people on daily basis.48

3.1.2. Governance The district can be marked as a feudal society where the social relations are very much embedded in the feudalistic values. Landlords of the Jatoi, Syed, and Jam tribes were active in the politics of, previously known as Nawabshah, from the very beginning, but from 1970 and onwards, the Pakistan Peoples Party became the biggest political party of the district. Since then, the main ruling communities in the district are from Jatoi, Jokhio and Jokhio's many villages, and from Syed, Magsi, Rind and Zardari. Though Mr. Zardari also held the office as president but the district was could not secure the attention which could contribute towards its development.

48 Sindh Mouza Statistics, (2008), Agriculture Census Organization, Government of Pakistan pp. 159 30 | P a g e

3.1.3. Health & Immunization

In 2012, there were recorded 101 health facilities/outlets in the district. These facilities were sufficient to cover only 38.8 percent of the total population (see Table 3).49 In 2012-2013, Pakistan Social and Living Standards Measurement Survey (PSLM) revealed that approximately 67 pregnant women had received tetanus toxoid vaccine. In urban areas, it was 86 percent and in rural areas, it was 59 percent.50 The Survey also revealed that only 27 percent (30 percent male and 24 percent female) of children between 12 to 23 months of age had received complete immunization51. In rural areas, it was 21 percent (25 percent males and 17 percent females) and in urban areas, it was 40 percent (43 percent male and 38 percent females).52

Table 3. Profile of Public Health Facilities in Benazirabad

Public Health Facilities in Benazirabad Type Total Beds Teaching Hospital 1 875 District headquarter hospital 0 0 Tehsil headquarter hospitals 1 30 Rural health centers 9 65 Basic Health units 36 72 Government rural dispensary 39 0 MCH Center 15 0 Sub-health center 0 0 Total 101 1042 Source: Health Facility Assessment, District Shaheed Benazirabad 2012 given in Pakistan Emergency Situation Analysis: District Benazirabad (2014): Page 19

49 Health Facility Assessment, District Shaheed Benazirabad 2012 50 Table 3.11, Pakistan Social and Living Standards Measurement Survey (PSLM)2012-2013 51 Full immunization means the child has received ‘BCG’, ‘DPT1’, ‘DPT2’, ‘DPT3’, ‘Polio1’, ‘Polio2’ 52 Table 3.5: Pakistan Social and Living Standards Measurement Survey (PSLM)2012-13 31 | P a g e

3.1.4. Education Education Profile of Benazirabad Indicator Ratio / percentage / number Literacy Rate (10 years and above) 51% Adult Literacy Rate (15 years and above) 49% a. GPI Primary 0.61 b. GPI Middle 0.88 c. GPI Secondary 0.61 d. GPI Higher Secondary 0.42 Population that has ever attended School 48% a. Male 68% b. Female 26% Population that has completed primary level or higher 37% a. Male 53% b. Female 20% Student Teacher Ratio 32 a. Primary 31 b. Middle 26 c. Secondary 35 d. Higher Secondary 56 Source: District Education Profile, Shaheed Benazirabad 2012-13 and PSLM Survey 2012-13 given in Pakistan Emergency Situation Analysis: District Shaheed Benazirabad 2014, page 21 Table 4. Education Profile of Benazirabad

In 2012-13, the literacy rate (for the population 10 years old and above) was 51 percent that included 70 percent male and 29 percent females. In urban areas, 60 percent (73 percent males and 46 percent females) were literate and in rural areas, 46 percent (68 percent males and 21 percent females). The adult literacy rate (for the population 15 years old and above) was 49 percent. 53 Table 4 shows that there was 20 percent of female and 50 percent females who have

53 Pakistan Emergency Situation Analysis: District Shaheed Benazirabad 2014. At http://reliefweb.int/report/pakistan/pakistan-emergency-situational-analysis-district-shaheed-benazirabad-september- 2014 32 | P a g e

had completed their primary and higher level education; the percent of females is extremely low as compared to males; it shows the higher rates of drop out.

In 2012-2013, in Benazirabad, at primary level, the Gross Enrolment Ratio (GER) was 77 percent (91 percent males and 59 percent females).54 At primary level, the Net Enrolment Rate55 (NER) was 50 percent (58 percent males and 40 percent females).

3.1.4.1. Gender and Education Status In 2012-2013, in Benazirabad, the total enrolled students in government schools were 202,933 (126,702 males and 76,231 females). Out of 6,311 teachers, 4,840 were males and 1,471 females. It shows that average one teacher is teaching 32 students. There were 2,695 schools in the district that included 406 boys, 441 girls and 1848 mixed gender schools. On average, one school had 75 students.56

There were 2473 primary schools with a total enrollment of 147,482 (91,833 boys and 55,649 girls). In these schools were teaching 4,812 teachers including 1,059 female teachers. On average, each school had two classrooms. There were 135 middle schools with 10,741 (5,724 boys and 5,017 girls) children enrolled. In these schools were teaching 408 teachers including 157 female teachers. There were 75 secondary schools for matriculation level studies with 28,144 (17,446 boys and 10,698 girls). There were teaching 796 teachers including 201 female teachers teaching in these schools. There were only 12 higher secondary schools in the district, in which, 16,566 (11,699 boys and 4,867 girls) children enrolled. In these schools, 295 teachers including 54 female teachers were teaching.

Educational Status by Gender in Benazirabad

Level of Enrolment School facilities Teachers Education Total Boys Girls Total Boys Girls Mixed Total Male Female Primary 147,482 91,833 55,649 2,473 368 380 1,725 4,812 3,753 1,059 Middle 10,741 5,724 5,017 135 20 39 76 408 251 157 Secondary 28,144 17,446 10,698 75 16 20 39 796 595 201

54Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the eligible official school-age population corresponding to the same level of education in a given school year. 55 Enrolment of the official age group for a given level of education expressed as a percentage of the corresponding population. 56 District Education Profile, Shaheed Benazirabad 2012-13 33 | P a g e

Higher 16,566 11,699 4,867 12 2 2 8 295 241 54 Secondary Total 202,933 126,702 76,231 2,695 406 441 1,848 6,311 4,840 1471 Source: Sindh School List 2010-11, Statistical Education Bulletin, Reform Support Unit, Sindh Government, given in Pakistan Emergency Situation Analysis: District Benazirabad (2014), page 23 Table 5. Level of Education by Gender in Benazirabad

Table shows that at primary level, a large number of girls and boys were enrolled but in the middle schools, their enrolment significantly decreased; in higher secondary, a small ratio of girls were enrolled as compared to boys, which shows the large number of girls were dropped out at primary as well as at higher secondary.

In 2010, floods had not caused much damage in the district. However, rains in 2011 had caused too much damage. In 2011, all four talukas were badly affected that included 4104 villages. 64 percent of cultivated areas was affected. Around 90000 people were displaced in the district and 200000 houses were damaged. Flood and rains in 2010 and 2011 respectively had worsened the socio-economic conditions; therefore, the district Benazirabad was close to food insecurity. Floods had destroyed public health infrastructure. Total 48 schools were damaged.57

In Benazirabad, in 2014, the media highlighted issues of three schools in nearby village Long Khan Brohi in Ghand Tar UC. There was not a single student in these schools. These schools were built in 2008. In a middle school, the art teacher had said that there were only three staff members including a sweeper, office boy and the art teacher. There were also two primary schools, one for boys and the other for girls; however, there were no also no teachers in these schools. It was because no student had passed the primary schools because there were no teachers, therefore, no students in the middle school. The villagers had visited many times the district education department for the appointment of teachers but all efforts went futile. Out of 150 school-going-age children, only 30 were studying in the school in the next village named Jan Mohammad Brohi. The school in Jan Mohammad Brohi village was without a school building, students were getting an education under the shade of trees. The school building was damaged in floods and rains in 2010 and 2011. There was only a teacher teaching 47 children including girls. Adjacent to Jan Mohammad Brohi village, there was Salimabad village with a school; building

57 Flood report on Education Sector of Sindh Province (2010-11), Reform Support Unit, Government of Sindh. 34 | P a g e

but with a teacher who is least interested in teaching; he was supported by the influential of the area to enjoy the luxury of salary without delivering services. In Mithal Naich Girls School in Jam Sahab UC, Taluka-II, the school was built in 1987, renovated with School Management Committee funds but had no teacher. NGO had appointed a female teacher for a year on a salary of 2500 rupees; however, once the contract ended, there were no teachers and no students. 58

There is a major role of parents. They could have got appointed teachers in their villages but they were not interested especially in girls’ education. If children started getting an education who would wok in the fields and who would satiate needs of scores of family members. There is also the important role of local influential and tycoons whose support come from the district, provincial and national capital cities. The question is, if children started going to school who would then work in the fields of Zaradaris, Jamalis, Rinds, Brohis, Keerios and Dahiris? 59

In 2013, the district and sessions judge Benazirabad had submitted report with the Supreme Court of Pakistan, stating that there were 2695 schools in Benazirabad, of which, 299 schools were marked as closed but no reason given why these were closed; 202 schools were non-functional and 355 schools were ghost schools; and 112 schools were encroached by influential persons and villagers.60

In 2014, in education, Benazirabad was ranked at 90th of the 146 districts in Pakistan. In the primary, the NER for girls was 40 percent and 8 percent in middle school; and for boys, the NER was 58 percent in primary and 20 percent in middle schools. In school infrastructure ranking, Benazirabad was ranked at 69th out of 146 districts. Of all the government schools, 75 percent schools’ buildings were declared unsatisfactory.61

3.2. Dadu

District Dadu is located in the west of Sindh province. Dadu has four talukas, i.e. Dadu, Johi, Mehar and Khairpur Nathan Shah, 52 union councils and 336 Mouzas (revenue villages). Of the total mouzas, 286 (85 percent) were rural, only 3 urban, 21 partly rural, 7 had forest and 19 were without any population.62 Dadu has two main canals known as Rice canal and Dadu

58 Shazia Hassan. (2014). Schools with no students, students without schools; http://www.dawn.com/news/1125357 59 Ibid. 60 Ibid. 61 Ibid. 62 Mouza Statistics of Sindh 2008, Agriculture Census Organization 35 | P a g e

canal, which are the main source of irrigation or agricultural activities.63 Besides canals, other sources of land irrigation include direct river water and tube wells. Of the total 286 rural mouzas, 229 rely on canals.64

About 97 percent population of the district is Muslim, 2.05 percent Hindus and 0.37 percent Christians. Estimated 50 percent people speak Sindhi, 43.33 percent Siraiki, and around 4 percent people speak other languages that include Urdu, Punjabi and Balochi. In Dadu, sex ratio is 100 females per 108 males. This difference of ratio between males and females has four main reasons; 1) life expectancy for females at birth is less than that of males; females are not completely reported and recorded in national surveys; 3) high maternal mortality rate; and 4) extremely poor health care system (infrastructure) at the municipal and district level. One additional factor in such sex ratio difference is, Dadu has a rural characteristic, its 79.3 percent population lives in rural areas which are lacking basic health services.65

63 http://jamali2u.com/sindh/sindh/pages/Geography-Of-Dadu5.php 64 Mouza Statistics of Sindh 2008, Agriculture Census Organization 65 Pakistan Emergency Situation Analysis: District Dadu. (2015). Alhassan Systems Private Limited. At http://reliefweb.int/report/pakistan/pakistan-emergency-situation-analysis-district-dadu-february-2015. 36 | P a g e

Children Population in Dadu (Estimated for 2013) Age Total Rural Urban group Total Male Female Total Male Female Total Male Female (in yrs) All ages 1713408 889,415 823,993 1358665 706,493 652,172 354743 182,922 171,821 00 – 04 278011 139,736 138,275 221851 110,994 110,857 56160 28,742 27,418 05 – 09 284839 152,571 132,268 227953 122,552 105,401 56886 30,019 26,867 10 – 14 202550 115,868 86,682 159446 92,360 67,086 43103 23,508 19,595 15 – 19 174085 87,168 86,917 135355 67,842 67,513 38729 19,326 19,403 00 – 19 939485 495343 444142 744605 393748 350857 194878 101595 93283 % 54.8 55.7 53.9 54.8 55.7 53.8 54.9 55.5 54.3 Sources: Pakistan Emergency Situation Analysis (PESA) Dadu 2013 * of children (00 -- 19) from the total of Dadu Table 6. Children Population Breakdown in Dadu (Estimated in 2013)

Children below 15 years of age (between 00 – 14 years of age) are considered the economically dependent population. In 2013, in Dadu, estimated 765,400 (45 percent) children below 15 years of age were economically dependent66; it includes 408,175 (46 percent) boys and 357,225 (44 percent) girls.67

3.2.1 Main Source of Livelihoods/Income As mentioned above that a vast majority of the population lives in rural areas, thus they greatly are involved in agriculture for their livelihoods and sources of income. The population around Manchhar Lake rely on fishing. Additionally 20 percent pollution of the district was serving in provincial and federal government institutions.68

It has rich natural resources including precious stones and natural gas and petroleum reservoirs. BHP is an Oil and Gas Company engaged in oil and gas exploration which also employees some local people. ENI is also oil and gas exploration foreign company engaged in

66 Also people above 65 years of age, widows and divorced are categorized as dependents. 67 Pakistan Emergency Situation Analysis: District Dadu. (2015). Alhassan Systems Private Limited. At http://reliefweb.int/report/pakistan/pakistan-emergency-situation-analysis-district-dadu-february-2015. 68 Pakistan Emergency Situation Analysis: District Dadu. (2015).At http://reliefweb.int/report/pakistan/pakistan- emergency-situation-analysis-district-dadu-february-2015. 37 | P a g e

Johi and Sehwan talukas. There is also 44 rice husking mills in Mehar and KN Shah talukas. These mills provided employment to more than 1000 people in the area. Dadu has Dadu Sugar Mill which also provides employment to local population.69

3.2.2. Governance Unlike other districts of Sindh, there are small landholdings in the district of Dadu but like other districts it holds the feudal and patriarchal culture. Although, different political parties were contesting here but it kept the legacy to provide space to PPP. Currently the chief minister of Sindh is from the same region. Despite the fact that the district subscribed a number of prominent provincial and national leaders but unfortunately it could not reflect in the child rights related measures.

3.2.3. Health and Immunization Public Health Facilities in Dadu Type Total Beds Teaching Hospital 0 0 DHQ 1 180 THQ 3 75 RHC 3 42 BHU 46 92 Government dispensary 15 0 MCH Center 3 0 Sub-health center 0 0 Total 71 389 Source: Pakistan Emergency Situation Analysis: District Dadu (2015): Page 34 Table 7. Profile of Public Health Facilities in Dadu

For 2010-2011, Pakistan Social and Living Standards Measurement Survey (PSLM) showed that in the district, approximately 62 percent pregnant women had received tetanus toxoid vaccine. Of the total, 44 percent in urban and 67 percent in rural areas were vaccinated.70

69 A Brief Profile of Dadu, Small & Medium Enterprise development Authority, Government of Pakistan 70 Table 3.11, Pakistan Social and Living Standards Measurement Survey (PSLM)2010-2011 38 | P a g e

In the district, 62 percent children 71 (including 67 percent males and 58 percent females) between 12 to 23 months were completely immunized. From the total vaccinated children, 71 percent (17 males and 71 females) were from urban areas and 60 percent (of it, 66 males and 55 females) were from rural areas. In 2005, there were reported 1 DH, 3 THQ, 3 Rural Health Centers, 44 Basic Health Units and 2 MCHCs.72

In 2011, in river flood, of the total 45 BHUs, 9 were damaged, and also the Rural Health Centre.73

3.2.4. Education Education Profile of Dadu (2012-13) Indicator Ratio / percentage / number Literacy Rate (10 years and above) 62% Adult Literacy Rate (15 years and above) 57% a. GPI Primary 0.71 b. GPI Middle 0.92 c. GPI Secondary 0.46 d. GPI Higher Secondary 0.52 Population that has ever attended School 59 a. Male 73 b. Female 43 Population that has completed primary level or higher 48 a. Male 62 b. Female 32 Student Teacher Ratio 35 a. Primary 41 b. Middle 27 c. Secondary 30

71 Table 3.4 (b) Based on record: Children who reported having received full immunization who also have an immunization card, expressed as a percentage of all children aged 12-23 months. Also immunizations to be classed as fully immunized a child must have received: ‘BCG’, ‘DPT1’, ‘DPT2’, ‘DPT3’, ‘Polio1’, ‘Polio2’ 72 District Health Profile Dadu 2005; at District Health Profile – Dadu; http://paiman.jsi.com/Resources/Docs/district-health-profile-dadu.pdf 73 WHO, G. N. (8th to 12th September, 2011). Health Initial Rapid Assessment, 22 flood affected districts in Sindh, Islamabad 39 | P a g e

d. Higher Secondary 40 Primary Participation Rate 59 a. Male 66 b. Female 52 Source: Reform Support Unit Sindh 2012-13 and Pakistan Social and Living Standard Measurement Survey 2012-13 given in PESA: Dadu profile (2015). Table 8. Education Profile of Dadu

PESA shows that Dadu has relatively good education status in comparison to other districts in Sindh. In 2012-2013, the literacy rate for the population of 10 years old and above was 62 percent (that included 79 percent males and 42 percent females.

The literacy rate in urban areas was 73 percent including 86 percent males and 59 percent females. In rural areas, the literacy rate was 58 percent that included 77 males and 36 percent females. The adult literacy rate for the population of 15 years old and above was 57 percent.

Overall, the Gross Enrolment Ratio74 (GER) at the primary level was 79 percent (87 males and 72 females). In urban areas, GER was 83 percent (89 males and 77 females). In rural areas, GER was 86 percent (70 percent males and 79 females. The Net Enrolment Ratio75 (NER) at the primary level was 59 percent (63 percent males and 55 percent females). In urban areas, NER was 60 percent (67 males and 53 percent females) and in rural areas, NER was 59 percent (63 percent males and 55 females).

In 2009, the media has reported that around 500 schools were dysfunctional and approximately 2000 were ghost teachers in district Dadu76 only.

3.2.4.1. Gender and Education Status In 2012-2013, in Dadu, the total enrollment was 261,510 (156,166 males and 105,344 females). There were 6,731 teachers including 1,351 female teachers. It shows that one teacher was teaching to around 39 students. There were reported 2135 schools; of which, 637 boys schools, 399 girls schools and 1,099 were mixed gender schools. It means in each school on an

74 Total enrolment in a specific level of education, regardless of age, expressed as a percentage of the eligible official school age population corresponding to the same level of education in a given school year. 75 Enrolment of the official age group for a given level of education expressed as a percentage of the corresponding population. 76 Dawn. (2009). 500 schools not functional in Dadu, says report. Reported on February 5, 2009. 40 | P a g e

average 122 students were enrolled.77 For more details related to primary, middle, secondary and higher secondary schools, please see the following table:

Educational Status by Gender in Dadu

Level of Enrolment School facilities Teachers Education Total Boys Girls Total Boys Girls Mixed Total Male Female Primary 206,493 120,568 85,925 1,963 586 350 1,027 4,990 3,992 998 Middle 10,765 5,603 5,162 89 25 33 31 386 287 99 Secondary 30,195 20,724 9,471 68 22 13 33 1,004 805 199 Higher 14,057 9,271 4,786 15 4 3 8 351 296 55 Secondary Total 261,510 156,166 105,344 2,135 637 399 1,099 6,731 5,380 1,351 Source: Dadu Education Profile 2013 given in Pakistan Emergency Situation Analysis: District Dadu (2015), page 38 Table 9. Level of Education by Gender in Dadu

In 2010 and 2011, river flood and torrential rains had damaged 672 and 45 schools respectively in the district. During these emergency times, 184 schools were used as IDP (internally displaced population) camps.78

3.3. Larkana

Larkana district is located in the upper part of the Sindh province. 79 Larkana has predominantly Sindhi speaking population but Balochi, Brohi and Urdu are also spoken.

Demography: In Larkana, sex ratio is 106 male per females.80 Seventy-one percent of the population lives in rural areas. In 2014, the total estimated population was 1,679,571; of the total, 52 percents were males and 48 percent females. Estimated 783577 (47 percent) children below

77 Dadu Education Profile 2012-2013, RSU Sindh 78 Flood Report 2010-11, RSU Sindh 79 Pakistan Emergency Situation Analysis: District Larkana (August 2014). At http://reliefweb.int/report/pakistan/pakistan-emergency-situation-analysis-district-larkana-august-2014. 80 A profile for District Badin: 2009, South-Asia Partnership Pakistan http://www.sappk.org/district-profiles- withfocus- on-livelihood-related-issues-0 retrieved on 05-03-2012 41 | P a g e

15 years of age were considered economically dependent81; it includes 413707 boys and 369870 girls.82

Children Population in Larkana (Estimated for 2014) Age Total Rural Urban group Total Male Female Total Male Female Total Male Female (in yrs) All ages 1,679,571 865,970 813,601 1194097 614,895 579,202 485475 251,076 234,399 00 – 04 295068 148,640 146,428 216753 108,591 108,162 78315 40,049 38,266 05 – 09 292730 154,955 137,775 212438 112,813 99,625 80292 42,142 38,150 10 – 14 195779 110,112 85,667 135293 77,313 57,980 60485 32,799 27,686 15 – 19 168492 83,343 85,149 115014 56,506 58,508 53478 26,837 26,641 00 – 19 952069 497050 455019 679498 355223 324275 272570 141827 130743 % 56.7 57.4 55.9 56.9 57.8 56.0 56.1 56.5 55.8 Source: Pakistan Emergency Situation Analysis: District Larkana (August 2014) * of children (00 -- 19) from the total population in Larkana Table 10. Children Population Breakdown in Larkana (Estimated in 2014)

3.3.1. Main Source of Income/Livelihoods The agriculture sector was major sector provide jobs and services to a majority of rural population in the district. Thus, it was a major source of income for the population in the rural areas; however, in urban areas, people were engaged in many other economic activities such as trade, personal business, services, and government and private jobs. Larkana has an industrial estate, where thousands of workers are employed.

3.3.2. Governance Larkana cannot be explained, in terms of governance, then afore-described other districts. The city has a central value in the politics of Pakistan since it gave two prominent prime- ministers, i.e. Zulfiqar Ali Bhutto and Benazir Bhutto, however, it could not change the fortune of the district. It is part of feudalistic and patriarchal space of Pakistan. Since 1970s it observed the strong hold of PPP but nevertheless, it still lacks the attention of its own political elites.

81 Also people above 65 years of age, widows and divorced are categorized as dependents. 82 Pakistan Emergency Situation Analysis: District Dadu. (2015). Alhassan Systems Private Limited. At http://reliefweb.int/report/pakistan/pakistan-emergency-situation-analysis-district-dadu-february-2015. 42 | P a g e

3.3.3. Health & Immunization In 2011, there were total 62 public health facilities in Larkana including a technical hospital having a capacity of 1230 beds. These facilities were adequate for only 14 percent of the estimated 2014 population in the district.83

Following Table gives details of health facilities in the district. According to the Pakistan Social and Living Standards Measurement Survey (2012-13), in Larkana, 66 percent pregnant women (including 64 percent in urban areas and 67 percent in urban areas) had received tetanus toxoid vaccine.84

As for as immunization is concerned, the Pakistan Social and Living Standards Measurement Survey (2012-13), shows that 65 percent (71 males and 59 percent females) children between 12 to 23 months had received full immunization. 85 In urban areas, 66 percent (74 percent males and 68 females) and in rural areas, 64 percent (69 males and 60 females) children were immunized.86

83 WHO Standard is 2 health facilities and 25 beds per 10,000 people. 84 the Pakistan Social and Living Standards Measurement Survey (2012-13), Table 3.11 at http://www.pbs.gov.pk/sites/default/files/pslm/publications/pslm_prov_dist_2012-13/health/3.11.pdf 85 Table 3.4 (b) Based on record: Children who reported having received full immunization who also have an immunization card, expressed as a percentage of all children aged 12-23 months. Also immunizations to be classed as fully immunized a child must have received: ‘BCG’, ‘DPT1’, ‘DPT2’, ‘DPT3’, ‘Polio1’, ‘Polio2’ 86 Table 3.5: Pakistan Social and Living Standards Measurement Survey (PSLM) 2012-13 43 | P a g e

Public Health Facilities in Larkana Type Total Beds Teaching Hospital 1 1,230 District headquarter hospital 0 0 Tehsil headquarter hospitals 2 60 Rural health centers 5 26 Basic Health units 28 56 Government rural dispensary 24 MCH Center 2 Sub-health center 0 Total 62 1,372 Source: World Health Organization (WHO) 2010 reported by Pakistan Emergency Situation Analysis: District SB (2014): Page 20 Table 11. Profile of Public Health Facilities in Larkana

44 | P a g e

3.3.4. Education Education Profile of Larkana Indicator Ratio / percentage / number Literacy Rate (10 years and above) 54% Adult Literacy Rate (15 years and above) 50% a. GPI Primary 0.74 b. GPI Middle 1.32 c. GPI Secondary 0.59 d. GPI Higher Secondary 0.56 Population that has ever attended School 54% a. Male 71% b. Female 37% Population that has completed primary level or higher 47% a. Male 62% b. Female 30% Student Teacher Ratio 34 a. Primary 33 b. Middle 36 c. Secondary 34 d. Higher Secondary 43 Source: District Education Profile, Larkana 2012-13 and PSLM Survey 2012-13 reported in PESA District Larkana 2014 Table 12. Education Profile of Larkana

Larkana has remained the headquarter of Pakistan Peoples Party. Currently a ruling part in the province and has remained in power for several times but the state of education in the district is dismal. The District Education Profile prepared in 2012-13 (see above Table) shows that overall the literacy rate87 was 54 percent; for males, it was 71 percent and, for females, it was 37 percent.

87 For the population of ten years and above 45 | P a g e

In urban areas, the literacy rate was 67 percent (82 percent males and 52 percent females). In rural areas, it was 43 percent (61 percent males and 24 percent females). The adult literacy rate88 was 50 percent (see Table 12).

GER at the primary level was 83 percent (92 percent males and 72 percent female). In urban areas, GER was 93 percent (99 percent males and 86 percent females). In rural areas, it was 78 percent (89 percent males and 64 percent females). NER at the primary level was 58 percent (65 percent males and 50 percent females). In urban areas, NER was 64 percent (71 percent males and 57 percent females) and in rural areas it was 54 percent (61 percent males and 45 percent females) (see Table).

3.3.4.1. Gender and Education Status According to the District Education Profile of Larkana 2012-13, there were 1186 government schools in the district that included 219 boys’ schools, 251 girls’ schools and 716 mixed gender schools. The total enrolment of students was 220,079 including 128,841 boys and 91,238 (41 percent) girls. There were 6,502 teachers including 1,749 (27 percent) female teachers. In an average, one teacher was teaching 34 students and 186 students were in every school.89

Educational Status by Gender in Larkana (2012-13)

Level of Enrolment School facilities Teachers Education Total Boys Girls Total Boys Girls Mixed Total Male Female Primary 146291 83,994 62,297 1,055 188 208 659 4481 3,358 1,123 Middle 8665 3,738 4,927 61 10 22 29 243 140 103 Secondary 44657 28,005 16,652 58 18 16 24 1306 873 433 Higher 20466 13,104 7,362 12 3 5 4 472 382 90 Secondary Total 220079 128,841 91,238 1,186 219 251 716 6502 4,753 1749 Source: District Education Profile, Larkana 2012-13 reported in Pakistan Emergency Situation Analysis: Larkana (2014), page 24 Table 13. Level of Education by Gender in Larkana

88 For the population of fifteen years and above 89 District Education Profile, Larkana 2012-13 46 | P a g e

Natural catastrophes in recent past, i.e. flash flood in 2010 and heavy rains, in 2011 had badly hit Larkana district. In 2010, 490,000 people were affected. It severely affected crop areas and destroyed food and income sources. The floods and rains in 2010 and 2011 had resulted in the loss of sources of income and livelihoods related to the agriculture sector.90 However, in 2011, Girls from a Village School in Benazirabad the PDMA Sindh had declared it a low- risk district. In 2011, 54,355 people were badly affected and there were reported six deaths. In addition, 5,794 houses were damaged.

In 2010, in the result of rains and floods, 458 schools were damaged; out of which, four were complete destroyed. The internally displaced people had occupied 4,384 schools. Around 36,640 students’ education was affected. In 2011, flood and rains had damaged 6 schools, of these, 3 were completely destroyed.

90 Pakistan Floods 2010- District Profile Matiari 2010, UNOCHA http://floods2010.pakresponse.info/DistrictProfiles.aspx retrieved on 11/03/2013 47 | P a g e

4. Analysis of situation on the UNCRC

4.1. THEME 1: Child Rights Governance (Including Investment in Children)

4.1.1. General Measures of Implementation By 2016, Pakistan had estimated more than 182 million population, of it, about fifty percent were children. On the Human Development Index, Pakistan ranked at 147 out of 188 countries. On the Under-5 child mortality chart, Pakistan ranked highest at 23 with 86 deaths per 1000 births. These facts portray extremely poor performance of Pakistan against the MDGs and the SDGs. It also indicates poor progress on its commitment to the UNCRC. In light of the Committee on the Rights of the Child’s recommendations and the UNCRC, Pakistan has to increase its investment in children for the protection and promotion of their rights as a guarantee for an economic growth and improvement of the nation.91 At provincial and district levels, governments are responsible for investing in children to an extent that their basic rights are not taken away such as education, health, protection, survival and development. In 2016, the Child Rights Movement Sindh had published a report on the budgetary allocations for children, which reveals that the government of Sindh had increased Annual Development Plan (ADP) budget in the fiscal year 2016-17. There was reported 13.58 percent average growth rate in the overall allocation of the ADP budget to children specific schemes. In the 2016-17 budget, the total ADP allocations for the Education and Literacy Department was 17.2 billion rupees which was 10 billion rupees in 2015-16. It shows an increase of 72.3 percent; however, “the percentage of allocation of the ADP budget to children specific schemes by the Education and Literary Department has fallen from 60.48% in 2015-16 to 40.05% in 2016-17”. 92

The report also showed that in 2016-17, the total ADP budget allocations for health was 14 billion rupees which was 13 billion rupees in 2015-16. It shows an increase of 7.7 percent in the budget. However, the percentage of allocated budget from the ADP budget to children specific schemes had increased slightly from 15.01 percent in 2015-16 to 15.42 percent in 2016-

91 Child Rights Movemement Sindh (2016). Public Allocation and Spending on Child Rights. CRM Sindh Secretariat Hyderabad, Pakistan 92 Child Rights Movemement Sindh (2016). Public Allocation and Spending on Child Rights. CRM Sindh Secretariat Hyderabad, Pakistan. Page. 2. 48 | P a g e

17. 93 In 2016-17, for the social welfare department, the total ADP budget allocation was 290 million rupees, which was 200 million rupees in 2015-16. It shows 45 percent increase in the overall social welfare department budget. However, the in the ADP budget the percentage allocations to children specific schemes had decreased from 58.02 percent in 2015-16 to 54.48 percent in 2016-17. 94

The other budgetary allocations include allocations of Child Labour Survey, which had to be conducted in 2016 and 2017. 95At the district level, the budget allocations were extremely low; therefore, most of the officials complained that the existing health and education facilities were not sufficient and funds allocated to run these facilities were also insufficient. There was also a cry against misappropriation of allocated funds for health, education and social welfare schemes. In the absence of reliable data, it was very difficult to measure about the budgetary allocation with regards to districts but an attempt is made below with the help of available data.

Benazirabad

Social Welfare officer (Benazirabad) smiled when the researcher asked about utilization of budget for human rights in general and children in special. He uncovered, “the government had allocated 739.3 billion rupees for Sindh in 2015-16 and for Benazirabad, they [government of Sindh] allocated 71 billion rupees only.” He said that this year (2016-17) budget would not be utilized more than 40 percent as it had happened in the past. The 40 percent would be utilized at the end of the year but in a quite rush. It also shows the poor planning at departmental and provincial level.

Dadu

The Assistant Director (Dadu) informed that 60 percent of the district’s development budget has been used in bribes. The education budget was increased from 11 billion rupees in 2014-15 to 13.2 billion rupees in 2015-16 but this budget would not be utilized in a transparent way. He added that the budget was adequate but its effective and proper utilization was absent. In the past, Rs. 2.7 billion were allocated to Dadu district under current education budget in FY 2011-12. This shows an increase of 15 percent over Rs. 2.3 billion current education budget

93 Ibid. 94 Ibid. 95 Ibid. 49 | P a g e

allocated in 2010-1196. A gender disaggregated analysis reveals that allocations for boys' schools have always been vascillating between 74-76 percent of the total current budget, since 2007-08, in Dadu district. Despite the fact that girls account for 40 percent of enrolment in the district, expenditure on girls' education has always remained low, that is around 20 percent to 23 percent of total current expenditure, on various levels of education. Moreover, since 2007-08, the expenditure on girls' education has been decreasing gradually at each level of education.97 In Dadu district, a large portion of current education budget has always been allocated for salary expenditure. In FY 2011-12, a major chunk (around 96 percent) of the current education budget has been allocated for salaries, whereas remaining 4 percent of the current education budget is for non-salary expenditure.98

In focus group discussions held with the district level Child Rights Advocacy Network (comprising of CSOs working on child rights) organized in all three districts, they highlighted that the process of allocation of funds is usually not participatory or is top bottom where the real needs of the districts are usually not catered. Also many of the district level organizations were not even aware of the processes of allocation. It was also confirmed that the district level organizations as well as the staff of the district institutions are not involved in the planning to utilize these funds. Also the disposal of funds is highly political.

4.1.2. Legislation The Juvenile Justice System Ordinance, 2000; the Sindh right of children to free and compulsory education act, 2013; the Prevention of Anti-Women Practices (Criminal Law Amendment) Act 2011 (it outlines punishments for anti-social practices like forced marriages, Wanni, Swara or Budla-i-Sulh, wherein women are traded to settle personal, family or tribal disputes); the Acid Control and Acid Crime Prevention Act 2012; the Sindh Child Protection Authority Act (SCPAA), 2011; the Sindh Child Marriage Restraint Act; the Sindh Prohibition of Employment of Children Act 2015. However, the problem is, implementation of these laws at union council or even district level is insignificant.

96 Education Data and Budget Analysis of Dadu District retrieved on January 21, 2017 from http://i- saps.org/upload/report_publications/docs/1409141952.pdf

97 Ibid.

98 Ibid.

50 | P a g e

4.1.3. Independent Monitoring At the federal level, there are various bodies which have powers to monitor the child rights violations at the district level. Those bodies include the Ministry of Human Rights; the Standing Committees on Human Rights in the National Assembly and the Senate of Pakistan; Human Rights Cell at the Supreme Court of Pakistan and District and Sessions Judges; the National Commission for Human Rights (NCHR)-that monitors the general human rights as well as child rights situation in the country; inquire into complaints of human rights violations; the National Commission on the Status of Women (NCSW); the Sindh Child Protection Authority; Federal and Provincial Ombudsmen and (Children Complaint Offices).

Above is a long list of independent monitoring bodies from the federal to district levels; however, at grassroots (or even at district) level, the independent monitoring of these bodies is lacking. NGOs such as HRCP plays important role in monitoring the human rights abuse and violence and reports them in monthly and annual reports. HRCP has district representatives in each district. Also Sahil NGO monitors child sexual abuse and child abduction cases in these target districts but their monitoring is limited to only newspapers. In result of poor monitoring of violation of child rights, the government agencies do not have statistics.

4.1.4. Coordination After devolution (in the result of 18th Amendment), the National Commission for Child Welfare and Development had been placed within the federal Ministry of Human Rights (MoHR) which has its directorates at provincial levels. These directorates coordinate with the provincial governments and ensure the implementation of child rights at district levels. The Provincial Commissions for Child Welfare and Development (PCCWD) and Children Complaint Office also liaise and coordinate with the NCCWD for child rights. At the district level, the District Coordination Officer (DCO) is responsible for coordinating with the line agencies on all matters.

At District Level, Departmental Support Mechanism for Children

Abdul Rehman Khaskheli, Social Welfare officer, in Benazirabad, said that they were unable to develop strong support mechanism for children without the support of the government and allocation of funds. In Dadu, Meeral Khan Saheto, Assistant Director Social Welfare Department Dadu, said that awareness, capacity building and sensitization are also the main

51 | P a g e

means to build a support mechanism; however, unfortunately, 90 percent of the government staff members in the district were not aware of child rights and they did not how to deal with issues of child protection and welfare. In Larkana, Gada Hussain Abassi, Social Welfare Officer, said that Social Welfare Department had set up a rehabilitation center for all children with technical and financial support from health, education, DevCon and others in Larkana.

4.1.5. Knowledge and Capacity Building Of the total 60 adults (parents) respondents, 24 said that they knew about the convention on the rights of the child. Of the 12 teachers, only two teachers said that children have rights and these rights should be protected.

Of the total 12 teachers, 5 said that they knew about the convention on the rights of the child; all teachers said that education is one of the rights mentioned in the convention. They also mentioned about the right to protection, health, shelter and religion. Of the total 12 teachers, 4 said that they did not know that corporal punishment is against human rights of children; 8 teachers claimed that they knew about it.

Of the 27 parents (who had said that they knew about institutions which protect children), only four mentioned names of government agencies (police and social welfare) responsible for the protection of the rights of the child; and 23 adult respondents took names of NGOs, INGOs and UN agencies. Of the 22 parents who had said that they knew about child rights laws, when they were asked about names of those laws, none of them mentioned specific name of those laws; however, some said that these laws related to labor, police and protection.

4.1.6. Tale of Available Data Most of the data on education, health and social welfare is outdated. The government agencies lack data collection mechanism and systems. On child rights issues, the data is usually collected by NGOs such as Sahil and HRCP. In October 2016, the CM Sindh had ordered for setting up a command and control center in Sindh Secretariat, which would monitor health services.99

99 Express Tribune. 2016. Health dept overhaul: Recruit all 6,000 doctors who have cleared SPSC test, orders CM; at http://tribune.com.pk/story/1195184/health-dept-overhaul-recruit-6000-doctors-cleared-spsc-test-orders-cm/ 52 | P a g e

4.1.7. Cooperation with Civil Society In the target districts, the government line agencies’ cooperation with civil society organization is negligible; if there is any such cooperation that is of poor nature with education, health and social welfare departments.

4.1.8. Definition of the Child Although Pakistan ratified the UNCRC, the definition in Article 1 of the UNCRC is not seen compatible in the legal documents of the country. It is obligatory on Pakistan to define a child in the constitution for all purposes in light of Article 1 of the UNCRC. However, starting from the constitution to general and special laws, there are found different definitions of a child for specific purposes and contexts, in which a child is not defined a child a person below 18 years of age such as the Bonded Labour Abolition Act, The Employment of Children Act, the JJSO and the Child Marriage Restraints Acts. In Sindh with reference to child marriage, the child marriage act in Sindh defines a child, a person (girl or boy) below 18 years of age. Generally the JJSO (Section 2 (b)) defines a child a person below 18 years of age but in the matters of arrest and bail, the definition of age of the child changes, such as Section 10: (5) Where a child under the age of fifteen years is arrested or detained for an offence which is punishable with imprisonment of less than ten years, shall be treated as if he was accused of commission of a bailable offence. (6) No child under the age of fifteen years shall be arrested under any of the laws dealing with preventive detention or under the provision of Chapter VIII of the Code.

All laws, whether general, special or provincial (passed by the provincial assembly of Sindh or the Parliament of Pakistan) are applicable in a similar way in three districts (i.e. Benazirabad, Dadu and Larkana) as these are in other parts of the country unless the law defines its theoretical (such as child marriage and child labour) and geographical territories (Pakistan and Sindh). The JJSO is a national law it is applicable in the same way as the Sindh Child Marriage Restraint Act 2011, and the given definitions in these laws are applicable in the target districts. The SCPAA, 2011, defines children below 18 years for all purposes and contexts pertaining to the Act.

53 | P a g e

4.1.9. General Principles

4.1.9.1. Non- Discriminations Of the total 60 parents, only 4 said that children’s did not have rights, thus should not be protected but they did not explain why children should not have rights. Perhaps these words are a reflection of routine social/traditional practices which allow and empower many adults to exercise force (violence) on children.

Enough Food Intake In all three districts, 30 Yes No children (50 percent boys and 50 Girls Boys Girls Boys Total percent girls) said that they had Benazirabad 5 5 5 5 20 enough food to eat in their homes; Dadu 5 5 5 5 20 whereas the same number of Larkana 5 5 5 5 20 children denied that they had not Total 15 15 15 15 enough food to eat. Percent 25 25 25 25 When they asked who is Table 14. Perception towards Food Intake given more food in your family, 6 children said that their brothers, 11 children said that they received too more food, 18 said that their fathers received more food. 20 children said that they did not know about it, and 5 children offered no response, they stayed silent.

Only 4 parents said that they were unable to provide enough food to their children because of the poverty. All other parents informed that they provided enough food to their children.

54 | P a g e

Of the total 30 girls, 22 said that being a girl they were not given preferences in their families; whereas only 8 children said that it is not the case, they were given preferences in their families.

The chart 0 shows that 3 female parents said that girls are their preferred children; not a single male parent said that girls are their preferred children. Overall, it shows that both parents gave more preferences to boys. It would be prudent to mention here that in the cultural context of overall Pakistan and in particular to the rural peripheries of the country, male child preference is a big issue. Male child is considered to be a bread earner and a link to the next generation, however, girls are considered to be a burden who will cost parent a large sum of money in terms of their education and dowry while getting married.

In Benazirabad, Dadu and Larkana, in all three FGDs, children said that they had no idea about whether girls are given less food or not. They said that in actual life, in the village, male members were usually first served with the food. Then, women eat. In a similar way, boys were fed first then girls were served. If the food was scarce or limited, girls were given less.

Senior Medical Officer in Benazirabad said that the communities in Larkana were paying little attention to girls and their rights. He added that parents gave preferences to boys over girls. In most of the cases, girls were neglected.

55 | P a g e

4.1.9.2. Respect for the Views of the Child100 Are children respected by parents? Yes No

Girls Boys Girls Boys Total Benazirabad 10 8 0 2 20 Dadu 10 10 0 0 20 Larkana 10 9 0 1 20 Total 30 27 0 3

Percent 50% 45% 0 5%

Table 15. Respect to Children by Parents

Table 15 shows that 57 (95 percent) children said that their parents respected them; however, only 3 children said that they were not respected by their parents. These children (95 percent) also said that parents respected and listened to their views. Of the total 60 children, 7 said that their parents did not do those things/activities which they had suggested them.

Of the 12 young persons, 3 offered an exceptional answer, “…parents did not listen to them when I was young”; one young person (from Benazirabad) added that his parents "had no awareness on how to treat a child"; another young person (from Dadu) asserted, "my parents never listened my views. They used to say ‘I am wrong in all matters". Grieves of a young person (from Dadu) were expressed, "my parents were so strict they did not listen to my views ever." On the contrary, it was interesting to know that all parents proclaimed that they listened and respected views of their children.

In FGDs, in Benazirabad, all children said that the majority of parents did not respect their views and opinions because they were of younger age. They also mentioned that they did not ask questions and stayed silent in the presence of adult family members or other adults. In Dadu, children shared that their ideas were not considered important. A child added, “our parents ask us to help them but they do not listen us on any important matter related to us.” In Larkana also, children also admitted that they were never been listened or consulted by their

100 Article 12, UNCRC says that states parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. Article 15(1) says that states parties recognize the rights of the child to freedom of association and to freedom of peaceful assembly. 56 | P a g e

parents and it was parents deciding everything about them from education, work to marriage. A child said that it was “(…) perhaps [because] we are children [for our parents], not human beings”. One child said that there was no respect for children with disability. Everyone considered them a burden on society.

4.1.9.3. Best Interest of the Child This provincial law is and can serve as a reference throughout the province. The best interest of the child is mentioned and highlighted in various Sections of the Sindh Children Act 1955 and the Sindh Child Protection Authority Act (SCPAA), 2011, which give primary consideration to the child’s welfare, protection and development. However, on the ground, realities are different. The researchers observed that the government officials in Benazirabad, Dadu and Larkana had little understanding of the best interest of the child. Also, civil society members have had little comprehension of the best interest of the child.

4.1.10. Civil Rights and Liberties

4.1.10.1. Birth Registration In FGDs in Benazirabad, Dadu and Larkana with the CRAN members, it was highlighted that very few parents have the realization of birth registration and certificates. Only on the occasion of registration in schools or to get CNIC, parents in rural areas get their children registered. In result of poor interest in birth registration, in Sindh, the overall birth registration is 20 percent. In Pakistan, the National Database and Registration Authority (NADRA) and local union councils, have initiated programs for the registration of children at birth through awareness raising and facilitation in providing certificates; however, these programs in Benazirabad, Dadu and Larkana have not gained the attention of people.

The national and provincial legal framework also include normative provisions related to child’s civil registration. Those laws include the Juvenile Justice System Ordinance (JJSO), Juvenile Justice System (JJS) Rules, the Sindh Children Act (SCA) and the SCPAA, NADRA Ordinance 2000.

Out of 60 children, only two male children said that their parents asked them not to be with certain children. Of these two children, only one shared that he was being stopped to play with elder people from other communities.

57 | P a g e

4.1.11. Are Children Happy in Their Villages? Before going to the next theme, it is important to understand, what children said about their happiness in their villages during interviews and FGDs with researchers. The number of children is so small; however, many would agree that their views represent the majority of children in three districts.

In all three FGDs, children were read out the following statement: “most of the children are happy in the village because they live a good life, they go to school, teachers do not beat them and elders and parents do not beat them.” After reading this brief statement, they were asked, is this statement true?

In Benazirabad, children challenged that this statement is not completely true. They also said that there might be some children who were living a happy life; however, one child said, “We in our village face many difficulties, [because] they [parents] engage us in the agriculture, looking after livestock, and even teachers beat us in schools.” These children pointed out the class segregation which reflects in the children experiences, “only children of landlords have had a happy life because they have everything and they went to private schools.” They confessed that they belong to poor families and went to government schools, which had inadequate facilities. One child added, “we [children] do not have good clothes our lives are miserable in the village”.

In Dadu, children informed that they were living a very difficult life in their village. They attended schools in the morning and in the evening, they have to work in order to earn some money. The participants of FGDs also pointed out the existence of corporal punishment in schools, “they [teachers] punish them [students] when they [students] committed mistakes or do something wrong….” Some children uncovered the fact of domestic child labor by adding that the small girls from their villages work in the houses where they are beaten and treated cruelly. It was also asserted that in some cases, the employers asked parents to beat children for committing mistakes.

In Larkana, children informed that their parents really beat them and it was a common practice in the village. The younger children suffer the most from the punishment of parents. The other adults were using children for gambling, tribal conflicts, sexual abuse and other activities, which children did not like.

58 | P a g e

4.2. THEME 2: CHILD PROTECTION

4.2.1. Problems of Children below 5 Years Old In Benazirabad, the participants in FGD said that children below 05 years of age were facing countless problems mainly related to health. There were also serious the feeding issues with mothers. Children have nutritional deficiencies. They also said that in the district more than 20 percent infants were facing health issues like hepatitis B and C issues. Parents were not aware of basic vaccinations for mother and child. Therefore, many children get sick with those diseases which could be prevented through vaccines. They also said that due to a lack of awareness parents did not go to NADRA office for the registration of their children.

In Dadu, in FGD with CRAN members, the participants said that parents had no awareness of health issues of children. They also said that in their areas, 60 percent of parents fixed relations of their newborn children with adults or younger boys. This kind of tradition is to exchange marriage. Both sides name girls to boys or adults, when they reach 12 or 13 years of age, they were married.

In Larkana, a male participant Jawad Shah, in FGD with CRAN members, said that children’s kidnapping had become a common issue. He also added that divorces have become common these days but these divorces cause serious problems for minor children. In Benazirabad, in the FGD, the participants said that there around 15 percent married couples were getting separation through courts in the district. In Dadu and Larkana, the divorce rate was higher than 20 percent which was badly affecting children.

4.2.2. Problems of Children: 5-10 Years of Age In Benazirabad, in FGD with CRAN members, the participants shared that children from 5 to 10 years of age were engaged in labor by their parents. And, 80 percent of children belonging to minorities used to bed in villages and towns. In urban areas, children of such age are also engaged in child labor but the ration is less. In this age, children attend schools, and those attended schools, they had to face corporal punishment, mental torture and sexual abuse. One participant added that children’s names were not properly registered in schools. In Dadu, CRAN members in FGD said that this is the most crucial age and at this age, children used to become victims of all kinds of abuse especially sexual abuse. Children of this age have a little understanding of things and issues, that is why they demand many things, but they do not know 59 | P a g e

that their parents were parents, therefore, when they insist, they are beaten by their parents. In Larkana, the CRAN members offered the same responses.

4.2.3. Problem of Girls: 10-18 Years of Age In Benazirabad, Abid Lashari said that 80 percent girls from the aforementioned age bracket go for cotton picking and wheat harvesting while having not much option to work. He informed that there are many brick kilns and sugar mills in the area which employ extremely poor people; usually female children of such parents working at these places, therefore they are being taken out of from schools by their parents. In family set up these girls were also discriminated especially they eat meal/food once male members finished eating food. In this age, it is not very unusual if girl gets married with adults, however, in some cases rukhsati101 takes place after a few years when the girl reaches her age of puberty. In Dadu, CRAN members said that girls of such age were also killed in the name of honor and these girls stop attending school because of traditions. These girls get enrolled but most often remain absent from schools, therefore, in exams they fail, and then their education stops. In Larkana, CRAN members shared that a majority of girls from this age bracket get married. People living in rural areas tend to justify early marriage with their religions. The participants added that the girls of such ageare usually viewed as a burden or economic liability. A participant shared that in Larkana in 2014 and 2015, around 10 girls were married to the members of rival groups. These were used as compensations for murders and to settle the dispute. It was also told that, on the other hand, when these girls marry to the members of rival groups, their lives become hell. They used to face severe physical and mental torture.

4.2.4. Corporal Punishment in Homes Do parents beat their children in your village? Yes No District Girls Boys Girls Boys Total Benazirabad 5 3 5 7 20 Dadu 6 9 4 1 20 Larkana 10 2 0 8 20

101 Shifting of girl from her parents to the groom’s house.

60 | P a g e

Total 21 14 9 16 60 Table 16. Physical Abuse by District

Of the total 60 children, 35 children (the majority of them girls) said that parents did beat their children in their villages; 25 did not agree with it, they said that parents did not beat their children (see Table 16). 4 children said that all times parents were beating their children in their villages (see Table 17).

On the other hand, 11 young persons gave very similar responses; they said that children were treated normal and people loved them. Their parents or other people did not beat them; but one respondent said that the majority of people in his village did not give much importance to children. He did not explain what he meant for much importance to children.

Table 18: Do your parents beat you? In FGD, in Benazirabad Yes No District children said that the parents did beat Girls Boys Girls Boys Total their children when their children Benazirabad 3 5 7 5 20 denied to work in the field or Dadu 4 5 6 5 20 somewhere else. Other adults inside Larkana 6 3 4 7 20 or outside of homes, did not care if Total 13 13 17 17 children were beaten by their parents. Percent 22 22 28 28 It is because generally it is believed Table 17. Domestic Physical Abuse by District that hitting, beating or punishing children is a right of parents. When children commit mistakes or do wrong, parents can beat them. However, sometimes mothers help or save children from being beaten by anyone. That is our mothers face How often parents beat their children? problems. In FGDs, in Dadu and Districts All the Once in a No Total Larkana children offered the same times while response. They said that parents Benazirabad 1 7 12 20 used to beat their children Dadu 1 17 2 20 especially to those who earned Larkana 2 12 6 20 less money from their work. Total 4 36 20

Percent 7 60 33 Table 18. Extent of Domestic Physical Abuse by District

61 | P a g e

When the researcher asked a direct question about their parents, if they beat them, comparatively a low number of children agreed that their parents had beaten them; of the total 60 children, 26 said their parents had beaten them; however, 34 children denied that their parents had beaten them.

Out of 12 young persons, only 4 said that they were beaten by their parents; however, they did not give reasons of being beaten by their parents.

The following Table 19 shows that a large number of parents used punishments as one of the means to improve their children’s behavior; however, they did not mention the type of punishment they applied on their children. 6 parents clearly admitted that they punished their children; 18 parents said that they helped their children to improve their behaviors through encouragement.

How do you improve the behavior of your children: through punishment or encouragement? Mainly through Mainly through Both Depends on the District punishment encouragement situation Benazirabad 4 7 3 6 Dadu 0 5 11 4 Larkana 2 6 5 7 Total 6 18 19 17 Table 19. Influencing Child's Behavior

Other family members beat children: Of the total 60 children, 9 children said that other family members such as brothers and other relatives also beat them. On the other hand, out of 12 young persons, 6 said that adults in their villages used dirty language (foul language) against minor children, and the same happened with them when they were young.

4.2.5. Corporal Punishment in Schools Out of 12 teachers, 9 teachers said that the means of punishments in their schools are appropriate; 3 said that these are not appropriate.

Of the 12 teachers, 8 teachers said that they did not have any means of punishments; 4 teachers said they punish children; of these, 1 said there were smacking and slapping; 1 said about murgha; 1 about spanking; 1 about slapping.

62 | P a g e

Of the total 60 parents, only 2 said that rights of children were not respected in their school, but they did not provide reasons for it, or further explanation.

Table 20: Do teachers beat or punish Table 20 shows that more than 50 percent children in schools? parents knew that the teachers punished/beat their District Yes No children. Others said that teacher did not beat Benazirabad 10 10 their children. Dadu 13 7 When they were asked is it fine to punish Larkana 8 12 the child, 33 parents said that it was appropriate Total 31 29 or fine to punish children; whereas 23 parents Table 20. Parents' Understanding towards Corporal Punishment at School said it is not appropriate; and 4 parents said that they had no idea about it whether it is right or wrong.

50 parents said that if they come to know that a teacher has punished their children, they will do nothing, because many of them considered the corporal punishment an appropriate act. However, 10 parents said that they would lodge a complaint with the head teachers. A researcher asked a parent if the head teachers punished your child, then what would you do, he said he would have done nothing.

In Dadu, in FGD with the CRAN members, the participants said that more than 70 percent teachers apply corporal punishment in schools because they considered it useful. In Larkana, the CRAN members in FGD said that corporal punishment is the most common problem in the district. A participant had brought news clips of the story of children badly attacked by his teacher in a school in Larkana. The story is mentioned in the form of a case study in the following box.

63 | P a g e

The Case of Ahmed Hussain Mashori Corporal punishment has inculcated in Pakistani society as people consider this brutal norm as a useful way to educate children. Number of incidents have been reported where innocent students became victims of physical and psychological abuse in educational institutions by school teachers. Such incidents have not only demoralized the children but they are also noticed quit studying, run away or ended working as child labor. Although Pakistan has adopted numerous laws and also committed to eradicate corporal punishment completely1 but situation is rampant and it has become a tradition in the country especially in government institutions. One such example is Mohammad Ahmed, age 14, who was strangulated, fell unconscious, ended up paralyzed with broken neck bones and deadened limbs. Mohammad Ahmed Hussain Mashori, a brilliant student of class 8 in Cadet College Larkana, was handed over to his father in unconscious state on August 10, 2016 after he received a call from the school. He was told that Ahmed has suffered fits which later turned out to be a torture as marks can easily be seen on head, back, chest, right and lower limbs. He was beaten to an extent that he was bleeding, out of his senses and unaware of his surroundings. His father along-with other close relatives took him to a private medical center for the treatment. Later, Ahmed was referred to a private hospital in Karachi due to insufficient facilities in the medical center and for further necessary treatment. Relatives of Ahmed also told that they found bruises and other signs of torture on his body. His father told media that “Ahmed is on a liquid diet as he can neither digest nor chew solid food”. “My son had been on ventilator for 18 days and underwent dialysis 14 times”, he further added. Ahmed remained paralyzed and mute even after three months of continuous treatment. Now doctors have recommended to take Ahmed abroad for full treatment as they do not have required arrangements for the treatment. Ahmed’s father, a poor man also looking 6 daughters, spent his all means on Ahmed and is now struggling for the justice for his child. A medical team, headed by neurosurgeon, examined the child after the orders of Murad Ali Shah (CM Sindh). Senior doctors, alongside other medical issues, described it is highly likely that the child was sexually abused and his resistance resulted in such devastating torture. Lots of promises have been made by political leaders and law making agencies but no solid actions have been taken to ascertain the arrest of perpetrators. Even after submitting the application at Dorki police station, police refused to register the FIR commenting that it is beyond their jurisdiction and they cannot investigate any incident involving Cadet College Larkana. The boy is not in the condition to explain what exactly happened and neither police nor officials of Cadet College are disclosing anything. Therefore, without an independent and uninfluential investigation on the matter, the culprits would not be ceased behind bars.

4.2.6. Child Begging Five children shared that child from their villages beg in the nearby town and city. Of these four children from Benazirabad said that about 5 children beg in a nearby town because of 64 | P a g e

poverty and one child from Dadu said that only a child begs because he is disabled and also poor. However, parents totally denied that children of their villages beg anywhere. In FGD, in Benazirabad, children informed that around 20 children used to beg in nearby towns. In Dadu, children shared that mainly children from extremely poor family and non- Muslim families went for begging. In Larkana, children also confirmed that many children from poor families of their village beg in nearby towns.

4.2.7. Juveniles Police arrested children from your village: Only three children from Benazirabad belonging to the same village said that they had witnessed that the police arrested a boy and the police beat him. Out of 50 adult respondents, 10 respondents shared that the police arrested children from their villages; however, none of them shared the police treatment with children whether it was good or bad. In Larkana, in FGD, Moharam Meerani (police official and also CRAN member) shared that there was no a separate borstal institution or juvenile wards for juveniles in the district. He said that there were 10 juveniles detained in adult prison in Larkana. Of these, 6 were charged with child sexual abuse. He said there was a separate juvenile ward for children but forcibly occupied by the adult prisoners.

4.2.8. Children with Disability and Orphan Children Are children with disability in your school? District Yes No Benazirabad 3 17 Dadu 1 19 Larkana 1 19 Total 5 55 Table 21. Children with Disability in Schools by District

65 | P a g e

The reported 5 children with a disability by children in their schools; however, they did not share how teachers and other students behaved or treated with them. Only one child amongst the respondent children had a disability, but he did not share how children treat with him because of his disability. On the other hand, out of 60 parents, 44 said that there were some children with disability in their villages; of these 44 parents, all said that these children were treated normal or treated very well by the villagers; except one parent from Larkana who said there was no value of such children. In FGD in Larkana, a child also complained that children with a disability had not respect and protection in society.

Out of 60 children, 10 said that all in their villages insulted orphan children. They were disrespected. However, 50 children said that all respected orphan children.

Do all people disregarded/insulted orphan children? A Senior Medical Officer, in Districts Yes No Benazirabad, opined that children with Benazirabad 7 13 disabilities were completely ignored by the Dadu 0 20 communities in both rural and urban areas. Larkana 3 17 They were regarded as a burden on the Total 10 50 family. In the absence of supportive Table 22. Attitude of People towards Orphans mechanisms, they remain unskilled and uneducated; therefore, they could not support their families. Therefore, these people would be found disturbed and mentally upset. Another Senior Medical Officer, in Dadu, said that children with disabilities were not fairly treated. They did not enjoy their rights.

In FGD with CRAN members, in Benazirabad, a male participant (Akhtiar Tunio) said that children with a disability did not feel encouraged to get an education because there were no jobs and opportunities for the disabled adults. Another participant (Muhammad Waris) said that these children cannot come outside of their houses, if they could come, they have problems to cross the roads. He added and also lamented that around 100 children with a disability would have been found at railway stations in the district. Parents used them for begging alms. This is the only used of these children in our society, and this practice is common in rural areas. He

66 | P a g e

further added that 50 percent of these children were intentionally made disabled by cruel people who do these things unchecked.

In Dadu, the participants in FGD said that children with disability were totally ignored. There were set up two centers for special education in the district. But these are dysfunctional. When these children found no support and help from the society, then they also considered to beg or lived on charities. Mashooq Birahmani (the CRAN members) said that the government is directed by the law to set-up a fund for the rehabilitation and support of special people, but o funds were created to help children with disability or adults with such issues.

Birahmani gave reference of the law which said that “An establishment which does not employ a disabled person as required by section 8 (two per cent compulsory job quota for special persons), shall pay into the (government disabled persons rehabilitation) funds each month the sum of money it would have paid as salary or wages to the disabled persons had been employed.” He further added that “The government is directed under the law to establish a fund for special people’s rehabilitation. The fund is to be administered by the council and is to be utilized for setting up training centers, giving away financial assistance, disbursement of stipends or scholarships and provision of artificial limbs, surgical therapy and medical treatment.”

In FGD, in Larkana, the CRAN members said that children with disabilities or adults with disabilities, all were disseminated. Society did not accept them as humans, but dependent or beggar. A participant said that The Employment, Rehabilitation and Welfare Act 2014 was passed by the provincial assembly of Sindh but not a single step was taken for implementing the law. These children and adults lived without wishes and feelings. They were considered only a human flesh, which required only alms not care and love.

Abdur Rehman Khaskheli, Social Welfare Officer in Benazirabad, said that the government was putting efforts to address problems of special people but these efforts were inadequate because the government was doing things haphazardly, not in the way as the law says -The Disabled Persons (Employment and Rehabilitation) Ordinance 1981. He said that children with disabilities and adults with disabilities had concerns over no implementation of the Sindh Child Protection Authority Act (SCPAA) 2011 and the Sindh Protection of Human rights Act 2011 in the district.

67 | P a g e

Assistant Director Social Welfare Dadu said that children with disabilities were treated discriminately. He said that the government the government had directed the department to create a fund for special people’s rehabilitation. The fund had to be administered by the union council and would be used to set up training centres, provide financial assistance, stipends and scholarships and provide funds for artificial limbs, surgical therapy and medical treatment. He added that a part-time doctor was appointed by the social welfare department from the Zakat fund with the coordination of health department. Children with disabilities were offered medical services but these were insufficient, he added.

Social Welfare Officer Larkana said that after the 18th constitutional amendment in 2010, provinces had to take extra measures to support children with disability but those measures had not been taken yet. So far, officials were blaming each other for the miseries of children with disabilities but they should have come forward to address their problems.

4.2.9. Child Labor and Education Out of the total children, 36 (60 percent) children shared that children like to work in their villages because of poverty. When they were asked if they would also work, 19 children responded that they have to work because of the poor economic condition at their household level. A vast majority of respondents were working with their parents either in the fields or in shops. Only two children were working on other places and they denied any kind of physical violence by their respective employers.

Except 2, all of the respondents informed that there were many children in their schools who also worked somewhere in workshops, fields, shops and houses because of their poor conditions. It was added that they work in order to help their parents for household livelihood.

In Benazirabad, 4 teachers revealed that from 5 to 10 percent of the school going children from the villages attend the school. In Dadu, teachers said that about 70 percent school going children were coming to the school. However teachers from Larkana contradicted as about 45 percent of school going children were attending the school.

They were asked about the reasons, why the remaining children were not coming to schools. In Benazirabad, teachers credited poverty, lack of parents’ interests, lack of facilities in schools and children labor in cities as the key factors keeping children away from the schools. In all three districts, the most common reasons that children were not attending and or enrolling in 68 | P a g e

the school were poverty and lack of interests among parents which is already very much embedded in poverty .

In all villages, teachers indicated that average 24 percent of school going girls were coming to the schools. The most common problem mentioned by the majority of teachers was poverty. Also four teachers mentioned about no trends to send girls for education.

Of the total 44 parents -who had said that children of their village work in workshops, farms and brick kilns- 28 provided different figures of children working in their villages. Some belonged to the same village but offered a quite contrast numbers of children working in their villages such as in Dino Shah village (in Benazirabad) one parent said that there only 2 children working and the other parent said that they are about 60 children.

Of the total 60 parents, 52 said that child labor is not good, but when they were asked, why children work, they all said that it was because of poverty and poor financial conditions of their families.

Parents’ suggestions: how to eradicate child labor? Eradicate Awareness on harms of child Jobs to their parents poverty labor No Idea Districts Male Female Male Female Male Female Benazirabad 0 3 0 1 9 1 6 Dadu 7 7 3 2 0 0 1 Larkana 5 4 5 3 0 2 1 Total 12 14 8 6 9 3 8 Table 23. Parents' View to Eradicate Child Labor

In Benazirabad, in FGD, children said that they did know the exact number of children working but they were working many in agriculture, workshops and other places. They shared that themselves were working in brick kilns, hotels and agriculture. In Dadu, in FGD, children shared that there were around 150 children from their village/mohalla working at different restaurants, workshop, fruits shops, vegetable shops and other places. They said they also worked at different shops and we got tired. They worked because they were poor and also parents forced them. In Larkana, in FGD, children said that a large number of children work in different areas mainly because of poverty.

69 | P a g e

4.2.10. Child Marriages Are children married below 18 years of age in your school? In Benazirabad: 3 boys children shared that 2 District Yes No children below 18 years of age were married. In Dadu: Benazirabad 3 17 2 children informed that 2 children below 18 years of Dadu 2 18 age were married. In Larkana: 8 children from the Larkana 8 12 same village, offered different numbers of children Total 13 47 below 18 years of age married in their school; 1 child Table 24. Presence of Married Children in the said there were only 2 children, 2 children said there School were 25 such children; 5 children said that there were about 20 children in their school.

Only one young person shared that when he was in his school, there were four male married boys in his school. Of the total 12 young persons, only one young person shared that in his village three girls below 14 years of age were married to adult men.

Boys and Girls married before 16 years of age in schools Married Girls Married Boys District Before 16 years Before 16 years Yes No Yes No Benazirabad 0 20 0 20 Dadu 0 20 0 20 Larkana 8 12 8 12 Total 8 52 8 52 Table 25. Breaakdown of Married Children before the age of 16 years in Schools

Out of 60 children, only 8 girls from Larkana said that there were more than 20 girls in their school married below 16 years of age.

Of the total 60 children, only 8 children (all girls) from Larkana shared that more than 20 boys were married below 16 years of age in their school.

70 | P a g e

Parents’ views: What is the right age of a person to Out of 60 parents, only 6 marry? respondents including 3 females (all District At 16 years At 18 years Above from Benazirabad) said that girls Benazirabad 6 12 2 should be married before 14 years of Dadu 0 15 5 age. Of these only three offered the Larkana 0 3 17 reason, it was because of family Total 6 30 24 relations means to strengthen family Table 26. Parecnts' View Concerning Right Age of Marriage relations.

When parents were asked at what age people marry in their villages, the majority 53 parents said that they marry at 18 years of age and above. However, 6 said that people marry at 16 years of age, and one said at 14 years of age (see Table 0).

Parents' views: What is the minimum age, people in your village marry? District At 14 years At 16 years At 18 years Above Benazirabad 1 6 12 1 Dadu 0 0 12 8 Larkana 0 0 4 16 Total 1 6 28 25 Table 27. Minimum Age of Marriage

In Benazirabad, in FGD, children said that 3 girls and 1 boy were married with adults in 2015 and 2016. In Dadu, children shared that four girls married forcibly with adults in their Mohalla/village; these girls cried and agitated but nothing happened. They also said that one boy was married to an adult woman because it was wata sata (exchange) marriage. In Larkana, children shared that five girls were married in 2015 and 2016; of these, two girls have married to old men it was because the parents of girls had taken money from those old people. In Larkana, a girl child shared that his very young brother below 16 years of age was married in 2015.

Senior Medical Officer in Benazirabad also said that mostly girls from rural areas were married in their younger age even below 14. Social Welfare Officer (Benazirabad) claimed that 30 percent of honor killing and 70 percent of forced marriages were reported through the media in 2014 and 2015 in the district.

71 | P a g e

However, the role of police had remained negligible. The assistant director social welfare (Dadu) said that not all traditional practices were wrong but a few of them were very alarming for children especially for girls such as child marriages in any form, exchange marriage, compensation marriage, forced marriage or else. Social Welfare Officer (Larkana) said that more than 80 percent of the population in the district was suffering from conflicts and tribal feuds especially women and girls. Senior Medical Officer (Dadu) said, “There are many communities who bring their girls of very younger age to the hospital. We get surprised when the family members share that the girl is married”. He added that child marriage was widespread in the district.

4.2.1 Child Sexual Abuse, Child Abduction and Child Marriages Cases of CSA, CA and Child Marriages in Benazirabad

In 2013, in Benazirabad, 44 cases of violence against children, which include 20-child abduction and 24 CSA cases.102

In 2014, in Benazirabad, 75 cases of child rights violence were reported that included 47 cases of child sexual abuse and 28 cases abduction.103

In 2015, 41 cases of children were reported in Benazirabad in the media. Of the total case, 18 cases were about child sexual abuse, and 23 were related to child abduction.

Case of CSA, CA and Child Marriages in Dadu

102 Sahil (2014) Cruel Numbers 2013 at http://sahil.org/wp-content/uploads/2014/06/Cruel-Number-2013.pdf 103 Sahil (2015) Cruel Numbers 2014 at http://sahil.org/wp-content/uploads/2015/04/Cruel-Numbers-2014.pdf 72 | P a g e

In 2013, in Dadu, 27 cases of violence against children were reported that included 11 abduction and 16 CSA cases.104

In 2014, in Dadu, 51 cases of children abuse were reported which includes 23 cases of child abduction and 28 cases of sexual abuse.105

In 2015, 34 cases of children were reported in Dadu in the media. Of the total case, 8 cases were related to child sexual abuse. Of the total, 24 were related to child abduction, and 2 cases of child marriages were reported.

Cases of CSA, CA and Child Marriages in Larkana

104 Sahil (2014) Cruel Numbers 2013 at http://sahil.org/wp-content/uploads/2014/06/Cruel-Number-2013.pdf 105 Sahil (2015) Cruel Numbers 2014 at http://sahil.org/wp-content/uploads/2015/04/Cruel-Numbers-2014.pdf 73 | P a g e

In 2013, in Larkana, 90 cases of violence against children were reported by the media which includes 42 cases of abduction and 48 cases of CSA.

In 2014, 875 cases of child sexual abuse were reported from Sindh; 83 cases of child sexual abuse were reported from Larkana106. In 2014, Larkana was reported among top ten districts in Sindh in child abduction. 83 children were abducted in the year. 107

In 2015, 60 cases of children were reported in Larkana in the media. Of the total reported cases, 19 cases were related to child sexual abuse, 38 cases were about child abduction and 3 cases of child marriages.

4.2.11. Children of Religious Minorities Of the total 60 parents, 18 said that there live religious minorities in their villages; and of these only 2 respondents from Larkana district said that religious minorities’ children are discriminated. However, they did not share what kind of and how they were discriminated.

In Benazirabad, in FGD, Shahid Hussain said that unfortunately 95 percent of children belonging to minority groups such as Kolhi, Bheel, Dalits and Gurgla were out of school. In Dadu, in FGD, the participants said that children of religious minorities were facing discrimination in all spheres of life and they were deprived of all fundamental rights. In Larkana, in FGD, Mumtaz Jogi- a representative of Sindh Jogi Community Organization- said that his communities’ children were taught “not to eat, and do not use plates, pots and glasses of

106 Sahil (2015) Cruel Numbers 2014 at http://sahil.org/wp-content/uploads/2015/04/Cruel-Numbers-2014.pdf 107 Sahil (2015) Cruel Numbers 2014 at http://sahil.org/wp-content/uploads/2015/04/Cruel-Numbers-2014.pdf 74 | P a g e

Muslims because we live in fear of being accused of blasphemy. The other participants also said that children from Kolhi, Bheel, Dalits, Gurgla and Oad were not respected in communities in the district.

4.3 THEME 3: Education

A vast majority (58 children) said that they like their school. Of the remaining two children, one girl child said she did not go to school; the other child did not offer any response. 58 child who had said they liked their school when they were asked about the reason of liking their school they replied that it was because of goo school environment, caring teachers and good quality of education.

Of the total 60 children respondents, only 5 (3 girls from Dadu and 2 boys from Larkana) said that they were not going to school. 22 children said that they like the most about theirs schools were their teachers, and 37 said that it was good education given to them at the schools.

Out of 60 children, only three children said that they did not feel happy when they went to school; of these three, only one said that the school was at a far distance. Other two children did not respond. 15 children said teachers insulted children in schools; 45 said that teachers do not insult children.

75 | P a g e

Only 7 children shared that teachers beat, pull on the ear or hair children in their schools. These include 2 from Benazirabad, 3 from Dadu and 2 from Larkana. However, not a single child said that they made a complaint against the teacher who beat them. All 12 young persons praised the quality of education, their teachers and school environment in their times. None of them said that they did not like to go to school. Of the total 12, only 3 young persons said that corporal punishment was not common in their schools. 9 young person said that corporal punishment was common and was being practiced currently. They also shared that beating with sticks, pulling ear and slapping were common means of corporal punishment in their schools and were still practiced.

All young persons said that when they were in schools many other children left education because poverty and parents had no interest in education.

The quality of education was: District Poor Good Very good I do not know Benazirabad 1 11 6 2 Dadu 0 11 9 0 Larkana 4 13 3 0 Total 5 35 18 2 Table 28. Responses about Quality Education

Of the total 60 parents, only 5 complained that teaching conditions (quality of teaching) were poor. The majority appreciated the quality of education in schools in their villages.

Of the total 60 parents, only 3 said that their children do not like to go to school; however, they did not provide reasons for it. 34 parents said that their children love to go to school; 23 parents said that they did not know whether their children like to go to school or not.

Of the 22 parents, 2 did not say anything about the reasons for sending their children to another school; 20 respondents offered somehow similar responses which indicate that there was a problem with the quality of education in their school. Two parents said that they aimed to send to school where there are playgrounds, toilets and qualified teachers. One respondent shared that teachers did not come to teach students that is why he was thinking to send his children to another school.

76 | P a g e

4.2.5. Water and Toilets in the School

Of the total 60 children, 26 (including 12 girls) said that there were not enough toilets in their schools especially these were girls who complained about a shortage of toilets and many of these were broken/damaged.

Is drinking water available in the school? 36 children shared that they had water in District Yes No their schools; on the other hand, 24 said that they Benazirabad 12 8 had no water in their schools. When they were Dadu 12 8 asked if the available water is safe to drink, 24 Larkana 12 8 children said that the water in their schools in not Total 36 24 safe.

Table 29. Availability of Drinking Water in the School Three teachers from Benazirabad said that the school did not have safe drinking water facility/service; one teacher from Larkana said that there is extremely little space for children in the school. Teachers from Dadu highlighted the problem of non-availability of space and broken toilets and non-availability of water in toilets. From Larkana, two teachers complained about little space for children in the school; one teacher said that there were no toilets in the school; the other teacher said that his school has broken toilets; one more teacher said that his school did not have availability of safe drinking water and electricity.

77 | P a g e

4.2.5. Girls’ Education

Of the total 60 children, 40 said that the villagers did not like girls’ education; 20 said that the villagers like girls' education.

Except 4, all parents said that people in their village like sending girls to schools because it is necessary for the community and also it is a right of the girl. Four parents shared that girls were not sent to schools because parents do not have an interest in girls’ education.

4.3.3. Plays and Games There were five children who said that they did not like games. One child said he did not have a nearby playground so he did not play in the playground; and other children did not offer any response.

Do you have a playground in your Of the total 60 children, 31 said that there village? were no playgrounds in their villages; and 29 said District Yes No that there were playgrounds. 21 children said that Benazirabad 6 14 they played in schools; 12 played on the Dadu 5 15 community grounds; 7 played at both the Larkana 18 2 community and school playgrounds; 21 played Total 29 31 inside their homes; 9 children said that they did not Table 30. Availability of Play Area play.

4.3.4. Ghost Schools and Teachers The phenomena of the ghost of teachers and schools belonged to none but to Sindh only, where schools and teachers were on record but never functioned. Interestingly, hundreds of teachers were working in civil society organizations that include NGOs, the media and INGOs, 78 | P a g e

and also in other public and private institutions (see Report Ghost Teachers of Sindh at Facebook). In 2015, the Sindh Education Department had identified, 25,000 ghost teachers in the province.

In 2014, Sindh Education Secretary Dr Fazlullah Pechuho had admitted that at about 40 percent schools in Sindh were dysfunctional and 40 percent schoolteachers were ghost employees taking billions of rupees in terms of salaries every year. He added that more than 100,000 teachers were ghosts getting salaries without services. He also said that approximately four million schoolchildren were out of school in the province, and hundreds of many girls schools were without washrooms.108

In 2016, the CM Sindh had declared education emergency and had taken measures in this regard including separation of the Education and Literacy Department (ELD) into college and school education. 109 School education secretary, Fazlullah Pechuho, said that the situation was the same. It did not bring any change because the major problem in the education sector was of primary schools for which the department had been trying to bring reforms.110 Sindh had 46,039 public primary, middle and secondary schools. He also added that many reform schemes and programs were either not approved or if approved were not launched.

In 2007, a news report stated that Dadu had the highest 400 ghost teachers and 74000 children were without schools.111 In 2013, a report revealed that Benazirabad had the highest numbers of ghost schools and 112 schools were encroached by influential of the areas. The report also said that Dadu was the third among the districts with ghost schools with 271 ghost schools.112

4.3.5. Cambridge School Scheme In 2012, the Sindh Planning and Development (P&D) Department had approved 48 out of total 67 Education Department’s proposals for development schemes for the Annual

108 Dawn. 2014. ‘40pc schoolteachers in Sindh are ghost employees’; at http://www.dawn.com/news/1148388 109 Yusra Saleem. 2016. Problems aplenty: Examining effects of Sindh education emergency; http://tribune.com.pk/story/1246191/problems-aplenty-examining-effects-sindhs-education-emergency/ 110 Yusra Saleem. 2016. Problems aplenty: Examining effects of Sindh education emergency; http://tribune.com.pk/story/1246191/problems-aplenty-examining-effects-sindhs-education-emergency/ 111 Qurban Ali Khushk. 2007. Dadu ranks high in ghost schools, says report; at http://www.dawn.com/news/271906/dadu-ranks-high-in-ghost-schools-says-official 112 Noman Ahmed. 2013. Unfulfilled promises with 6,000 ghost schools, education is a scary prospect; at http://tribune.com.pk/story/576914/unfulfilled-promises-with-6000-ghost-schools-education-is-a-scary-prospect/ 79 | P a g e

Development Programme (ADP) 2012-13. Of the 48 proposals, 1 proposal was about the establishment of 45 units of English Medium Schools in Sindh (with Cambridge System from Nursery to 0 Level.)113 In 2015, these were reported 25 units to be built. The government had allocated 3.7 billion rupees for 25 Cambridge schools. In each district, a Cambridge school had to be built. By 2016, Cambridge schools were completed in Larkana and Benazirabad.114 This scheme is a positive sign but it will not help to address educational issues of children trapped in poverty and traditional systems, which do not allow them to get an education but to work only.

4.4. THEME 4: Health and Nutrition, Hunger and Livelihoods

Table 30: When do you get sick, what your parents do? Take to Take to government Self- District private clinic hospital medication Benazirabad 8 11 1 Dadu 9 11 0 Larkana 5 15 0 Total 22 37 1 Table 31. Use of Medical Facility

Only 1 child said that his parents did not take him to any health outlet and gave him medicines themselves. 22 children said they took them to private clinics and 37 said that they were taken to government hospitals.

One child from Benazirabad said that he had a urinary problem and was getting medical treatment from a government hospital. He had this problem for the last many years. The other children from Dadu said that he had malaria, and also received medical care from a government hospital. 2 parents said that their children had eating problem; they also said that through friendly discussion they attempt to resolve the issue; of the six respondents each one mentioned the following problems their children were facing but individually, means one child one problem; depression, behavioral, school problem, self-harming and sleeping problem.

113 http://www.pakistanpressfoundation.org/2012/04/education-schemes-in-adp-sindh-pd-department-approves-48- out-of-67-proposals/ 114 Yusra Saleem. 2016. Problems aplenty: Examining effects of Sindh education emergency; http://tribune.com.pk/story/1246191/problems-aplenty-examining-effects-sindhs-education-emergency/ 80 | P a g e

Children regularly and timely vaccinated District Yes No I do not know Benazirabad 18 0 2 Dadu 19 1 0 Larkana 19 1 0 Total 56 2 2 Table 32. Vaccination of Children

Of the total 60 parents, 2 said that their children were not regularly and timely vaccinated and 2 other said that they did not know about it. Only one parent had said that his children were not vaccinated but he did not provide reasons for it. Out of 60 adult parents, only 10 said that the villagers had issues with polio vaccine but only one respondent from Benazirabad provided its reason, he said it was because the villagers are not aware of the importance of polio vaccines. Out of 60 parents, 30 had said that government health facilities are near to their villages; they also considered these useful. Out of 60 parent respondents, 43 (72 percent) said that they visit public/government health facilities in case of health problem. In Larkana only, 12 parents said that they had child specialist in their union council. On the other hand, 40 parents (including 13 from Benazirabad, 10 from Dadu and 17 from Larkana) said that they had children's specialist at taluka level. Senior Medical Officer in Benazirabad said since girls were ignored therefore, in cases of health problems, girls are not brought to the hospital for medical check-up. Senior Medical Officer in Benazirabad also highlighted that said young girls were facing sexual harassment and abuse. They lived a stressful life. Many young girls after abuse become pregnant, they have had been brought to private clinics for the abortion of babies in their bellies. In such cases, there remain chances of deaths because these girls do not understand issues in pregnancy; sometimes these die.

4.4.1. Health& Hygiene of Children (Policies and Plan) Senior Medical Officer (Benazirabad) acknowledged that children were the most deprived population in the district. He also confessed that there was a serious dearth of health facilities and services but the existing health structure was good. But many of the facilities did

81 | P a g e

not have services for children. He added that the most common health issues among children in the district were higher mortality, malnutrition, diarrhea and malaria. He also said that he had widely observed the practice of boy preference over a girl in the district.

Since religious minority groups such as Bheel, Kolhi and Odd were poor, therefore, they often visited government hospitals.

Senior Medical Officer (Benazirabad) said that there were needed so many facilities in rural areas especially children specific to address needs of the population who could not afford. He said that there was no mechanism in place in the health department which might help to raise awareness on major health problems among communities.

Senior Medical Officer (Benazirabad) complained about inadequate funds which could have been used to implement policies and plans. He added that the District Health Information System was available which monitored the health situation in the area.

Senior Medical Officer (Dadu) shared that the state of health rights of children was not good. They were suffering from many diseases because of extremely poor health and hygiene conditions. He said that there was high mortality rate in rural communities because the disease which could have been prevented easily. Since parents could not afford and many other reasons, the most of the children reach hospitals when they were in extremely critical conditions.

Senior Medical Officer (Dadu) also complained about insufficient funds, which happened their work. He also said that they had a poor mechanism to monitor health problems of children in rural areas.

District Health Officer (Larkana) said health and hygiene conditions were poor in the district. He criticized the government for its failure to implement health, education and social welfare policies. He added that he see thousands of children weak and malnourished. The sanitation system was in pathetic conditions in the district, and the rural population did not have sanitation facilities. Senior Medical Officer (Benazirabad) said that malnutrition was one of the major health issues in the district. He added that there were only seven safe delivery centers which were not sufficient to meet the needs of the population in the district.

82 | P a g e

Senior Medical Officer (Dadu) said that majority of children were born weak and malnourished because communities do not take care of the pregnant women. In their old ages, children suffer from health complications. District Health Officer claimed that death ratio of children had increased in the district. He said, “Our leaders proudly claim that we are a nuclear nation but sadly children were dying because of hunger and poverty. He claimed that if 400 people die in the district, of these 200 would be children below 5 years of age; and of these 200 children, 120 would be girls. He added that some days ago, 40 children including 27 girls were brought to the district hospital Larkana. He said he wished they would have survived. In February 2014, the Provincial Assembly of Sindh had passed the Sindh Healthcare Commission Act; however, by the end of 2016, the Commission was without a commission; thus unable to start its functions and duties. On the other hand, the new CM Sindh had declared a health emergency in Sindh (on a similar pattern as it was declared for the education sector). In September 2016, the first formal meeting of the commissioners was held who had to elect the commissioner (Daily Times, 2016115). In October 2016, CM Sindh presided a meeting of health officials in Sindh and had ordered to appoint 6,000 doctors for different areas of Sindh who had qualified the exam conducted by Sindh Public Service Commission. In the meeting, the CM was briefed about overall sanctioned strength of staff members in the health sector in Sindh; of these, 7948 were vacant including 6153 doctors, 10 pharmacists, 210 nurses, 1214 paramedics, 23 drug administrators, and 338 LHWs.116 The sanctioned strength of health officials is even not filled, when the province and its districts need more human resources and health units in rural areas. The government of Sindh is lacking will look at the issue of coverage of public health services; CM Sindh also confessed that hospitals in the province were not working but he offered only one excuse, it was a shortage of staff117, which means with the appointment of health staff members, the health sector will deliver services to people. This is an absolute wrong vision of the head of the province; the previous CM Sindh Qaim Ali Shah never owned the responsibility of hundreds of deaths in Tharparkar because of lack of food and health services. He said that it was

115 Daily Times. 2016. Sindh healthcare commission still without a chairman despite tall claims; at http://dailytimes.com.pk/sindh/26-Oct-16/sindh-healthcare-commission-still-without-a-chairman-despite-tall-claims 116 The Nation. 2016. Murad declares health emergency; at http://nation.com.pk/karachi/08-Oct-2016/murad- declares-health-emergency 117 The Nation. 2016. Murad declares health emergency; at http://nation.com.pk/karachi/08-Oct-2016/murad- declares-health-emergency 83 | P a g e

because pregnancy-related matters at the time of birth and before birth. 118 Even the health department did not take the responsibility of deaths of 143 children under five years of age died in Tharparkar in four months starting October 2016 to January 2017.119 During the meeting, the CM Sindh confessed that the substandard medicines were sold in the market and the secretary health added that the province’s only drug testing lab was dysfunctional. There were 1791 health facilities in Sindh including RHC, BHCs, MCHCs, clinics, dispensaries, unani shifa khanas and homeopathic dispensaries. The government had given 998 health facilities to PPHI120 and the health department Sindh was running 783. 121

In 2014, the secretary health shared with the CM Sindh that the infant mortality rate was 82 live births and child mortality rate up to 5 years of age was 104 per 1000 live births. Of the total, skilled attendants conducted only 65.7 percent births. The total fertility rate was 4 percent and contraceptive prevalence rate was at 29 percent.122 This is the state of health department Sindh, the Secretary Health was sharing health indicators from 2014 with the CM Sindh in 2016.

In 2016, in Sindh four polio cases were reported two in Shikarpur, one in Karachi, and one in Jacobabad. Shikarpur and Jacobabad are next to Larkana and Dadu, there is a higher probability of poliovirus in these districts. In the province, 1193 cases of measles including 14 deaths were reported.123

118 Muhammad Hussain Khan. 2014. Qaim dismisses child deaths from Thar famine; at http://www.dawn.com/news/1144008 119 Dawn. 2016. 143 Thar children died in four months: official; at http://www.dawn.com/news/1237066 120 In Fabray 2007, PPHI was given the name of Public – Private Partnership between the Sindh Rural Support Organization (SRSO) and the Government of Sindh (GOS). Now, PPHI Sindh was the name of a private “Company” registered under section 42 of the Companies Ordinance, 1984. In January 2014, PPHI as a new company received the task, which was earlier with the Sindh Rural Support Organization. The first partnership with SRSO and the current with PPHI aims to manage the Primary Healthcare (PHC) infrastructure of the GoS. 121 Dawn. 2016. 143 Thar children died in four months: official; at http://www.dawn.com/news/1237066 122 Dawn. 2016. 143 Thar children died in four months: official; at http://www.dawn.com/news/1237066 123 Express Tribune. 2016. Health dept overhaul: Recruit all 6,000 doctors who have cleared SPSC test, orders CM; at http://tribune.com.pk/story/1195184/health-dept-overhaul-recruit-6000-doctors-cleared-spsc-test-orders-cm/ 84 | P a g e

5. Analysis of Crosscutting Factors 5.1. Gender Discrimination

Sometimes the respondents are incapable of understanding the social or traditional structures to which they follow; therefore, they do not express any issues related with them. In a similar way, many children and parent respondents did not mention about the type and scale of gender discrimination was practiced; however, they were some who clearly able to mark out discrimination with girls in homes when food is served and in education when girls are stopped to attend schools because parents had no interests in girls’ education. There were least efforts by the government agencies to address issues of girls and women facing discrimination in homes and public spheres. In addition, the role of civil society organization was negligible. Despite the fact that Pakistan ratified the CEDAW and the UNCRC, which categorically prohibit all kinds of discrimination and at all levels; however, the ground realities in three districts have not changed much.

5.2. Insignificant Funding for Children Specific Rights

Realization of child rights is hampered by insignificant funds allocated to increase the number of schools, health facilities, and other child protection and welfare institutions such as borstal institute, child protection and rehabilitation centres, centres for children with disabilities. Generally, it appears that budgets are allocated in billions in health, education and social welfare sectors of these three districts, the scale of population needs or demands are so higher. The existing health facilities merely cover about 30 percent populations’ needs and rights. In the absence of health services and facilities, children are usually deprived of their right to life.

5.3. Corruption and low utilization of funds

On the one hand, there is an outcry against the low funding for children specific programs and schemes, on the other hand, the existing allocated little funds remain underutilized and become subject to misappropriation. Corruption impedes social and economic developments. In 2015, Pakistan was ranked at 30 out of 100 most corrupt countries. Corruption and underutilization of funds have badly affected children rights in the districts. High corruption in

85 | P a g e

health and education sectors had a serious impact on children- it implies that they would not receive health and education services.

5.4. The Absence of Data

The absence of complete and updated data badly undermines children’s rights and policies framed for children. Unfortunately, a couple of years ago, there were serious efforts by government departments to gather data on health and education such as Pakistan Social and Living Standards Measurement Survey (PSLM) and Reform Support Unit Sindh, but over the last four years, such efforts have stopped.

5.5. Unemployment

As indicated by various children, parents, young persons, teachers, CRAN members and government officials, the majority of children abandon studies and work in different sectors, it was because of poverty, and poverty perpetuated in these areas because of higher rate of unemployment, which led to higher rate of child labour. The existing resources and employment opportunities were considered insufficient to meet livelihood, education, health and other needs of families, therefore, child labor increased.

5.6. Tribal Conflicts/Feuds

Benazirabad, Dadu and Larkana family and tribal feuds/conflicts are common. In result of such conflicts, thousands of families and children in three districts run after to seek protection. They abandon their houses/shelters, livelihood sources, and relatives, and at the same time, children’s education and mental health are affected. In three years (from 2010 to 2012), 772 people were killed in tribal conflicts in Sindh. The Sindh Education Sector Plan- 2013-2016, also revealed that due to unending tribal feuds in Dadu and other districts, schools remain closed for several months. Or, in many cases, parents did not send their children to schools due to fear of their protection.124 In these circumstances, girls’ education is totally abandoned; boys are helped or sent to schools.

124 Sindh Education Sector Plan 2013–2016 at http://itacec.org/document/learning_resources/Sindh%20Sector%20Plan%202013-16%20%20SESP%20-%20Sub- sectors,%20revised%20version,%2023-06-13%20(2)%20sindh.pdf

86 | P a g e

5.7. Natural Catastrophes

Floods in 2010 and rains in 2011 had brought worst nightmares for people in Benazirabad, Dadu and Larkana. Millions of people especially children were displaced, thousands of schools and health facilities were damaged and destroyed, and livelihood sources were ruined. More on that, for many months, families were living in camps. These calamities also bring sufferings for children. Largely, there is the government’s inability to protect or save pollution in emergencies; lack of early warning systems and rescue services has put thousands of families to sufferings.

5.8. The Absence of Policy, Plan of Action and Goals

The CRSA also reveals that all the concerned departments were without a policy, plan of actions and goals. They were working on ad hock basis. They worked in a cycle around the year without any major and achievable goals. These departments with such approach, therefore, had not been able to progress in health, education and social welfare services. On the other hand, the number of population was rapidly increasing every year.

5.9. The Absence of Accountability

Media’s negligence: It is a fact that much part of this report is based on the media reports; however, there are various sectors and dimensions within child rights that are barely touched upon by the media person. Education received better coverage, various articles and columns; however, health and child protection received scant attention.

87 | P a g e

6. Analysis of Crosscutting Actors 6.1. UN Agencies

The role of UN agencies such as UNICEF, UNDP and UNFPA is not direct and also not for a longer time with the communities and government officials in the area. They usually target officials in urban areas.

6.2. Political Parties

Children are not a priority of political parties; therefore, in most of the major political parties children are not their development agendas.

6.3. Waderas/Feudal Lords

The major hurdle in the provision of basic and fundamental services to children and the communities are waderas and feudal lords. A vast majority of the population in rural areas one or other way have remained victims of wadera and feudal culture. Apparently or directly they do not seem to be a hurdle but the political, judicial and social systems and structures created and perpetuated by them have lethal effects on children rights. If children go to schools then who would work in Jatois, Zardaris, Jamalis, Rinds, Mahessars, Bhuttos and other feudal lords and lords’ lands; especially minor girls from Hindu caste families such as Kolhis, Bheels, Odds, and others become easy prey of the systems and structures. The three districts already have very lowest number of educational and health facilities, but many of these facilities and human resources in these are used for personal activities. Their created systems and structures affect all but to children very badly. Their control of economic resources and opportunities also cause increasing poverty among poor families in the districts. Benazirabad is another center of Pakistan Peoples’ Party, which has remained in power for many times, and over the last 9 years, PPP is in power; Benazirabad is also famous because the ex-present belonged to it. PPP’s MNA Faryal Talpur (sister of ex-president Asif Ali Zardari) has served two times as district Nazim and Dr Azra Pechuho (sister of Faryal Talpur) was elected from the same constituency three times in 2002, 2008 and 2013. In 2013, the Supreme Court heard a case of 90 billion rupees corruption in

88 | P a g e

Larkana against Faryal Talpur.125 These funds were meant for the development schemes and projects in Larkana district. With such political, social and economic environment, implementation or realization of child rights appears to be an onerous terrain.

6.4. Role and Capacity of Duty Bearers

In interviews, very few indicated about the issues of religion based discrimination; however, many mentioned about practices which stand out to be gender; however, these practices were a routine societal behavior with religious minorities’ children and females. Field observations suggest that people controlling political, social and economic fabrics of the society were unwilling to treat underprivileged and deprived groups with equity. These issues have to address through the provision of education, opportunities and legal measures; however, the state apparatuses have little interests as well as the will to counter with the discriminatory practices. There is a significant role of civil society in highlighting, advocating and demanding for non- discriminations with children either they are females or religious minority. There are a few organizations directly engaged in making the society just for all, without any discrimination. At provincial and national levels, civil society organizations have to take extra efforts to push authorities to formulate policies and practices towards gender justice and gender balance; for the implementation at districts level, organizations could work together to end gender and religion based discriminations with children, but their resources are scarce thus, changes are invisible. The state machinery has all resources as well as legal powers to bring positive change for a just and equitable society; however, their will and interests were lacking, they wanted to maintain the same status so that their and others’ negative interests could be served without any barrier. In Benazirabad, Dadu and Larkana, some CRAN members and DevCon were working to protect and promote some areas of child rights; however, their capacity and resources did not allow them to reach out every single child in these districts; however, these organizations were motivated to create the best environment for the enjoyment of children’s rights.

6.5. Parents, Teachers and Civil Society

125 92 News HD. 2016. Faryal Talpur corruption case: PPP didn’t even spare Larkana, says SH CJ; at http://www.92newshd.tv/faryal-talpur-corruption-case-ppp-didnt-even-spare-larkana- says-sh-cj/ 89 | P a g e

The role of parents is extremely important in helping children to access their basic rights that include protection from violence, abuse and exploitation in homes, workplaces, schools, and accessing health and education services and facilities; in three districts, parents’ inclination for the sake of saying was towards education. However, practically, these parents paid a little role in protecting children in homes, schools, and workplace, and accessing health and education services.

Among the duty bearers are the parents because children entirely depend on their parents (biological or only social), therefore, parents have to take care of children’s social, economic, educational, developmental, psychological and physiological needs and rights; but on the other hand, in Sindh’s traditional society, parents give little or no importance to views and ideas of children in matters related or affecting to them.

Either the cruelest treatment children receive in the workshops or in schools; teachers have total control and authority over children. The field data suggests that students’ views and opinion did not matters and decisions related to children rather they were punished with sticks. A case in point from Larkana is, teacher, in the result, strangulated a 14-year-old boy, his sensitive neck bones were broken, he lost speech and suffered paralytic attacks. His limbs go motionless. His life was ruined.126 In some instances, teachers claimed that children’s participation in all matters was necessary. Most of the teachers were appointed based on political affiliation or through corruption127; therefore, teachers’ interests in the education of children is extremely low.

126 Khuwar Khan. 2016. Torture by teacher in Larkana leaves student mute and paralysed; at https://www.geo.tv/latest/120930-Torture-by-teacher-in-Larakana-leaves-student-mute-and-paralyzed. 127 Bhagwandas. 2014. Khuhro admits fake appointments in education during last PPP govt; at http://www.dawn.com/news/1099243 90 | P a g e

7. Conclusion

Field observations and data suggest that there were all kinds of child rights violations and there were serious issues and problems in the implementation of the relevant laws. In some cases, there was the absolute absence of children’s rights to survival, protection, development and participation such as child sexual abuse, child abduction, child marriages, exploitation of children, corporal punishment and lack of access to education and health services. These were the prime areas and issues, which are given the least attention by the administration at the district and provincial levels.

Given the tribal and feudal natures of the majority of the communities living in Benazirabad, Dadu and Larkana, the rights of children have little space even in towns and cities of these districts. Unchecked corruption and insufficient allocations of funds to reform and expand the health and education sectors are the primary barriers in the realization of health and education-related rights. These districts have insufficient health and education facilities to cater needs of even 30 percent population, but the administration did not have plans (and also not willing to allocate funds) to expand facilities to rural areas for wider accessibility.

Poverty and lack of parents of interest in education were the primary reasons, children were out of schools, or children dropped out of schools; and also these were reasons of engaging children in labor. A large number of children were engaged in labor even they were going to school. They had to take care many things and help their parents to the family. Traditional practices such child marriages and no tradition of girls’ education were also leading factors of a higher rate of girls’ dropout from schools. The scale of child marriages appeared to be higher but reported least; one of the reasons of it is, through the media, the majority of people are aware that the marriage before 16 or 18 years of age is illegal. However, they perform child marriage with the help of formal and informal systems, institution and structures prevailing at the grassroots level to support them, and one of the institution of nikahkhwan- the marriage registrar- marriage is one of the sources of livelihoods for the marriage registrar. The system prevails and the laws are violated because there are no monitoring systems at any level.

Corporal punishment in schools and homes is common and acceptable phenomena across the province. At least children could be protected in schools in the first place, which require

91 | P a g e

some rigorous efforts. Children’s and parents views in interviews show that there were little measures by the education departments in three districts to address the corporal punishment in schools. Parents and authorities’ lack of interests in birth registration and also the absence of systems to ensure registration birth of newborn babies have created problems for children.

The situation of child rights in Benazirabad, Dadu and Larkana is not positive, which demands many urgent steps in light of the UNCRC and other guiding laws and policies.

92 | P a g e

8. Recommendations The analysis of crosscutting factors and actors and the data from the field show a poor state of child rights in all three districts. Except for the legal framework, there are found many critical areas, which require the dire attention of authorities at district and provincial levels. In result of findings of the CRSA, following main recommendations are forwarded for the betterment and realization of the child rights in Benazirabad, Dadu and Larkana:

General A. All line agencies such as health, education, social welfare, police and labor need to develop their own policy and plan of actions at the district level. However, these goals should be in conformity with the national and provincial policy and legal frameworks. Civil society organizations, INGOs and UN agencies can play their role in developing precise and comprehensive district policy and plan of actions.

B. As it was repeatedly versed that poverty is the root cause behind child rights and protection problems, it is highly recommended to encourage the national as well as provincial governments establishing rural poverty reduction plans.

Health:

C. During the data collection, it was recorded that a number of children are using private health facilities besides suffering acute poverty. Financial resources for effective township health plans – The health sector in Sindh has suffered for decades from low investment in creating an equitable health system, both from the Government as well as international partners and lack of government commitment. Because national and provincial resources will continue to be limited, even with substantial national as well as provincial budget increases, significant outside assistance will be needed to ensure the building of an equitable health system that is capable of providing high-quality and low- cost preventive, promotive and curative health care to the entire population.

D. A systematic approach to policy-making for the health sector is needed so that a holistic, integrated strategy can be adopted to health care of children and women and cross- sectoral issues like malnutrition can be effectively addressed.

93 | P a g e

E. The coordination of health services provision needs to be strengthened: with international development partners for resource mobilization; among different entities/programmes involved in health care (child health, nutrition, malaria) to contribute to the required continuum of care; at all levels of the health system (national, provincial, district and township); and across service providers (public sector, private sector, NGOs, informal sector). The regulation of private health providers should be strengthened.

F. Inequities in access to and quality of services should be addressed. One option would be to chalk out and implement a provincial Child Health Strategic Plan.

G. Keeping in mind, the poor WASH facilities in the school, it is highly recommended to develop sustainable WASH systems and practices in public schools. Establishment of a WASH task force is recommended for planning, budget allocation, monitoring and data analysis.

Education:

H. There is an urgent need for greater allocation to education as a share of GDP and specifically for greater investment in the basic education sector. Improvements in basic education should feed into and be supported by improvements in higher education. It is also critical that future public expenditures to the education section are targeted strategically and efficiently.

I. Education is a fundamental strategy for human development, poverty alleviation and ultimately, for peace and security. Strengthening the national and provincial education policies for improving the education sector are required in order to address the issue of education in Sindh.

J. There is a need to have an elaborated provincial and district Education Sector Review in Sindh. Conducting a comprehensive sector review and analysis will help strengthen the capacities of education leaders and education systems so as to enable them to formulate and implement educational reforms in an informed manner, facilitate decision-making, contribute to policy implementation, participate in reform programme reviews.

K. A human resource capacity analysis of the Ministry of Education will enable the identification of capacity gaps and better inform the design of a systematic plan to build and strengthen national capacities, particularly in such areas as education policy, 94 | P a g e

planning and management, education financing, teacher education development, curriculum design, examination and assessment, special education, inspection system, education research, early childhood education.

Child Protection:

L. There is a sheer need to establish and employ a uniform definition of a ‘child’, as it would enhance a coherence approach towards provision of child rights and protection.

M. Efforts are needed to bring about ratification of relevant international conventions (such as the UN Convention on People with Disabilities) and to make amendments to the Pakistani law to bring them in line with international conventions.

N. Data Collection mechanisms need to be strengthened for the regular collection of disaggregated information on women and children affected by specific protection problems. Data collection could be disaggregated by the types of children who need special protection mentioned in the rules related to the Child Law, thereby enabling effective solutions to be developed.

O. Increased resources need to be allocated for social welfare services and the quality of them improved. In addition, coordination between different agencies involved in protection, especially government entities, needs to be strengthened to promote an integrated, holistic approach to addressing child protection issues.

P. Greater efforts should be made at the community level to create protective environments for children and women. This will entail efforts to promote attitudinal change in rural Sindhi society to reduce tolerance of, for example, working children, domestic violence, corporal punishment and child marriage, and to promote birth registration and a positive outlook on children with disabilities. CRAN should be given consultative space before the legislation as they are relatively more sensitized about the issue.

Q. Increased attention should be paid to preventing the institutionalization of children, and more efforts are needed to avoid the separation of children from their families. Regulation of residential facilities for children needs to be strengthened, and the minimum standards of care should be enforced. Greater efforts need to be made to reintegrate children now in residential facilities with their families, where appropriate and in the best interests of the child. 95 | P a g e

R. In 2007, the Government of Pakistan has approved a “Social Protection Strategy to Reach the Poor and Vulnerable”. The Social Protection Strategy is conceived within the overall framework of ‘Just and Balanced Development’ envisaged in MTDF (2005-10) and Vision 2030.

S. It was recorded in FGDs held with the district level Child Rights Advocacy Network (comprising of CSOs working on child rights) in all three districts that the process of allocation of funds is usually not participatory and is top-bottom where the real needs of the districts are usually not catered for. Also many of the district level organizations were not even aware of the processes of allocation. There is a great need to involve CRAN in the budget allocation and planning process in the respective districts.

For DevCon A. Organize consultations with line agencies for improving their data collection systems and mechanisms.

B. As it was visible that the communities (children, parents, teachers and others) were also lacking knowledge of and about child rights, DevCon should also spell out a strategy to enhance the understanding of these key actors concerning CRC, SCA, SCPAA and JJSO.

C. It is highly recommended to inaugurate a campaign to sensitize people, from the target area, about the importance of birth registration and the process of birth registration. It may help children to access their civic rights and facilities.

D. DevCon should give more attention to address the component of gender discrimination in their program. There should be some strategies to sensitize people about this discriminatory behaviour and treat girls equally as to their boys.

E. Launch advocacy and awareness campaign against child marriages

F. Launch advocacy and awards campaign against corporal punishment in schools and homes

G. Strengthen the CRAN so that rigorous monitoring of child rights violations should take place.

96 | P a g e

H. Advocate and lobby with the provincial labor department and education department expand their activities to address the issue of child labor in three target districts.

I. DevCon possesses expertise in advocacy regarding child related issues. It has to be intensated in order to ensure the effective implementation of the Pakistani legislature in the domain of child labor and other child related abuses.

J. DevCon should also incorporate and exploit the general recommendations, as mentioned above, in their conceptual and operational framework.

K. It is suggested that DevCon should lobby with the government for the participation of CRAN in the budget allocation and planning process.

97 | P a g e

9. Annexes

Annex I – Different Definitions of A ‘Child’ in Pakistan

Proposed changes or Pakistani laws Status of the child in the law comments The Constitution of Pakistan does not provide There are no efforts to definition of the child; however, legislators and propose amendments in the The Constitution interpreters take reference of Articles 11 and Constitution which could of Pakistan 1973 25A. These both Articles are contextual and do define a child up to 18 years not provide general reference for defining a child for all purposes and in line with the UNCRC. contexts. No changes are proposed with regard to age of the child but the age may be Article 11 (Slavery, forced labour, etc. increased up to 18 years or The Constitution prohibited): 3) No child below the age of at least 16 years, for of Pakistan 1973 fourteen years shall be engaged in any factory or harmonizing it Article 25A mine or any other hazardous employment. of the Constitution, in which a child is consider a person up to 16 years. No changes are proposed with regard to age of the child but the age may be Article 25 (3): Nothing in this Article shall increased up to 18 years for The Constitution prevent the State from making any special defining a child. This is the of Pakistan 1973 provision for the protection of women and provision in the Constitution children. that is usually referred in the making of children rights related laws. This is education specific provision; other provisions (such as Article 11) in the Article 25A (the right to education): The State The Constitution Constitution may be brought shall provide free and compulsory education to of Pakistan 1973 in harmony with this all children of the age of five to sixteen years. provision. Yet no changes are proposed with regard to age of the child. Section 3 (paragraph 2): …every other person No changes are deemed and The Majority Act domiciled in Pakistan shall be deemed to have proposed with regard to age 1875 attained his majority when he shall have of the child. completed his age of 18 years and not before.

98 | P a g e

The Guardians Section 3 (1) "minor" means a person who, No changes are deemed and and Wards Act under the provisions of the Majority Act, 1875, proposed with regard to age 1890 is to be deemed not to have attained his of the child. Majority. No changes with regard to the age of the child may be The National Section 4 (Registration of Citizens) (a): every proposed; however, early Registration Act citizen in or out of Pakistan who has attained the age for the registration of 1973 age of 18 years shall get himself registered. the may be proposed such as 16 years. The age of the girl child had been proposed to be The Child increased up to 18 years Marriage Section 2 (a) "child" means a person who, if a through a bill in the Restraint Act, male, is under eighteen years of age, and if a National Assembly in 2009 1929 (Amended female, is under sixteen years of age”. as well as in provincial in 1981) assemblies but yet could not be materialized by May 2013. The Offence of Section 2 (a) "adult" means a person who has Zina Changes are being attained, being a male, the age of eighteen years (Enforcement of demanded to bring the age or, being a female, the age of sixteen years, or Hudood) of the girl child to 18 years. has attained puberty Ordinance 1979 The Sindh For a long time changes are Section 5: Child is such person who has not Children Act deemed and proposed with attained the age of 16 years. 1955 regard to age of the child. The Sindh Child Age of the child is in Protection Section 2 (g): “Child” means a person who has conformity with the Authority Act not attained the age of eighteen years. UNCRC. 2011 The Khyber Pakhtunkhwa Section 2 (d): “child” for the purpose of this Act Age of the child is in Child Protection means a natural person who has not attained the conformity with the Welfare Act age of eighteen years. UNCRC. 2010 The age aspect of the law The West can be reviewed and in light Pakistan Section: (a) “child” means a person who has not of the international Vaccination completed the age of 16 years. standards changes may be Ordinance 1958 proposed if required. The Juvenile Section 2: “Child” means a person who at the The age is in conformity Justice System time of commission of an offence has not 99 | P a g e

Ordinance 2000 attained the age of eighteen years. with the UNCRC. The Frontier Sections 21 & : 22 Provided also that women, Age of the child has to be Crimes children less than sixteen years of age persons increased from 16 to 18 Regulation over sixty-five years of age shall not be arrested years. (Amended) 2011 and detained under this section. Rule 280. Juvenile and Youthful Offenders. (i) “Juvenile” in the case of male means a prisoner who at the time of conviction was under Review of the Rule 280 is The Prison Rules 18 years of age and includes “youthful required which may result 1978 offender”. (ii) “Youthful offender” means a male changes in the age of the juvenile who, when convicted was 15 years of child (youthful offender). age.

Rule 326: Women prisoners shall be allowed to keep their children with them in prison till they Internationally, minimal attain the age of three years. ages are fixed for children to be with mother prisoners,

Pakistan Prison such as in Canada a child up Rules 1978 Amendment by Punjab, Sindh and KP to 9 months can stay with Provinces: Children with mothers. Women mother prisoner but in prisoners shall be allowed to keep their children Pakistan it has been with them in prison till they attain the age of increased up to 6 years. "six" years. Section 82: Nothing is an offence, which is done Changes in the age of the by a child under seven years of age. child are required. In this regard the Child Protection

(Criminal Law) Amendment Pakistan Penal Section 83: Nothing is an offence which is done Bill 2009 has been pending, Code 1860 by a child above seven years of age and under which suggests to increase twelve, who has not attained sufficient maturity the age of the criminal of understanding to judge of the nature and responsibility from 7 to 12 consequences of his conduct on that occasion. years. Change in the age of the child is not required but change is required to protect children from practice of Section 89: Nothing is an offence which is done corporal punishment. In Pakistan Penal in good faith for the benefit of a person under 2013, the Prohibition of Code 1860 twelve years of age by the guardian or other Corporal Punishment Bill person having lawful charge of that person. was passed by National Assembly of Pakistan but lapsed due to technical reasons. The Railways Section 130: (1) a minor under the age of twelve Change in the age of the 100 | P a g e

Act 1890 years child is not required but there is required review of Section 130 and other relevant provisions in the Railways Act which affect children. The Punjab Destitute and Section 3 (1) (e): “child” means a natural person The age is in conformity Neglected who has not attained the age of eighteen years. with the UNCRC. Children Act, 2004 The Ordinance does not Workers Section 4: The Provincial Government shall define the child; however, it Children provide education free of cost up to Matric to seems to be in conformity Education one child of every worker employed in an with Article 25A of the Ordinance 1972 establishment referred to in section 3. Constitution. Civil society organizations are deeming to bring the age The Factories of the child in conformity Act 1934 Section 2 (c) "child" means a person who has not with Article 25A of the (Amended in completed his fifteenth year”. Constitution. Yet no 1997) changes proposed with regard to age of the child. Civil society organizations are deeming to bring the age of the child in conformity The Mines Act Section 3 (c)” Child means a person who has not with Article 25A of the 1923 completed his fifteenth year. Constitution. Yet no changes proposed with regard to age of the child. Civil society organizations are deeming to bring the age Section 2 (a): “adult” means person who has The Shops and of the child in conformity completed his seventeenth years of age; (c) Establishment with Article 25A of the “child” means a person who has not completed Ordinance 1969 Constitution. Yet no his fourteenth year of age. changes proposed with regard to age of the child. Civil society organizations Section 2 (i) "adolescent" means a person who are deeming to bring the age The Employment has completed his fourteenth but has not of the child in conformity of Children Act, completed his eighteenth year; (iii) "child" with Article 25A of the 1991 (Amended means a person who has not completed his Constitution. Yet no in 2005) fourteenth year of age. changes proposed with regard to age of the child.

101 | P a g e

Section 11: Provided that where an offender, being not less than 18 years of age at the time of The Ordinance does not his conviction of an offense for which an order The Probation of define the child under the discharging him conditionally or placing him on Offenders list of definitions. However, probation is made, is subsequently sentenced Ordinance 1960 Section 11 does define a under this Ordinance for that offense, the child below 18 years. provisions of this subsection shall cease to apply to the conviction. Civil society demands Action (in Aid Section 4 (1) (d): take special measures in repeal of the law; but the Civil Power) respect of the life and safety of children, women law can also be amended to Regulation 2011 and elderly persons. exclude children under 18 years from its ambit. Section 108. Oaths of witnesses: Every person giving evidence at a Court martial shall be examined on oath or affirmation and shall be There is need to fix the age The Army Act duly sworn or affirmed in the prescribed form: of the child in light of 1952 international standards, so Provided that where a Court martial is satisfied that judicial officers and that a child of tender years is unable to legal officers do not get understand the nature of an oath or affirmation, confuse. it may dispense with the administration of oath or affirmation. The Pakistan Officers and jawans (soldiers) could be recruited Changes may be proposed National Service between the ages of 17 and 23, and had to have to increase the age of Ordinance of at least a year’s training before taking part in recruitment from 17 to 18. 1970 active service. The Vagrancy Section 2 (a): "child" means a person under the The law may be proposed to Ordinance 1958 age of fourteen years; be repealed. The Boned Labour System No age is given in the law. However, bonded Change may be proposed to (Abolition) Act Labour is prohibited for all ages. define the child. 1992 The Protection of Section 2: (a) "infant" means a child up to the The law may be reviewed in Breast-feeding age of twelve months; (b) "young child" means a light of international and Child child from the age of twelve months up to the standards and changes may Nutrition age of two years. be proposed if required. Ordinance, 2002. Section (5): "minor children" means, in the case of sons of Native fathers, boys who have not The law may be reviewed in The Divorce Act completed the age of sixteen years, and, in the light of international 1869 case of daughters of Native fathers, girls who standards and changes may have not completed the age of thirteen years in be proposed if required. other cases it means unmarried children who

102 | P a g e

have not completed the age of eighteen years. The Prevention and Control Of Section 2 (b): (b) "child means any- person who The age is in conformity Human has not attained the age of eighteen years. with the UNCRC. Trafficking Ordinance, 2002 Section 2: (a) “child” includes a still-born child; (j) “still-born child” means any child which has The law may be reviewed in Maternity issued forth from its mother after the twenty- light of international Benefits eighth week of pregnancy and which did not at standards and changes may Ordinance 1958 any time after being completely expelled from be proposed if required. its mother, breathe or show any other signs of life; Section 2: "minor" means, notwithstanding The law may be reviewed in Pakistan anything in the Majority Act, 1875, any person light of international Citizenship Act who has not completed the age of twenty-one standards and changes may 1951 years. be proposed if required. Juvenile Section (c): “juvenile” means any person who is The age may be increased to Smoking under the age of sixteen years. up to 18 years. Ordinance 1959 Section 2 (e): "minor" means any person subject to the Majority Act, 1875, who has not attained The law may be reviewed in The Succession his majority within the meaning of that Act, and light of international Act 1925 any other person who has not completed the age standards and changes may of eighteen years ; and "minority" means the be proposed if required. status of any such person. Section 3: Prohibition of departure from Pakistan without passport, etc. The given age indicates about the age of criminal Section 4: Punishment for contravention of responsibility. This positive The Passport Act section 3, etc.-(1) A citizen of Pakistan who is of provision may be linked 1974 the age of twelve years or more shall be with advocacy and lobby for punishable with imprisonment for a term which increasing the minimum age may extend to one year, or with fine or with of criminal responsibility in both, if he :- (a) contravenes or attempts to Section 82 of the PPC. contravene or abets the contravention of any of the provisions of section 3 The law does not mention and define a child; therefore The Foreigners Section 2 (a): “foreigner” means a person who is any foreigner of any age Act 1946 not a citizen of Pakistan; (even of one month) will be sentenced if falls in the ambit of the Act. This

103 | P a g e

should be brought in conformity with Passport Act in which below 12 years children are not made responsible for the act/offence. Section 2 (1) (e): (e) “dependent” in relation to an emigrant, means the spouse, sons not above the age of twenty-one years, and unmarried sisters and daughters of the emigrant, and includes aged or incapacitated parents, The law may be reviewed in The Immigration incapacitated sons above the age of twenty one light of international Ordinance 1979 years and widowed and divorced sisters and standards and changes may daughters of the emigrant wholly dependent be proposed if required. upon and residing with the emigrant and the sons not above the age of twenty-one years, and dependent unmarried daughters, of such widowed or divorced sisters or daughters.

104 | P a g e

Annex II – Photos from Data Collection Activity

Photo 4. Interview with A Female Teacher

Photo 4. FGD with Children

Photo 4. Interview with a Lawyer

105 | P a g e

Photo 4. FGD in-progress in Larkana

Photo 5. Interview with Mothers

Photo 6. Interview with Social Welfare Office, Larkana

Photo7. CRAN FGD in-progress in Benazirabad

106 | P a g e

Annex III – Tools of Data Collection

Child Rights Situation Analysis in Benazirabad, Dadu and Larkana Dear concern, this questionnaire has been prepared to conduct the in-depth analysis of child rights situation in Benazirabad, Dadu and Larkana. We really appreciate your inputs and assure the secrecy of the information you will be sharing with us to highlight the concerns with respect to child rights. Your name will be kept secret and the provided information will only be used for the research purposes.

Interviewer Name: ______Date: Day Month Year

Interview Status: Complete Incomplete Location: ______

1. Questionnaire for Children below 18 Years and Youngsters from 18-24 Sr. No. Question Answer

1. What is your Name?

2. What is your Age? (1 = below 7, 2 = 7 – 9, 3 = 10 – 12, 4 = 13 – 15, 5 = 16 – 18, 6 = I don’t know, 88 = Didn’t answer)

3. Sex: (1 = Male, 2 = Female)

(0=None, 1=Class 1, 2=Class 2, 3=Class 3, 4=Class 4, 5=Class 5, 6=Class 6, 7=Class 7, 8=Class 8, 9=Class 9, 10=Class 10, 11=1st Year, 12=2nd Year, 4. What is your Education? 13=Diploma/Certificate, 14=Don’t know, 88=Didn’t answer, 99=Other (please specify)

107

a. Family

Do parents beat children? (1 = yes, 2 = No, 3 = Don’t know, 88 = Didn’t answer) 5. [If answer is ‘2’, go to Q:7]

6. How often parents beat children? (1=Always, 2=Usually, 3=Often, 4=Sometimes, 5=Rare, 6=Don’t know, 88=Didn’t answer, 99=Other (please specify))

Do other people/relatives beat children? (1 = Yes, 2 = No, 3 = Don’t know, 88 = Didn’t answer) 7. [If answer is ‘2’, go to Q:9]

8. How often other people/relatives beat children? (1=Always, 2=Usually, 3=Often, 4=Sometimes, 5=Rare, 6=Don’t know, 88=Didn’t answer, 99=Other (please specify))

9. Do parents restrict you to play with other children? (1=Yes, 2=No, 3=Sometimes, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify)) - [If answer is ‘1’, go to Q:10 – If answer is ‘2’, go to Q:11]

10. Describe children with whom parents restrict you to play?

11. Do parents listen to your views? (1=Yes, 2=No, 3=Sometimes, 4=Don’t know, 88=Didn’t answer, 99=Other(please specify))

12. Do you get enough food to eat? (1=Yes, 2=No, 3=Sometimes, 4=Don’t know, 88=Didn’t answer, 99=Other(please specify))

13. Who gets extra food in your family? (1=Me, 2=Brother, 3=Sister, 4=Father, 5=Mother, 6= Don’t know, 88=Didn’t answer, 99=Other (please specify))

14. Do you think, being a girl(s), you are not given preference in your family? (1=Yes, 2=No, 3=Sometimes, 4=Don’t remember, 88=Didn’t answer, 99=Other (please specify))

108 | P a g e

15. Do you think, being a boy(s), your sisters are given preference in your family? (1=Yes, 2=No, 3=Sometimes, 4=Don’t remember, 88=Didn’t answer, 99=Other (please specify))

16. Were you vaccinated? (1=Yes, 2=No, 3= Don’t remember, 88=Didn’t answer, 99=Other (please specify))

17. Who is bread earner (who makes money) in family? (1=Father, 2=Mother, 3=Both, 4=Brother, 5=Sister, 6=All, 7=Don’t know, 88=Didn’t answer, 99=Other (please specify))

18. What type of work your father does? (1=Job, 2=Work in Fields, 3=Own Business, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify)) 19. What type of work your mother does? (1=Job, 2=Work in Fields, 3=Own Business, 4=House wife, 5= Don’t know, 88=Didn’t answer, 99=Other (please specify)) b. Society

20. Do you have play ground in your village? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer)

Do you play games? (1=Yes, 2=No, 88=Didn’t answer, 99=Other (please specify)) 21. [If answer is ‘2’, go to Q:23]

22. Where do you play games? (1=School, 2=Playground, 3=Both, 4=at home, 5=Street, 6= Don’t know, 88=Didn’t answer, 99=Other (please specify))

Are children married below 14 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 23. 88=Didn’t answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:25]

24. How many children are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

25. Are children married below 16 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer, 99=Other (please specify))

109 | P a g e

[If answer is ‘2’, go to Q:27]

26. How many children are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

Are children married below 18 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 27. 88=Didn’t answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:29]

28. How many children are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

Are girls married below 14 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 29. answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:31]

30. How many girls are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

Are girls married below 16 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 31. answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:33]

32. How many girls are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

Are girls married below 18 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 33. answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:35]

34. How many girls are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

110 | P a g e

Are boys married below 14 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 35. answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:37]

36. How many boys are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

Are boys married below 16 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 37. answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:39]

38. How many boys are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

Are boys married below 18 years of age in your village/school? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 39. answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:41]

40. How many boys are married? (1=1, 2=2, 3=3, 4=4, 5=5, 6=6,…, 88=Didn’t answer, 99=Other (please specify)

41. When parents insult children, do others (neighbours, police etc.) intervene? (1=Yes, 2=No, 3=Sometimes, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify))

42. When adults insult children, do others (neighbours, police etc.) intervene? (1=Yes, 2=No, 3=Sometimes, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify))

43. Do your parents like girls’ education? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer, 99=Other (please specify))

44. Does your village/community like girls’ education? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer, 99=Other (please specify))

111 | P a g e

45. Do children work in your village? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer, 99=Other (please specify))

Do you work? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer, 99=Other (please specify)) 46. [If answer is ‘2’, go to next section]

47. Why do you work? (1=Support Family, 2=For myself, 3=Don’t know, 4=Didn’t answer, 99=Other (Please specify)

48. Where do you work? (1=In fields, 2=In shop, 3=In Brick kiln, 4=Factory, 5=Don’t know, 88=Didn’t answer, 99=Other (please specify)

Are you paid for your work? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer, 99=Other (please specify)) 49. [If answer is ‘2’, go to Q:51]

50. How much are you paid? [1= <100, 2= <500, 3= <1,000, 4= <1,500, 5= <2,000, 6= <3,000, 7= Don’t know, 88=Didn’t answer, 99=Other (please specify)

Does employer beat you at work? (1=Yes, 2=No, 88=Didn’t answer, 99=Other (please specify)) 51. [If answer is ‘2’, go to Q:54]

52. How often your employer beats you? (1=Daily, 2= Usually, 3=Often, 4=Sometimes, 5=rare, 88=Didn’t answer, 99=Other (please specify))

53. Did you complain against your employer? (1=Yes, 2=No, 88=Didn’t answer, 99=Other (please specify))

Do you like your current work? (1=Yes, 2=No, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify)) 54. [If answer is ‘2’, go to next section]

112 | P a g e

55. Why do/don’t you like your work? Please state the reason?

c. Education

56. What do you most like about the school? (1=Teachers, 2=Education, 3=Friends, 4=Don’t need to work, 5=Playing games, 6= Don’t know, 88=Didn’t answer, 99=Other (please specify))

What do you dislike the most about your school? (1=Teachers, 2=Education, 3=No playground, 4=corporal 57. punishment, 5=Bullying, 6=No toilet, 7=No drinking water, 8=No facilities, 9=Don’t know, 88=didn’t answer, 99=Other(please specify) Do teachers beat/insult children? (1=Yes, 2=No, 3=Don’t know, 4=Didn’t answer) 58. [If answer is ‘2’, go to Q:60]

59. How often do teacher beat/insult children? (1=daily, 2=usually, 3=often, 4=sometimes, 5=rare, 6=don’t know, 88=didn’t answer, 99=Other (please specify))

Did you ever complained against the teacher? (1=yes, 2=no, 3=don’t know, 88=didn’t answer) 60. [If answer is ‘2’, go to Q:63]

61. Where did you complain against the teacher who beats you? (1=parents, 2=principal, 3=community leader, 4=govt., 5=all, 6=don’t know, 88=didn’t answer, 99=other (please specify))

62. What was the result of your complaint? (1=nothing, 2=teacher beat more, 3=beating stopped, 4=teacher dismissed, 5=don’t know, 88=didn.t answer, 99=other (please specify))

Are children with disability in your school? (1=yes, 2=no, 3=don’t know, 88=didn’t answer) 63. [If answer is ‘2’, go to Q:65]

113 | P a g e

64. Are children with disability disliked/hated in your school? (1=yes, 2=no, 3=don’t know, 88=didn’t answer)

d. Juveniles 65. Has any child been arrested from your village? (1=yes, 2=no, 3=don’t know)

66. Did police beat the child? (1=yes, 2=no, 3=don’t know)

67. Have you seen or heard children beaten by the police? (1=yes, 2=no, 3=don’t know)

Have you ever been arrested by the police? (1=yes, 2=no, 3=didn’t answer) 68. [If answer is ‘2’ or ‘3’, go to next section]

69. Please state the reason why you were arrested? 70. Where they kept/detained you? (1=police station, 2=Jail, 3=private place, 4=don’t know, 99=Other (please specify)) 71. For how long they detained you? (1=1 day, 2=2 days, 3=3 days, 4=4 days, 5=5 days, 6=6 days,…,87=don’t know, 88=didn’t answer, 99=Other (please specify)) 72. Did you go to the court? (1=yes, 2=no, 3=don’t know)

Were you sent to jail? (1=yes, 2=no, 3=don’t know) 73. [If answer is ‘2’ or ‘3’, go to next section]

74. How many days you spent in jail? (1= <1 month, 2= <2 months, 3= <3 months, 4= <4 months, 5= <5 months, 6=don’t know, 88=didn’t answer, 99=other (please specify)) 75. How was the environment in jail?

114 | P a g e

Please describe. e. Health

Do you smoke? (1=yes, 2=no) 76. [if answer is ‘2’, go to Q:79]

77. How often do you smoke? (1=daily, 2=usually, 3=often, 4=sometimes, 5=rare, 6=don’t remember, 88=didn’t answer, 99=other (please specify))

78. For how long you have been smoking? (1=<1 year, 2=<2 years, 3= <3 years, 4= <4 years, 5= <5 years, 6= <6 years, 7= =>6 years, 8=don’t know, 88=didn’t answer, 99=other (please specify))

Do you take drugs? (1=yes, 2=no) 79. [if answer is ‘2’, go to Q:83]

80. How often do you take drugs? (1=daily, 2=usually, 3=often, 4=sometimes, 5=rare, 6=don’t remember, 88=didn’t answer, 99=other (please specify))

81. Name the drug you take? (1=gutka, 2=weed, 3=heroin,4=don’t know, 88=didn’t answer, 99=other (please specify))

82. How long have you been taking drugs? (1=<1 year, 2=<2 years, 3= <3 years, 4= <4 years, 5= <5 years, 6= <6 years, 7= =>6 years, 8=don’t know, 88=didn’t answer, 99=other (please specify))

83. Do children from you village beg in the city? (1=yes, 2=no, 3=don’t know)

84. Where do you go for treatment when you are sick? (1=nowhere, 2=govt. hospital, 3=govt. dispensary, 4=private clinic/hospital, 5=hakeem, 6=pharmacy, 7=don’t know, 88=didn’t answer, 99=other (please specify))

Do you have any health problem? (1=yes, 2=no, 3=don’t know) 85. [if answer is ‘2’ or ‘3’, go to Q: 87]

115 | P a g e

86. Can you please share the name of the problem? (1=fever, 2=headache, 3=coughing, 4=chest pain, 5=stomach pain, 6=skin infection, 7= diarrhea, 8=don’t know, 88=didn’t answer, 99=other (please specify))

Do you have any disability? (1=yes, 2=no) 87. [if answer is ‘1’, go to Q: 88]

Have you noticed any change in the behavior of people? (1=yes, 2=no, 3=don’t know, 88=didn’t answer) 88. [if answer is ‘1’, go to Q: 89]

89. Was the change positive or negative? (1=positive, 2=negative)

116 | P a g e

Child Rights Situation Analysis in Benazirabad, Dadu and Larkana Dear concern, this questionnaire has been prepared to conduct the in-depth analysis of child rights situation in Benazirabad, Dadu and Larkana. We really appreciate your inputs and assure the secrecy of the information you will be sharing with us to highlight the concerns with respect to child rights. Your name will be kept secret and the provided information will only be used for the research purposes.

Interviewer Name: ______Date: Day Month Year

Interview Status: Complete Incomplete Location: ______

2. Questionnaire for Parents Sr. Question Answer No.

1. What is your Name?

2. What is your Age? (1=18-24, 2=25-30, 3=31-35, 4=36-40, 5=41-45, 6=46-50, 7=Don’t know, 88 = Didn’t answer)

3. Sex: (1 = Male, 2 = Female)

4. What is your Education? (0=None, 1=Primary, 2=Middle, 3=Matric, 4=Intermediate, 5=Graduate, 6=Diploma/Certificate, 7=Don’t know, 88=Didn’t answer, 99=Other (please specify)

How many children do you have? (0=none, 1=1, 2=2, 3=3, 4=4, 5=5, 6=6, 7=7, 88 = Didn’t answer, 99=other (specify)) 5. [If answer is ‘1’, go to Q:7]

117 | P a g e

6. Please specify the gender ratio of your children?

7. Do you think children have rights that should be protected? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer)

8. Do you know the Convention on the rights of the child? (1=yes, 2=no, 3=didn’t answer)

Do you know the institutions that protect the rights of children? (1=Yes, 2=No, 88=Didn’t answer) 9. [If answer is ‘1’, go to Q:10]

a. ______10. Name the institution: b. ______c. ______d. ______Are there laws for the protection of the rights of children in Pakistan? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 11. answer)

[If answer is ‘1’, go to Q:12]

12. Name the laws you a. ______know: b. ______c. ______d. ______Do you think as parents you have obligations towards children? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer) 13. [If answer is ‘1’, go to Q:14]

Mention at least 5 obligations a. ______c. ______e. ______14. you have towards your b. ______d. ______f. ______children:

What is the most appropriate source you get information about the rights of children? (1=textbooks, 15. 2=television, 3=radio, 4=family, 5=husband/wife, 6=colleagues, 7=friends, 8=Don’t remember, 88=Didn’t answer, 99=Other (please specify))

118 | P a g e

16. Do you help your children to understand their rights? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer)

17. Do you help your children to understand that their rights are legitimate and nobody can violate them? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer)

18. Do you help your kids to react against the violation of their rights? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer) 19. Do you discuss with your kids when others’ rights are violated? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer)

20. Do you encourage your kids to react against the violation of others’ rights? (1=Yes, 2=No, 3=Sometimes, 88=Didn’t answer)

Do you think the rights of your children are respected in schools? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t 21. answer)

[If answer is ‘2’, go to Q:22]

22. Please state the reason?

Do you think the violation of the rights of children relates to: (1=age, 2=physical incapability, 3=mental 23. incapability, 4=social class, 5=gender, 6=race/ethnicity, 7=all of above, 8=don’t know, 88=Didn’t answer, 99=Other (please specify))

24. Do you think the rights of the child should be taught in schools? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer)

Have you heard of any such activities organized by the school in your area? (1=Yes, 2=No, 3=Don’t know, 25. 88=Didn’t answer, 99=Other (please specify))

[If answer is ‘2’, go to Q:28]

119 | P a g e

Have you participated in any of these activities? (1=Yes, 2=No, 88=Didn’t answer) 26. [If answer is ‘1’, go to Q:27]

27. What was the topic of the activity?

28. What can be done to improve the human rights discussion in schools?

29. How do you rate the school of your children? (1=very good, 2=good, 3=poor, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify))

30. Do you think the teachers in your children school are the masters in their respective subject? (1=yes, 2=no, 3=few of them, 4=all of them, 5=don’t know, 88=Didn’t answer, 99=Other (please specify))

31. How do you rate the teaching conditions in schools? (1=very good, 2=good, 3=poor, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify))

Do teachers communicate with you regarding your child’s progress? (1=yes, 2=no, 88=didn’t answer) 32. [If answer is ‘2’, go to Q:34]

33. How often teachers communicate with you? (1=regularly, 2=usually, 3=often, 4=sometimes, 5=rare, 6=don’t know, 88=didn’t answer, 99=other (please specify))

Do schools have extracurricular activities? (1=yes, 2=no, 3=don’t know, 88=Didn’t answer) 34. [If answer is ‘1’, go to Q:35]

35. How do you rate the quality of extracurricular activities in school? (1=very good, 2=good, 3=poor, 4=Don’t know, 88=Didn’t answer, 99=Other (please specify))

120 | P a g e

Do your children like to go to school? (1=yes, 2=no, 3=don’t know, 88=Didn’t answer) 36. [If answer is ‘2’, go to Q:37]

37. Please state the reason?

Would you like to change the school of your children? (1=yes, 2=no, 3=don’t know, 88=Didn’t answer) 38. [If answer is ‘1’, go to Q:39]

39. Please state the reason, why do you wish so?

40. Write few changes you would like to a. ______c. ______see in the school of your children? b. ______d. ______

41. How do you improve the behavior of your children? (1=punishment, 2=encouragement, 3=both, 4=depends on the situation, 88=Didn’t answer, 99=Other (please specify))

42. Do you respect the opinion of your children? (1=Yes, 2=No, 3=Sometimes, 4=depends on the situation, 88=Didn’t answer, 99=Other (please specify))

43. Do you trust your children? (1=yes, 2=no, 3=sometimes, 4=depends on the situation, 88=didn’t answer, 99=other (please specify))

44. Do your children participate in the decision making within family? (1=Yes, 2=No, 3=Sometimes, 4=Depends on the situation, 88=Didn’t answer, 99=Other (please specify))

45. Do your children inform you about their performance at school? (1=Yes, 2=No, 3=Sometimes, 4=When I ask, 88=Didn’t answer, 99=Other (please specify))

121 | P a g e

Is any of your children disable? (1=Yes, 2=No, 3=Don’t know, 88=Didn’t answer) 46. [If answer is ‘1’, go to Q:47]

47. How many of your children are disable? (0=None, 1=1, 2=2, 3=3, 4=4, 5=5, 6=6, 7=7, 8=don’t know, 88= didn’t answer, 99=other (please specify)

What type of disability? (1=physical issues, 2=mental issues, 3=Don’t know, 4=Didn’t answer, 99=Other (Please specify)) 48. [If answer is ‘2’, go to Q:49]

49. What kind of problem your child(ren) suffer? (1=depression, 2=behavioral problems, 3=eating problems, 4=self- harming, 5=sleeping issue, 6=difficulties in relationships, 7=anxiety, 88=Didn’t answer, 99=Other (please specify))

Did you ask for any professional help for your child or for yourself as a parent? (1=yes, 2=no, 88=Didn’t 50. answer)

[If answer is ‘1’, go to Q:51]

Did you receive any professional help for your child or for yourself as a parent? (1=Yes, 2=No, 88=Didn’t 51. answer, 99=Other (please specify))

[If answer is ‘1’, go to Q:52]

52. Was the help you received useful? (1=yes, 2=no, 3=don’t know, 88=Didn’t answer, 99=Other (please specify))

Did you face any difficulty in availability of the treatment? (1=Yes, 2=No, 88=Didn’t answer) 53. [If answer is ‘1’, go to Q:54]

54. What difficulties did a. ______c. ______e. ______you face? Please state. b. ______d. ______f. ______

122 | P a g e

55. How we can improve a. ______c. ______e. ______the situation? b. ______d. ______f. ______

56. Do you think you provide enough food to your children? (1=yes, 2=no, 3=sometimes, 4=Don’t know, 88=Didn’t answer)

Are your children timely vaccinated? (1=yes, 2=no, 3=don’t know, 88=didn’t answer) 57. [If answer is ‘2’, go to Q:58]

Please 58. describe the reason?

59. Do you take your children’s views in family matters? (1=yes, 2=no, 3=sometimes, 4=depends on the situation, 88=didn’t answer, 99=Other (please specify))

Do you receive financial support for the education of your children? (1=yes, 2=no, 3=don’t know, 88=didn’t 60. answer)

[If answer is ‘1’, go to Q:61]

61. What is the source of financial aid? (1=govt., 2=family, 3=relatives, 4=community, 5=informal loans, 6=formal loans, 7=don’t know, 88=didn’t answer, 99=other (please specify)) 62. Do teachers beat or punish children in the school? (1=yes-always, 2=no, 3=sometimes, 4=depends on the situation, 5=don’t know, 88=didn’t answer, 99=other (please specify)) Is it fine if teacher punishes the child? (1=yes-always, 2=no, 3=sometimes, 4=depends on the situation, 5=don’t know, 63. 88=didn’t answer, 99=other (please specify))

[If answer is ‘2’, go to Q:64]

64. What do you do if you come across that the teacher punishes children? (1=nothing, 2=talk to teacher, 3=complain to principal, 4=don’t send children to school, 5=don’t know, 88=didn’t answer, 99=other (please specify))

123 | P a g e

65. Has your child ever told you about the punishment? (1=yes, 2=no) [If answer is ‘1’, go to Q:66] 66. What did you do? (1=nothing, 2=talked to teacher, 3=complained to principal, 4=stop sending children to school, 88=didn’t answer, 99=other (please specify)) [If answer is ‘2’ or ‘3’, go to Q:67] 67. What was the result? (1=nothing, 2=teacher beat more, 3=beating stopped, 4=teacher dismissed, 5=don’t know, 88=didn.t answer, 99=other (please specify))

Are children in your village, below 18, involved in child labor? (1=yes, 2=no, 3=don’t know) 68. [If answer is ‘1’, go to Q:69]

69. What kind of work they are involved in? (1=Farming, 2=Livestock, 3=Work in fields, 4=brick kilns, 5=beg, 6=don’t know, 88=didn’t answer, 99=other (please specify))

Why children are involved 70. in child labor? Please describe.

71. What do you think, should children below 18 work instead studying? (1=yes, 2=no, 3=don’t know, 88=didn’t answer, 99=other (please specify))

72. Do children smoke in your village? (1=yes, 2=no, 3=don’t know)

Do children take drugs in your village? (1=yes, 2=no, 3=don’t know) 79. [If answer is ‘1’, go to Q:80]

80. Name the drug if you know? (1=gutka, 2=weed, 3=heroin,4=don’t know, 88=didn’t answer, 99=other (please specify))

Are there any efforts to rehabilitate them? (1=yes, 2=no, 3=don’t know, 88=didn’t answer, 99=other (please specify)) 81. [If answer is ‘1’, go to Q:82]

124 | P a g e

82. Are you satisfied with the efforts? (1=yes, 2=no, 3=don’t know, 88=didn’t answer, 99=other (please specify))

83. For you, who is better as a child? (0=none, 1=boy, 2=girl, 3=both, 4=depends, 5=don’t know, 88=didn’t answer, 99=other (please specify))

84. What is the right age of a person to marry? (1= <14, 2= <16, 3= <18, 4= <20, 5= <22, 6=don’t know, 88=didn’t answer, 99=other (please specify))

85. At what age people in your village marry? (1= <14, 2= <16, 3= <18, 4= <20, 5= <22, 6=don’t know, 88=didn’t answer, 99=other (please specify))

86. In your village, what is the average age of girls to marry? (1= <14, 2= <16, 3= <18, 4= <20, 5= <22, 6=don’t know, 88=didn’t answer, 99=other (please specify))

87. In your village, what is the average age of boys to marry? (1= <14, 2= <16, 3= <18, 4= <20, 5= <22, 6=don’t know, 88=didn’t answer, 99=other (please specify))

Do people like sending their girls to school? (1=yes, 2=no, 3=don’t know, 88=didn’t answer) 88. [if answer is ‘2’, go to Q: 89]

89. What are the reasons? (1=no need for girls to study, 2=girls don’t study in our family, 3=other people don’t like, 4=ethically wrong, 5=girls must stay at home, 6=cultural restrictions, 7=don’t know, 88=didn’t answer, 99=other (please specify))

90. Where do you go for treatment of health issues of your children? (1=nowhere, 2=govt. hospital, 3=govt. dispensary, 4=private clinic/hospital, 5=hakeem, 6=pharmacy, 7=don’t know, 88=didn’t answer, 99=other (please specify))

91. Are you satisfy with the services provided? (1=yes, 2=no, 3=don’t know, 88=didn’t answer, 99=other (please specify))

92. Are there children with disability in your village? (1=yes, 2=no, 3=don’t know, 88=didn’t answer, 99=other (please specify))

125 | P a g e

93. What is the attitude of people towards disable children? (1=positive, 2=negative, 3=don’t know, 88=didn’t answer, 99=other (please specify))

Are there minorities in your village? (1=yes, 2=no, 3=don’t know) 94. [if answer is ‘1’, go to Q: 95]

95. How do people treat minority children? (1=good, 2=badly, 3=don’t know, 88=didn’t answer, 99=other (please specify))

96. Can you please share how to eradicate child labor?

How should we stop child 97. marriages? Please describe.

How can we increase 98. enrollments in schools and colleges?

126 | P a g e

15