Hazrat Ali (PBUH)







Dr. Quratulain Bakhteari is the founding director and is the lead mentor along side with Mr. Wasif Riziv they lead all the people engaged in learning discourse at IDSP. Mr. Raziq Fahim is the officiating Director at IDSP. Raziq belongs to Loralai and is quite famous in Pashto literary groups. He has published a book on his Pashto poetry. He is one of the founding members at IDSP. He joined IDSP as Teaching Associate in 1998 and since then has been growing in a variety of areas worth mentioning are radical education and critical pedagogy and gender and Islam. He has recently been selected for Chevening Scholarship on Gender and Governance in Islamic Countries. Mr. Shahjahan Baloch is the Associate Director at IDSP and responsible for managing the academic program, peace, justice and governance program, innovations in reflective learning program at IDSP. He was the learner of IDSP's first batch of learners in 1998. Later he joined IDSP as Research and Teaching Fellow. Briefly he ventured in as National Coordinator for the Common Wealth Education Fund and joined back IDSP as full time member this November. Shahjahan belongs to Kalat and can speak Balochi, Brahvi and Pashto fluently. Mr. Ali A. Naqvi is leading the administration, finance, information and communication and the media project as Associate Director. He has been with IDSP since 1999 and joined IDSP as volunteer. Ali has been instrumental in developing various strategies for strengthening of the systems at IDSP in synchronization with the organizational objectivity and its emphasis on individual's growth. Ali belongs to Quetta and speaks Punjabi. Mr. Safdar Hussain who joined IDSP as Resource Center Coordinator is the lead faculty of the program. He has been with IDSP for the last eight years and was engaged in various capacities. Safdar

belongs to Quetta and speaks Punjabi. Ms. Noreen Lehri was intern at IDSP . Later she joined the learning discourses at IDSP and became part of its Learner and Community Development Program. She is with IDSP for the last eight years. She is Brahvi speaking and resides in Quetta. Afshan Nasreen is leading the innovation in learning centers. Afshan is IDSP leaner and is with IDSP for the last seven years. She belongs to Quetta and speaks Urdu. Mr. Barkat Shah was IDSP learner and now leading Academic Development Program as lead faculty. He is associated with IDSP for the last seven years. He belongs to district Pishin and speaks Pashto. Ms. Rashida Razi is a trained librarian and has contributed immensely in development of IDSP resource center during the last four years. She is leading the program development as Lead Faculty. Rashida is also contributing at IDSP as focal point Human Resource Management. She belongs to Quetta and speaks Urdu. Ahmed Jan initially led the process as Lead Faculty but since he joined governmental services. Mr. Baloch has been part of the IDSP project, Tawana Pakistan. He was selected among a group of learners to participate in the program for his strong inclination towards working with communities and young people in Pakistan. He belongs to Dalbandin, district Chagai of Balochistan and speaks Balochi. Ms. Zakira Ali is one of the learners of IDSP's women focused program Mainstreaming Gender and Development in Balochistan. Zakira is with IDSP for the last three years. She belongs to Quetta and speaks Hazargi. Her current fellowship is as Research and Teaching Coordinator.


Mr. Abid Hussain has a very interesting story, an 8th class walk out, who worked in various garages as mechanic joined IDSP four years back ago. Since then he has understood the dynamics of networking, software maintenance, computer maintenance and understanding the open source software deployment. He is Research and Teaching fellow in IT. Faisal Nadeem is an accountant by training. He worked for IDSP briefly and then left for other ventures. He recently joined back IDSP and is leading the finance section as Research and Teaching Coordinator. Ms. Kamal Jan engaged with IDSP in one of its projects Tawana Pakistan in collaboration with Aga Khan University and the Government of Pakistan, Ministry of Women Development. She worked for nearly two years in the project and led one of the districts. Hashim Suleman Khail resides in Quetta and speaks Pashto. His area of interest is to work for the empowerment and protection of adolescence He is working as a Research and Teaching Coordinator. Ms. Nargis Kasi is working as Research and Teaching Fellow in RLC Sabeel, Quetta. She belongs to Quetta and speaks Pashto. Mr. Saifuddin Shahwani by training is a public administrator. He joined IDSP last year and since then has been going through various processes of learning and u n l e a r n i n g . Sa i f i s l e a d i n g t h e administration section as Research and Teaching Coordinator. He belongs to Quetta and speaks Brahvi. Ms. Shazia Wahid was Intern in IDSP Mainstreaming Gender and Development program. She has now taken Reaseach and Teaching Fellow in Resource Center management and development. She belongs to Quetta and speaks Hazargi. Mr. Faisal Qureshi joined IDSP a two year ago . He is working as Research and Teaching Fellow in administration section. Faisal belongs to Quetta and speaks

Urdu and Panjabi. Ms. Marzia Barat Ali , Research and Teaching Fellow in Rlc Mominabad Quetta. She is local resident and speaks Hazargi. Ms. Ambreen is one of the learners of the Mainstreaming Gender and Development in Balochistan. Her fellowship surrounds the above mentioned issues. She is Urdu speaking and belongs to Quetta. Mr. Asim Riaz has worked extensively for desktop publication in various news papers. He Joined IDSP last year and has been working as Research and Teaching Fellow. He belongs to Quetta and speaks Punjabi as his mother tongue. Ms. Sumaira Masoom has recently joined the program as Research and Teaching Fellow to provide her knowledge and skills in analyzing the resource base, considerations for resource requirements and then projecting the requirements for various fund raising strategies. She belongs to Quetta and speaks Urdu. Mr. Adnan Victor came to IDSP as an intern and is now working as Research and Teaching Fellow in finance section. He is from Quetta's Christian community and speaks Punjabi. Ms. Sadia Bashir came to IDSP as an intern and conducted an interesting indepth study of Hazrat Bibi Khuteeja (PBUH) as a women entrepreneur then she joined IDSP as Research and Teaching Fellow in Youth Exchange and Development Program. Mr. Naseer Ahmed is the senior most driver of IDSP. He is the first driver that IDSP recruited for its donated vehicles. He belongs to Quetta and can speak all the local languages, his mother tongue is Phasto. Mr. Abdul Karim is working at the Khuzdar campus as driver. He has also served in the earthquake areas. He


speaks Brahvi and resides in Khuzdar. Mr. Qadir is driver at IDSP. He is mainly responsible for inter city commute. He belongs to Quetta and speaks Pashto. Mr. Zafar is engaged with IDSP for the last three years. During this time he has developed himself as an excellent cook. Zafar can prepare excellent meals for over 100 people. Zafar belongs to Noshki and speaks Brahvi. Mr. Liaquat is one of the founding watchmen at IDSP. His affiliation to the institute is beyond any doubt. Liaquat has learned basic literacy and computing skills at IDSP and is quite an expert with at usage of the Urdu word processing. He is from Quetta and speaks Brahvi. Ms. Zubaida is responsible for cooking at IDSP. She is a very strong women, raring her children under difficult circumstances as a widow. She lives in Quetta and speaks Brahvi. Mr. Niamat Masseh is responsible for the cleaning of the home, which he does exceptionally well. He belongs to Quetta and speaks Punjabi. Mohammed Abbass is maintaining the flowers and lawns at IDSP, which he used to do with the prior owners of the house. He speaks Brahvi and resides in Quetta. Mr. Feroz Ahmed is the oldest people at IDSP. He is the watchman, the elder of IDSP. Feroz mama as we call him has rendered his duties with excellence. He is from Quetta and speaks Brahvi. Mr. Asif Lehri is learner of IDSP’s community based course at Khuzdar. Asif is the resident of Khuzdar distrcit. He is well versed in community development’s various aspects and has keen interest in youth development issues and challenges. Asif is leading the team of IDSP Khuzdar Asif ’s mother language is Brahvi but he is well versed in other local languages of the province. Mr. Rubina Zehri belongs to Zehri tribe of Khuzdar. She joined IDSP through its main streaming gender and development in Balochistan program. Currently she is leading the youth development program in Khuzdar district. Ms. Fartkhanda Aslm is resident of Khuzdar and she also joined IDSP through its MGD program. She belongs to Khuzdar and is in process of transforming herself to become a leading person in field of women development. Mr. Asif Zehri is among the learners of IDSP who contributed immensely in setting up the Khuzdar campus. Asif has been supporting the development of resource center, administrative support systems at the Khuzdar campus. Mr. Naseem Ahmed belongs to Pishin and is engaged with IDSP as driver for its Pishin campus. He lives in Pishin and speaks Pashto. Naseem has also served in the earthquake effected areas. Mr. Khalil Kakar belongs to Pishin. He joined IDSP as Research and Teaching Fellow in its education program. Since then Khalil has been an inspiration for the young people in Pishin. Khalil is now managing the campus in Pishin as well has successfully organized a youth forum. Mr. Shahbaz joined IDSP as its front desk person. He his well versed with his professional requirement and has keen interest in media.He is belongs in Quetta at speaks Urdu. Ms. Shahida Yousaf is graduate of IDSP’s first women studies course. She is currently leading the project office of Sibi. Ms. Asia Akram is currently mentor at the Pishin Campus. She is leading the district in Main streaming Gender and Development project. Shahida Hassan graduated from Sibi in


the gender program. She is now the lead mentor. Abida Dehpal is graduate of Mainstreaming Gender and Development course and is currently operating as mentor. Each individual at IDSP have their own individual learning plans, the reviews for internal development. Each fellow is learning self actualization, family development, local governance and community development and understanding global situation with challenges and opportunities. IDSP has invested in its own physical space this year. The physical space has given myriad options for the growth and nurturing of the people at IDSP and for the sustainability of the institution. Our model of including the missed out and excluded population from education is the core of institution building. Each program is devised in a way that every level is mentoring another for intern the mentors are Research and Teaching fellows, for them the mentors are research and teaching coordinators, for Research and Teaching Coordinator the mentors are Lead Faculty, lead Faculty is supported by the Directors and directors are under direct mentorship of the founding director. Each program has its programming objectives and operational framework. Each individual has two objectives personal learning objective and institutional objectives including budgets. Every month comprehensive reviews are made with each team members and are regularly followed up.


IDSP launched its first strategic plan in August 2006. The strategic plan encompasses the lessons of last eight years. The launch of the strategic plan was developed on the concept of fellowships rather than employment. It was felt that the Fellowships are for each of the individuals in the organization based on their commitment to learning and self development. The fellowship framework goes much beyond the assumption that the individual working in any professional organization is equipped with necessary qualification, has the right kind of mind set to implement the programs and is able to manage the professional and personal manners amicably. Several researches have shown that in case of Pakistan the quality of education is poor, be it a primary level or a higher education level and an individual has to go through a lot of learning process to accommodate him or herself in the professional arena. IDSP recognizes this pitfall and therefore provides a forum for the young people to join in, be a learner instead of professionals, since one can expect mistakes from learners but cannot accept from professionals paid market rate salers. The fellowship framework emphasize on development of five interrelated areas academic and professional development, self and intellectual development and growing with the communities, enhancing the skills of practice of development and finally engaging in family development so that the personal and professional does not create indifferences but help nurture the individual. This whole idea was put into practice for six months as incubation of strategic plan. An intern mentor learning modality was adopted and people were given opportunities to explore and develop their programming portfolio or otherwise realize what can be done, how, where, when and with what resources. The following pages of the document talks about the programs which are in fact experimentations to develop a process of program ed development. Constantly monthly reviews were designed and supported from outside IDSP enabled the young people to learn self development process, programing and institutional development in one consolidated and interrelated course by practicing. It was decided during the implementation that the first review meeting will be held on November 1st, 2006. According to the plan it was conducted on due date. After the selection of Fellows right from the director IDSP to Interns were finalized during the month of August. Meanwhile all the selected Fellows developed their learning objective and implementation plan with the consultation of concerned mentors of the program. It is very important to share that all the Fellows selected have their own ideas which they shared during their presentation that why they want to do this and what will be the implementation plan. After a rigorous and intensive process and guidance the contracts and programs were finalized in the month of August. This was the first follow up review meeting against the plans which were shared in those presentations.


IDSP since its inception invested much in grooming and nurturing of the young individuals. These practices of last eight years provided IDSP various models of engaging youth in practices that nurture the self and family, establish the connection of local and global and gives space for people oriented action.

Skoll foundation support social entrepreneur ships. Dr. Quratulain Bakhteari was awarded for her 30 years of community work, the award supported in Establishing the Institute for Development Studies and Practices IDSPPakistan. Skoll is supporting IDSP for developing group of young social entrepreneurs based on its concept that was shared with the fund. The following details are the glimpse of the internal course at IDSP. The program is spread in various locations in Balochistan including Quetta, Khuzdar, Pishin, Mastung and Sibi. .

The approach has two main objectives one to study the outcome and possibilities and modalities of academic and development practices for meaningful engagement with the youth of Pakistan and of the region, impact of IDSP's graduates of last eight years, and second is to analyze the results of 8 years to create and develop curriculum of IDSP courses that gets equivalency in the formal education system of education. The program team designed an exclusive research study to understand and explore future possibilities and modalities of academic and development practices for meaningful engagement with the youth of Pakistan and of the region.

DESIGN OF THE STUDY COMPLETED AND APPROVED The program team received training and mentoring on programming, course designing and research work The questionnaire for the FOCUS GROUP DISCUSSIONS {FGD,}Rapid assessment and In-depth Interview developed, pre tested and finalized accordingly. Open discussions with the learners of the earthquake affected areas gave new dimensions to the study. Retrieve the courses archive, folders, readers, modules, etc of the previous courses. Study and analyses of the learners' dairies.
Develop the code book for data placement, interpretation and analysis.


S.# 1 Name of Learner Fasial Blaoch Year 2000 1999 2003 2004 2005 2003 2000 2004 Learners 2004 2004 2004 2004 2004 2000 2001 S.# 16 17 18 19 20 21 22 23 24 Name of Learner Tariq Khilji Aziz Mughul Asif Baloch Aziz Baloch Ilyas Faisal Dr. Ali Kumail Dr. Shah Mohd Maree Prof. Barkat Ali Year 2005 2005 2001 2005 Learners 2005 2005 Learners Local Scholars

2 Abdul Satar Shahwani 3 4 5 6 7 8 9 10 11 Nasima Paenzai Bass Bibi Faizullah Gohram Baloch Ali Muhammad Shaiza (Observer) Ahmed Nawaz Kiran Saeed, Sheesta Noor, Rehana

25 Aman Ullah Shadezia 26 27 28 29 30 Afzal Murad Mohd Naseem Bibi Zubada Mohd Shehbaz Noor Ahmed Support Staff

12 Kanwal, Nadia Khan 13 Faria Yaseen

14 Maqbool Qalandarani 15 Haji Mehboob Kurd

Sample size of the learners is identified and some of them are contacted. A detailed report will be compiled for a review workshop before the study gets published. The entire work will be completed in February 2007.

The Learner and community partnership program is IDSP's link with the youth of Pakistan and beyond. This program provides the space for action. The program is currently looking at various practices IDSP has been doing and then trying to find certain common grounds/ principles on which the overall framework of engagement can be developed. Program has designed qualitative research to explore possibilities and


The Learner and community partnership program is IDSP's link with the youth of Pakistan and beyond. This program provides the space for action. The program is currently looking at various practices IDSP has been doing and then trying to find certain common grounds/ principles on which the overall framework of engagement can be developed. Program has designed qualitative research to explore possibilities and modalities of engagement with IDSP learners and generally with Youth. This program developed a joint study with academic program and they conducted sessions jointly with Academic program.

The team was trained on programming, leadership, institutional building. They have been provided proper mentoring and guidance on developing research framework and in the conduction of research study. The questionnaire for the FGD, rapid assessment and In-depth Interview developed and is presented and appropriated accordingly Open discussions with the learners of the earthquake affected areas. Retrieved the courses archive, folders, readers, modules, etc of the previous courses. Study and analyses of the learners' dairies. Developed the code book for data placement, interpretation and analysis. Sample size of the learners was identified and some of them were contacted. Four FGDs were carried out with

Justice Peace and Governance are major issues concerning the life and livelihood of the people across the globe. Local realities are continuously challenged by international conflicts. The international scenario on the other hand remains in constant struggle to view the local realities, conflicts, issues on peace in a unified framework. Governance at all levels is the link between the oppressor, the oppressed, between relief and justice. This program is looking at local conflicts and trying to transform the understanding of these conflicts in real terms. Besides the three mentioned above a large number of women are engaged in Khuzdar, Pishin and Sibi districts. These women are working on these themes and are evolving various mechanisms of women leadership and grooming. This program is supported by the National Endowment for Democracy and is continuation of the earlier program sponsored by CIDA and the British Council. The approach for exploring program basis for Justice Peace, and Governance is three pronged. Studying on going initiatives of Gender Mainstreaming Development in Balochistan Exploring venues of working with local women by mobilizing


local government and communities. Analyzing/documenting case study of tribal conflict. Advocating women participation in the process of conflict resolution spheres. The third approach was to explore the learning venues at District Mastung to identity issues and work on Women Health with worker

The program team received training and mentoring on programming, case study documentation, data collection and project management. Different initiatives were taken in order to streamline youth and women role in the decision making process in the conflict situation. A study framework has been developed and pre-tested in the six district of Balochistan. In-depth interviews and case studies are collected. Local government, communities families and youth have been mobilized around the issues of peace and justice . A case study of tribal conflict and its impact on women and youth have been explored and documented.

S.# 1 2 3 4 5 6 7 8 9 10 11 Name of Learner Samia Shahzadi Shahida Baloch Noor Jahan Sajida Shahida Hassan Abida Asia Akram Naheed Suryia Sabara District Sibi Sibi Sibi Sibi Sibi Sibi Sibi Pishin Khuzdar Khuzdar Khuzdar Year of Course 2006 2006 2004 2004 2004 2004 2004 2004 2004 2004 2006


The mainstream education system in Pakistan and elsewhere is unable to cater the learning needs of the children and adolescents. The result is that most people at very young and tender age walk out of mainstream education system due to its linear approach. These walk outs/ left outs/ missed out constantly remain under the guise that they have missed something humongous in life by not attending the school. However every where in this part of the world those who are out side the system are greater in number and this number is growing. Reflective Learning is IDSP's approach to engage with and engage in these groups in various forms of learning. The learning encompasses self, family, community on one hand and variety of learning options vested in communities at the other hand. Program has selected one of the innovative interventions in non formal education to explore and create basis of the program.

The team got trained on programming, leadership, institutional building. They have been provided proper mentoring and guidance on developing research framework and in the conduction of research study.

­Conceptual framework of the study developed and the teams member got
basic orientation on its conduction.

­Number of nine FGDs conducted with learners, facilitators, community
members and the conceptualizes of the program.

­Three in-depth interviews conducted with creators and conceptualizes

of the innovative programs at different levels. Process of transcription started to capture the findings of the research study for greater analyses.


The development framework mainly focused around projects. Little efforts are made to make these institutions sustainable and for independent action. IDSP since its inception did not compromise its core work and managed funds through various activities for the work it does beyond projects approach. To further the approach and to make IDSP sustainable for the young people of Pakistan, the basis of this program was developed as part of the strategic plan. The program is exploring and building on three different levels i.e. Creating and developing basis for endowment building. Construction of IDSP campus management of physical assets and space of IDSP


The program has developed an integrated framework for resource generation and endowment building within and outside IDSP. Government of Balochistan has leased 4 Acres of Land for IDSP University Campus in Quetta. The total lease amount has of Rs. 4 million (US$ 67,000/approx) have been submitted in the government's treasury accounts.

The basic survey / maps for construction of IDSP campus using the traditional and cultural way of construction have been completed. The front cover of the report depicts these maps developed by renowned international architect Mr. Kamil Khan Mumtaz.

IDSP is in process of developing a trust to ensure greater precaution in management of assets and differentiate between the function of managing and utilizing assets. IDSP has started the process of Pakistan Center of Philanthropy certification for certification and gaining tax exemption.


The last decade of 20th century saw an upsurge in media and communication. Its effects on societies and individuals are numerous. However one fact remains that it has certainly changed the out look of the world. The institute has been observing these developments carefully and needs to understand fully the impacts of these developments on common people. The program will be aiming to develop process of internal understanding regarding this media upsurge and would develop programs that enable development of people's media. The team is engaged in three pronged strategy for developing the program, experimentation of various nature, exposure and engagement in various trainings and conceptualizing the basis for media project through a variety of learning resources.

The program is working on three different components.Exploring resource centers academic role in faculty development, learners engagement and engaging with general public .

­Developing streaming system of learners profiling at IDSP ­Developing and streaming the section of publication ­Exploring possibilities of work in the field of alternative media ­Develop the Resource Center into an advance Resource Center. ­The program people got exclusive training on programming, leadership and
institutional building.

­Developed and streamlined the process of developing program components
according to their needs and nature. and partial implementation of the Open Source Software was carried out ­Training on learning media, including use of the camera, data capturing and editing was done ­Various events at IDSP were filmed by the media team ­The process of producing IDSP publications on Cds was initiated



Generally when organizations are developed, typical systems of finance and administration are deployed at the very beginning. In certain cases these systems thus lead the organization rather the people in the organization. The organizational culture thus remains inorganic and somewhat alien to the surrounding social environment. IDSP's approach towards systems development is based on its various practices over the years which people feel comfortable and which mandate greater accountability and transparency. The program is revisiting the already established practices, reviewing through practicing and implanting various financial and administrative processes on experimental basis with strong reflective learning process.

The finance and administration program has taken a different route, since most of the programmatic activities continue on daily basis. The program reviewed the best practices, engaged team where a new procedure or policy is required such as pick and drop for the female team members at IDSP or managing the finances for food . The finance section is working on variour reporting modalities concerning IDSP funds that includes variance reports for the programs, cash flow and reporting of the project activities Specific training for the entire team was conducted on understanding the financial system and its procedures and internal audit The internal audit of Child Protection project was carried out: The program is providing support in understanding financial reporting of a project vis-à-vis the given reporting formats.


IDSP since its inception has been emphasizing the role of local human resource as pivotal for quality, sustainable developmental change. The fundamental argument is that the people who are part and parcel of the socioeconomic, socio-cultural identity of the area are best suited for development interventions. IDSP itself will remain a small robust place for intellectual bolstering, technical guidance and support but the learners of IDSP will establish their spaces. It is quite contrasting to the general concepts of organization expansion where by opportunities are sought to have physical and geographical expansion while maintaining the overall authority intact. IDSP believes in opening new spaces which deem to satisfy the needs of the people and whose architects are the local human resource. It is a long and tedious process but we are happy to present four of our centers who have come up with their own ideas, philosophies and processes.

Khuzdar is one of the districts which had many learners of IDSP courses. These learners opened to share their ideas and comprehend their practices developed an informal group of learners namely learners academy. The group was encouraged to take space when a small grant was given by INFAQ foundation for an information technology center. IDSP Information and Learning Center Khuzdar was established led by the local young men and women. The group has taken its time and is now engaged in multiple activities that are beneficial for the young people of Khuzdar. It includes a professional IT training center, a place for open debate and dialogue, a center for training on human rights and values and a place where community development courses are being conducted. It is worth noting or worth maintaining that the district government has provided the space for the center. The center's pioneers include Asif Lehri, Rubina Zehri, Farkhanda Aslam and Asif Zehri.

Pishin is yet another example of the activism of the learners of IDSP IDSP's . lead faculty member and the learner of 1999 course Barkat Shah hails from Pishin. He along with Khalil Kakar have managed to establish a space where women are engaged in community development activities and its courses. An IT lab is established for training and professional development for the community workers and a youth forum is taking shape.

Ms.Shahida Yousaf does not appear to be a vocal, outgoing, aggressive woman at all, but she has managed to develop a space for the women of Sibi. She has taken a lead role after finishing her course “Mainstreaming Gender and Development” at IDSP to develop a space that fulfils the growing needs of the young people especially the women of Sibi.


Overall the health status of women of Balochistan is in worst conditions among the other parts of the country. The general awareness and preventive health mechanisms are missing as far as women are concerned. Kamal Jan who keenly observed this phenomenon during her work in Tawana Pakistan across Balochistan has committed herself for the uplift of women's health status in her district. She has negotiated a place with the support of district government and is in process of engaging more women in the entire discourse of learning and overcoming many myths about the health of women.


IDSP gives the opportunities to young women and man for their capacity development. IDSP provides a substantive learning experience that serves as a basis for interns to explore their career options and to develop professional skills . Interns have the opportunity to work with IDSP . IDSP's interns make vital contributions to the institution's work.Internships are offered any time when the institute needed.

To bridge the gap between formal education and a career . To fully utilize, increase, and enhance the skills already acquired from formal education and previous experience (if any), and develop the qualifications required to succeed in a career . IDSP offered 17 internships in 2006. Duration of the internship is 3 months to 1 year. All these interns have completed their internship successfully. Sadia Bashir, Adnan victor, and Mir Bloch are still associated with IDSP as a Research and Teaching Fellows the second cadre of internship.

­ ­


IDSP has been and is part of national and international level networks and Coalitions. These networks ensure that the organizational activities are multiplied for greater impact and mutual action.

The Berkana Institute is a growing community of life-affirming leaders around the world. We define a leader as anyone who wants to help, anyone who is willing to step forward to help create change in their world. We are everyday people who hold visions of new possibility for our local communities, nations, and our shared global village. If this describes you, we hope you will join us.

Aurat Foundation is taking an initiative to bring other organizations to promote HomeNet Pakistan in Pakistan. In the course of the activity they have completed the mapping exercise, which was done to locate organizations working towards organizing and improving the working conditions of homebased workers. In addition, along with UNIFEM they have organized a National workshop on homebased workers in year 2002. HomeNet Pakistan is widening the network by disseminating and highlighting more and more issues about homebased workers and the objective of HomeNet Pakistan.

Pakistan Coalition for Education
Pakistan Coalition for Education PCE is a coalition of civil society partners and individuals joined together to raise voice on the issues surrounding the education sector in Pakistan as well as do the advocacy PCE came into being in April 2004 after a series of consultations facilitated by the Commonwealth Education Fund-Pakistan. The national meeting brought together some 40 participants, including those nominated in provincial consultations. In addition to that, representatives from some major organizations headquartered in Islamabad were also present. This meeting laid the foundations of Pakistan Coalition for Education (PCE).

Ashoka is the 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, Ashoka has elected 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. With global community, Ashoka develop models for collaboration and design infrastructure needed to advance the field of social entrepreneurship and the citizen sector. Ashoka Fellows inspire others to adopt and spread their innovations demonstrating to all citizens that they too have the potential to be powerful change makers.

Baluchistan Gender Network is an informal alliance of 22 member organizations, that includes representatives from both civil society organizations as well as from the government departments. Our main advocacy areas are related to campaigning on Gender equality related issues, around International Women Day events in the following areas: (1) (2) (3) (4) Gender Based Violence Promoting empowerment of rural women Challenging in-equalities through advocacy campaigns Providing a collective platform for raising the voices of organizations promoting Gender Equality

A discussion revolving around three key questions was held to reiterate a shared understanding on the purpose of OASIS, the contribution of each partner to OASIS, actions that could be done collectively.


A forum for collective actions for equity Enabling the marginalized to influence and make policies, programmes and resource allocation/use responsive to their needs and aspirations. ­ Reducing inequities and overcome poverty Sharing, i m p r ov i n g a n d d e e p e n i n g o u r u n d e r s t a n d i n g a n d s k i l l s Possible joint actions Research and analysis. ­ Advocacy Training and capacity building Sharing resources Evaluation peer review (yearly retreat). ­ Taking our advocacy work to a larger scale value-added.


IDSP continues to engage people across the world on various interesting debates on contemporary development issues. This year an international conference was organized in Quetta, which engaged people from South Africa, Palestine and all parts of Pakistan from various walks of life to discuss various modalities of learning in traditional societies.


It is critical to understand, comprehend and engage with responding to the multitude of questions emerging around the concepts, mechanism and logic of schooling and mainstream education. It isn't a mystery to understand the paucity of the mainstream education and its contribution in various social and life's problems. To reflect on these questions, a conference was organized by the Institute for Development Studies and Practices IDSP-Pakistan. The conference engaged over 100 people from across Pakistan in a five day intense yet joyful learning discourse. The questions that revolved the discussion were:

sWhat is the learning ecology of each of our diverse communities? What challenges is it facing? How can we regenerate it? sWhat kind of unlearning and up-learning is significant and necessary for the times we live in? sHow do we connect learning with healthy food, community media, zero waste, local economy, cultural creativity, and other essential aspects of living? sHow do each of our individual learning journeys relate to one another? sWhat can we do in our own lives and word to challenge the Education and Development systems which do not comprehend the strength of human potential? sHow can we recognize diverse forms of creative power and engage and


strengthen them?

A lecture series has been initiated to understand the impacts and outcomes of modernity and post modernity on various aspects of human life. Two of these lectures have been organized in Quetta. What are the concepts behind tradition and modernity? Do these theoretical concepts have any bearing on our lives or it is merely a discussion for the sake of discussion. Renowned architect and intellectual Kamil Khan Mumtaz had two discussions with interesting groups from Quetta. The first discussion was a group of literary people from Balochistan. The theme was how post modernity has affected the discourse of literature. Creating a question of what is the role of literature in creating a better understanding and vision for the human race. The second discussion held with the architects of Balochistan. The modern architectural phenomenon was compared with the traditional architectural wisdom. What has gone wrong and where and how we can build structures that respond to our social, ecological and environmental needs and how to avoid the techniques which are alien from the local atmosphere and realities.

Kamil Khan Mumtaz

Lecture of Wasif Rizvi
Wasif Rizvi is IDSP's oldest friend and the backbone of its intellectual discourses and development of the team of IDSP. A discussion was organized around the ongoing conflict between the Israelis and the people of Lebanon. What has been the history and how it is unfolding? The questions on how the groups in Lebanon are waging a different fight then in most parts of the world where resistance is posed by the Muslim groups. Several of these questions come to mind. What the role of Lebanon in the conflict is, how Lebanon and Palestine are different and where the process will lead.

We are living in desperate times, the world is full of news of conflict, wars and peace is a rare commodity. However many groups are working for several years to bring about peace among various factions and within multiple societies creating a pluralistic world where peace can be achieved. Humanist movement is one of such movements spread across the globe. its coordinator for Asia Mr. Luji Daria came to Pakistan and he was invited to have a discussion with the

Wasif Rizvi


A lecture series has been initiated to understand the impacts and outcomes of modernity and post modernity on various aspects of human life. Two of these lectures have been organized in Quetta. What are the concepts behind tradition and modernity? Do these theoretical concepts have any bearing on our lives or it is merely a discussion for the sake of discussion. Renowned architect and intellectual Kamil Khan Mumtaz had two discussions with interesting groups from Quetta. The first discussion was a group of literary people from Balochistan. The theme was how post modernity has affected the discourse of literature. Creating a question of what is the role of literature in creating a better understanding and vision for the human race.

The project “Improving Education policy and planning through knowledge based dialogues and interventions” synthesis workshop was planned to share the overall progress of the project, its outputs and outcomes and evaluate the possibilities of moving forward with the lessons learnt throughout the project. The workshop was attended by the fellows, the district government officials and representatives and project partners including ESRA. The synthesis workshop proved to be a very useful activity to analyse the project in overall context of education, value the inputs provided in the project, its immediate outputs and outcomes.


­Trained 263 (male and female) government officials and representatives in district based education policy To build and strengthen the capacity of local government and planning structures to formulate and ­Formed representative district education forms in eight districts execute responsive need based ­Signed Memorandum of Understanding with district governments with respect to District education education policies forums in project focused districts. ­Engaged approximately 175 government and community representatives in educational policy and planning ­Provided contextual training in Education Policy and Planning ­Developed District Education Plans for the Eight Project Districts are they enclosed.


To increase meaningful community participation in policy dialogues and analysis

­Engaged nearly 12,000 people from 8 districts on 147 dialogues on education policy and planning from union council, tehsils to districts ­The province experienced for the very first time a comprehensive discussion / discourse on education policy and its ramification on people's life. ­Mobilized public and community representatives around the idea of district education forums to ensure genuine public participation in district based education policy and planning. ­Meaningful education and its relation to life and the development of society ­The role of community in education development vis-à-vis community participation ­Education governance, district government and NGOs ­The learning process, quality education and curriculum ­Teacher, role, training, appointment and the expectations ­Facilities and learning environment ­School, society and the societal needs

To enhance the research based knowledge and information for realistic and practical policy development

­School from a child perspective ­The experience of Mother Languages (Balochistan A case study) ­Community participation in education ­The impact of the text books on children of primary level ­The process of curriculum transition into a textbooks

To centralize the issue of learning ­The issue of learning and education has been thoroughly analyzed in the district forums. The dialogues were in policy dialogues and analysis focused on the meaningfulness of learning instead of petty administrative, quantities, issues.

­In the continuity of district forums and public responses, IDSP facilitated a range of consultative sessions with different stakeholders to initiate a participatory analyses of the issues highlighted in the dialogues. These consultative session consequently proposed diverse initiatives in communities that will help to regenerate the essence of learning ­The international conference on Living and Learning with Traditional Societies was also part of centralizing the issue of learning in the overall debate of Education.

To initiate pilot practices of ¬The dialogues provided meaningful thematic areas to demonstrate workable alternatives for improving to ef fective educational policy general situation of education and engaging the left outs in the process. The pilot interventions are the development processes ways and means to demonstrate policy options.

¬Introducing Mother Language in middle schools through supplementary material (Pishin) ¬Transforming Teaching Methodology and role of teacher (Quetta, Khuzdar) ¬Revival of local skills through mentoring approach (Lasbela) ¬Working with walkouts/ dropouts (Sibi, Loralai) ¬Introducing the social, cultural value to school going students (Panjgur) ¬Developing a textbook in local language from school going children through their creativity (Chagai)



the role and responsibilities of Union Councilors ­ Capacity building of Councilors in union level planning ­ Understanding the role of union council ­ Understanding the role of monitoring committees ­ Understanding the role of union Nazims and Naib Nazims

OBJECTIVES: ­ Understanding

Lead Faculty Number of Learners: Scope and Location Project Partners

Asif Lehri, Rubina Zehri 50 male and Female 4 Union Council of Tehsil Khuzdar (District Khuzdar) District Govt. Khuzdar, National Democratic Institute (NDI) Islamabad

Capacity building of Union Councilors to understand their role and responsibilities. IDSP provided training to councilors and Nazims in understanding the role and responsibilities of union council and union councilors there was also a training on CCB formation and importance of CCB provided training to councilors on community involvement conduction of Public Forum on a public issue (water issue)


OBJECTIVES: ­To establish youth forums in two local communities in order to increase the
capacity, develop their skills, advocate their issues and engage the youth in local governance of two districts.

­To establish institutional and sustainable linkages between young people of
Pakistan and UK through website, email and video-conferencing to exchange their cultural issues, their identity, their participation and advocacy.

­To establish institutional and sustainable linkages between young people of
Pakistan and UK through website, email and video-conferencing to exchange their cultural issues, their identity, their participation and advocacy. To empower youth, allowing them to resist the attraction of extremism

Lead Faculty Raziq Fahim, Sadia Bashir Khalil Reman (Pishin) Rubina Zehri (Khuzdar) 150 young men and women The course has been initiated in two districts i.e. Pishin and Khuzdar District Governments, DFID, Youth Forums of each district, KhwendoKor in NWFP, Lead from Sind and Pattan from Punjab

Number of Learners Scope and Location Project Partners

Practical training provided to youth on consultation, representation, accountability and mandate, as well as in negotiation, problem-solving and consensus-building skills of at least 80-160 young people (boys and girls) of respective districts. Youth groups initiated cultural dialogue between young people in Pakistan and in UK, on issues of culture, identity, participation and advocacy. Increased understanding at local government level in Pakistan of the benefits of youth engagement in planning and decision making and also increase the appreciation of the importance of collective voluntary, in both the UK and Pakistan.


develop the capacity and leadership skills of young women in Balochistan and educate them about democracy, human rights, and development issues.


encourage women to participate in local politics and to seek out leadership positions in their communities to ensure that women's voices are heard in decision-making bodies.

Lead Faculty Number of Learners Scope and Location Project Partners
Noureen Lehri, Kamal Jan,Shahida Yousaf,Ambareen Naz, Farkhanda Aslam

50 Young women Sibi, Mastung, Pishin, Khuzdar District Governments, National Empowerment for Democracy, District campuses and loca communities

Young women get extensive training on interpersonal skills, community development and governance and other practical skills in three district of Balochistan. Young women initiated the process of family development. They are sensitizing families and communities around gender related issues. Women mobility increased in the communities. The groups of woman are actively increasing their intellectual and analytical capabilities, through book, discussions and dialogues. The young women of the district took the leadership of most of the academic work i.e. organizing workshop, conducting consultation session with local support and group and local governments. The girls are taking active part in creating and developing youth forums in their districts. They are streamlining their role to advocate their rights at different levels.


OBJECTIVES: ­To develop a cadre of youth in Earth quake areas to initiate sustainable
Community based initiatives.

­To engage and develop a group of skilled individuals to work in Earth quack
areas to minimize the external dependency.

­To develop and enable the youth of EQ areas to respond to the emergencies,
and initiate viable actions with communities for restoring health and education facilities.

Lead Faculty

Dr. Quraulain Bakhteari, Ali Naqvi, Nasim Panezai, Barkat Shah,Zakira Ali, Yar Mohammed, Ahmed Jan, Nadeem Ahmed,Noreen Lehri, Mhumjmad Ali, Musrat Nazir and Zanib Khan 150 Male/Female The course was initiated for Project Staff in Two Districts Muzzafarabad and Abbottabad. Unicef, UNCHR, British Council, Pakistani citizens, ERRA, PERRA and SERRA

Number of Learners Scope and Location

Project Partners

Key Features:
Theory and practiced based training organized with 60 young learners on Community Mobilization, research, camp management, Communication, Presentation and Coordination Skills. Various short trainings on rehabilitations, trauma, camp management and on the installation of health and education facilities in the earth quack effected areas. Training on the establishment of skills based training Centers in the earth quack affected communities to restore their livelihood (Embroidery, Plumbing and Computer


OBJECTIVES: ­To provide opportunity

for grass root communities to have access to information, analyze it in there local perspective and make informed decision making especially in the context of newly installed local government.”

financial and moral support and office necessities.Training provided to the focal person in IT, Publication and other related skills. The district centers are now preparing their own news letters.

­To develop a space where individuals and groups can access and share the
informations ideas and experiences.

­To development a professional Development Centre, where community can
develop their skill in IT and Language. Develop an Internet café and well equipped Library for Local people with proper counseling and guidance which enable the community in accessing the information resource. Train Local youth in the management and administration of information learning centers.

More than 1000 men and women enhanced their skills in using and operating different means of Information Technologies. Established and strengthened Lead Faculty Asif Lehri, Farkhanda Aslam, Rubina Zehri, Asif Zehri, (Kuhzdar) Khalil Kakar (Pishin) Zakira Ali, Barkat Shah Kakar Asim Riaz, Abid Hussain,(Quetta) Wali Khattak,(Muzzafarabad, AJK) 1000 Men and Women Khuzdar, Pishin, Quetta and Muzzafarabad (AJK)

Number of Learners Scope and Location

Project Partners

Infaq Foundation, Local government and communities, British Council

well equipped computer centers and Libraries in above mentioned districts. Local communities and government mobilized around the development issues and they extended their support in providing space, other related skills. The district centers are now preparing their own news letters.


taking it on scale and replicating the same model in the rest of the province.

Organizing/creating Reflective learning spaces with adolescent girls/boys for their empowerment .Constantly communicating the lessons for favorable policy formulations on district, provincial and national level. Developing a cadre of young mentors as initiators /organizers for the reflective learning spaces.

Key Features:
More then 1500 adolescent girls and 300 adults [man/woman] benefited from Lead Faculty Raziq Fahim, Afshan Nasreem, Hashim Khan, Nargis Gul, Marzia Barat Ali Mohmmad 1500 adolescent Girls and boys 14 Reflective learning Centers in Mominabad and Sabeel (two Union Councils of Quetta District) Directorate of Non-formal education, UNESCO, Pakistan Science Foundation, Amal Human Development Network and Local communities and Government

Number of Learners Scope and Location

Project Partners

the projects. They got basic education, acquired literacy, IT skills and enhanced various marketable skills, and initiated small businesses. A series of community seminars conducted with community members on rights, women issues, serious health issues, role of local government and developing development plans. Engaged learning facilitator to diversify their role as, mentor, initiator, researcher, community organizer and learning facilitator. IDSP developed a cadre of Learning Facilitators to increase their support and ownership for the development of the centers. The Establishment of science component computer literacy software is innovative experiences. The entire curriculum is responding to the learning needs and educational demands of the adolescents. A coherent process of research and analytical documentation has been initiated that help to take this intervention on larger scale and create permanent basis for programming within IDSP. Extensive advocacy initiatives are carried out with government and funding agencies for multiplication and scaling up. The government of Balochistan with Support of world back is


OBJECTIVES: ­Develop a group of young women as learning facilitators in the field of
education, action research and community development.

­Launch pilot intervention for creating alternative methodologies of Nonformal education that could address the learning needs provide right education to the out of school adolescent girls in district Khuzdar. ­Mobilize girls and communities for education and advocate their right of education in different level of policy making.

­ Established Literacy and skill development center at Lead Faculty Number of Learners Scope and Location Project Partners Asif Lehri, Naheed Hassan 200 Adolescent Girls 4 Literacy center in District Khuzdar Balochistan Education Department, the Fund for Global Human Rights

Union level Providing basic literacy to the dropped out learners Exploring the opportunities to make the drop outs as the part of system ­ Human Rights Education through sessions, seminars and discourses ­ Providing basic skill to girls for their economical empowerment ­ ­


In a globalized world the challenges to the human beings are myriad and multifold. Among the vulnerable groups the most vulnerable are children and women. Many development interventions are designed to cater the needs and vulnerabilities of these groups but more consistent, focused and analytical efforts are required to cater these groups. The relationship of poverty and the people's misery has direct relationship. The urbanization phenomenon has brought many new challenges in these existing ones. The children are forced to earn the living for their families and thus are caught in a web of miseries including hazards to health, exposure to violence and a bleak future. Although Pakistan has signed many international treaties including the Child Rights Convention but the situation is still grim and needs corrective measures. The children are employed in various labor intensive workshops or are self employed e.g. garbage pickers. These workshops are mushrooming in the cities and these workshops have consumed a huge number of children. Currently there are not enough measures for regulating workshops and its management that how can they treat, interact and behave with working children within these working places. Children working in motor garages/workshops are facing different challenges i.e. low wages, sexual abuse and physical punishment. All these factors adversely affect the personality of the children. It contributes in lack of confidence and creativity, dependency and inferiority complexes which remains with the children throughout their life. It is the time to carry out such interventions to create enabling environment for the children who enjoy the working places instead of fear. It is also important to realize that the polarization of society starts occurring at the childhood. The children from elite private schools, from government schools and children who contribute directly to country's economy lives in altogether different frame of mind and their paths of life and livelihood and understanding of social issues is different. If the phenomenon is not taken in to consideration, the society may fall apart. The interventions currently designed have assumed a solution(s) to the problem. This approach especially when we talk of children and the surrounding environment has contributed little in factually understanding the complex social environment and requirements for livelihood and life. The project is designed to understand the context from the children's perspectives and to engage with various actors in context sensitive manner to develop programs and policies that enable the children and the environment to take corrective measures in the best manner possible.



The major objectives of the project are as under:


To enhance the understanding of different facets of violence, abuse, and exploitation against working children through dialogues, pilot interventions and research. ­ To sensitize masses, parents, workshop owners, CSOs, political parties, local government, media on the issue of violence, abuse, exploitation against working children for policy reforms

Target Groups:
The major target groups will be: ­ Working children (self employed or employed by others) ­ Workshop owners, ­ Workshop mechanics (Ustaad), ­ Parents/Community ­ Political parties, ­ Government officials, Lead Faculty Afshan Nasreen, Hasim Khan, Dawood Baloch, Naveed Khuhro, Najeeba Syed, ,Sanober Francis, Jamila Shama, Musart Shaheen, Zafar Iqbal, Rafiullah, Abdul Raziq, Jaffar Khan, Bibi Farida

Number of Learners Scope and Location Project Partners 4 Child Protection center in Quetta Unicef, Garage Union

­ ­

Media, Public representatives (provincial and district government)


In 2006 IDSP has been engaged in several national and international advisory services. The advisory services were in the areas of Gender Mainstreaming and Education. The services spread across institutionalization of gender to helping in devising innovative processes in the education sector. Following is a list of services provided to various organizations/ institutions by IDSP team members.

® Raziq Fahim, Aga Khan Foundation, 21st 25th August 2006, Gender Sensitization and awareness, AKF Staff 35,Baminan Afghanistan.
Raziq Fahim, OXFAM, 26th 1st September 2006, Gender Self and Development, Government and Civil Society Members, 2 0 participants, Kabul, Afghanistan.


® Barkat Shah Kakar, Research, Afghan Refugees Education Possibilities, Save the Children UK, Pishin, July 2006. ® ®
Noreen Lehri, Gender in Education, December 2006 LAFAM, Loralai, Naseem Panazai, Gender, Research and Campaigning, training for OXFAM Afganistan, November 2006


The IDSP team members continued to engage in global dialogues across the world. These engagements are contributing in two way learning and in mutually seeking possibilities of action and reflection. Following is a list of these engagements and the papers presented.

The Berkana Institute is a growing community of life-affirming leaders around the world. We define a leader as anyone who wants to help, anyone who is willing to step forward to help create change in their world. We are everyday people who hold visions of new possibility for our local communities, nations, and our shared global village. If this describes you, we hope you will join us.
The Berkana Exchange invited Dr. Quratulain Bakhteari to participate In a Learning Journey to Mexico, where she met and learned from pioneering leaders who are creating extraordinary change in their communities. On this journey, they traveled to two of Mexico's most unique regions, Oaxaca and Chiapas. Known for the vibrancy of their indigenous cultures. these southern states informed about the exploration of the tensions between ancient wisdom and the modern world. The visit was hosted by CEDIUnitierra, a leadership learning center focused on reclaiming the freedom to learn and reconnect to traditional culture. Upon her return to IDSP the lessons learned from Mexico was transformed in , healthy diet at IDSP and focusing on environmental conscious settings of IDSP discourses.

World Social Forum held in Karachi 22 to 29 March 2006. The World Social Forum is an open meeting place for reflective thinking, democratic debate of ideas, formulation of proposals, free exchange of experiences and interlinking for effective action, by groups and movements of civil society that are opposed to neo-liberalism and to domination of the world by capital and any form of imperialism, and are committed to building a world order centered on the human person. Participants from all over the world meet once a year.
IDSP 's 60 learners and staff members participated in this forum.The forum focused on “ANOTHER WORLD IS POSSIBLE” ­ Raziq Fahim, India, Chalking out learning needs for out of school adolescents ­ Dr. Quratulain Bakhteari, Iran, Learning Societies Conference,


Preparation Meeting, September 2006. ­ Ali Naqvi, Jakarta, Education in Pakistan Challenges and Opportunities, Planning meeting on Education Watch, Asian South Pacific Bureau of Adult Education (ASPBAE), Global Campaign for Education (GCE), Jakarta, Indonesia, March 28-30, 2006. ­ Ali Naqvi, Sri Lanka, Unfolding Education Finances, Regional Education Research, 9-10 July2006 ­ Noreen Bano, India, Art of Living, May 2006

­ World Social Forum, Karachi, over 50 IDSP team members and learners participated in March 2006, at WSF Karachi


( Ibn-e-Arabi)

IDSP's recognition is ever increasing and several organizations are looking at IDSP as a very different role model of social development in this region. IDSP has been credited with certification and awards as a token of its contribution in the development sector.

It is a moment of great satisfaction and achievement for the Institute for Development Studies and Practices (IDSP-Pakistan) that its Founder Dr. Quratulain Bakheari has been awarded the prestigious Skoll award for social entrepreneurship. IDSP is the first organization in Pakistan which has been given this award. The 2006 award ceremony held in Oxford University, Manchester, England on 31st March 2006. Dr. Quratulain Bakhteari (Director IDSP-Pakistan) despite the continuing pain of losing her life partner in March 2006 had the courage and commitment to attend the award ceremony.

The Skoll Foundation was created by Jeff Skoll in 1999 to pursue his vision of a world where all people, regardless of geography, background or economic status, enjoy and employ the full range of their talents and abilities. The Skoll Foundation's mission is to advance systemic change to benefit communities around the world by investing in, connecting and celebrating social entrepreneurs. Social entrepreneurs are proven leaders whose approaches and solutions to social problems are helping to better the lives and circumstances of countless underserved or disadvantaged individuals. By identifying the people and programs already bringing positive changes to communities throughout the world, the Skoll Foundation empowers them to extend their reach, deepen their impact and improve society fundamentally. IDSP-Pakistan was among the few of the organizations around the world which was granted the award. IDSP was founded by Dr. Quratulain Bakhteari in 1998. Dedicated over 25 years in the filed of community development. IDSP is a national organization having its central office in Quetta and field offices across Pakistan. It has engaged and Trained over 1000 learners (community catalysts) in during the last seven years across Pakistan. It has also helped generate and start many innovative processes to deal with the ever changing complex development environment. The award is not only a reflection and endorsement of IDSP's work and its leader Dr. Quratulain Bakhteari but recognition of the spirit, zeal and enthusiasm of the young Pakistani community catalysts (thinkers and actors), who vested their energies in learning and exploring journeys to demystify the norms set around us!


The details of the award can be found at www.skoll.org, for details on IDSP please visit www.idsp.org.pk

Decentralization Support Program, Innovative Work in Social Sector ­ BRSP, Balochistan Gender Network for the creative craftswomen ­ Danish, Effective Social Organization in Balochistan, ­ British High Commission, Earthquake Relief Activities concerning the people in Muzzafarabad ­ CDA, Earthquake Relief Activities concerning the people in Islamabad camps ­ USAID Organizational Standards ­ UNESCO, Engaging Out of School Adolescents in Learning Processes ­


The Improving Education Policy and Planning Program was initiated following several researches, experiences in the education sector and engaging wit an intense theoretical discourse at the Institute for Development Studies and Practices IDSP-Pakistan. The project was conceived by the IDSP Faculty based on their experiences. The goal of the project is “To develop a process and enabling environment for the formulation and execution of people centered and need based policies to strengthen education development programs and increase meaningful participation of all stake holders in policy making at all levels”

The publication on learning dialogues paved the way for furthering the cause of inclusive education. The dialogues provided a way to communicate and interact with the district government. It provided much needed information on gaps and lacunae of schooling and helped to jointly explore the deep rooted causes of mainstream education. The dialogues were intended to engage in processes of creating multiple options for change taking into account the various stakeholders in the system. The dialogues were focused on a deeper investigation beyond symptomatic levels. The dialogues with communities on education policy were designed to take input on the challenges to education, its relationship with the communities, their lives and livelihood and the role of district governments in improving the situation. The dialogues focused on the gaps between the policy, planning and the implementation. The dialogues not only focused on the issues and challenges to education but how the role of communities and district government can be redefined to foster greater possibilities of learning.

­Engaging communities, parents, teachers, students, district governments ­Jointly
and education officials on various challenges to education . developing case studies of effective and efficient community led interventions for policy reforms

­Proposing cohesive mechanisms where the context sensitive input based on
dialogues is provided to district government and other stakeholders for policy reforms




­Meaningful education and its relation to life and the development of society ­The role of community in education development vis-à-vis community

­Education governance, district government and NGOs ­The learning process, quality education and curriculum ­Teacher, role, training, appointment and the expectations ­Facilities and learning environment ­School, society and the societal needs

The research was carried out in five thematic areas. These areas were identified and critically analyzed during the dialogues and little prior information was provided. The research was led by the fellows as part of their learning, closely guided, monitored by IDSP Faculty member and a research advisor. The studies found faults and weaknesses in the over all framework of the education system and its inability to express the meaningfulness and vision of education. The system has failed so far to get itself owned by the common people of the communities. Instead it has earned hatred and unacceptability in the society of Balochistan. The fault does not lie with the people rather the system needs a lot of correction that fulfils needs of the traditional societies of Balochistan. The studies give good food for thought to look at the problem of education in Balochistan and understand the traditional values, set ups and living style of the people. The research areas are:

(Children of primary level discussed wonderful areas of their schooling experiences, unfortunately there have been a lot of efforts spending lot money on various areas of the education for children, but child is no where in the process, completely missed out. The study comprehensively includes not only the child but his holistic existence as a child in the schooling experience)

The Experience of Mother Languages (Balochistan A case study)
(When ever we talked about the importance of the local languages in the learning processes one would get hit by the question that why decision and implementation of the mother languages got failed that are already experienced in Balochistan, this study finds out the causes of failure the experiment that Balochistan carried our about launching mother languages as medium of instruction on primary levels in schools)

Communities are basically not very much properly engaged by the education system or if they are engaged with certain conditions implied by the system. Education system treats community people as merely the audience of the whole show. Recently some committees were formed (PTMCs) Parent Teacher committees that include parents but the study shows the ineffectiveness of the body.


In this study Urdu, English, Pak studies and Islamyath subjects were thoroughly analyzed with respect to the relevancy of the text and their affects on the child at the age of primary level.


While studying the curriculum of the primary level subjects there are major expanded objectives that seen quite meaningful but when it turns to the text books it is found very narrow and limited. The study explores the flaws in the processes of translating curriculum into the text books and the role of the text book board.

The pilot interventions were designed and implemented, please refer to the intervention report for details. The interventions focused the areas where prior practical knwoeldge or demonstration was either weak or absent and was one the core issues raised in the dialogues. All pilot interventions and experiments carried out by IDSP Pakistan through education policy and planning program are of important nature that brings diversified and innovative lessons to be incorporated in the education policy. These pilot tests have the potential to create different learning modes and branched out learning opportunities to school going children and those who are either missed out or walkedout. Thus the pilot interventions in education sector provides good basis to think


outside the box in terms of education and learning. These innovative, diversified and expanded pilot interventions on learning process provide enough grounds to take new step for a better education system and extract Interventions Focs
Introducing Mother Language in middle schools through supplementary material Transforming Teaching Methodology and role of teacher Revival of local skills through mentoring approach Working with walkouts/ dropouts Introducing the social, cultural value to school going students. Developing a textbook in local language from school going children through their creativity

Pishin Quetta, Khuzdar

Lasbela Sibi, Loralai Panjgur


some policy recommendations from these experiences. Some policy recommendations are given below. A child learns his/her Mother language without the proper system and standards of linguistics. S/he speaks such language at home, in street with other children and with friends; therefore in it they gain confidence right from the start. But when s/he is admitted to school, an alien and different language is introduced to them. When s/he feels unable to speak it properly, it creates feelings of inferiority which affects the learning confidence of children. Therefore one of the policy recommendations is to make the Mother Languages as medium of schooling. It does not mean to exclude other languages but to make Mother Languages as primary medium.


The book "Possibilities of Hope" comprises articles presented in the conference paying tribute to Late Edward Said which was organized by the Institute for Development Studies and Practices IDSP-Pakistan in the Children¢s Academy Hall, Quetta on 8th March 2004Edward Said was an intellectual of excellence, a classic musici by the leading intellectuals and academics from Pakistan and abroad. It was the only conference held in Pakistan. Professor Noam Chomsky, Dr. Aqeel Bilgrami, Mr. Abdul Hakeem Baloch, Dr. Mustapha Maroochi, Professor Mehtab Shah, Ms. Zahida Hina, Dr. Tariq Rehman, Mr. Abbass Hussain and Mr. Rahat Malik, Dr. Pervaiz Hood Bahi an audio message. Edward Said, the brilliant Palestinian intellectual and activist, died at the age of 67 after a 12-year battle against leukemia. He was a man of incredibly broad learning and ability--a literary and cultural critic, a political writer, an opera lover who served as music editor of The Nation magazine, an accomplished pianist, but above all the most eloquent and persuasive spokesperson for the Palestinian people. The book is bilingual (Urdu and English), original paper's summarized translations are made for readers of both languages.


South Asia Regional Conference on Gender and Governance “Towards Gender Responsive Governance: Transforming Institute of Power. Dr Qurtulain Bakhteari shares her account of journey of empowering people of the conservative and underdevelopment province of Pakistan Baluchistan in South Asia Regional Conference on Gender and Governance ‘Towards Gender Responsive Governance: Transforming Institute of Power” organized by ROZAN.The paper was focused on her 17 years experience on educational development processes, with communities of Baluchistan. She maintains that even within the tribal and traditional context there is a great potential of evolving a meaningful civil society. The title of the conference was Process of Educational Societies. The paper have published in ROZAN's publication. Ali Naqvi participated in the international Conference in February 2006 titled. An International Conference on Local Governance, Texts & Contexts, Perspectives from South Asia. The conference was envisioned to serve as a platform to review education and local governance in the context to post colonial liberation movement. Ali Naqvi's paper was focused on Centralizing Learning In Education Discourse. He pointed out that education process should not start with the presumption that people are ignorant and should encompass more than just writing and reading skills. Education should in fact embrace and celebrate communities' diverse prospectives, visions, and culture and intellectual strengths and outlooks. Raziq Fahim shared his thoughts on “Spirituality, a path for learning` published UNESCO`s publication titled is Emerging and re-emergning learning communities old wisdom and new initiatives from around the world .The publication focus on what learning communities are, or what they are doing . In this paper Raziq Fahim share how searching for ways to regenerate spirituality and culture as a way to counter the pathologies from a rigid understanding of religion and victimizing various groups in society. This spirituality is in the core of one`s life, and is a primary reference, not just one aspect of it. Paper on Search -Research: A Personal Inquiry into Development Research written by Ali Naqvi published in NGORC quarterly publication name NGORC Journal: civil society enhancement .Journal published in April 2006. Raziq Fahim, Changing Education Scenarios, Dialogues on Education, SPO and ESRA, November 2006, Quetta. Raziq Fahim, Non Formal Education, Engaging out of the system, Natonal Policy Conference, June 2006 Afshan and Hashim, IT for Literacy, UNESCO, Islamabad, November 2006.

Barkat Shah, Leekhwal (Pashto Journal), Modernity and Post Modernity


Shaikh Sa`adi

Technology it seems has taken over most parts of our lives and our acceptance to new terminologies is perhaps a worthwhile area for research. The invention of computers and its rapid spread coined with the invention and popularization of World Wide Web is phenomenal. Pakistan is in the lead countries that use and export pirated software. Apparently there is no distinction between legal and pirated among software in Pakistan. A thirty rupees CD can contain as many software as they can have and people are happy to install them. The non profit sector is no different. The people are not only ignorant of buying legal software but the price tag attached is also a binding. Most of the organizations, especially the medium and large ones are now switching to legal software due to various restriction, certification implications. The education on community or open software is almost negligible, even for those who want to switch.

IDSP has taken a bold step to move towards the transition from proprietary software to open source software and price is not the only reason. NGOs and civil society do not get tired trumping the need of community participation, collaboration, discussion and dialogue but when it comes to the selection of software which constantly promotes these values, the civil society remains in isolation. IDSP is collaborating with the Software Export Board of Pakistan to switch its whole system to open source in one years time. The initial discussions and trainings have been conducted and all the computers are switched to Open Office and Mozilla Fire fox browser as initial step. The second step would be to completely switch over to Linux distribution “Ubuntu, Linux for Human Beings”.