Bhagwani Bai

LEAD 7001

Dr. Wendy Griswold

May 4, 2016

Summary

It is estimated that about 25 million children are out of schools in Pakistan 85% of total

children between the ages of fifteen to sixteen are out school. (Alif Ailaan 2014) Girls and rural

children from low income families are majority in the total numbers of out of school children.

(UNICEF 2013, Alif Ailaan 2014 and SPARC 2015) High dropout rates especially at the primary

and the secondary levels and particularly for the girls in the rural areas, (Mujahid & Noman.

2015, p. 61, Alif Ailan, 2015, p. 25, UNICEF 2013, SPARC 2015) are major issues in girls

education in Pakistan.

Tharparkar district is one of the most disadvantaged in term of physical infrastructure and

basic facilities and remotest district of Pakistan which fall on 32 nd number in national poverty

ranking where 28% of 1.6 million population live below the poverty line. Livestock and rain-fed

agriculture is major source of livelihood. According to SEMIS report, girls enrollment is 39%

against 61% for boys in primary and 16% against 84% at high school level. The government and

non-governmental reports, and empirical data shows that social, political, economic and

contextual problems are the major root causes of dropout of children in general and girls specific.

There are small scale studies have been done but for developing an integrated holistic approach

to increase the numbers of girls transacting to high school there is need to conduct with
participatory approach so that these issues can be highlighted and holistic programs should be

designed and implemented to bring positive change in trends of girls education.

Children (girls and boys), parents (both mothers and fathers), teachers, education experts,

community leaders, trade union leaders, political leaders, government line departments

representatives, civils society organization representatives, community based organizations and

media representatives will be involved in PAR project by applying community visioning

technique the multifaceted issue will be explored to developed holistic strategy with an action

plan to increase the girls transaction to high school in the district in tri-partnership of University

of Sindh with lead role, Thardeep Rural Development Program TRDP. These community

visioning event will be started from village level to UC, sub-district and district levels and a

detailed report on the barriers and reasons of low number of girls transitions to high school in

district Tharparkar is developed ensuring the voice of community of interest and multiple

stakeholders. The benchmarks of ten years are set with clear vision is developed that can be

adopted by relevant stakeholders as a whole or in parts. Action plan of district will give a road

map for every stakeholder to contribute in parts and finding resources for implementation.

Purpose of Study

Purpose of the study is to explore the full picture of girls drop out and develop a holistic

strategy to increase the number of girls promoted from primary to high school in district

Tharparkar.

Research problems and Questions

1) What is the perspectives of different stakeholders on girls drop out problem and its

solutions?
 2) How the different perspectives can be synthesized into a holistic approach to improving

the girls numbers transacting to high schools?

Background

Alif Ailaan, a national NGO working for education reforms, estimates in their 2014

report that 22% of total primary school going age children (5-9) and 85% of total higher

secondary school level age (15-16) in Pakistan. (p. 15) Girls and rural, and low income families

children are in majority in this figure. (UNICEF 2013 and Alif Ailaan 2014 report) 43% of

children survive in school up to grade five and only 25% reach to grade 10. (Alif Ailaan, 2014,

p.28) Poverty, lack of economic opportunities, safety and security, lack of infrastructure facilities

within schools and involvement in household chores. (Rihani, 2006, p. I) cause girls drop at

secondary school education. Parochialism, societal attitudes towards girls education, a lack of

financial resources and lack of schooling facilities cause the violation children right to education

(Irfan, 2011, p. 6) High dropout rates specially at the primary and the secondary levels and

particularly for the girls in the rural areas, (Mujahid & Noman. 2015, p. 61, Alif Ailan, 2015, p.

25, UNICEF 2013, SPARC 2015) are major issues in girls education in Pakistan

Thar is seventeenth largest desert area in the word with 200,000 square K.M. in India and

Pakistan. Fifteen percent of the total area fall in south of Pakistan. Tharparkar district spread over

20000 square kilometer with population about one million with 60% Muslims and 40% Hindus

(census 1998) current population is estimated 1.6 million. Livestock and rain-fed agriculture is

major source of livelihood. Tharparkar district is on 32 in national poverty ranking where 28% of

the population live below the poverty line. Poverty, lack of access to clean drinking water,

Unemployment, lack of livelihood sources, and poor healthcare services are major problems in
the area. Social issues such gender, caste and class disparities are some contributing factors in

making the people vulnerable and marginalized.

The SEMIS 2014-2015 report of district Tharparkar shows that girls enrollment at

primary level is 39% as compare to 61% of boys and situation when it comes to high school it

shows only 16% as compare to 84% for boys enrollment in Tharparkar. According to TRDP

baseline survey report 2007 only 40% of school going age were enrolled in school, 18% were

dropout and 42% children never enroll in the school. The major reasons for dropout are helping

parents in household chores, school is very far, and parents cannot afford schooling of children,

(Irfan. 2007)

School Level Boys Girls Total Male Female

enrollment enrollment Enrollment Teachers Teachers

Primary 70,770 46,183 116,953 3,383 421
Middle 7842 4,967 12,809 505 40
Secondary 8583 4522 13105 496 125
Higher 5983 1142 7125 164 14

Secondary
Source: SEMIS Census 2014-2015 district Tharparkar

Access to education has remained a big problem in Tharparkar, government and non-

governmental organizations worked on the provision of education to children of Tharparkar. Due

to lack of holistic and integrated approach to educational issues of the district the intended results

have not been achieved in general and girls education specifically. The government and non-

governmental reports, and empirical data shows that social, political, economic and contextual

problems are the major root causes of dropout of children in general and girls specific. I argue

that in order to increase the number of graduating girls from primary school to high school

social, political, economic and contextual issues need to be researched with participatory
approach so that these issues can be highlighted and holistic programs should be designed and

implemented to bring positive change in trends of girls education in district Tharparkar.

Stakeholders

Keeping in view the multifaceted nature and extent of issue of girls drop out, broader

cross section of the population that includes both primary and secondary stakeholders need to be

engaged. The expected list of stakeholders that need to be engaged during the process are

children (girls and boys), parents (both mothers and fathers), teachers, education experts,

community leaders, trade union leaders, political leaders, government line departments

representatives, civils society organization representatives, community based organizations and

media representatives. The list of stakeholders can be extended as per the requirement of the

project at different levels. During the pre-visioning period the TRDP, district government

education department and university will conduct stakeholder analysis to devise the clear map of

involvement of stakeholder with clear roles and responsibilities and tangible measureable

indicators.

Stakeholder Reason for the involvement Output

Children (Boys and Girls) Girls are the primary
stakeholders and their
voice should be
incorporated at each step
of implementation phase.
Some of Tharparkars
villages do not have girls
school or school at all.
Having boys in the forum
will provide childrens
perspective on schools.
Monitoring and
Evaluation of project
Parents (Mothers and Parents involvement will
Voice of girls as primary
stakeholder is ensured
Child/girl centered action
plan is developed
Children organizations
are established at village
level that will provide
participation forum to
children and monitoring
tool to monitor and
evaluate the project
Clear picture of the issue
Fathers) ensure their perspective at grassroots level is
on girls education as a diagnosed with parents
head of the family who (the immediate duty
decide about the berries of the rights of
education of girls their children)
The economic, social, Villagers are at same page
political governance and on girls education after
contextual issues) that having discussion with
force them to dropout other relevant
their daughters from stakeholders.
school will be identified Effective monitoring
The solution at grassroots mechanism is developed
level that create impact on and practiced
girls education will be
explored.
Community Leaders Community leaders are Support or resistance at
major influential at village level in project
grassroots level. implementation is
Sometime religious identified and
leaders create problems incorporated in action
especially in girls plan at each level
education. Having them Community choices are
on the forum will provide enlarged through using
opportunity to decide in existing networks and
the best interest of alliance at local level.
community.
Community leaders have
good networking and
alliances at local levels
and bring opportunities
that contribute in the
project.
Teachers Teachers involvement School level barriers
will bring teaching and including management,
learning aspect to the instructions,
forum for planning and infrastructural, and
implementation capacity building of staff
Needs for school are identified and
infrastructure, incorporated in action
governance, capacity plan
building of staff will be
identified
Education Experts Education experts will be Keeping in view
 involved at district level successful education
where they keeping in models in similar context
view the diagnosed issues a comprehensive action
and suggested action plan plan is developed
from village help in covering all aspects
synthesizing and identified at different
developing action plan at levels
district level
Trade union leaders Trade union involvement Financial support for girls
can bring financial education is pursued
support for the project. Skill development
Help in Identifying programs are designed for
potential skills, and girls as per market
knowledge is required for requirement
economic development in
the area
Political leaders Involvement of political Advocacy plan is
leaders at different levels developed with clear
will bring community action on the areas for
voice for policy and policy and practice
practice change change
Advocacy and lobbying at
state level for policy and
practice change for girls
education
Government Line Concerned government Integrated action plan will
departments line departments will be developed covering the
identify available all aspects of girls
contribution in girls education and issue create
education keeping in view hindrance in girls
the multifaceted nature of transacting to high school
problem

Community Based CBO at village and UC Community based

Organizations and Civil levels are useful platform
Society Organizations to deepening in the
communities and already
there in majority of
villages in Tharparkar.
Different CSO and
NGOs and INGOs are
working in different
thematic areas and can
organizations are there to
implement, monitor and
evaluate the project
Integrated action plan
with roles and
responsibilities of each
stakeholder is developed
 help in designing
integrated action plan
with roles and
responsibilities
Successful models can be
identified and
incorporated in AP
Media representatives Media representatives Communication plan is
will help in promoting developed
visibility of issue of girls
education and actions
taken during the project

Literature Review

United Nation International Childrens Emergency Fund UNICEF Pakistan conducted a

study in 2013 to analyze the authentic statistics on out of school children in Pakistan, and

examine the factors that lead the alarming situation of exclusion from schooling in the country.

The objective of the report is to provide facts regarding the gaps in data, analysis and policy on

the participation of children in school and bring possible reforms in education sector for the

fulfilment of children rights to education. The report identifies the barriers to education and the

reasons of children dropouts. The report explore structural inequalities and their linkages to

income poverty, exposure to child labor, conflict and natural disasters, location (urban/rural),

gender, etc. The report highlighted barriers and bottlenecks that cause the girls drop outs. Some

socio-cultural barriers such as societal attitude to gender roles, especially to girls who face

restriction to their mobility due to their safety and their domestic roles, early marriage and sexual

harassment. Poor health conditions is one the reasons of dropout identified in the report. Some

economic issue such as poverty, child labor and indirect expenditure such as cost of childs time

that in other case contribute in household income or support to parents work. Some management
issues such as Inadequate infrastructure in the school including a lack of buildings, water supply,

toilets for boys and girls, boundary walls and electricity; problems with teacher supply,

deployment and training, irrelevant and out of date curriculum and textbooks, deficiencies in the

teachinglearning process, and harsh corporal punishment. Political, governance, capacity and

financial issues with devolution including unclear roles and responsibilities between provincial

and district authorities; weak coordination and implementation of programs; problems with

monitoring and data collection; lack of clarity and non-regulation of non-public provision of

education; lack of political commitment; and problems with budgetary allocations including

under-spending, overspending, unpredictability and inconsistency. These barriers excludes

children especially girls from schooling. (p. ix-xiii)

Alif Ailaan report 2014 shows that 47% school going age (5-16) are out of school in

Pakistan. The situation is alarming when it comes to the age of (15-16) 85% of total higher

secondary school level age children are out of school in Pakistan. 55% of these children are girls.

The report shows that girls and rural children are most likely to drop out than urban areas

children. The report shows the Sindh has lowest number in survival rate, those 49% who enroll

in school only 43% of them retain up to grade five. The report has bring summary of positive

efforts that provinces took for the improvement of situation.

Rihani, M. A. (2006) presents an up-to-date picture of the dialogue and actions being

taken on investments in secondary education. The report highlights the barriers and challenges in

under-representation of girls in secondary education that includes, poverty, fewer number and

infrastructure facilities of girls schools, societal behavior towards girls education, unavailability

of female teachers, and girls involvement in domestic chores are some causes that prevent girls
from continuing education after primary school. In the end report present recommendations for

improvement of girls numbers in secondary education.

Mujahid and Noman 2015 provide review of schools facilities in the both urban and rural

context of Sindh, Pakistan. Tharparkar is top two district which has high number of

nonfunctional schools, these schools building were constructed in the favor of political interest

and are used as stores, cattle pens and sitting rooms of different interest groups of the area.

(Mujahid & Noman. 2015, p. 64) Poor governance, weak accountability mechanism, weak

institutions and lack of political will hamper efficient and effective public spending and service

delivery in education. (Mujahid & Noman. 2015, p. 61) One of the issue in Sindh is ignorance to

ground realities of cultural aspects of rural Sindh in government policy and programs that require

attention in order to increase girls enrollment and retention that have been highlighted in the

study. (Mujahid & Noman. 2015, p. 63)

Thardeep Rural Development Program TRDP conducted Baseline survey in 2007 to

estimate the number of working children in targeted districts. The report shows that 80% of

household below poverty line have children involved in labor and 83% of households with

working children were indebted. (p. xi) It report also show that 83% of girls as compared to 68%

boys were involved in household chores that indicates that girls are more inclined to work as

compare to boys. Only 40% of school going age were enrolled in school, 18% were dropout and

42% children never enroll in the school. The major reasons for dropout are helping parents in

household chores, school is very far, and parents cannot afford schooling of children in district

Tharparkar.

Thardeep Rural Development Program TRDP, conducted Child Rights Situation

Analysis CRSA 2011 shows that right holders (children) and duty bearers identified non-
functional schools, partially-functional schools, distance to nearest school, inadequate facilities

at schools, quality of education, corporal punishment at schools, low enrolment rate of girls, and

discriminations as major issues in Tharparkar. Poverty, parochialism, societal attitudes towards

girls education, a lack of financial resources and lack of schooling facilities, were some of the

constraints identified in education. Lack of political will, poor monitoring system, and lack of

transparency and accountability of public sector education department are some challenges

create hindrance in provision of education in district Tharparkar. Poor health care, child labor,

child marriage, child sexual abuse and discrimination on the bases of caste and gender are some

issues identified in the report.

TRDP conducted a qualitative study on female to male ratio among children and youth in

district Tharparkar and Umerkot. The report shows that child marriage, discrimination in health

services, nutrition, parental love and affection, work burden and decision making with girls has

been reported in both districts.

The SEMIS 2014-2015 report of district Tharparkar shows that out of 4008 public school

only 607 schools are for girls, 732 for boys and 2669 are mixed. The situation is alarming in the

report that out 4008 schools 1059 are nonfunctional that includes 25% of boys school, 46% of

girls schools and 22% of mixed schools in Tharparkar. Ghost schools/nonfunctional or closed

school is big problem in Sindh. Data of school infrastructure and facilities shows that out 607

girls school 95% do not have electricity, 68% do not have toilets, 79% do not have drinking

water, 67% have boundary wall, and 99% have not playground and library in the schools of

district Tharparkar. Girls enrollment at primary level is 39% as compare to 61% of boys and

situation when it comes to high school it shows only 16% as compare to 84% for boys

enrollment in Tharparkar.
Methodology (form of inquiry)

Based on the research problem Exploring social, political, economic and other

contextual issues that create barriers in girls transition from primary to high school in district

Tharparkar is multifaceted and require input of relevant stakeholders at PAR project cycle.

Community visioning suitable for the involvement of all stakeholder for a multifaceted issues of

girls dropout or low transition numbers to high school education.

Community visioning involve community and relevant stakeholders to identify their

current position and think about the position they want to be in the future collectively and how to

reach on that position. It create ties among the community and organize them in the shape of

institution or Social capital as cited in Shannon, P. & Walker, P. (2006). Community

centeredness, networking, collaborative actions are some strengths of community visioning. The

research problem is broad as it diagnose the social, political, economic and contextual issues

cause girls drop out in district Tharparkar, it require team work, collaboration, community

centeredness so that the barriers that create hindrance in girls transaction to high school are not

only identified but a holistic strategy with comprehensive action plan will be developed that all

the stakeholder own and implement with joint efforts.

The community visioning is process that create ownership of the action plan that is

jointly developed instead of introducing a program with set of solutions under the umbrella of

implementing agency. The major strength of this approach is it is community diagnosed,

prescribed, implemented and evaluated (Stocker. 2013) that is fits in participatory action research

criteria. It gives opportunity to community (primary stakeholders) to develop a shared vision

with an action plan that sever the purpose of their current and future needs. (Green et al. 2000, p.

1-1)
By applying community visioning approach, communitys vision, goals, and action plans will be

consistent with project goals and action plan that will be key to its success. (Green et al. 2000, p.

V)

Implementation Plan

The Oregon Model (Green et al, p. 2) will be used for conducting the visioning exercise.

As the research problem is specific to girls transitions to high school so short term visioning

process that require 21/2 days exercise in the community with the involvement of relevant

stakeholders. (Green et al. 2000, p. 2-1) Keeping in view the scale of the PAR project the process

is divided into following steps.

The PAR project will be implemented in tri-partnership of University of Sindh with lead

role, Thardeep Rural Development Program TRDP an NGO having strong network of

community organization at village level with more than 80% coverage of villages, and

government district education department. Community visioning will be started from village

level, union council, sub-district to district level. Below is the details of each level of events of

community visioning.

Village Community Visioning

Using the purposive sampling four villages per UC will be selected for conducting

visioning exercise, at each village three separate event each one with men, women and children

will be done. The selection will be done to ensure participation of both Hindu and Muslim

communities, scheduled caste and the dominated caste, remote as well as urban, with poor and

well off participants. The participants of village level men CV event includes member of

community organization, fathers of girls, school teachers, community leaders (that can be
religion leader, community head, shopkeeper or any other influential person). The participants of

women CV includes old age girls, mothers, teachers, women community members, and women

leaders. (Midwife, health workers, and councilors are some leading women at village level). The

participants of children CV includes children both boys and girls, school teacher, children

organizations members if any. The selection of the participant will be done with the support of

community organization and TRDP staff. Total 528 including 176 with men, 176 with women

and 176 with children will be done at village level.

These events were facilitated one men and women facilitators, along with one note taker,

and documentation officer. A discussion exercise will be conducted with three questions where

we are? (What is the girls education situations in the village? Statistical as well as qualitative

data highlighting positive and negative aspects of girls education) Where do we want to be?

(What is the vision of community with regard to girls education?) The successful models of

girls education will be shared to sensitize the community. In the end an action plan will be

developed to answer the question of how to achieve the vision with clear roles responsibilities

and timelines) All of the process will be documented through note taking and report and every

session will be compiled to develop a comprehensive village level report of all three events that

will be further discussed at union council level event. (Green 2000, p. 2-11)

Union Council Community Visioning

The compiled reports of all four villages with action plans will be brought to the UC level

event to discuss the findings, recommendation in UC level context. The participants of men,

women, community organization members, teachers, and parents, UC level education department

representative for both boys and girls school, political leaders, including UC Nazim, council

members, and CBOs representatives. Total 44 UC level events will be organized to compile the
data at UC level. Like village level events facilitation, note taking and report writing and action

plan will be done following the similar process. It should be noticed that UC level education

statistical data will be collected from SEMIS, local department representative and qualitative

data will be collected during the event. 44, UC level community visioning events will be

organized in district Tharparkar to bring grassroots voice for policy and practice change in the

girls dropout numbers in Pakistan.

Sub-District Community Visioning

At sub-district (Tehsil) level community visioning exercise will be conducted to

synthesize the CV reports at village level and UC level to develop a sub-district level vision and

action plan for girls transaction and retention in high schools. Along with community of interest,

here line departments, trade unions, community leaders, political leaders, and media is involved

to diagnose the situation, prescribe the problems, and develop an implementation and evaluation

strategy and finally an action plan is developed with measurable indicators. At this level, the

facilitation is done by lead researcher along with field teams as the scale and scope of the event

is comparatively big than village and UC level events.

District Community Visioning

The district level community visioning exercise is very important as all of the village,

UC, sub-district level visioning reports will be synthesized with the participation of education

experts, district line departments, political leaders, community leaders, trade union leaders,

media representative, CSOs and NGOs representatives, teachers, parents, children both boys and

girls. Participant will discuss and finalize the answer of where we are from statistical data on

girls education, visioning reports. District level vision will be developed from the visioning
reports (village to sub-district) ensuring the diversity in terms of social, environmental,

demographic, economic from the visioning reports. The statistical data along with field

qualitative data will be discussed in details with all stakeholders keeping in view successful

models of girls education in similar areas and district level vision will be set for 10 years. In the

end an action plan keeping in view all of the previous proceedings will be developed with

measurable indicators and with roles and responsibilities of all stakeholders. The district level

visioning exercise will take 3 days to develop a comprehensive action plan in accordance with

community vision. The developed action plan will be lead for implementation by district

education department in collaboration with all stakeholders.

Step -1: Pre-Visioning

Pre-visioning is done to answer the questions of importance of visioning, goals of

visioning, effectiveness in identifying and planning on the research problem, and its applicability

in broader level plans and programs. (Green et al, 2000, p. 2-2) The pre-visioning exercise will

be conducted at two levels.

1.1 First, TRDP, researcher and district education department will form a

coordinating committee (Green et al. 2000 p. 2-3) where the answers of the above mentioned

questions will be identified before going the into field and starting visioning exercises at village

level.

1.2 The coordinating committee will conduct stakeholder analysis with clear roles and

responsibilities of each stakeholder that how and when each stakeholder will be involved with

measurable indicators to get maximum results of the project.

Where are we? (Trend Where we want to How do we reach
statement) be? (Vision) there (Action Plan)

1. Collected statistical data is 1. Keeping in view the 1. Keeping in view the

discussed baseline the groups
2. Compiled qualitative data will be formed to
is discussed discuss in their
3. Finalized a baseline (where group the
the district stand in terms benchmarks where
of girls transaction to high they want to reach
school 2. Keeping view the
groups
presentations and
previous visioning
reports, the groups 2. Leading
will develop vision
at district level
benchmarks and
vision a detailed
action plan with roles
and responsibilities
with timelines,
required resources,
monitoring and
evaluation indicators
and mechanism is
developed
responsibility will be
given to district
education
department with co-
partner TRDP

1.3 A detailed implementation plan will be developed with budget, required human

resources logistic arrangements and timelines. The plan cover the details of village, UC, sub-

district and district level community visioning events, data collection, data analysis, reporting,

monitoring and evaluating activities and district action plan.

1.4 A pilot CV event will be done at village level to see its workability and success in

diagnosing, the problem and developing action planning before initiating implementation.

Community Visioning

Details of community visioning proceeding at district level

Statistical data is compiled, Areas of focus from visioning reports and action plans are

identified and compiled for presenting it to district visioning events.

District level visioning event details

Sessions Participants Activity Output Remarks

Session 1 All stakeholders 1. Sharing of All of All of the
objective of participants participant
 event will be on one will be given
2. Sharing page before time to
statistics, starting of reflects on
community event the
visioning presentation
repot and
action plan
3. Sharing of
successful
models of
girls
education
Session 2 Participants will be 1. Keeping in Diversified Diversified
divided into view first opinion is voices are
groups session collected on there for
1. Children, activity, the issue developing a
parents, every group shared vision
community will discuss
leaders benchmarks
2. Teachers, for change
education
experts, line
department
s
3. CSOs,
NGOs, CBOs
4. Trade union
representati
ves and
media
representati
ves
Session 3 All stakeholders 1. Keeping in Multiple
view the voices and
benchmarks diversities
district level are ensured
vision for in 10 year
girls vision for
transaction girls
to high transaction to
school will high school
be
developed
Session 4 Participants will be 2. Groups will Action plan is
divided into be assigned developed
groups specific
1. Children, areas of
 parents, focus
community identified in
leaders benchmarks
2. Teachers, and asked to
education develop
experts, line action plan
department on assigned
s area
3. CSOs, 3. Keeping in
NGOs, CBOs view the set
4. Trade union benchmarks
representati a detailed
ves and plan will be
media developed
representati with roles
ves and
responsibiliti
es

Session 5 All stakeholders 1. Roles and Roles of

responsibiliti responsibilitie
es will be s of each
assigned for stakeholder is
each identified
stakeholder with required
2. Resource resources
mapping and
exercise will timelines.
be
conducted
to find
resources
for the
implementat
ion of the
plan with
timelines

Project duration

Activity Total number Timeline Remarks

Village level CV 528 Two months Two facilitators
along with 5 field
teams per sub-
district will
 conduct village
level CVs
UC Level 44 Two month Two facilitators
along with 5 field
teams per sub-
district will
conduct UC CVs
Sub district 4 One month Leader researcher,
facilitors with
reporting team
conduct sub-
district level CVs
District 1 Three days Leader researcher,
facilitors with
reporting team
conduct sub-
district level CVs
Report writing 1 One month Lead researcher
along with
documentation
team
Total Four months PAR
Plan activity

Project team

The project team include one lead researcher, eight facilitators (four men and four women

staff) level who will be responsible for conducting CV events of village, UC and sub-district

level. These staff will be given training on community visioning, facilitation skills. These team

will further work with TRDP field staff at sub-district level and devise a plan to conduct CVs in

two months of period. The role of these facilitators will be conducting CVs and capacity building

of TRDP staff and mentor them in conducting CVs at village levels. The research team will be

headed by lead researcher, and there will be monitoring and documentation officer, note taker,

data entry officer, Finance officer, admin and logistic assistant, two drivers and office man who

take care of office.

Expected outcomes

The expected outcomes of the PAR plan is that a detailed report on the barriers and

reasons of low number of girls transitions to high school in district Tharparkar is developed

ensuring the voice of community of interest and multiple stakeholders. The benchmarks of ten

years are set, shared vision is developed that can be adopted by relevant stakeholders as a whole

or in parts. Action plan of district will give a road map for every stakeholder to contribute in

parts and finding resources for implementation. The ultimate outcome of the PAR plan is girls

under representation at high school level is identified with details and holistic plan is developed

to increase the number of girls transacted to high school.

References:

Alif Ailaan Report (2015). 25 Million Broken promises: The crisis of Pakistans out of school
children.
Green, G., Haines, A., & Halebsky, S. (2000). A guide to community visioning. Madison,
Wisconsin: University of Wisconsin.
Hussain Shezreh. (2011) TRDP report Unwanted and unloved: Qualitative research on female to
male sex ratio among children and youth of Tharparkar and Umerkot district. The time
press (Pvt) ltd.
Khan. Irfan. (2007) TRDP Baseline survey report. The time press (Pvt) ltd
Khan. Irfan (2011) TRDP Report. Child Rights Situation Analysis of Dadu, Jamshoro,
Tharparkar and Umerkot Districts. The time press (Pvt) ltd
Mujahid, N., & Noman, M. (2015). Infrastructure availability in the public sector schools: A case
study of Sindh province. Journal of Education and Practice, 6(4), 60-67.
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