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Evidence Based Impact Analysis of Community Support Process for Girls Education in Balochistan [Research study]

Evidence Based Impact Analysis of Community Support Process for Girls Education in Balochistan [Research study]

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Published by Saeed
Research Report for analyzing the impacts on girl's education
Research Report for analyzing the impacts on girl's education

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Categories:Types, Research
Published by: Saeed on Nov 17, 2012
Copyright:Attribution Non-commercial

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07/29/2013

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Evidence Based Impact Analysis of Community Support ProcessIDSP.PAKISTANPage
1
 
Evidence Based Impact Analysis of Community SupportProcess
[Research study]Conducted ByInstitute for Development Studiesand Practices - Pakistan
 
Evidence Based Impact Analysis of Community Support ProcessIDSP.PAKISTANPage
2
 
PREFACE
 
Education empowers minds and nations; therefore we can say its a vision based continuedprocess of development. As such, formal education faces a set of obstacles and resistancebut also generates its own methods to overcome these obstacles. The level and strength ofprevailing political will, decision-makers’ depth of understanding of the issues involved, theway society sees and values education as well as resource availability are all critical forremoving the obstructions. The ability to combine available resources of human energy andavailable political will when these two forces are joined, processes and mechanisms can helpto create spaces for developing effective and need based education that in turn demonstrateits impacts in the form of a vibrant civil society.Community Support Process (CSP) is a distinct instrument that was created by thestakeholders of girl’s education in Balochistan. CSP was formed to address the mythscreated against girl’s education in the province. The myths were:1. The people of Balochistan are against girl’s education,2. Parents do not want their daughters to attend schools3. There are no women teachers for girl’s schools,4. The communities/villagers do not provide land free of cost for construction of girl’s schools.These were the major myths circulating across Quetta’s power structures both inside andoutside government circles. The effects of these myths were so deeply rooted that girl’seducation was among the most unpopular issue, making the relevant and responsibleauthorities reluctant to address it. UNICEF’s consistent efforts achieved some majorbreakthroughs i.e. the Government changed some of the basic rules thereby facilitating thepromotion of girl’s education. Specifically, two challenges that were addressed throughUNICEF’s persuasion in 1991 were flexibility in rural teacher’s selection and training youngwomen from the villages as teachers for primary schools. The political will and the visionaryeducation department’s leaders enabled UNICEF’S efforts. The Government readjustedteachers’ selection and recruitment standards, i.e., the Government relaxed the rules
 
Evidence Based Impact Analysis of Community Support ProcessIDSP.PAKISTANPage
3
 
regarding the completion of Matriculation (grades 10
th
) for a primary school teacher andallowed Middle pass (grade8
th
) 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
th
or 10
th
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.

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