Institute for Development Studies & Practices

Annual Report
Jan to Dec

2007

With Allahs blessings and extraordinary ' commitment, great energy and clear vision of young people of Pakistan, IDSP has completed its ten years journey with dignity, grace and meaning ful achievement of few milestones. We belive that these milestones are essential building blocks in creating structures for stronger character dedication to work and , understanding the meaning and value of life and living. With love, peace and harmony Director Faculty, Fellows, , Staff and all Learners

Organizational Structure Institute for Development Studies & Practices IDSP-Pakistan

Fellow Council Director

Faculty Council

Learners Council Academic Council

Associate Director Programs MIS Associate Director System

District Campus Manager

Academic Program
Peace Rights & Justice

Learner & Community Partnerships
Resource Mobilization

Resource Centre

Finance & Admin

Program Associates

Development Courses
Gender & Justice Physical Space

Community information & learning center

HRD / HRM

Finance

Program Fellows Interns/ Volunteers

Affiliation & Accreditation
Education on Peace & Justice

Community Based Courses

Physical Assist

Publication

Admin

Educational Research & Publication

Interventions Based Researches

Media Resource Center

Endowment

MIS / IT

Innovative Educational Practices Radio Centers

Dear friends
Celebrating the 10th Anniversary of IDSP, when we look back we find an extraordinary support from the people from diverse regions, areas and background. This support has strengthened our faith in working with people and communities which are discarded according to standards of education, development and modernity or who are put to the tides of violence, poverty and injustices. Sustaining and Making more vibrant learning spaces for the ordinary man and women IDSP Pakistan has started the process of its endowment building which will surely contribute in its sustainability and expansion. IDSP-Pakistan has initiated the Endowment Building process in 2006 August; the endowment building team applied multiple processes of reaching out and orienting people across the Globe. The means used were detailed discussions, emails, seminars and presentation. This is our first feed back on the funds raising process and outcome on the basis of the nature and amount of funds each member of our support group has given IDSP has developed a classification of its support members in to friends, contributors and donors of IDSP. All the young but vulnerable people will be deeply grateful if you could continue your giving relationship in any of its above group of supports. Ÿ We all are deeply grateful for your financial contributions as a response to our call for fund raising for IDSP Endowment Building. We are please to bring in your knowledge that IDSP to date has raised. Ÿ From Pakistan Philanthropy Rs. 13,10685/- [US$ 21844.75] Ÿ From International friends Rs. 8,61360/- [US$ 14356] Ÿ Total Amount Rs. 21,72045/- [US$ 36200] Ÿ Policy of Investment for Building IDSP Endowment. Ÿ Option for Investment. Ÿ 25% Risk free investment in Government securities. Ÿ 25% acceptable risk e.g. stocks and shares, team participation, mutual funds. Ÿ 25% liquid investment e.g. bank deposits. Ÿ 25% equity participation / venture capital. Investment Venture Capital (Cut Flower) Pak Rupees 696,638/- US$ [12201] 32.07 % Bank Deposit Pak Rupees 14,75,407/- US$ [23999] 69.93 % Note: due to not enough information and clarity IDSP did not invest in the first two areas of policy. Therefore investments in last two areas are exceeding to ensure that money is invested. Formation of Trust for Development Studies and Practices. IDSP has develop its trust for Development Studies and Practices and all the funds raised for Endowment and Investment will be accounts and assists will be kept in the Trust. In 2007, IDSP PAKISTAN conducted seven courses in IDSP's district campuses in Baluchistan, and in Azad Kashmir, following is an over view in a glance. Community learning Project Initiative: IDSP has initiated a Cut flower project in its land, where 80 thousand bulbs of Gladiolas were sown with the objectives mentioned below: 1. Sustainability of IDSP by earning from flower sales 2. Trained the Balochistan Youth in the field of Cut Flowers 3. Understanding Organic way for Growing 4. Learning and developing marketing for flowers, thus promoting a culture of flower growing in a highly tense and insecure situation of Pakistani people. Flowers comes in as a symbol of Peace and Tolerance IDSP-Pakistan still needs your support and that of your family and friends to reach its target funds of Pak Rupees Rs. 7,78,28,000, equal to [US$ 12,97,133.33].to build its endowment for the sustainability of above courses. We need you to support IDSP-Pakistan by raising funds for its Endowment. You can do this by contributing and becoming IDSP-Pakistan friends, donors or contributors. We will keep you informed on IDSP's growth and performance. We will also facilitate your exposure to IDSP-Pakistan if you plan to visit Balochistan. Friends of IDSP-Pakistan out side Pakistan US$ 1000 or more, within Pakistan Rs. 10,000 or more. Donors to IDSP-Pakistan out side Pakistan US$ 100 and more within Pakistan Rs. 3000 or more. Contributors to IDSP-Pakistan out side Pakistan - US$ 20 and more within Pakistan Rs. 1000 or more. IDSP-Pakistan will provide you with details of progress and detail of expenses regularly. With deep acknowledgment and regards. Resource Mobilization Team

Regards, and many many thanks

Dr. Quratulain Bakhteari

Direct IDSP-Pakistan

We are very thankful to all the individuals, groups, communities, organizations and institutions who have been supporting us with their sincere, thrilling and unconditional contribution. The energetic youth and the team of IDSP consistently played vital role while continuing our journey towards the institutional vision and goals. IDSP has been very far thematic to have a great group of concerned and sincere friends in the country, region and at international level. It is their unconditional support and encouragement which has contributed in the vibrancy and dynamism. We are very thankful to all the financial supports, who have directly supported IDSP for materializing its concepts and ideas. The work with youth and communities has increased IDSP's faith in its work, it has also diversified the institutional mechanisms, systems and conceptual horizon, so IDSP is especially thankful for them while sharing their part of wisdom. Government of Balochsitan has been supporting the institution, the local governments in the different districts of Balochistan have extended their supported while sharing the space for office, monetarily supporting the courses parts and as well encouraging the young faculty at the district level. IDSP is very thankful for their contribution. SKOLL foundation has awarded Dr. Quratulain Bakhteari as an entrepreneur with a grant, which has been focused on the development of core programmatic portfolios of the IDSP as learning institution in the Balochistan and in the region. We are very grateful to the SKOLL for this valuable financial support. The HANA-campus of the institute is in the process of construction, it all was possible due to the financial and moral support of the INFAQ foundation. We are very thankful to INFAQ foundation for their timely support and contribution. IDSP is indebted to the CIDA, FGHR, UNICEF, NED, DIFID, British High Commission (BHC),TAF and INFAQ foundation for supporting IDSP's programs and providing opportunities to its fellows and learners for practicing programs and projects with freedom and fearlessness. The loop of IDSP's partners has been very central in the development of the institutional portfolios and human resource development. We are especially thankful to, BERKANA, ASHOKA, and Learning Societies Network. The partners in the local level Network PCE, PRHN, MUBARZA have been instrumental in shaping various joint ventures with IDSP . Wants to express our gratitude to all the partners in the national and international networks. At this stage we will also pay regards to the individuals who have continuously supported IDSP with practical, technical and intellectual support. Mr. Wasif Rizivi has contributed in the institutional development process at various stages, we are deeply grateful to his services and guidance. Mr. Kamil Khan Mumtaz (Anjuman-e- Maimaran) Mr. Munir fashe (Arab Education Foundation, Hovard University, USA) Mr. Manish Jain, Shilpa Jain(Shikshantar India), Nithin Paranjpai(Abhivikti India) Mrs Suzane and Mr. Hussain Fatahi (Tehran ) . Mrs Zara Shahid Hussain, We are also grateful to the members of the Executive committee, and general body for encouraging the institute towards new dimensions of learning and practice. IDSP is grateful to Dr. Quratulain Bakhteari, the founding and present director of the IDSP, who has been leading the institute with a continued zeal and enthusiasm for attaining the long term goals and vision. She has demonstrated an unconditional, loving and growing leadership which has helped the team to emerge and grow as professionals with human sensibility.

Acknowledgment:

IDSP ANNUAL REPORT 007

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Mission Statement IDSP-Pakistan

To Nurture and Develop the Individual and communities that will change the power structure by demystifying the process of Education and Development, Generate the value-based Partnerships and Practices at all levels.

Vision of IDSP External Vision: Internal Vision:

Politically socially and culturally aware individuals that creates interdependent, self reliant societies that guarantee and acculturate dignified living for all. Views itself as a regional learning institution recognized and known for its innovative learning mechanism for regeneration of repressed knowledge values and interdependent practices.

Table of Contents
Founding Director Dr. Quratul-Ain-Bakhteari Lead Editor Shahjahan Baloch Major Contributor Barkat Shah Kakar Sub Editor Barkat Shah Kakar Advisor Ali Naqvi Text Editor Javed Langa Composing & Graphic Asim Riaz

Section 1 Section 2 Section 3 Section 4

Learning Courses System & Institutions Learning Exchange Response to Relief & Emergency

4 10 14

16

Section 5 Section 6 Section 7 Section 8

Community Engagement 18 Learning Journey Way Forward Audit Report 23 29 31

Correspondence:
Institute for Development Studies and Practices (IDSP-Pakistan) 7-A Al- Mashriq Street Arbab Karam Khan Road Quetta. E-mail: idsp@idsp.org.pk / web: www.idsp.org.pk Ph: 0092-81-2449775-2741776 / Fax: 0092-81-2447285

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into a realistic learning organization. The year was focused on intense practices of establishing the basic identity of a young Pakistani individual. It acknowledged that each individual has strong potential for meaningful growth with a vision for his or her own direction in life. Unfortunately, this youthful, beautiful and powerful energy is trapped and controlled by inner fears within their own selves. All that is needed is to create mechanisms that will help unleash this unexplored energy of our youth. Open spaces to learn self development, reflect and practice in a non competitive, non judgmental and non controlling environment. This environment must ensure his or her individual or collective experiences of the intellectual development processes that are essential for mutual respect, dignity and love. Acknowledging and strengthening the tradition of giving, sharing and supporting each other as a fundamental basis of co operation, rather than gaining evaluations on standardized scales of competition production based approach systems. IDSP believes that deeper fears in a young person can be encountered by helping her or him to learn and practice in extending more spaces for others to grow and develop. Thus enabling each individual to take pride and seek fulfillment in helping others to learn and grow. It is proven that one can grow and develop one's self by developing others. IDSP made these experiences of teaching and mentoring a non negociatable part of individual's learning processes. We now have a collective understanding that these processes are essential for human growth and development, IDSP Courses directed to ensure a meaningfull dignified life and livelihood for all young people as they make up more than 60 percent of our population in Pakistan. IDSP realized that with fear of inscure employment and pressure of a boss and employee relationship, there cannot be a real learning and confidence building environment for its young and inexperienced people engaged in learning by practices in IDSP. It is obvious that all available learning spaces in countries like Pakistan are based on fear. These spaces operate on personalized judgments thus creating an illusion of weakness and incompetence in a young and growing individual. The result is broken self confidence that takes deeper roots in a person as the years goes by. In our experience this fear is the most challenging obstruction in making or breaking of an individual's inner goodness, strength, character, self esteem and constructive growth. The dominant structures of education, governance and economic powers use fear of incompetence, gauged against standards of success set by the same structures of controls. In IDSP we are constantly engaged in deconstructing any such structure that creates fear there for, finally, in 2006 we converted all employment positions in to learning positions by awarding fellowships for each individual who was ready to practice his or her belief and make it part of DSP rogram. Being a fellow of IDSP is a whole new status of a learning and practices of one's own ay of doing things. Each individual fellof developes ideas in to a concept and integrates it in to a program or a project for his or her own practices. Throughout 2007 IDSP the year held consultations and analyzed practices.Thus, several opportunities were opened to the fellows. E ach fellow worked on developing their concepts until he or she regain full confidence to launch the program or project according to her or his approach. Sometimes it is too expensive or too time consuming for an individual to get out of inner fear of reaching out for his dreams, testingtheir ideas, and
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Message from With extra ordinary efforts, concentration and highly the Director effective leadership of young people, IDSP shifted its bases

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overcoming the fear of failure or social disgrace of being an incompetent person. ith highly meaning full support from Skoll Foundation continued with this unconditional engagement of human values an trust building relationships of faith and acceptance. According to the learning contract each fellow has to teach, mentor, take institutional responsibilities, and be part of a program or lead his or her own program, like, to learn fund raising, management of funds, budgeting net working, planning and engaging with the communities and policy makers, political and economic stake holders. All fellows have to be connected with their own people and with the international forums as well. All fellows have learning contracts or agreements with IDSP . These learning contracts became the working paper for IDSP's programs at one level, while regenerating new spaces for each fellow to practice and learn development programming at individual level thus establishing their own professional identity. The efforts resulted in creating, three major programs in IDSP, the Academic development and Learner and Community Partnership Program and Resource Mobilization program.During nine years it was first time in the year 2007, Then Faculty lanched four courses, in four districts of Balochistan for young fellows. Thus engaging more than 90 young learners across two provinces of Pakistan )Balochistan and Sindh(,25 fellows of IDSP practised teaching, mentoring and managing finances )Up to 6 million Pak: Rupes approximately(. These residential and day time development courses were for a minimum duration of 6 to 9 months. More than 50 enrolled learners were young women. For more than a year the fellows practiced human resource management, financial management, budgeting, and organization of campus and support services of residential courses. One senior fellow of IDSP launched an initiative of growing cut flowers Gladiolous for resource mobilization and livelihood opportunities for the community and learners of IDSP thus trying to build endowment for supporting the courses. At the same time shaping his initiative in to a program of resource mobilization and livelihood. Institution building has been one of the major areas of last year's endeavor and continues in 2008. IDSP Finally created basis to establish its financial, procurement and administration systems, although these are still being applied with a learning mode for our fellows engaged in programming, but is also becoming the systems as well for its financial resource, management and investment. A Trust for IDSP has been created to ensure financial continuity and institutional sustainability. The team that is managing the institution with funds, administration and resources management of IDSP has been allocated to the service cadres of the Institute. The IDSP fellows are practicing institution building in their district campuses or project offices, while IDSP's service team provide them all trainings, mentoring and facilitation in doing so. In conclusion last year has been a year of initiating consolidation of IDSP`s PRACTICES, since 1998 this consolidation was made possible only in 2007, it became possible due to some of IDSP'S outstanding, committed and hard working young team members, who braved through and opted to remain with IDSP's processes since its inception, while some very convinced and visionary young team members rejoined IDSP in the lead positions to take on programming side of IDSP. Funding support from NED, British Council, Global Fund for Human Rights, UNICEF and more then 100 people who denoted personally to IDSP. It is with this mutual commitment, vision and support that IDSP is able to pull up all its practices and lay down foundations for its programs and systems. Intensively engaged in critical discourses, finally this young team from Balochistan created a framework for regenerating learning spaces, in the shape of individual development, creating programs and institution building. 2007 brought all the essential elements of 500 viable learning organizations together demonstrating the potential vision and learning of young people in transitional societies of Pakistan. We plan to continue this consolidation for next three more years, and come up with a structure of learning and mentoring course equivalent to a master's program in business and human resource management and policy development for nurturing and strengthening a viable and vibrant civil society in the region.

My prayers & best wishes
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Dr. Quratulain Bakhteari

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third annual report for the Year 2007. The report shares the fundamental milestones of Personal growth, programmatic and institutional Development. It also highlights the processes of the development and improvements of Administration and Finance sections. The journey of IDSP has completed its 9 years since its inception in 1998.If one looks back on how and from where the learning and practice based journey started, a student of transitional societies will have an inspiring insights examining IDSP'S processes of human development. The year 2007 played significant role in materializing the practices for the implementation of strategic plan. The fellowships awarded to 40 young team members of IDSP laid concrete foundations for practicing the three fold learning and growth patterns of 1. Self growth, 2.Programmatic Direction and 3 .Institutional development. Each individual fellow developed his or her own action plans which gave basis for program development, at the same time engagment for creating institutional spaces for these practices. The processes of analysis and exploration of the programs concluded and endeavors were started for creating and establishing core portfolios of the programs. Academic Development Program initiated process of faculty development, publication of Urdu journal Aksulamal, Designing of the courses for young male and female in the various parts of the country. A country wide Consultation with young graduates, their learners, families and communities for initiating and stream lining basis for collaborative approach was launched through a " Learners and Community Development Program" Practices of Mainstreaming Gender in Development have created a highly meaningful momentum for the program around its practices and further engagements. The program on Resources Mobilization and Endowment building emerged with practical and viable options of creating sustainable basis for the institute by launching its first pilot project of cut flowers growing at IDSP Hannah campus in Quetta. During 2007, the Khuzdar campus (See map) designed and delivered a regional level residential course on “Development Practices” 30 young male and female from the Sindh and Baluchistan participated. The series of need based and contextual courses on organizational development and IT were also conducted in the District campuses at Khuzdar, Sibi, Mastung and Pishin District Centers (See Map). Eight of IDSP interventions on the Child Protection, Reflective Learning Centers, Mainstreaming gender in Development, Youth Exchange Program for peace and Pluralism, Interventions of the Educational Reconstruction in Azad Jammu Kashmir, Flood Relief interventions at Khuzdar, Interventions for the endowment development continued in the year 2007. The report contains a brief account of these interventions.

Overview of the Report i t s Institute for Development Studies and Practices presents

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LEARNING
COURSES

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The following section give information about IDSP Courses held in 2007 in the field of learning, education, Peace, social justice, Youth activism and gender equality sustainability of a meaningful civil society from local to globe.
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DEVELOPMENT STUDIES COURSE
In 2007 IDSP conducted four theory and practice based courses in the Pishin, Khuzdar, Sibi and Mastung Districts The Course on Development practices studies is aimed at young people across Pakistan to nurture the analytical thinking and practice building partnerships with communities and individuals, the other related practice is in research skills. These courses are designed to engage young men and women in various communities of Pakistan to help in their understanding of the contemporary social, cultural and community development issues and challenges for generating informed and need based responses. The courses engaged young male and female social activists, members of local councils, young development professionals and the rural youth, who find limited opportunities of growth and development. There were 35 learners enrolled in the development course with 20 young men and 15 young women respectively.

Anyone who can read and write has a dream to follow and is able to articulate his on her dream to a forum. The courses are advertised in the national and local newspapers, Applications are received and then IDSP faculty conducts orientation seminars on the courses in the community clusters from where the applicants applied for the course. The interested candidates go through written test, create presentation of their dreams and give a presentation and interview. The applicant )Age 22-35 Years( is eligible for the interview. The course comprised of three main parts, which includes theoretical sessions, field practice, analysis compilation and final presentations based on the various themes of development. IDSP faculty plays a central role in the conceptualization, mentoring support in self growth, designing analytical frameworks and documentation of the field practices. The courses comprised of Lectures, interactive discussions, group works, field visits, public discussions, discourses, community seminars, interviews, focus group discussions, Learners researches and actions during the field practices The course contents comprised of several modules for duration of eight teaching weeks of practicing. These are: 1. Basic Sensitization on Self growth and Gender equality 2. Historical Analysis of the Development Practices. 3. Institutional analysis of learning and Education. 4. Introduction to the Human Rights and Governance structures. 5. Unpacking the Cultural Pathologies. 6. Religion, Peace and Pluralism 7. Action Research and Documentation. 8. Communication and IT Skills.
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In these courses practices are generated around the themes of community development, Human Rights, Education, Women Development, Youth Development, and Self growth. IDSP faculty members provide technical and conceptual support in the practices. themes of community development, Human Rights, Education, Women Development, Youth Development, and Self growth. IDSP faculty members provide technical and conceptual support in the practices.

MAINSTREAMING GENDER AND DEVELOPMENT
The courses on gender mainstreaming in development are aimed to develop critically conscious, active and skilled women leadership who can analyze and articulate the complex issues of Democracy, human rights and development and can generate actions for ensuring women active participation in the decision making at various levels. Women(aged 20-35) from the particular districts are encouraged to apply for the internship ffered from IDSP. The young women with basic literacy in any language can apply for the course. The course provided spaces to 55 women in the four districts of Balochsitan which includes Pishin, Khzdar, Sibi and Mustung. . It is a continuous practice and compilation based course which generated quality actions by the Interns in the field of family development, community development, governance and education. The individual interns strive to widen their sphere of work through assignments on the self growth, family history exploration, community based Dialogues and interventions.

The courses are consisting of various modalities of teaching and mentoring which includes, lectures, tutorials, interactive discussions, group works, field visits, public discussions, discourses, community based Dialogues, seminars, interviews, focus group discussions, Learners researches and actions during the field practices 1. Basic Sensitization on Self growth and Gender equality 2. Gender and Islam 3. Analysis of Patriarchal power structures. 4. Historical Analysis of the Development Practices. 5. Human Rights and Governance structures. 6. Religion, Peace and Pluralism 7. Action Research and Documentation. 8. Communication and IT Skills. 1. 2. 3.
Generating and documenting actions for gender awareness and equality. Developing the linkages with civil society organizations and local Governance structures. Generating Dialogues and actions on the issues of education, community development initiatives and livelihood development. Fund raising for the establishment of district based campuses

4.
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The initiatives for mainstreaming Gender in Development are interwoven; as a cadre of 20 girls from the six district of Balochsitan was develop through mentoring approach. These leading young women created basis on the district campuses through their consecutive interactions, Dialogues, courses, publications, research and interventions. The initiative of creating women leadership in the district has been three fold. In the initial stage they strive to know their self as human, women, citizen and member of the traditional society. This enabled them to initiate discourse around exploration of family history, cultural practices and knowledge systems of the indigenous communities. The third step is community development in which these young women are supported by their parents and family members.

Since 2003 IDSP has carried out 16 different courses in the seven different districts of the Balochsitan. These courses have created variety of experiences and profound human resources almost 150 women in the said districts of traditional society. The leadership of the program and team are enthusiastically intended to culminate the practices and lessons learned in 2007 into concrete program for gender and development.
Table of the courses conducted in 2007
Title of the course
Community Development course Mainstreaming Gender & Development Mainstreaming Gender & Development Mainstreaming Gender & Development Duration 7 Months 8 Months 8 Months 8 Months Locale Khuzdar Pishin Mastung Sibi No of Learners 20 Male & 15 Female 12 Female 14 Female 14 Female

PROFESSIONAL DEVELOPMENT COURSE
IDSP mainly focus on the individuals to emerge as vital pillars for establishing learning spaces, programs and institutions. The integration of individual's passions and profession is supposed to be the central element for attaining this goal. In this connection, IDSP has offered fellowships to individuals, who want to learn and practice leadership in development as their profession of livelihoods. As vertical growth each fellow goes through learning phases by entering as intern then gradates as research and teaching coordinator, and then becomes a faculty member, then goes in learning programming as program director, take up associate directorship to learn integration of practices ,programs into institution building. With all these practices a fellow learn and manage IDSP as a integrated development organization, and ultimately take the position of directorship in IDSP, thus learning the legal
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aspects, policy making, management and financial contracts, plays important role in the governance and management of organizations. Each learning position is for two years, if fellows need a different route with more openness and their own space, IDSP offers learning spaces for practicing these areas through various programs, enabling all fellows engaged in the processes of development and practicing of programs of Academic Development, Learners and Community Partnerships and Mainstreaming Gender and Development. The program portfolios and interventions are evolved after the research studies and consultation of the program teams with the learners, communities and civil society.

Program Development remained the central endeavors in the year 2007. The exercise of Strategic plan gave bases to develop concrete programmatic areas. The program teams carried out exploration studies which resulted in concrete and realistic foundations to the programs. A study was conducted through Academic Development Program, which was aimed at understanding the potential approaches, sources and tools while engaging Youth and Communities in a meaningful way. The program teams of fellows led process of studying the outcome and impacts of IDSP's courses since 1998 to 2006. A sample of 15 percent was studied and analyzed across the country. The study also figured out insights for the development of IDSP program on Learners and Community Partnerships. The program team developed close coordination with potential learners and relevant communities for establishing the linkages for a just and human centered development and education practices. The program also conducted consultations and training workshops for the Learners of different districts and clusters. It provided practical basis for establishing viable Academic Development Program in IDSP. It also determined indicators to initiate program activities for its future interventions especially in district Hyderabad of Sindh province, Loralai, Khuzdar in Balochistan and Muzaffarabad in Azad Jammu and Kashmir (AJK). The study provided visible directions for creating IDSP programs and developing institutions, with a focus on individual aspirations of young learners as follows:1. 2. 3. 4. 5. 6. 7. 8. 9. Conduction of diverse modalities of courses. Faculty Development Linkages/networking with like minded organizations, Partnerships with Communities. Establishment of Learning spaces. Publications. Resource center establishment. Learning Exchanges Interventions Researches.

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The study contributed in refining the courses frameworks, approaches and emphasized inclusion of more relevant community and civil society groups in the courses. The program on Resource Generation and Endowment Building has initiated process of collaboration with local and international level philanthropists for the Endowment Building of IDSP. It has also initiated the pilot interventions for generating revenues and opening widows of employment while enriching the local economy. The challenge now is to create systems of learning and a formal prospectus of the Courses and to get accreditation which is in harmony with the intellectual stand of IDSP on learning and

education. The fellows of IDSP leading the different programs, projects and sections have been given proper mentoring support from their mentors. This has helped them to translate their ideas into actions while leading the teams for attaining the holistic goals for their interventions. The tutorial caters all the aspects of an individual life including passions, dreams, professional and intellectual growth programming processes and practices institutional development of the individuals. The practices on self growth family interactions and community development have enriched the

IDSP's programs and systems. IDSP has strived to harmonize the systems and programs both in terms of conceptual and implementation. In the year 2007 effective leadership was provided to the sections which worked out viable systems of financial and administrative and IT management. The services sections carry out extensive activities while ensuring the safety of the individuals, Institutional assets, and strengthening of the district based campuses. With meaning full professional support, new Manager for Finance and Administration have extensively supported the team to emerge as responsible professionals. The team has been given mentoring and counseling support which has brought remarkable results and improvements in their role and streamlining the areas of services. The finance section provided technical support to the project and program teams to seek skills of managing the budgets of the particular interventions while developing and working on their annual plans. The administration section streamlined the areas of services which has played vital role in synergizing the programs and systems. This synergy emerged for the first time in IDSP.

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System and
Institutions

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Gathering in Iran Concerning Learning Societies

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UPGRADING THE IT SERVICES
The IT section has provided the necessary services to IDSP Quetta and to district based four campuses and project offices. The functioning of Domain server, Email server and web server and installation of DSL in IDSP has improved the overall efficiency and performance in IT applications. The section has also provided trainings to the districts to establish and maintain the IT resource centers. These Resource centers have been conducting IT professional and basic courses. The section has provided training and teaching services to the Reflective Learning Centers, Child Protection Center and District campuses.

resource center for institutional development
The Resource center has carried out extensive initiatives for developing an environment conducive for the academic and intellectual growth of IDSP fellows, friends and Learners. For this the Resource Center has organized various trainings, debates and has provided audio and vidieo packages to the faculty members and other staff around the themes of Peace, Pluralism, Traditional and Cultural revitalization, Education and Post modernism. The resource center has conducted book reviews and has shared interesting documentaries and movies on the alternative weekends. In this connection, external scholars and resource persons were invited to enrich the perspective of faculty on the various themes as described. The Resource Center has also hosted the Faculty Development Trainings which were more extensive in nature and had required diverse material in the form of text, audio and video. The resource center established linkages with the provincial and national level libraries and resource centers. Main Library of University of Balochistan has donated the software for the cataloging and automation of the books and other sources. New and updated material in the form of books, journals and audio and video forms have been explored. The books and other material are classified and automated through effective software which have helped the faculty to identify material relevant to their thematic and research assignments. The center has helped the district based campuses and office to refine and upgrade their resource centers through training and practices.

T rust for development studies practices
Trust for Development Studies and Practices has been established to further the concept of the Institute for Development Studies and Practices. The Trust is developed, following the four years of rigorous consultations within the team, with legal experts and based on best practices of managing the civil society organizations. The Trust is mandated to further the cause of IDSP and

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its operations and develop refined processes enabling young learners graduated from IDSP as well as ensuring financial sustainability of IDSP. The Trust will also look for strategic opportunities of involvement for the majority marginalized population of the country and the region. The trust will look at broad based development issues and will help expand the outreach of the organization.

Networking collaborations
Connection with the individuals, groups, organizations and communities has been one of the central institutional thrust of the IDSP. IDSP is in direct connection with the different types of coalitions, networks and forums. These are as following:

In the year 2007, the SKOLL award funds contiued to play a key role in extending and expanding IDSP's capacity. It heleped managing four courses and enhanced capacity of IDSP for managing learning and growth of 300 young people enrolled in the study and practice based courses and projects of IDSP. It also heleped to increas the financial capacity of the Organization The BERKANA Institute is a very active group of young people across the globe growing community, which strive providing opportunities to the various emerging leaders for exchanging their innovative ideas and practices for making peace, pluralism and patterns of livelihood development which are at the risk due to the market economy and factory schooling. IDSP has been declared as one of the international learning centers of the network. IDSP fellows have been participating in the learning exchange programs conducted through BERKANA's Learning centers. IDSP intend to host the learning course for the international partners in 2008. The Network also extends its financial support for the mutual collaboration and learning exchange visits amongst the learning centers and partners across the globe.

IDSP is member of the Home Net which is widening the network by disseminating and highlighting more and more issues about home based workers and the objectives of Home Net.

In the result of extensive consultations on the issues of Education in Pakistan, the PCE was formed in April 2004, with the support of Commonwealth Education Fund Pakistan. This coalition is consisting of the number of civil society organizations which are highlighting the critical learning and education issues in the leading educational scenario. IDSP engaged the district level partners in the organization of global action week, which mainly focus on the activation of the schools functionaries, awareness regarding the citizen's rights of education and access for the local communities towards better education facilities. The events are conducted each year from April 23rd to 30th. IDSP is the provincial secretariat of PCE. The activities being carried by the district level partners are engaging politicians and social
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activists in the educational issues and conducting advocacy activities for the better educational processes and facilities. ASHOKA is an outstanding global association of the world's leading social entrepreneurs)men and women( with system changing solutions for the world's most urgent social problems. Since 1981, it has selected over 1,800 leading social entrepreneurs as Ashoka Fellows, providing them with living stipends, professional support, and access to a global network of peers in more than 60 countries the director of IDSP is a ASHOKA fellow since 1998. With our global community, we develop models for collaboration and design infrastructure needed to advance the field of social entrepreneurship and the citizen sector. Our Fellows inspire others to adopt and spread their innovations - demonstrating to all citizens that they too have the potential to be powerful change makers.

There is an emerging discussion around the world about the need to develop/connect different kinds of spaces and opportunities to nurture a fuller range of human potentials and human relationships. Unfortunately, this discussion has been limited to education experts and elite policy making circles. Further, it is Jeopardized for being dominated by technocratic and technocentric visions of progress in which learning only serves elite interests and corporate profit motives. For just and humanizing learning societies to unfold, many more people and their experiences must be involved in the process. We would like to invite you to join us in the discussion. IDSP has been one of the vital partners in the discourse and gatherings around the issues of education and learning. IDSP hosted the Learning Societies Conference in April 2006. IDSP fellows have been part of the online discourses, exposure visits to the partners and have been part of the conference gatherings in India, Jordan and Iran. Our Fellows inspire others to adopt and spread their innovations - demonstrating to all citizens that they too have the potential to be powerful change makers.

IDSP is a member of the Balochsitan Gender Network which is informal alliance of the 22 civil society organizations and Government run departments. The alliance strives to highlight the issues of gender imbalances. The alliance partakes the campaigns against the various social and economic issues of women.

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LEARNING
Exchange

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School of Warrior without Weapons in Brazil

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Learning societies conferences have been conducted on the various themes of education, modernity and development. Since 2002, six conferences have been conducted in the different parts of the world.The concept of conducting a conference entitled, “Language, Fahm )Wisdom( and Life” emerged in the fifth Learning societies conference, hosted by IDSP in April 2006. This time “Hamrahan Center for Language Studies” at Tehran hosted the conference, IDSP team participated in the conference. The conference launched discourses, sharing, and storytelling regarding the learning experiences of individuals in their particular linguistic context.

Language fahm Life Inter National Conference

Chevening Scholarship s
Raziq Fahim a fellow of IDSP, engaged in the " learning of institutional Advisory" Program was given an opportunity to have the Chevening Scholarship of Birmmgham University. The course was entitled, “Interfaith Harmony”through its link of engaging with the Muslim world. The course has enriched programmatic and institutional development process in IDSP.

School of Warriors with out Weapons
In January 2007, the Elos Institute of Santos, Brazil, hosted the third School for Warriors without Weapons. This program gathered students and young professionals from around the world to awaken their social entrepreneurship. The program's vision was that participants will return to their homeland with inspiration and tools to take action to restore their social, cultural and environmental realities. The program emphasized collective, rather than individual efforts for transformation. To awaken and cultivate this spirit, the program immersed participants in a local community, whether a favela (shantytown), inner city ghetto, or traditional fishing community along São Paulo's coast. During the 30-day program, participants worked hand-in-hand with the community to plan, design and build the structures they needed such as daycare centers, playgrounds and housingto become a more healthy and resilient community. IDSP's Ali Naqvi a fellow of institutional advisory, Hashim Khan Project Coordinator of Child Protection and Farkhanda Aslam Research and Teaching Coordinator participated in course organized by Elos Institute of Santos, Brazil.

Education Development in T raditional Societies
Dr. Quratulain Bakhteari was the key note speaker in 87th Annual Conference of “National Council for Social Studies (NCSS)“ . She Presented her paper on “Education development for traditional societies of Balochistan” on 30th November 20007 held at San Diego, California, USA.

Education, Access Paradox
Ali Naqvi was the key note speaker at the conference “Education Policy Gaps and Lacunae” organized by SDPI and the SDPD for the parliamentarians. He presented his paper “Education Access Paradox” held in Islamabad on 25th August 2007.
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RESPONSE TO
RELIEF AND EMERGENCY

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Earthquake Relief and Rehabilitation (Kashmir)
Photo Courtesy Dr. Tayyab Mahmood

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In order to rescue the people and communities severely affected by the October 2005 earthquake in Pakistan, IDSP initiated organized actions in the provision of shelter, food, clothing and other necessary commodities of living. A total of young people were trained in reconstruction.School Sanitation & Hygiene Promotion project in 4 Union Councils (Langla, Hattian Bala, and Banamula & Leepa) of District Muzaffarabad is implemented with financial support of UNICEF. These interventions benefited more than ten thousand people in the communities of these Union Councils . The core objective of the project is “Promoting safe and hygienic learning and living nvironment through provision of safe drinking water, sanitation facilities and hygiene promotion in schools and Basic Helath units. Through this intervention following targets have been fulfilled.
S.No 1 2 3 4 U.C Name Hattian Langla Leepa Banamula Total Boys Schools 20 27 11 14 71 Girls Schools 20 09 08 11 48 Total 40 36 19 25 120

Relief and rehabilitation in (AJK

IDSP signed another PCA on Education “Activation of Schools for Healthy Education Environment” with UNICEF for three Union Councils of Tehsil Hattian District Muzaffarabad (LEEPA, BANAMULA & LANGLA) on the basis of these surveys distribution of school supplies like blackboards, tents are being made, School support inbox and supplementary reading materials like bags, recreational kits, mats are being distributed by IDSP learners. The team at Muzafarabad intends to establish its institutional basis focused on its diverse practices in the field of relief and reconstruction. Learners and Community Partnership Program is giving support to the team through courses and engagement of resource person

Relief Interventions in Khuzdar
IDSP gave prompt response to the devastating flood in June 2007 in District Khuzdar. It raised resources in cash and kind from various national and international donors for helping out the communities in the several areas of District Khuzdar. The heavy rains suffered 15 Union Councils by ruining its shelters, livestock, agriculture, water channels, water supply schemes, buildings of education and health, infrastructure, telecommunication systems etc. The major damages including casualties were occurred in Tehsil Nal and Karkh Moola
With the financial support of CIDA, IDSP learner and fellows organized two medical camps in Tehsil Nal and conducted the first baseline survey and identified further 200 needy families and distributed the non-food items to the needy families. During these relieve interventions 200 families in the Tehsil Nall, Zehri and Karkh were provided with non food items and shelters. Similarly 71 families were provided drinking water, blankets, and food packets in the district Bolan.
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COMMUNITY
ENGAGEMENTS

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Graduation in Mastung District of Gender Course

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Y outh forum Exchange Program
Engaging youth in stimulating intellectual and practice activities has been one of the core thrusts of IDSP. For this purpose the intervention on the Youth Forum and Exchange Program was incepted with the financial support of British High Commission. The project is aimed at establishing institutional and sustainable linkages between young people of Pakistan and UK through websites, emails, video- conferencing to exchange their cultural issues, their identity and their participation and advocacy. The intervention has engaged 300 male and female youth group in District Pishin and Khuzdar, the two districts of Balochistan. Youth in these districts are mostly vulnerable to violence, extremism, and communal and ethnic discrimination. The interventions in this regard provide necessary skills and concepts to critically analyze the political, social and cultural situation which conditions the lives and destinies of the society and individuals. The Youth engaged in the forum has gone through educational sessions on the various themes of development such as, education, peace and Pluralism. The Youth has also exchanged visits to different areas of the Pakistan including Peshawar, Multan and Karachi. There has been an extensive exchange visit of the youth of the two districts which has helped them analyzing their perceptions regarding different tradition, geography, ethnic group and sects. The youth member also benefited from the faculty development session at IDSP. Especially the Inter-faith and intercultural exchange of thoughts helped them to contextualize and develop constancies understand on the needs of respect for diversity and peaceful co-existence.

Democrac Citizenship y Political Education of the Y outh
Political education has been one of the significant parts of the courses, discourses and dialogues. A group of 150 College, Madressa and Higher education schools teachers were engaged in an educational process for conducting lectures on the themes of individual role in the civic education and political governance. The project caters a wide range of students, teachers and communities which are indicated as follows.
Educational Institutions Girls Colleges Boys Colleges Language/High Schools Madreassas Total No of Teachers Trained No of teacher who Total training conducted delivered training for students Average number of students Number of Students

38 55 17 22 132

38 46 11 16 111

42 114 18 25 199

80 65 60 30 75

3040 3575 1020 660 8295

The project has also provided spaces to the young college and school students to participate in the speech contest in Islamabad on the theme of Democracy and citizenship.

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The Project of Cut Flower was pilot project for generating viable and environment friendly business options for developing the endowment of the IDSP. The project is about starting a cut flower farm of Gladiolus flower at IDSP land in Quetta. It is initiated with the aim of building endowment which contributes in ensuring the sustainability of the Institute. It also aims at being a source of employment, human resource development, and also a source of promoting Floriculture in Baluchistan. The project is one of the components of the Investment plans of IDSP. The project is being practiced as spaces for promoting growing flowers as a means of livelihood for the young and excluded from the mainstream economic opportunities.

Flower for Peace Love and Growth

Series of Faculty Development Practices
The process provided a clear orientation to the faculty on the conceptual dimensions of learning, teaching, researching and mentoring on how it relates to individual fellow and programs. The process helped the Academic Program to carry out assessment of specific and generic learning needs of individual faculty members and development of an operational plan for faculty development. This process was led by the fellows of institutional Advisors Program along with the ADP. In the Aug 2007. A detail plan for defaults evolved through the need assessment workshop.

Faculty Development courses have been very supportive and instrumental in engaging the group of 30 Fellows as Faculty members around several critical themes of Education, Development and Peace.Due to being practice driven courses for faculty, it also generated opportunities for awareness and activism ventures on Literature, peace, and inter-faith Harmony in larger audience.

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“To provide protective services to the victims of violence, abuse and exploitation and to encourage children participation in various activities” The Project “Improving Child protection measures by involving key stakeholders through dialogues and interventions” has been initiated under the auspices of IDSP-Pakistan and UNICEF in July 2006. The project aimed at providing a protective environment to working and street children exposed in motor garages and streets of Quetta city. The project was extended for the year 2007 with inclusion of girls DIC on double road and expansion to another area Almo chowk UC 49. IDSP facilitated the selection process of team and established two new child protection centers on Double road for girls and Almo chowk for boys. During the period July 2006 to December 2007, IDSP accessed and engaged 1206 (776 in 2007, 305 girls) working and street children. The children were provided with services i.e. literacy and basic education, life skills, psycho social support, knowledge and awareness sessions, ICT, religious education and livelihood Skills for girls.

Improving Child Protection

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Name of DIC Double road New Jan Mohammed road Double road Girls DIC Almo chowk Total

Number of Children enrolled 441 292 305 168 1206

An Introduction to the Community Development
The interventions of the institute in AJK have been in the field of rehabilitating the local population while helping them in the development of their educational, livelihood and sanitary systems with the help of UNICEF and other donors. The team in the AJK desired to culminate their practices into profound institutional development. Faculty of IDSP designed and conducted a course for the project implementation team which can provide conceptual basis of understanding development and organizational development. Analysis of the Development practices. Approaches of Community Development. The case of Pakistan Case studies of the people centered community development interventions. Organizational development, vision, mission and approaches. Lectures, group works, interactive discussion and field visits were part of this session.

! ! ! ! ! !

The course has helped in developing figured out concrete programmatic and professional basis of the AJK team they prepared and developed concept paper, also have taken steps for attracting funds around their ideas and projects.

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District Based Engagements
The District based campuses and project offices are being established gradually. Presently IDSP learners and fellows have four district campuses and project offices, which mainly engage the youth and communities around courses, debates, dialogue, researches and practices on learning and education. These campuses have some general features in common which includes group of the local level leadership of faculty, Development of IT center and Library for the learners and close relationship with Local Government and district based line departments. District Khuzdar was the first campus that came up in 2004, with the support of local IDSP graduates, who were trained by the Lead Faculty of IDSP.The campus has established its programs and portfolios around conducting courses of development, human rights, and gender mainstreaming. The campus has also established an IT resource center, Library and mechanism for supporting the local youth in translating their dreams into actions. The Khuzdar team launched and conducted course on “Development Practices” with the support of Academic Program and Faculty. District Pishin has evolved in the light of several practices on Gender mainstreaming and Education Policy and Planning. The group of 6 faculty members has carried out courses, practices, and dialogues on the issues of peace, pluralism, non violence and development. The basic and professional courses are also conducted by the district based IT section which also contributes in the sustainability of the campus. The campus has launched resource center up gradation and establishment of the art corner with the financial support for the Citizen Community Boards formed by the youth forum members of the institute. The campus engaged 200 young men and woman in the youth forum and 15 women as interns in the mainstreaming Gender and Development Program. The core group of District Sibi has been conducting courses on the Gender and Development, dialogues on the issues of development, education and livelihood issues. They have established linkages with civil society organization, local government and line departments while working for enabling women to become part of the decision making at various levels. The Sibi campus has also conducted Mainstreaming gender and development course for 15 of the young women of the city and rural areas. A learning centre has been established in Mustung since 2006. It has conducted two courses for the women leaders and activists, and also established the centre with the support of District Government. .

DFID Civil Society Consultation Balochistan
DFID Pakistan was in the process of formulating its new Country Assistance Plan for Pakistan that will provide direction to its support to the Government of Pakistan’s (GoP) development priorities over the next 5 years (2008-2012). IDSP facilitated the consultation with the civil society of Balochistan at Quetta. The consultation held on 29th March 2007 at Quetta Serena Hotel.

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6

LEARNING Journey

Nooren Lehri

Abid Hussain

Shahida Yousaf

Farkhanda Aslam

Liaquat Ali

Marzia Barat Ali

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I have been very fond of listening and telling stories. In the childhood, I was introduced with the literature which was filled with the stories of several Muslim warriors. One interesting cooccurrence was that I belong to race which descends from one of the great warrior of Islam. When the US attacked on Afghanistan I wanted to fight against them, but I was very young. When the War in Iraq started, it also provoked me to go and do what can do. It was almost intolerable for me to see or accept whatever took after to the western civilization. I felt a great provocation from literature, media and general gatherings to fulfill my duties as a Muslim Young man. But I was unable to make a positive use of the energy which was creating cynicism and anger in me. During my learning project with IDSP, I came to know the real factor which used to steer my conscious for fighting the war was my age of Adolescence. It is this age period which is filled with enthusiasm, explorations and doing all what is not done generally. So I came to know in IDSP about the reality that there are some very crucial chemical reactions taking place in my body which induce me for action, exploration and doing what can make me immortal. I got through a deep flash back of my past and then I started to learn living with the same passion but with different approach. I realized that I can be effective where I live, I can work on the issues which affect my life, my family, the community and city where I belong. I have experienced through a difficult process of realization that radicalism and Idealism should not be contrary to ones routine life`s actions. So I have started, playing cricket watching, theatrical plays, listening music and gathering with youth. I have started working manually and do all my routine work in kitchen and in the home with my sisters and mother.

I believe that, the life of each normal person is filled with lots of joys, fears, wishes, myths, fallacies and a thrust for living more. Being reflective and sensible we cross some of the milestones of all these. I experienced that knowing the nature of our issue we can easily work for its removal. As a child I encounter with messages that I belong to an inferior cast, people for my cost folk usually works for low paid and socially excluded jobs. Hiding this identity I decided to get to the higher ranks of power and authority. Through competitive examination there for I shifted to Quetta and started studying, but it was all in vain because I had never been a good reader. During my school day, books were rather pillows for me. I also strive to join army, but it was also not fitting me. One of my mentor in IDSP helped me to the nature of forces which disillusion my life. I revisited my childhood and access to the memories which shaped my behavior to become powerful. In our discussion we found “Identity” the quest for survival as a driving force. The next question was how to cope up with it. My mentor helped me start interacting with the people of my cast, I started doing so, I went to attend several marriages, social gatherings and individual meetings. It attracted me to explore the history of my cast and I found interesting revelations about the people who belong to my cast. Now I am very relaxed with the questions of identity. I also came to know that it is socially constructed which can be altered with one's own efforts and clarity. Now I am re-exploring my nature which likes art, poetry, stories and love.

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Though I live in Quetta city but the life in my family has been governed through an intense tribal orientation I went to school as one of pioneers in my family. Due to the sever financial issue I could not continued my education after the middle education. Quiting the school I visualized my future as one of the teacher in the private schools with nominal salary. My perception was that all people with out good degrees cannot climb the social leader of the higher position in civil society. When I started teaching in the school, it was a challenging task. I used to face the trouble of teasing which prevents most of the needy working women from mobility. Being a young woman of the tribal family my relatives were also not happy with my mobility for teaching. But the practice of teaching was a complete course for me, which gradually increased my vision, wisdom and courage to work and demonstrate. Being teacher I came to know that the hard work and commitment can bring miracle especially when the hope is diminished. My belief in degrees was challenged. I joined IDSP in 1999 as Librarian, and then started re-freshing the dreams I had in my eyes and memories. The sever realities of life taught me that for the complete existence of a women as human, it is necessary for her to earn. So my vision from the very childhood was to help the women to become able financially stable and independent. In IDSP I remain as faculty member, mentor and teacher to a group of young working women from various district of the province. I moved to the very diverse areas of the country and outside and I found the same reality that interaction and love with people bestows the treasures of learning and wisdom. I helped the young women from the 4 districts from Balochsitan to establish their spaces for working with people and communities for a just and peaceful society. I have seen and experienced a beautiful diversity in the nature of issues and challenges in all these districts. But the approach to assert a space in the public domains requires an artistic and conscious response. From the selection of the young women for the courses on gender mainstreaming till the completion of their learning, reflection and practice projects it all requires a consistent review, reflection and back and forth movement. I also experienced that working for people requires a cost from the leader. It requires consistency with the practices, and creates a positive energy which prevents someone from the lust and greed of taking high paid salaries and social securities. I believe that the social capital earned while working with people can support in the time of need if the person has done services with sincerity and love. Summarizing my learning journey I want to share that, work for the excluded faction of society can be created around the needs and context of the people while constructing on the available social infrastructure and human values. The change agent must remain humble and contended. S/he must play as catalyst and must support the communities that they can do all without the support of external people.
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Now I am going to culminate the diverse practices of gender mainstreaming into programing which is certainly another milestone. It would be a consistent challenge for the program to sustain the spontaneity and liveliness of the practices for improving the conditions and positions of women through their practice based educational means.

The society where I opened eyes usually like the silence, especially for women It is believed that passive and submissive women are good women. It gave an orientation of becoming submissive in each case. The school which usually pretends as institution of girls or women emancipation further intensified the miseries. I beard the cruel punishments silently on the pretext of not having penny to purchase the books. The environment around me pushed me towards different types of phobias; I became passive young angry woman who mainly pass time in day dreaming. I became alien to myself which resulted in the bad health conditions both in my body and mind. The only role model in my life was my mother, who never wept even having faced countless and continued adversities. I found an entrance to the Mainstreaming Gender in development course of IDSP which was empowering in both financial and conceptual terms. I completed the course which infused a new vision, energy and clarity to my life. I started practicing to overcome my fears which were melted like snow in the sun light. My personality was now crystallized with a commitment to rescue all the women of my community, who faced the same miseries. With the help of my other 2 colleagues we established a space for the women in the district Sibi. This space engaged more than 100 young male and female in reflective learning,educational and practice interventions. I lead the space after the withdrawal of my other two colleagues. I started work with fresh cadres of interns and gave them mentoring support stand up for taking responsibility of the establishment of the space and conduction of courses. I worked hard together with the new team with my own style, I gave them hard time and they performed remarkable assignments. In August 2007 I left my position and handed over the space to the three emerging mentors. I strive to contemplate and concentrate on the issues of my family and especially the history of my family. It gave me a boost after meeting my relatives whom I never met. After one year I joined IDSP space and came to know that the fresh leadership had worked with dedication and required commitment, thrill and energy. It strengthened my belief in the process of mentoring which is certainly the process of multiplication of consciousness and critical mass production. Now I am going to contribute in translating our collective experiences while building spaces for the production of critically conscious and active women leadership.

Like all other persons, I also connect my learning journey with my childhood. I have been very social and supportive by nature. When I went to school, I observed all the students readings, writing and presenting. But it was not something related to people. Secondly I was not able to see its link with people and society. The schooling also embody the limitation that it does not reflect the fruits of one efforts. It is a mechanical system of passing and failing. Though I never fulfilled my assignments but I was able to get through secondary education with remarkable result. I have
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been very keen in observing and doing. I never took money from my parents after matriculation and I completed my higher education by myself earned money using my skills of beautician. When I was doing my Masters in Social Work, I usually realized that the course theory and practice are not culminating somewhere in improving the conditions of people lives It was something more like a formality to know and memorize. I found entrance in the Reflective Learning centers which is one of the great thing coherent to my passions and dreams. I worked with more than one thousands adolescent girls and their families, and when I see these gradate girls earning and financing their education by themselves, I whisper to myself, “Yes it is not in vain, my efforts are taking shapes of making the people self sufficient and honored”

I have been very concerned about the social issues, especially regarding the very visible and routine gender discrimination. During my schooling days, I realized that it all resolves through the schooling. If we work on the schools the discriminations and injustices itself will die. Taking this thrust in my mind, I joined IDSP course on Mainstreaming Gender and Development in 2003. But it was revealed that the phenomenon of control, subjugation and hegemony is more complex and the injustices emerging through the power structures can be altered if we start knowing its origins. I also realized that working for the social justice and particularly for the welfare of women can be through a collective effort. So I engaged with a group of men and women who possessed the same passion. This was a fundamental milestone to start working with men as colleagues. It fosters my belief system that men and women have equal thrusts for countering the prevailing injustices. We worked with youth groups mainly having women in the beginning. It further took shape in managing 8 months residential courses for both man and women from national level. We have become able to develop a space in the district Khuzdar, which is continually supporting the learning and growth needs of the youth. It has been an intensive experience for a women to create space and remain present in the public domain. The work for improving the conditions of women and social injustices is a delicate and creative process; one has to get through reflective practices for inter-knitting the various threads which liberates the excluded folk by enlarging their circle of influence. The reflective practices, rooted in the clear vision and commitment surely fosters innovations.

I passed my childhood under the shadows of repressing feudalism, which directly and indirectly shaped the lives, dreams and fears of our family members. I can say only one think that, I had no dreams and wishes even in the childhood. I went to Karachi to live with my relatives, but I came to know that living requires a price to pay. So I started physical labor in the age of 9-10. I worked in the Briklins, marble trimming company and construction etc. I also worked as security guard. I came to IDSP seven years before, so that to learn cooking and serve its office in Karachi as cook.

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My personality was shaped in a rude manner due to the adversities I faced. It was very difficult for me to normalize my communication with people as intern and learner. The space for my learning was opened and I remained as cook, sweeper, watch man, receptionist, photocopiest, assistant in administration. In this tenure I was continually guided by the mentors and my own passion to work. I continued exploring the new areas which are mainly known as prohibited for all those who have an identical background like me that is a rude, annoyed, primary schooling failed, young man with tribal background and with an experience of security guard and cook. I was enticed by computer so I opted to learn it. I went through a course on hard ware which gave me an opening to a new arena of learning and exploration. Within a year I was able to manage the IT section and Lab with all its trouble shooting, networking, installation etc. Then I launched courses for the IT learners. One of the great milestones of my learning was also to introduce and execute the open office, the free community software, which challenges the monopoly of unipolar software world. Presently, I am teaching the IDSP staff classes on the open source free community software. When I look back, I find some of the factors, persons and principals which helped to start a life with dreams, vision and purpose. I have been loving the work of all kinds. As sweeper, cook or IT lab Administrator, I never thought that which work is superior or inferior. One of the great realities of my life is to “Work”. I have explored a very unique orientation of energy during this learning journey at IDSP that energy is contained by the work, not by the food. I have crossed these milestones through mentoring support of some people in IDSP who gave me tough time, respect and helped me to restore my dignity as human being. I was here to learn cooking food for 15 days but it took 7-years to learn cooking the Handi of a purposeful life, worthiness to myself and all other around me.

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W AY
FORW ARD

Children of IDSP families with Dr. Bakhteari at IDSP

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IDSP Pakistan has completed its journey of ten years in last January following are the areas that has emerged on the practices of last ten years. IDSP is currently in the process of planning its next five to ten years. Through these future plans IDSP aims to reach out at least 10 to 30 percent of the young and excluded of the country and/or the region. For this purpose following areas are shared with its readers , friends and supporters. Please be assured that more can be added to these plans or further adaptations can be made as needs emerges. Establishing 50 community based literacy and educational centers in fifty communities, with five skills, craft and professional development centers in five district of Balochistan. This program is being planned on IDSP more then five years of practices of working with excluded youth from formal education and livlihood systems. More then 1100 adolocents graduated ,IDSP studied these practices and created the concept and designed the program for taking the scale from two communities to 50 communities and reaching more then 5,000 youth and adolocents in a more systematic and programmed manner in three years.

Reaching out to the excluded:

Peace, Pluralism and Sustainable Living; an outcome of our courses on youth and community development since
A fellowship is being discussed to establish an institution focused on peace, pluralism and sustainable livelihood , with a focuses on young people of the region and the world view.The institute will be created on research and practices of people and institutions ,with a academic and action based programs. It will be a institution with national and international learning and sharing spaces for all who are concern with the vision of the institute.

Women's Program : evolution of five main-streaming gender courses since
The analysis of last six years of practices of IDSP courses in Main-streaming Gender in development with young women and men of Balochistan, is finally giving a direction for a viable national and regional program. For this purpose a five days gathering of our women graduates is taking place in Quetta in 2008. A comprehensive program is on Women's empowerment in transient societies is being analyzed and designed in this gathering of 220 young women of Balochistan. The program will be for five years during this period it will establish its conceptual,institutional and programmatic direction as well as its systems of learning,expanding and effectiveness of its impact, in establishing a meaningful presence of women in present civil society.

The construction of IDSP campus in Hanna Valley Quetta will be initiated based on research and documentation of Hanna Valley construction model, thus initiating a learning program on documenting the traditional societies life, environment and sociology. This learning will open new venues of connecting people of these communities currently isolated, in to mainstream of architecture and craft eventually linking with sources of alternative sources of energy, community partnerships and promotion of crafts and skills.
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Initiating the course on traditional architecture and construction of IDSP Campus: Building on our engagement with traditional societies.

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AUDIT REPORT

Growing Flower at IDSP Campus an Attempt to Become A Flower Growing Community

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Muzzafarabad IDSP, near Al-Saif Plaza, Upper Gojra, Muzzafarabad 0092-593499 Mastung IDSP near safety commission Office, Shahi Bazzar Road, Mastung Sibi IDSP, Allahabdad Bus Stand Gharibabad Ph: 0833-500192 Pishin IDSP Office Babu Muhalla near Dolat Hospital Pishin Ph: 0826-421284 Khuzdar Old PIA Office, Karakh Road, Khuzdar Ph: 0848-412308-550543 National Programming Office 7-A, Al-Mashriq Street, Arbab Karam Khan Road Quetta. Ph: 0092-81-2442775-2741776 Fax:0092-81-2447285 E-mail: idsp@idsp.org.pk Website: www.idsp.org.pk