Evidence Based Impact Analysis of Community Support ProcessIDSP.PAKISTANPage
regarding the completion of Matriculation (grades 10
) for a primary school teacher andallowed Middle pass (grade8
) women, aged 14-40 to be hired. Previously, the minimum agewas 16 and retirement age was 60. However, this relaxation was accompanied by twoconditions: 1) the middle pass school teachers will complete their matriculation within threeyears and 2) the teacher must be a permanent resident of the village where she is appointedas Government teacher. These two landmark decisions by the government of Balochistan notonly removed a fundamental administration and management block in girl’s education, it alsochallenged the myth that there are no women teachers available in rural Balochistan. On theother hand the common and ordinary people of Balochistan had already demonstrated theirposition on girl’s education: 28000 girls were enrolled in boy’s schools across Balochistan in1991.A clear challenge to the second myth that parents of girls are against their daughter’seducation. In 1991 UNICEF launched its first district-based teacher’s training for the selected100 young women who were 8
grade graduates from the districts of Loralai,Naseerabad and Turbat.Around this time, the World Bank (WB) was taking over the financial support for girl’seducation from USAID in the provinces of Balochistan and NWFP, presently renamed KhyberPukhtunkhwa (KPK). The WB team members, led by a hard working and visionary teamleader (a woman), were all extraordinary and committed professionals. This team ensuredthat communities become key stakeholders in girl’s education in Balochistan. This focusedvision, backed by a funding commitment, was completely incorporated by the provincialpolitical leadership of the time. The minister of education was determined to challenge theseprevailing myths, exhibited exceptional political will and took a strong position on girl’seducation. The role and commitment of district education officers of education departmentand their teams played vital role in practically removing the obstacles created by these mythsagainst girl’s education. Community Support Process (CSP) for girl’s education in Balochistanresulted from the untiring hard work, leadership and commitment of the district officers. Itinitially started in the three districts. Education officers from districts and the brilliantprofessional support of young team members trained as community education promoters, ofBeneficiary Participation component of Balochistan Primary Education Development Project,became the first group that was trained by practice with the technical advisor of BeneficiaryParticipation, and later became the
fundamental pillars of the CSP.