Director Dr.

Quratulain Bakhteari Editor Saeed Shah Author Faiz Ullah Designed and Printed by: Next Mile Consultant Correspondence Institute for Development Studies & Practices (IDSP - Pakistan) 7-A, Al-Mashriq Street, Arbab Karam Khan Road, Quetta. email: , Ph.: 0092-81-2470243 - 2471776 Fax: 0092-81-2447285

Table of Contents
Rehabilitation of Karez Erection of Flood Protection Wall Computer Lab Provision of Drinking Water Provision of drinking water (water supply) Construction of Building for BHU 02 08 16 22 28 34

Pakistan is one of the largest countries in the region having majority of youth population. Normally young/ youth is considered as a huge potential for driving forward the development of any state but ironically in our case our potential is proving a hindrance rather than a driving force for development process. Various educational, political and other institutions that are supposed to direct the collective energy of the youth in a productive manner have failed to fulfill their responsibilities. The ultimate result of this apathy has provided an opportunity to the obscurantist forces to use the young/youth as a fuel for the unlawful activities. Lack of livelihood opportunities on the other hand has only multiplied the negative impacts caused by the spate of violence. The ultimate result of this systematic lack of alternatives has led either to pessimism or exploitation. The Formal set up through its exploitative mechanisms, systems and lack of adequate and dignified livelihood opportunities has on the one hand excluded majority of the youth/young from educational and other development processes and on the other hand it has discarded the learning and growth patterns evolved and practiced in the society. Consequently a vacuum is left behind that is filled by the vested interests to forward their own agenda. If it does not deal properly, the negative impacts may spread further leaving the province, country and even the whole region in a state of perpetual violence and chaos. To counter the upraising issue and provide an alternate opportunity to the young and youth of the society, IDSP offers courses for the young and motivated groups and individuals (from all over Pakistan) who want to materialize their dreams and strive to contribute to the processes of social, political and economic changes through their direct or indirect involvement. The courses are mainly spaces for mentoring, learning, reflecting, sharing, listening, demonstrating and arguing on different matters/issues which affect the lives of the people in one way or another. The courses strive to uncover the mysterious surrounding development, learning and livelihood that are being imposed by a certain class over the rest of the world.

Introduction to The Institute
Institute for Development Studies and Practices (IDSP-Pakistan) was conceived in 1997 and formalized in 1998 through proper registration in the leadership of Dr. Quratualin Bakhteari. IDSP is a theory and practice based institute, working in the field of human resource development for the last 13 years. It is a space where the motivated individuals can learn, promote, practice and together try to create an environment where the dominant development and education systems can be demystified and create alternative models of development and education through community participation. More than 60% of Pakistan's population is between 15-35 years of age, almost 80% of it is excluded from the meaningful educational and Livelihood processes and opportunities. The purpose of IDSP's interventions is to reduce and eventually end this exclusion. In pursuing the mission statement “To nurture and develop individuals and communities that will change the power structure by demystifying the process of education and development and generate value-based partnership and practices at all levels” IDSP has established 12 district based campuses in Pakistan with approximately 6000 community-based outreach learners (both college graduates and dropouts, ranging from fifteen to thirty-five years old).

Project Title Practice based development course for youth in Community development and partnership in District Pishin Type of Intervention Rehabilitation of Karez Implementing Organization IDSP-Pakistan Donor Organization CIDA-BRF Location/ Village Name Killi Balozai Union Council Balazai Tehsil/District Karaizat/Pishin Name and Profile Anwer Hassan

r. Anwer Hussan was born in a poor family of Balaozai a village in Khanozai District Pishin. Although a graduate by qualification his competence did not exceed that of a student of matriculation. Anwer Hussan was unemployed and rambled to and fro in the valley of hopelessness. He happened to attend the orientation session of IDSP-Pakistan in his village that attracted his attention and a glimpse of hope dawned in his life. Like the other learners selected for IDSP's course Anwer Hussan performed poorly in test of formal education but appeared to have zest to grow and skills to develop. Another reason for his selection was to work out his bias and narrow viewpoint towards the opposite gender and his Islamist militant views close to that of militant Taliban. It was generally observed that in the whole village there was political dominance of a religious party and most of the youth had cynical views concerning development and social change. It was thought that selecting Anwer Hassan could help change the gloomy outlook of his villagers towards human development and cultural and social tolerance. Anwer Hassan when joined the course initially felt uncomfortable in the presence of women and even objected to his pictures being taken. He bitterly complained when one of his faculty members criticized the negative role of religion in Medieval Europe and said that it continued even today in the case of Pakistan. In short, he was extremely narrow-minded and was stuck to trivial and unnecessary religious and cultural matters. He started to manipulate the minds of his fellow learners but the faculty consistently remained in touch with him and tried to tame him in an amicable way. The module on Self Growth and Development proved crucial for him when he studied about inner self, emotions, attitude and behavior, leadership, anger, communication and power. He grew tolerant and began to speak of moderation in all kinds of



dealings. His reluctance to share and express in an open environment dwindled down. After attending Gender Sensitization module his biased and misconceived views of gender gave away. Anwer Hassan also began group works with female fellows and he confessed that his perceptions were socially constructed which had nothing to do with basics of Islam but culture. This was a dramatic change in his attitude. In the later modules of politics, colonialism, globalization and research methodology Anwer Hassan gained more information along with developing forbearance and leniency and wrote learning papers indicating an increase in his knowledge and his attitudinal move from violence prone thinking to peace-loving thoughts. He was impressed by the resource persons and acknowledged that his political and cultural views were truly narrow that were broadened after attending scholarly sessions and interacting with knowledgeable resource persons of diverse background. At the end of first theory had transformed much and he was then communicative, optimistic and tolerant and vowed to lead a peaceful life and devote himself to well-being of his community. In the first theoretical phase Anwer Hassan was once again in the grip of his former companions could not fully emancipate himself from their influence and showed a tortoise-slow progress in field. He scarcely conducted a meeting that ended in smoke. He was least cooperated by community and was taken for granted. He was considered a usual NGO worker with hollow tall claims and no usefulness at all. Nonetheless, he was constantly followed by IDSP staff for writing 100 years history of his community and developing his community profile which he eventually did with fortitude and steadiness.


In the second theoretical phase Anwer Hussan came with number of questions and confusions that faced faculty with new challenge of not letting him go astray. Faculty and Resource persons gave him quality time and he was assured that a life of peace and coherence based on justice and equality was a must for the true happiness and prosperity of society. Anwer Hassan gained a new impetus from the resource persons in second theory. He was impressed from the theme of political theories and systems, critical analysis of the role of the media and Construction and Deconstruction of Cultural Processes. In the farmer module he came to know how several political systems help subjugate the human beings and cause them inhuman troubles, sufferings and loss and in the later he read “Who am I? Where do I come from and where do I head to that helped him understand cultural, social, and scientific human growth and different stages and eras of human history. So he was able to comprehend how this all dirty game of enslavement and impoverishment is kept throughout history of mankind in one way or another. In addition, he learnt lots of from modules on the role of media, legacies of cold war, and development approaches in the case of Pakistan. He came to know that how cold war was a tussle based on propaganda between two supper powers viz. USA and USA in which poor and so called third world was made the scapegoat and particularly it had severe religious, social and economic and political impacts on Pakistan in the wake of Soviet Intervention in Afghanistan. The Jihadist scheme of ISI and CIA to fund and fuel resistance against Soviets through Jihad and the religious parties were used the medium for the cause which resulted in the militarization of society, sectarian differences and religious extremism. Anwer Hassan comprehended the


whole political and strategic games and decided to study the subject and research realities of the so-called Jihad in Afghanistan. Anwer Hussan, loaded with new bags of information regarding national and international political, social and cultural processes and development approaches determined to face all the challenges in the community and contribute philanthropically to well-being of all regardless of faith, caste, sect and political creed. He conducted number of community based broad meetings and did not surrender to any undue influence or pressure and built communal harmony on community based small project. Initially there were conflicts in the community and the harmony on the prioritization of the issues was hard to develop but his consistent efforts backed by IDSP's moral and technical support helped him resolve the issues. The horizon of his thinking and vision was broadened as he, with support of his community selected an idea which was probable to bear sustainable economic, social, and cultural implications. He in association with his community decided to rehabilitate five hundred years old Karez that had become dysfunctional in the decade long severe drought from 1997 to 2007. Karez is defined a man-made under ground water management system which supplies water to the target area without employment of machines or power. The community then distributes the water on either hourly or daily basis in proportion to the land of they possess. Initially Anwer Hassan was given a tough time when the people distrusted him and doubted he would do corruption as others did in the past. Two projects one sponsored by IUCN and one by Government of Balochistan in past

were failed because of the corruption of the concerned authorities. However, Anwer's persistent follow-up and assurance of transparency and accountability ensured through defined process of learning and practice format succeeded not only in obtaining their confidence and trust but even the community agreed to contribute equal share to that of IDSPPakistan. For this reason formal agreement between community and IDSP was signed in order to ensure community support. Furthermore, two more agreements were signed between a core group and IDSP and a monitoring committee aimed to assure community assistance to fellow and transparency and accountability. The community collectively initiated to clean the well of Karez and IDSP project staff continued to consecutively monitor and provide moral and technical support. Anwer Hussan hired more than 15 laborers and managed them during the work and maintained reporting of the work. When even initial few wells were cleaned the centuries old Karez began to flow and when all wells were cleaned, sufficient quantity of water began to flow and irrigate the lands of people. The people were quite happy and thanked Anwer Hassan and IDSP for the ever great work in their community undertake. The people revived the old mechanism of distribution of water to irrigate their barren lands and water their drying gardens. The women were freed of physical hardship and got water at their door steps since the karez flows through the village down to their gardens and fertile land. The Karez relieved the people of dependency on tube wells. Along with economic benefit the karez proved a medium of social media; the women go and communicate with each other while fetching water. In addition, the

Karez helped unite the whole village which was divided into two portions viz. Umerzai and Balozai and they had strong political differences. During designing process of the small project the representatives of the two villages had the opportunity to interact with one another that resulted in removing most of the differences between and among them. In short Anwer Hassan a young man with narrow views regarding gender, religion and development developed a different outlook of life and revolved as a pacifist and moderate thinker and above all helped resolve one of the most important an sustainable issue of water for drinking and irrigation.

Project Title Practice based development course for youth in Community development and partnership in District Pishin Type of Intervention Erection of Flood Protection Wall Implementing Organization IDSP-Pakistan Donor Organization CIDA-BRF Location/ Village Name Killi Zarghoon Union Council Khushab Tehsil/District Karaizat/Pishin Name and Profile Aziz Rehman

r. Aziz Rehman, an errand boy in his mid twenties hails from a remote village namely Killi Zarghoon where tribal system and culture are practiced in spirit and letters. Aziz Rehman, despite a post graduate degree in International Relations, once said to be a mere idle, jobless and burden on family, emerged as a young leader in the community and led them in a community based small project that would bear tremendous impacts on the community. He failed the test given by IDSP and felt quite dejected and disappointed with his future. However, he saw a ray of when he was told that he was selected for the course. He could not believe because the general criterion of selection is to pass written and oral tests but on contrary the criteria for the selection of the Course was as “those who can read and write, have an idea and vision of community, have potential to develop and moreover fail the test of formal education would qualify for the course”. The candidates selected in the course were thought to be in possession of great potential, having the leadership qualities but had been victim of the exclusive system of Education in Pakistan. IDSPPakistan makes a strong critique on current educational system and calls it a factory schooling model that manufactures same sort of stuff (human resource) who best know how to follow, little know how to create, compete to excel at any rate and fear to question. No sooner had Mr. Aiz-ur-Rehman joined the course he began to show enthusiasm and interest to benefit from the golden opportunity. He started to show progress since in the initial days of the course by sharing creative reflections, confident presentation, analytical learning papers and logical questions from the resource persons. Pages from his daily diary clearly show that the rapid shift that occurred in his thoughts and behavior. Aziz Rehman began to



question lots of things that were traditionally thought to be realistic and order of the day. He became skeptic of exclusive educational system of the country that at best can only make you easy-going follower or recipient. Moreover, he started to point out unjust values of life in the society. Moreover, he began doing his personal works himself like washing his cups and plates, making his bed and other manual works. According to Aziz, “I never did such petty works at home; I would to my sisters to do it for me and I never valued these work. But in fact these works are really hard.” Mr Aziz Rehman after attending module on Self Development and Growth described himself to be ignorant about very basics of life. He says, “I was so dull that I never thought that my emotions and attitudes needed any attention. I had never thought that I had any inner self. However, the only thing that flooded my life was the fear of doing any creative work and everybody even my parents used to tell me to do what is told what might happen.” When he was given some reading from the book titled “THE ROAD LESS TRAVELLED” he began to concentrate himself as an invaluable member of the society that has the courage and potential to contribute the well being of people. After attending one of the main themes viz. Gender Development and Sensitization Mr. Aziz Rehman said that he felt himself as if he had woken up from long slumber. He says, “We always treated women as sub-human and never valued their work. We just knew how to veil them and how to make them work regardless their rights and due respect. Now I came to know that how great a job they are doing in life and how important role they are playing in our lives and societies. We need to eliminate socially constructed gender myths and taboos that hinder


formation of productive and sensitized attitudes and behaviors regarding women. He concluded his remarks, as “Since women make equal contribution to the society and are equal in number to men even greater, hence need a equal attention at all family, community, society and state levels. Mr. Aziz Rehman was unfamiliar with terms of exploitation and assertion. He thought what all going around him were predestined and he was driven by this very fact that he could do nothing but comply. He never ever thought that his own family or community had any history, their social norms and values were of any significance and their indigenous knowledge of any worth. What all he knew was a little alien history of state or political heroes whom he had crammed. To him leader meant that person who violently lead the people out of a bloody mess and create a country even if that country has founded on false grounds. After going through modules on concepts and history of colonialism Mr. Aiz understood how people were made slaves and subjects with pretext of civilizing and teaching them rule of law. People were realized that English language, culture, civilization and law were superior to theirs and it was inevitable to adopt and follow English people in all walks of life. Then there started an ending period of exploitation and abuse that still continues in different forms. Feudal attitude of concept of superior and inferior is a commonplace everywhere. He could trace some of the social and political traits to birth of colonialism and he realized we still lived in federal colonies in the state of Pakistan that take much from us and give too little in turn. While attending a module of Factory Model Schooling System Mr. Aziz Rehman admitted that his education was of no worth. He


completed sixteen years of education but he still lacked fundamental consciousness for reasonable life, and was not competent for any job. Throughout his educational career he remained a passive recipient of messages and orders to follow without questioning and at IDSP-Pakistan he was told that school was like a factory that produced skilled human resource as a product to greedily compete with one another for amassing wealth and luxuries to make a cozy life with no regard for human sufferings and apathy. After gaining critical thought and faculty for a period of one month Aziz Rehman returned to his community for a period of 45 days to research on his community issues and to mobilize local resources for solutions of those issues. He had a new outlook of life and community. “He esteemed his community norms and culture as superior as any others in any part of the world”, said Aziz. “To me it was my rebirth out of individualism and I began to think for collective well being of people,” he added. First of all Mr. Aziz decided to explore his community social norms and history of hundred years. During this process when he interviewed elders of his community, they felt proud and pleased to share about indigenous knowledge. They did not need to consult any historical books rather they had preserved most of the things in their memories. “They were amazed at Aziz's initiative for compiling indigenous history”, said Mr. Shams ul Haq a member of core group. Then Mr. Aziz Reham started broad based community meetings, informal interviews with individuals, meetings with social and political activists and representatives of civil society organizations and local governments for identification of community issues. Throughout the process people found him a different

personality and quit taking for granted as they initially did so. Mr. Aziz Rehman in consultation and collaboration with his community identified three issues viz. (1) flood protection wall, (2) quality education and a skill centre for youth. Aziz Rehman returned IDSP with new experience and confusion to IDSP to attend second theoretical phase of one month. He was provided with another opportunity to engage with faculty and resource persons as his mentors for removing his conceptual uncertainties. This time he like other learners spent first three days on documenting his field data. He was taught how to document the data and he did so accordingly. Aziz Rehman himself admits that he had never written work as seriously as he is doing at IDSP. He gave a thorough presentation to the faculty and IDSP staff, elucidated his community issues, cultural and social norms and performance of government departments in greater details. It was his ever first presentation to such a larger and diverse group. Mr. Aiz Rehman then attended modules on the critical role of media, political concepts and system, legacies of cold war, mega projects and their impacts in Baluchistan, construction and deconstruction so on and so forth though all were fresh contents but the effective of pedagogy of mentoring helped a great deal to inculcate lots of new ideas and information in the minds of learners. Mr. Aziz Rehman gained a new motivation from theoretical phase and his confusion and misconception gave in to clarity and confidence and charged with fresh inspiration and skills of mobilization and coordination went back to the community and to prioritize one of the major issues and design a small project with the support of community to address the issue. This was the most challenging task as traditionally non-governmental


organizations come up with projects and expend a huge amount of money with negligible or no results at all most of the times. This time Aziz Rehman turned out more adamant in terms of his diligence and sincerity. He started community mobilization in order to further his agenda left incomplete in the first practice phase. Mr. Aziz conducted a series of community meetings and frequent coordination in the community backed by technical support by IDSP-Pakistan helped community to unite for the designing of a community based small project for the solution of at least of one of the issues through concept of public private partnership. This was ever first seen in the history of hi community that the people were agreed to contribute financially for any community issue and assist him voluntarily. The people showed complete confidence in the young leadership of Mr. Aziz and extended all kind of support. The community after mutual collaboration and deliberation finalized the project called “The Erection of Flood Protection Wall.” Killi Zarghoon is a village with most of the people dependent on agriculture and livestock. The proposed wall can help secure the community from flood water which had continually caused the community huge material loss for the last four years. The wall will help divert rain water to the dam at site which will help retain ground water table. This small project of Rs. 459000 will help save the community from crops loss of millions of rupees and revive the functionality dam which was build half decade a ago by the government with 12.8 million rupees. The process for designing the small project was again collective and democratic.

Each and every household had a representation and say in the process. A Core Group aimed to assist Aziz and a Monitoring Committee to monitor the execution of the project were electively formed in broad based community meetings. Mr. Aziz led the whole process and even Malik expressed satisfaction in him (Malik is a traditional title for the elder of the village) who generally dictate the whole village. Aziz the fellow, Core group and monitoring committee along with community members began to assess required and available resources in the community. They finalized a tentative budget and agreed to ensure community share. After the budget and work plan was finalized, Mr. Aziz and members from his community gave a presentation on the small project to the BRF and IIDSP staff which was approved after trivial variations in the budget. Three agreements viz. Ÿ Between IDSP and Killi Zarghoon Ÿ Between IDSP and Core Group Ÿ Between IDSP and Monitoring Committee were then signed to formally bind the contracting partners. The designed project was formally inaugurated with conduction of an inaugural ceremony which was participated by IDSP staff and a lot of people from the community. In short the whole process was led by Aziz in very democratic and inclusive manner. The people were given sense of ownership and belonging by given them role in every activity. The implementation of the project was started with community's share. Meanwhile the transfer of IDSP's share got late because joint account process took long. In addition, there had been repeatedly snowy and rainy weathers but Aziz ensured constant work on the project yet without IDSP's financial support by taking loan till IDSP's amount to reach. 98% of the project


work was finished before IDSP's amount was transferred and this was made possible by means of leadership qualities of Mr. Aziz Rehman. The achievements of Mr. Aziz Rehman can be summed up in the following way. Aziz Rehman who was assumed as a common errand boy is acknowledged by everybody in his community and family as totally changed. He has become conscious, caring, and sociable. He himself feels satisfied and relieved from frustration and tension. His family is amazed at change in his attitude because he stopped flaring up at little things, scolding his siblings; now he does most of the things himself and behaves mildly. At community level Aziz Rehman has fame like that of UC Town Nazim. Everybody is appreciative of his efforts in designing and implementing the project and after all for compiling history and social norms of the history. One of the elders of his community is of the opinion that the best thing he observes is that the community has united for a common cause a n d e v e r y b o d y t h i n k s c o l l e c t i v e l y. Professionally Aziz Rehman has learnt how to mobilize, coordinate, document and present his works. Aziz who could not write a single paragraph before joining the course efficiently document each and every activity. During theoretical sessions he presented very critical and analytical papers. His diary contains a good stuff that he has persevered on daily basis before going to bed each night. “Mr. Aziz Rehman believes in non-violence and he considers Ganhi and Bacha khan as his leaders” one of the political activists from his community told. Aziz is now determined to take more initiatives. He is now working to mobilize youth in his community for establishment of a center for skills development of the youth. He is in the front

tow to lead his community for the solution of his communities

Project Title Practice based development course for youth in Community development and partnership in District Pishin Type of Intervention Computer Lab Implementing Organization IDSP-Pakistan Donor Organization CIDA-BRF Location/ Village Name Killi Khairabad Union Council Yaro Tehsil/District Pishin/Pishin Name and Profile Mohammad Naseem

n the best seller novel THE ALCHEMIST the writer Paoulo Cohelo writes, “The story of one man is the story of all men”. Similarly most of the youth in Baluchistan have a common story i.e. story of frustration and pessimism and unemployment. Poor quality of education, persistently ignored by Federation and stable feudal system exacerbate the miseries of people in general and youth in particular in the province. Mr. Mohammad Naseem belongs to Khairabad, a village and his story is also a story of miseries and pains. A young gentleman with a post graduate degree in International Relations waited in patience for an opportunity to put his skills to productive use but in vain. His views about life became pessimistic and he saw the world as a cruel He had developed an opinion that the life was really unfair and cruel with poor and generous with already wealthy and influential. He had lost confidence in the state and was of the view as rightly said by Faiz Ahmad the revolutionary poet. “This trembling light this night beaten dawn this is not the dawn the we waited for so long” IDSP's project staff came to Naseem's home in search of energetic youngsters with a commitment for social change. He was interviewed on the spot and was selected for the course. Mr. Naseem renewed hope and expectations bid good bye to his family and went to join the course. In the very beginning he began to show profound interest and his thirst and curiosity of learning and participation could not seem to satiate. He used to ask questions, talk to resource persons and study books at the temporarily established library at the Course venue. Mr. Naseem showed great enthusiasm in modules on globalization, resistance movements, social mobilization and research methodology. The modules, yoga, documentary making,



movie sessions and organizing activities all proved much too productive and his conceptual capability was improved. He was quite motivated by the resource persons and he developed the idea of building up an academy for technical education in his district. Naseem excitedly returned to his community and was optimistic to do something for youths. He started to gather youth of his community discuss their issues. He also engaged elders of the community for essential support. He conducted number of community meetings to identify issues of the community. Naseem remained quite energetic and serene throughout the practical phase of the course and his community was amazed at the shift in his attitude and activeness. He undoubtedly emerged as young community leader and remained devoted to mobilize community for project designing and implementation. His community staunchly supported him and assured him of any possible support for realization of his dream. During the first practical phase the community came up number of issues that needed an intervention for the uplift of the community. However, need for technical and modern scientific knowledge was felt as the most preliminary, since most of the youth in the community were masters degree holder but their degrees had no scope. His community members were of the view the students were given technical and computer education in the primary classes, they would develop inclination towards career in the same direction. Moreover, Naseem and few other young men had the idea to build a technical institute for the community and district. The community has already donated the land for the institute but they lacked other resource to initiate work on it.


Mohammad Naseem came to IDSPPakistan for second theoretical phase. Naseem remained more active throughout the phase and took keen interest in themes on critical role of media, political theories and systems, construction and deconstruction of cultural processes and development approaches in the case of Pakistan. He wrote wonderful learning papers; he regularly maintained his diary that concisely reflected his daily activities and learning; he shared daily reflections and participated in arrangement of learning and diary seminars; remained part of mess committee; in short he was active in all activities. Naseem got familiar with political theories and concepts, learnt about politics of cold war, became aware of the negative role of media, learned the construction and deconstruction of cultural processes, realized importance and developed skill of documentary making. He was at the end of theory was young man with information and knowledge of politics, culture and skills of presentations, documentation, resource management, and qualities of leadership, self-reliance, and was impatient to serve his needy community. In second theoretical phase, Naseem convened several community based meetings aimed to design community based small project. He in collaboration with people democratically designed the project that created sense of ownership and empowerment in the people. The whole process from budget making, developing work plan, assigning responsibilities was undertaken collectively. His communities agreed to finalize a computer lab for youth in the community. They were of the view that in the scientific and technological era knowledge and use of computer was of utmost significance. So it


was decided that the community would construct the room while IDSP-Pakistan would establish computer lab in the room. The teacher and maintenance of the lab would be responsibilities of the community. Formal agreement was signed between community and IDSP. The community members collected money and started constructing the room despite hard weather. Moreover, Mr. Naseem coordinated with Education Department, Deputy Commissioner Pishin and UNICEF for financial support but of on use. So he had to totally rely on community share and spent day and night in collecting the money from community members. After his tireless efforts and determination he was able to construct a beautiful room with help of community share and later on IDSP provided systems, tables, carpet, DSL set and other essentials. As soon as the lab was established 25 students were enrolled to learn basics of computer. An MCS degree holder in the community voluntarily agreed to teach computer to the students. Hopefully every student of his community will be computer literate in very near future. And the Naseem and his community will make efforts for realizing the broader goal of developing a technical institute that will help impart technical education to her community in particular and district in general. Hence Mr. Naseem proved himself as another community leader who was rose from a state of hopelessness to the status of successful social activist who built up a computer lab for his community and is determined to work further for the betterment of his community. One thing is very common in the case studies that is when engaged in an inclusive way, given the opportunity to demonstrate their talent, provided an amiable environment each and every youth has the ability to rise as community leader and

sensible human being that devote themselves to service of humanity.

Project Title Practice based development course for youth in Community development and partnership in District Pishin Type of Intervention Provision of Drinking water Implementing Organization IDSP-Pakistan Donor Organization CIDA-BRF Location/ Village Name Killi Tora Ghabargai Union Council Dilsora Tehsil/District Karaizat/Pishin Name and Profile Ms. Rubina Kakar

reaking free from the social stigma of working women in a community where their status is that of mere chattels is a journey not many women embark on. Ms Rubina, a talented young lady was born and raised in the far flung mountains of Balochistan. A lack of basic necessities of life apart from the lack of opportunities for improvement in living standards. Ms. Rubina's story is one of hardships and courage. How she got education is really commendable job she undertook despite the innumerable obstacles. Since there was no middle school in her village, she decided to continue her education in a neighboring village located some 8 KM far from her village. Her poor family could not give her pick and drop facility she had to walk 8KM to go to school daily. The path she used to reach the school was not a busy cemented pavement rather a deserted trail through the treacherous mountains a route will even frighten men. Through extreme hardship she gained an intermediate degree. She had made iron will to become a doctor. Her heroic efforts to educate herself and become a doctor could not materialize due to a lack of qualified staff at the college for a pre-med qualification. Her sincere efforts to study medical science were in vain. She switched over to arts subjects hoping to at least become a teacher at a school. Yet again her dream was shattered into pieces when she failed BA exam and at last she had to sit at home after graduation. “I wept bitterly when my father told me, didn't I say to you, you are wasting time. The poor have no right and respect in this country”, said Rubina to the mentor during a tutorial. Ms. Rubina was utterly depressed at her efforts that had blown up in smoke. She had no idea of what to do and where to head. It was a sorry situation for her because her parents were in false hope about her future and she did her level best but in vain.



Through the grapevine she came to know of IDSP's course in Development Studies. “I intended to attend the orientation but when I shared the idea with my father, he bitterly scolded me”, says Rubina. She had to seek her brother's help in convincing her father to allow her to take the course. “I wish my mother were alive” said the teary eyed Rubina when she heard that she was selected for the Development Studies' course. Rubina's problems didn't end there. One of her cousins was against her attending a prolonged residential course especially in the presence of men. She was treading on thin ice given the conservative cultural aspects of the community she lives in. Her brother, who is a primary school teacher himself, consented to let Rubina take the course. It was a new experience at all when she saw her self amid strangers at the residence. “I was confused, worried and bewildered at first night” said Rubina. She and other ladies from Pishin were hesitant to have dinner with male learners. The initial two days of settlement and introductory sessions were spent in restlessness and hum and haw. The tension started to defuse when first theme on self awareness and development was initiated by Ms. Noreen. The theme helped her vanish her fears of facing new people, gender discrimination, cultural and social implications of her joining of the course. She gained self-confidence after attending sessions on inner and outer self, behavior, attitude, emotions etc. She actively participated in sessions, role plays, discussions, presentations and movie sessions. Her pent up confidence materialized after studied the module on Gender Sensitization


which emphasized gender equality and that women have long been subdued through socially constructed myths. She gained new energy from the sessions on various contents on gender. Rubina once a browbeaten girl now behaved as empowered and bold individual. Her analytical papers after every theme viz. self growth and development, gender sensitization and development were well thought of and she became one of the most active learners in the course. She participated in arrangement of learning and daily seminars, inaugural ceremonies and enhanced her management skills. “I was excited and extremely happy while on the way back to home. I wish my mother were alive. I would have told her on return that IDSP infused newer energy of confident and useful life in me”, While saying this she could not hold back her tears. However, this time she was pleased to tell her family that she was not empty handed this time instead she was going back with confidence, enhanced skills of management, conceptual understanding and the opportunity of a community based small project. “On the way, I kept on thinking that I was never so enthusiastic as well as astonished that how one month theory changed my thinking and behavior that much” she said, “My two and half hour journey looked like two years because I was anxious to share the new experiences with my family.” I am very thankful to IDSP that I could satisfy my father finally attained his confidence and trust. As part of the field work a major challenge awaited her when she had to face community whose cultural and social norms were not conducive for women to work on development. Her family told her to limit her appearance in the community but she had had


made the ultimate decision to face and hit all fears. She conducted community meetings in order to develop community profile and identify major issues of the community. Initially there was not much participation in the meetings but as the time passed people started to develop interest and commenced to attend project activities. She developed a community profile and compiled 100 year history of her community. The community appreciated her step of writing their history. Rubina went to IDSP-Pakistan Programming Office in Quetta to attend second theoretical phase. She confidently presented her field work and issues of her community with faculty. This time she was not hesitant to face new people and was anxious to learn from new resource persons. Modules on the role of media, and film making that helped her understand the impacts and role of media it is playing in the life of people. In addition she learnt much in the module on Development approaches in the case of Pakistan. During this module the resource person Ms. Najma Sadiq Director Shirkat Gah from Karchi showed learners documentaries on development projects in Pakistan and taught them how these projects were designed and implemented and what impact they did bear. She emphasized that learners must go through history of development in order to understand the whole discourse in an informative and analytical way. Ms. Rubina firmly decided to work harder to design a productive and effective project for her community. In second practical phase she exclusively engaged her community to prioritize an issue for small project. The whole community uniformly decided to sort out water issue that affected women the most. The women had fetch water from a far distance facing them

with severe physical hardships exacerbating chronic orthopedic conditions.. In a series of community meetings it was decided to spread pipe line from nearby spring on the mountain and construct a water tank in the village so that the community could have water in the village. Ms. Rubina designed the whole project, finalized its budget, developed execution plan and signed agreements between community and IDSP and the project was started to be implemented forthwith. She, with the help of core group and monitoring committee executed the whole project; from hiring of laborers to the procurement of logistics, reported the activities, conducted reviews, and dealt finances. It was a wonderful example of a women leadership in a man dominated society. She proved that if committed and properly guided even a girl can undertake a masculine type of work. In essence Ms. Rubina's exemplary efforts for self development and eventually benefitting her community are commendable. Her father was speechless to explain the change in her daughter, when asked by one of IDSP's official. He said, “Rubina has completely transformed; she behaves herself, does each and every work herself, teaches children at home, takes interests in family and community issues and abides by the time in every responsibility.”

Project Title Practice based development course for youth in Community development and partnership in District Pishin Type of Intervention Provision of drinking water (water supply) Implementing Organization IDSP-Pakistan Donor Organization CIDA-BRF Location/ Village Name Killi Kaza Waya Union Council Barshore Tehsil/District Barshore/Pishin Name and Profile Zafar Kakar

esident of Barshore a Union Council near the border of Afghanistan is Zafar Kakar. An unemployed graduate Zafar is amongst several youngsters in the area that have lost hope for employment and do odd jobs on farms to make contribute to the household income. Being so close to Afghanistan, Barshore is heavily influenced by the Taliban with its conservative rather archaic cultural norms. The socio-cultural environment is strained by frequent abductions and thus discouraging economic activity causing hopelessness amongst the youth, a matter of concern for their parents. Zafar came to know of IDSP's course in Development Studies when IDSP staff were orienting the youth about the course. The orientation session enlightened Zafar regarding the benefits of the course and decided to appear in the entry test. But he was afraid of failing. After test he thought that he would not be selected as his test was not satisfactory, he had told one of his friends after the test. His apprehensions did not hold true as he did not know that IDSP Pakistan takes those candidates who fail their test of formal education because at IDSP we think believe that people are talented but the exclusive and unjust mainstream system fails at polishing such skills. Zafar was over the moon at the news of his selection for the course and was determined to exploit the opportunity and went to Ziarat to start the course. Weakened learning skills from a poor educational background he was amongst weakest learners in the course but that did not curb his enthusiasm and he actively participated in all course activities. The theme of Self Grouth and Development fueled Zafar's enthusiasm to excel in the course. He was impressed by the dynamic mentoring of Ms. Noreen the faculty of IDSP-Pakistan. Lectures on attitude, behaviors, inner self, and leadership boosted his self-confidence and he was able to break all the blocs of shyness, diffidence and reluctance. Theme on Gender Development and Sensitization also helped Zafar Kakar overcome his



misperceptions about gender and his hesitation to even talk in front of girls except that of family women because of less interaction with opposite gender. He admitted that before joining course the he had bigoted and sexist views regarding women and thought women as just child-bearing machines and household workers. Other modules on Colonialism, Poverty, resistance movements, and role of international financial institutions in globalization, though dry contents for him he worked very hard and did all assignments satisfactorily including learning papers, presentations, group reading etc. He did not lose his hearts and took the challenge as an opportunity. Zafar Kakar, now familiar with new discourses and contents of society, culture, politics and economics coupled with selfconfidence and courage turned to a new leap in career and community. He is now confident to mobilize the people of his village to pave the path for a small community based project. He commenced to pen down 100 year and draw social and cultural borders of his community thought conducting interviews, meetings and discussions. A thorough profile of his community's data including infrastructure, health and education statistics was prepared by him. He identified major issues of the community in collaboration with his people. As part of his community project he conducted a series of community meetings and several issues related to health, education and agriculture were identified. His community with around 300 populations did not have clean drinking water and repeated cases of cholera, kidneys and so on. Above all women were faced with severe physical hardships to fetch water from distant mountainous spring. However, the


community finally decided to sort out drinking water issue with support of his community based small project. Zafar Kakar involved community in the whole process and aptly led it unless the project was designed and implemented. The people of his community who had never partaken in such a collaborative and participatory work came up with feasible ideas and productive inputs that authenticated ISDP's years' long claim that the people have the best solution only if they were involved and empowered. He himself facilitated the meetings, documented field activities and timely reported his progress to the faculty that showed he has enhanced professionalism. During the process he learnt how to make budgets, resolve community differences, and how to write reports o the project. The designing and implementation of the project by Zafar showed that how much he had improved his skills since he had joined IDSP. Zafar once thought as a worthless young man, now solved one of the fundamental issues of his community and earned a great deal of applause and appreciation. While Zafar was involved in field work 06 staff members of an NGO called Balochistan Rural Support Program were abducted during a community meeting from a neighboring village. He did not let such a serious incident bog him down. This boldness and sincerity with community and his own career validated the fact that Zafar Kakar had really inspired from the lectures on leadership. He established a core group to actively support him and monitoring committee to monitor small project. Members of both core group and the monitoring committee were elected by the community so as to create sense of ownership of the community.


In the second phase of theoretical studies Zafar had the opportunity to go through new modules and more erudite resource persons that further enriched his knowledge and conceptual capacity. Starting at the bottom of the cumulative learning capacity of the course participants Zafar now came across as a bright student. His enthusiasm for learning had reached fever pitch. He took keen interest in modules on critical analysis of the role of media, movie making, political theories and systems. Mr. Jamshaid's (Resource person for Film Making Module) tips for motivation and guidance proved a new source of inspiration for Zafar. Moreover, he showed great zeal in theme of construction and deconstruction of cultural processes particularly the initial contents of Who I am; Where do I come from and where am I going to impressed him and gave him new avenue of thinking. The documentaries during themes on Development Approaches in the case of Pakistan made him realize him how to development projects are designed and implemented. “I do not believe myself as being so confident and hopeful. IDSP-Pakistan gave me a fresh lease of life and I have no words to thank IDSP and its dynamic and committed faculty. Ever first time in life I feel that I have a dream that can be realized.”- Zafar Kakar, at successful completion of the course.

Project Title Practice based development course for youth in Community development and partnership in District Pishin Type of Intervention Construction of Building for BHU Implementing Organization IDSP-Pakistan Donor Organization CIDA-BRF Location/ Village Name Killi Bazayan Union Council Dilsora Tehsil/District Karezat/Pishin Name and Profile Ms. Pari Gul

ili Bazayan is a centuries old village inhabited by a Pashtun tribe namely Bazi. Pari Gul was born to a poor family that depended on agriculture and livestock. Her father had a small orchard which dried out and a small herd of cattle that died during the protracted drought which continued for consecutive seven years. Her father is recently a daily-wager and his family lives from hand to mouth. Nevertheless, Pari Gul could still continue to go college and graduated from Girls Degree College Khanozai. She is the sole hope of her impoverished family because her elder brothers are psychologically unwell. On the one hand Pari Gul was the only hope of her family but on the other hand it was tough for her to take any initiative in such a man oriented society and culture. Nobody could realize her domestic compulsions but questioned her doing job as once she taught in an adult literacy program at National Commission for Human Development. Her family circumstances disturbed her studies as well and she was considered the slowest learner of the class, one of her class fellows quoted. Trapped between the two fires Pari Gul could do nothing but rebuked her fate in utter pessimism and hope for a messiah to appear from the jungle of disappointment and disillusion. When IDSP-Pakistan commenced orientations in her community for 11th Development Studies Course, Pari Gul also attended one of the orientations in the community. She said that she could not attend the course even if she qualified because she could not afford any expenses nor was she allowed to go out of her community. When she was assured by IDSP Staff that selected candidates would be financially supported during course and practice in her community, she decide to try her luck. She appeared in the test and got selected. Ms. Pari Gul rebelled against man dominated culture and to Ziarat to attend first theory of the course.



First two modules i.e. Self Development and Growth and Gender Sensitization affected her mid tremendously. She gained self-confidence and self-respect. “I can do anything which a man can do”, Said Pari Gul while talking in Gender Sensitization Theme. Contrary to her history as slow student during her schooling Pari Gul was one of the quick learners and did not lag in performance than any students. She did not only begin to talk on gender and self related issues but also started to comprehend political contents such as colonialism, state and its elements, role of multi-national corporations in globalization etc. She wrote a creative and analytical paper on every theme besides delivering many presentation and group readings. She daily shared her reflection which reflected her learning of previous day and maintained daily diary to preserve important learning and memorable talks and events of the day. After successful completion of the theoretical phase Pari Gul went back to her community to do the most challenging task to assess her community issues, pen down community history and explore community's cultural, social and ethical barriers. Here it needed her daring and adamant intention to live amongst community members and get their required support for her practical phase of the project. The first thing Pari Gul faced in the community was people's taunts of doing course along side boys. Her family had already fed up with such discouraging remarks. At a stage she decide to quit the project and shelter in her home but IDSP staff kept on pursuing her to compete the circumstance and Pari Gul walked triumphantly this phase as well. She compiled 100 years history of her tribe, jotted down social and cultural norms of her country and the last but


not least identified three major issues of her community with support of her community. Most of the people surrender to her commitment and courage and fewer still went on to create hurdle for her which she did not care about. She formed a core group to assist her in making community profile and in case community based small project was approved for her community. To cut it short she arrived in IDSP for second theoretical phase with a complete profile of her community. Second theoretical phase was conducted at IDSP Programming Office Quetta and experienced, scholarly and competent resource persons were engaged to further enhance fellows' conceptual growth and understanding. This time themes on critical role of media, political systems and theories, legacies of Cold War, construction and deconstruction of cultural processes and development approaches in the case of Pakistan were delivered and each theme was followed by presentation of learning papers by the fellows. Despite themes were fresh for her, Pari Gul grasped much from each resource person. Her performance was much better than in first theoretical phase. She began to share better analytical and insightful reflections and papers. After completion of second theory, one of her class fellows remarked as “Pari Gul was one of the dullest student of the class before the course and now she is better than even the most intelligent student of the class in terms of understanding and thoughtfulness. After equipped with new ideas, information and knowledge Pari Gul returned her community with fresh zeal and commitment. Ms. Pari Gul showed glorious qualities of leadership when she succeeded in assembling a large number of people during first practical phase and motivated the people to press for the


unity and integrity to resolve their issues. She developed her community profile and identified her community issues with construction of building for BHU as top priority. Pari Gul was more enthusiastic in Second theory and made harder attempts to benefit from the new themes delivered by resource persons of diverse perspectives. She gave a confident presentation and shared commendable learning papers. She did comparing in a learning seminar, proving the fact that her confidence had boosted up. Second theory at IDSP National Programming helped really helpful when Pair Gul had the opportunity to settle her conceptual confusion with the help of the faculty and resource persons. In the decisive second practice based phased Pari Gul went back with more confidence and courage. Her morale was high enough to assemble he community for a common cause. Regardless of her gender restriction in such a man oriented society she had no trouble to gather people around women related issue and led them in her small community based project. She organized number of community based broad meetings and designed the project with support of her community and IDSP faculty. Her dream of construction of a building for a basic health unit for women of her community was materialized. The BHU will resolve health issue of her community. It will help provide basic health service at doorstep. Maternal mortality and infant mortality rates will fall and accessibility issue will be settled down. Pari Gul nonplused everyone in her community as she rapidly grew as young community leader in a short span of period and succeeded in materializing her dream of basic health unity for women of her community. Pari

Gul has emerged as a role model and more girls from her village have shown interest to do IDSP's Courses and work for the betterment of women particularly and community generally.

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