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Our Mission


To Nurture and Develop Individuals and

that will Change the Power Structures...
by Demystifying Processes of Education and

and Generate Value based Partnerships and Practices
at all Levels”.
Director of the institute:
Dr. Quratulain Bakhteari

Author & Editor of the report:
Saeed Shah
Associate Director

Institute for Development Studies & Practices (IDSP - Pakistan)
7-A, Al-Mashriq Street, Arbab Karam Khan Road, Quetta.
Email: ,
Ph: 0092-81-2470243 - 2471776
Fax: 0092-81-2447285

Trust for Development Studies & Practices (TDSP - Pakistan)
House No.56-R Mahmood Ghznavi Road,
56-R, Block-2, P.E.C.H.S | Karachi, Pakistan
Ph: 0092-21-34549009
Massage from the Founding
Director, IDSP
Dr. Quratulain Bakhteari
Dear Friends,
Greetings ,

By the grace of Almighty Allah,
IDSP is continuing its journey of
constantly exploring and
innovating, this is the path when
organizations and institutions are
created, managed and operated
by the young people of a society.

IDSP too is a creation of youths of the country. It is a universal fact the
energies of the young people have numerous inspiring mysteries.

Experiences demonstrate that wonders are shaped when these unique
inspirations are matched up with opportunities, connectivity, knowledge,
and practices. These wonders often show the magic of young
leaderships, only if this leadership is nurtured with love, care, kindness,
and dreams.

Something similar resulted in 2014 by the young leadership of IDSP, the
magic touched 6541 lives directly, while more than 58000 people were
indirectly brightened by the inspirations of their young people.

If one is following the progressive and challenging paths of IDSP through
its previous reports, it is very obvious that IDSP is going deeper into
human society.

IDSP's leadership has its core in the families of each Fellow.

The concept is to help the families benefit from the enlightenment of
their young one. This concept in practice regenerates the broken links
between the youths of their families, and thus the family gets support
from their own young people. Ordinary and in general Families across
Pakistan has their young people as their only support in times of health
issues, old age, conflicts, disputes, combating poverty, protection of
family honor and dignity as well as the dependency of livelihood, while
one very interesting phenomenon is emerging, due to world becoming
Digital, it is often the young one in the family who helps the older ones
in the digital world.

We have examined very closely this young vibrant energy remains away
from its own origin ( the family ) thus the family is deprived of this
extremely vital and meaningful socio-economic and intellectual support.
The support of the young people to their own families is of vital
importance and essential, due to the noneffective operation of state
systems for the welfare of its people of Pakistan. The deprivation is well
wrapped up with a logical cover of acquire education, jobs and more
travel away from home to rise in position and career.

The state or private institutions of education, livelihood, professionalism,
health, justice, law and order, legal issues, water and sanitation etc, are
almost non-operational or are far beyond the reach of the ordinary
people. The young ones of the families often are able to get the things
done somehow for their loved ones, but if these young people's support
is not available when needed, then the sufferings multiplies, often
reaches major disasters.

Due to this understanding, IDSP once again changed its approach to
connecting with the needs and create Human Resource for the families,
by engaging their young ones and helps them make their family as their

Through Its leadership program, midwifery training, its film making, and
ECD courses IDSP with TDSP's support has connected the enrolled
young people with their families and communities, the priority is the
family and community.

One major assignment is family protection from Hepatitis B, C by
immunization. It is wonderful to see the young ones ensuring complete
immunization against Hepatitis B & C.

The Midwives are learning how to protect the mother as mothers, by
screening them and protect the newborn babies from the transfer of
Hepatitis B & C.

Several very serious tribal conflicts were managed by our fellows.
While the addition of ECD for the capacity building of parents and
primary school's teachers is another achievement of IDSP.
Finally, IDSP is moving towards creating its own legal system from its
own graduates, more intensive partnerships with government and
non-government programs, with much stronger and vibrant use of
media and Digital technology is taking place.

Women organizations of health and skills, leaderships, and
entrepreneurs are being incubating.

Another challenge is to complete the UCD Campus in Hunna Quetta.
We need desperately solar energy to meet our needs.

IDSP is deeply engaged in creating its internal management system
and controls. Its management areas are divided into three departments.

Institutional Building, Individual Development, and Programs Direction,

The system is in practice and in the process of finalization.

We in IDSP/TDSP look forward to your support and prayers, to help
continue our mission.

With blessings and prayers,

Quratulain Bakhteari,

Founder and Director Institute for Development Studies and Practices

Founder and Trustee Trust for Development Studies and Practices
In the year 2013,
IDSP has touched the
lives of more than
6541 people
58869 Indirectly
through its various
courses and process.
1. Legal Structure of IDSP
2. IDSP’s Scope of Work
3. Physical presence
4. The Core Programs
5. Thematic Programs
5.1. IDSP’s Model of Learning
5.2. Courses and Practices Offered in 2014 for Different Age Groups
5.2.1. Early childhood education and development
5.2.2. Transformative citizenship courses in Community Learning
5.2.3. Hanna educational program
5.2.4. Enabling and educating the blinds in Balochistan
5.2.5. Creating young community leaders course
5.2.6. Youth for Peace through Film/documentary Making Course
5.2.7. Women empowerment through vocational training and
entrepreneurship opportunities
5.2.8. Midwifery Training & Development Program, (MAA) courses
5.2.9. Community Midwives Course: (Basic course of 18 months)
5.2.10. Leadership course for Midwives

6. Learners and Community Partnership Program (LCPP)
6.1. One Year Fellowship Program:
6.2. Entrepreneurship

7. Public-Private Partnerships
1. Legal Structure of IDSP:

Trust for Development Studies &
Practices (TDSP):

Trust for Development Studies and
Practices (TDSP) is an umbrella
organization of IDSP that provides
support to all activities and programs of IDSP and IDSP’s UCD,
particularly ensuring financial sustainability and providing a legal entity
to the institute. The TRUST came into existence nine years ago, when
IDSP transformed itself into a legal structure after determining its
direction and realizing the need of proper governance. Therefore, in
2007 Trust for Development Studies and Practices (TDSP) was registered
in Quetta under the TRUST act of Pakistan. The office of the TDSP is
located at Karachi, Sindh and serves as the National and International
Coordinating office as well.

The trust is governed by a strong team of trustees who resourcefully
monitor the activities of TDSP and give their commendable support to
make it as useful as possible.

Institute for Development Studies and Practices (IDSP-Pakistan)

IDSP is a practice based learning space which works as
a national institution by offering open ‘Learning
Spaces’ with the focus to achieve its mission
statement: “To nurture and develop individuals and
communities, that will change the power structures by
demystifying the processes of education and development and generate
value based partnerships and practices at all Levels”. It is a space where
the motivated individuals can learn, promote, practice and together try
to create an environment where the dominant development and
education systems can be demystified and create alternative models of
development and education through community participation. More
than 60% of Pakistan's population is between 15-35 years of age, almost
80% of them are excluded from the meaningful educational and
Livelihood processes and opportunities.
IDSP believes that in the current situation of the country, region, and
world we need to create, develop and promote alternative spaces which
focus on the ideas and energies of the young and youth who are
systematically being excluded from the mainstream system of education
and livelihood. This great human energy and learning space can build
intellectual activism, practice-based leadership and ensure
developmental changes and growth in the lives and livelihoods of young
women and men who have no space or formally certified credentials to
explore their abilities for personal and professional growth and
development. The purpose of IDSP's interventions is to reduce and
eventually end this exclusion.

With high-quality intellectual activism of Balochistan’s young women &
men, the institute is working in the field of development since 1998 with
its National Programming Center (NPC) located at Quetta Balochistan,
while its national and international coordinating office is located at
Karachi, Sindh.

Since its establishment, IDSP has been conducting theory and practice
based courses for the young and excluded population of the country and
region. More importantly, in order to maintain a high quality of courses,
IDSP has conducted a number of studies, researches, internal and third
party evaluations; all validating the successful testing of the original
concept and idea of Institute for Development Studies and Practices
(IDSP). Hence, IDSP has spread to the length and breadth of country
graduating over 7000 learners from diverse communities and ethnicities
across Pakistan in general and Balochistan in particular. As a human
resource development institute, IDSP has produced great leaders who
are working tirelessly to bring about the positive change in the country
by extending their services in the areas of intellectual and social
entrepreneurship. IDSP has friends, supporters and well-wishers
nationally and internationally and is one of the leading development
organizations of the country with wide-ranging recognition and identity.

Over the last seventeen years, the idea and concepts of Dr. Quratulain
Bakhteari (Founding Director, IDSP) have been tested in IDSP with
diverse groups of young people from all over the region. It was the
successful practice and application of these ideas that got transformed
into an Institute for Development Studies and Practices and is now
further growing into the establishment of IDSP’s University of
Community Development (UCD). As a matter of fact, Dr. Bakhteari’s
concept began as an individual idea that was transformed into an
institution after going through a rigorous process of practices,
experiences and testing. The lessons of this journey from a micro
individual idea into institutionalization in the form of a worldview, a
perspective, and philosophy, has become a learning model and case
study that will provide a strong foundation to the first ever University of
Community Development of the region.

IDSP’s Scope of Work:

1. Women empowerment

IDSP has been constantly working to empower women in rural societies
of the country. In this connection, IDSP is conducting courses of “women
leadership development, dress designing, and women entrepreneurship
development” in province Balochistan and Sindh, which have brought
about positive economic and social changes in the lives of individuals,
their families, and communities.

2. Gender equality

To promote gender equality and empower women IDPS organizes
mainstreaming gender and development courses in rural areas of
Balochistan. The purpose of IDSP's intervention is to eliminate all forms
of discrimination based on gender so that girls and women, boys and
men have equal opportunities and benefits.

3. Midwifery Development

To reduce the child mortality and improve the maternal health, IDSP’s
Midwifery Training Program has contributed greatly and saved the child
and mother lives through its professionally trained community-based

4. Promoting peace, justice, harmony and tolerance through

IDSP is organizing film/documentary making courses for youth. It helps
them to document their thoughts, feelings, ideas, issues, and conflicts.
We believe that the power of the visual media will play a great deal in the
revival of the cultural and social norms such as tolerance, mutual
cooperation, justice, harmony, peace, and pluralism.
5. Youth activism and development

IDSP has constructed a model of Creating Systems of Learning (CSL), the
CSL program takes in young women and men from ages 9 to 15, 16 to 21,
22 to 35 years of ages, and designs an educational and mentoring
program around their ideas of change and capacity of learning. The
Many young women are now emerging leaders in health and education.
While others are involved in human rights activism, collaborating and
building partnerships with the government’s development programs and
policy making.

6. Basic literacy and education

With reference to the need for basic literacy and education, IDSP’s
model of learning i.e. CSL has formed basis to provide literacy and
education, enhance critical thinking and analytical skills along with
livelihood opportunities to the excluded population of the country.

7. Early childhood development

The program Early Childhood Development focuses on three areas;
enhancement of the learning abilities of children in early years, capacity
development of key stakeholders, and increasing the involvement of the
community in ECD interventions.

8. Blind education and development

To enable the blind children as an active member of society, IDSP has
established a low vision lab, a resource center, and a transcription lab at
Complex for Special Education Quetta Balochistan. IDSP has converted
the syllabus of Balochistan Text Board into Braille language. Before this
the blinds, students were compelled to use the syllabus of province
Punjab or Sindh due to unavailability of the Balochistan Text Board’s
syllabus in Braille language.

Moreover, the institute has been successful in partnering with the
international organizations to ensure global partnership for
IDSP’s University of Community Development:
IDSP’s University of Community Development is the natural evolution of
Institute for Development Studies and Practices (IDSP) Eighteen years’
practices, experiences, lessons, evaluations, research, and studies.
Since its inception in 1998 IDSP is an open learning space for the
excluded and out of system youth of the country where theory and
practice/ research based courses are conducted to create an
intellectually rich and practically active human resource as social and
intellectual entrepreneurs.
IDSP’s foundations were laid with the idea of creating a critical
knowledge and practice centric University. The knowledge is aimed for
critical thinking and its practice and hence, the courses cover both the
theory and practice. The theory and practice based course are united
into a conceptual framework that starts from self, family, community
and the world. IDSP’s more than one and half decade experience in
conducting these courses has organically evolved into the establishment
of University of Community Development (UCD).
The University is based and established on the belief that it is a space of
learning and practice where knowledge is gained, exchanged and
disseminated, hence by every definition of the word it is a University.
UCD neither awards formal degree or credentials nor it recognizes one,
especially in enrolling the learners (students). The university, however,
maintains a very strong and standardized eligibility criterion for its
faculty and learners of different levels of courses.
The government of Balochistan leased 4 acres of land in 2005 to
IDSP-Pakistan for establishing IDSP’s University of Community
Development (UCD) in Hanna, Baluchistan.
The physical building is constructed with mud while the people from
within the community have provided technical support; thus local and
indigenous resources have been used in constructing the building of
University. Recycled doors and windows have been used and the
building is now ready for conducting courses.
The energy needs of campus are fulfilled by installing biogas plants,
solar panels and wind energy for electricity generation.
Systems development is also one of the important programs that aim to
review, create, develop and strengthen the institutional systems of IDSP
and its university of community development. It supports and provides
services to the overall institute to strategize and smoothly deliver the
programmatic activities. The program covers following of the areas.
2. The Core Programs
Thematic Programs:

The thematic program has evolved as a one of the core programs that
contains seven thematic programs (Departments) of the institute. The
thematic programs are units with independent curricula, faculty,
research and publications, library/resource center, resource generation /
mobilization unit and learners and community partnership programs.
The Thematic programs are developed around the seven themes
identified and finalized by IDSP’s Academic Council in its first meeting
October 2011.

The seven Themes were developed into the comprehensive curriculum
as a result of two years regular consultation with faculty, Members of
Academic council and other experts of the relevant fields. The themes
are delivered during the six-month theoretical phase of one-year
community development course of IDSP. The approach of theme delivery
is dialogue based, participatory and facilitation oriented rather than
lecturing. Every thematic area includes practice areas that assist the
learners in practicing the thematic knowledge on self, family,
community, local and global level for accelerating the process of positive
social, political and economic change.

Themes of IDSP:

1. Self-Growth and Development
2. Framework/lens
3. Educational and critical pedagogy
4. Political Economy
5. History Regions and Resistance
6. Media Representation and hegemony
7. Environment and sustainable living
IDSP’s Model of Learning:
IDSP has a model of learning called creating systems of learning (CSL) that provides
a basic framework for learning and action at IDSP. The CSL is a six years learning
model that helps to induct the out of school adolescent, youth and young in
different learning programs, polishes their hidden skills, provides them
opportunities to practice their ideas and abilities and than contribute back in
society for a positive social change.
Two Year Courses of Transformative Citizenship:
In the CSL model, the first category of two years learning, literacy and skill
development course is titled transformative citizenship program (TCP). The TCP
caters the un-schooled, drop outs adolescents between the ages of 9 to 18 at IDSP
community learning centers. The two years TCP program is further divided into
segments of literacy, life skills, and vocational training for creating dignified living
with the commitment of social change for those who are living on the margins and
excluded from the mainstream formal education system.
One Year Theory and Practice-Based Course:
The second category, of course, is one-year theory and practice based course at
IDSP’s regional Campus in Hanna valley of Quetta. The course is designed for the
young and youth between the ages of 19 to 35 and is aimed to create cadres of
young intellectual and social entrepreneurs. The graduates of the course have
multiple choices before the conclusion of the course. The graduates either join their
communities as intellectual entrepreneurs applying their knowledge to practice
their ideas of change and emerge as a community leader or startup social ventures
as social entrepreneurs for larger social change initiative.
The 1 Year Fellowship Program:
The fellowship program has been placed between the one-year theory and
practice based course and the two years entrepreneurship program of IDSP's CSL.
The graduates of one-year theory and practice based course, who want to
materialize their ideas, strive to contribute to the process of change and seek
his/her idea as a future career path can apply for this. This also purposes to prepare
the graduates for the upcoming level of two years entrepreneurship. The selection
of practice local depends on the nature of the idea that a fellow owns. They can
initiate practices in their native communities or can be placed in IDSP or in another
relevant institution/ organization for further learning and practices.
The 2 Year Entrepreneurship in the area of Intellectual Entrepreneurship
and Social Venture:
IDSP awards two sets of entrepreneurship (intellectual entrepreneurship and social
venture) for a maximum period of two years to the learners who are best suited and
practiced for their tasks. The fellowships are decided by an external panel including
members of Academic council, experts of relevant field and representatives of the
community, after a very thorough assessment of fellow’s one year’s performance
during the one year Fellowship program.
The two years entrepreneurship concludes the six years learning model of IDSP and
the learners are expected to start their independent initiatives and join the larger
group of IDSP alumni as member of fellows’ council of IDSP or even join as IDSP core
staff or Faculty. The learners who are unable to make it to the entrepreneurship
stage of IDSP quits and join the web of learners of IDSP.
Courses and Practices Offered in 2014 for Different Age Groups
Age group Thematic focus in the light of Global Enrolled Learners
Offered courses in last Number of Number of
S.# Goals for
reporting period people who people who
(in years) Male Female
directly in-directly
“Sustainable Development” benefited benefited
1 Early childhood development 645 5340 5985 53865
● Quality Education project
2 Transformative Citizenship 122 70 122 1098
● Quality Education Courses
0 to 18 years
● Quality Education Hanna educational program 20 0 20 180
4 Enabling and educating the 40 20 60 540
● Quality Education blinds in Balochistan
Sub total of enrolled learners 6187 55683
● Peace and Justice
● Sustainable cities & Communities
5 ● Gender equality Creating young community 6 23 29 261
● Reduce inequalities leaders course
6 Youth for Peace through Film/ 26 4 30 270
● Peace and Justice documentary Making Course
Women empowerment through
18 to 25
7 ● Gender equality vocational training and 0 20 20 180
● Good jobs and Economic Growth entrepreneurship opportunities
8 0 16 16 144
● Good health Community Midwifes course
9 Continue Medical Education 0 20 20 180
● Good health program for midwife

10 ● Sustainable cities & Communities 0 24 24 216
● Good health Leadership course for Midwifes
Sub total of enrolled learners 139 1251
● No Poverty
● Gender equality
● Good jobs and Economic Growth
● Quality education
25 to 30
● Clean water and sanitation
● Reduce inequalities
● Sustainable cities & Communities Fellows of one year fellowship
11 ● Protection of planet program 17 23 40 360
● Peace and justice
Sub total of enrolled learners 40 360
● Each entrepreneur focuses
multiple themes (details are
12 mentioned in the chapter of 9 1 10 90
30 years and Entrepreneurship) Intellectual entrepreneurship
above ● Good health
● Good jobs and Economic Growth Entrepreneurs of Social
13 ● Reduce inequalities ventures for midwifes 0 165 165 1485
● Gender equality
Sub total of enrolled learners 175 1575

Grand Total 6541 58869
1. Early childhood education and development for 0 to 8 years
of age group:

To ‘Ensure the Best Start in Life for Children’ a three year AusAID funded
project ‘Early Childhood Development (ECD) Programme’ has been
commenced by the Aga Khan Foundation (Pakistan) in the 75
Government Primary Schools in three districts, Gawader, Qilla Saifullah
and Quetta, of Balochistan. IDSP is implementing ECD project in 30 Govt
schools of Quetta with close coordination of education department and
educating to parents and caregivers on parenting and early childhood
development through its Family resource center.

The overall goal of the project is to ‘Enhance Access, Equity and Quality
of education for all with increased gender parity and participation and
sustainability of community interventions’. The program focuses on
three areas; enhancement of the learning abilities of children in early
years, capacity development of key stakeholders, and increasing the
involvement of the community in ECD interventions.

1. Established libraries in 6 government schools
2. Constructed...
❖ Seven rooms for Early Childhood classes
❖ 5 Rooms for Learning Resource Centers
❖ 8 toilet blocks in eight ECD project focused schools.
3. Recruited 5 ECD teachers on a
contractual basis and trained them about ECD.
4. 58 Sessions conducted by lead teachers and trained 431 ECD teach
ers. to provide guidance on teaching methodologies(capacity buildi
ng session of ECD teachers (existing and newly hired) on ECD conc
ept & mentoring skills, setting up of learning corners and national E
CE curriculum).
5. Training conducted for Parents Teachers School Management Comm
ittees (PTSMCs).
6. 295 educational sessions were
conducted for 3870 parents about ECD significance, health & hygie
ne, maternal mental health, Nutrition, Safe environment and inclusi
ve education.
7. 12 ECD teachers attended the 6 days customized training course on
ECD themes at Agha Khan University-Institute for Educational Deve
8. 22 government officers attended 5 days training on the concept of
Early Childhood Development and inclusion.
9. 29 Head Teachers got trained about the
development of school improvement plan to enhance the learning o
utcome of students, improve the schools progress and enhance the
community participation in schools.
10. Parents Teachers School Management Committees of 30 schools ha
ve organized 240 meetings for the improvement of schools progres
s toward quality education.
11. 5985 (Girls 5340 and boys 645) children have benefited from Early
Childhood Development project and they enjoyed the conducive lea
rning environment in 30 schools.
2. Transformative citizenship courses in Community Learning
Centers for 09 to 18 years of age group:

The two years learning, literacy and skill development course is titled
transformative citizenship program (TCP). The TCP caters the
un-schooled, drop outs adolescents between the ages of 9 to 18 at IDSP
community learning centers. The two years TCP program is further
divided into segments of literacy, life skills, and vocational training for
creating dignified living with the commitment of social change for those
who are living on the margins and excluded from the mainstream formal
education system. Its selection aims for those most disenfranchised
from social and political systems including those who have never been
to school; those whose powerlessness is tied to economic systems. This
is a participatory approach that draws on people ’ s strengths and life
experiences and draw connections between people’s lived realities and
the structures under study, to draw out how interconnected and critical
the notion of citizenship is.

During the current report period, IDSP has organized the
“ Transformative Citizenship ” courses in Eleven 11 community-based
learning centers of five different districts in Balochistan.

1. 192 learners (including girls and boys) got trained in the
below-mentioned areas...

2. Reading writing, understanding and numerical skills

3. Basic concepts of politics, economic, Pakistan social trends, and

4. Human rights, its promotion, and protection

5. Critical pedagogy.
3. Hanna educational program for 10 to 18 years of age groups

IDSP ’ s Hanna Educational Program is one of the programs being
implemented as a response to the need of Hanna community to educate
their children in the English language because it is the most widespread
and become a world language in politics, science, trade, technology and
cultural relations.Majority world scientific journals and other readings
are being published in English. Therefore, it is absolutely necessary to be
able at least to read English to avail the global opportunities.
The Hanna Educational Program initially started in IDSP University
Campus and later the community has raised the need to shift the HEP
from University’s campus to the community because of extremely cold
weather and accessibility problem for children. In view of the demand
raised by the community, IDSP has taken a quick action and accepted
the need of Hanna community by opening Community Learning Center
inside the Hanna community. The HEP is now functional and delivering
courses of English language and the residents of Hanna community got
positive results from this. The learners are now able fluent in reading,
speaking and writing English.

1. During this year, 60 learners have been graduated from HEP,
2. 5 of the students got positions in all inter-school debate contest
3. 25 students got positions in annual examination of schools
4. 4 of the students are nowadays teaching voluntarily in HEP
5. 2 of the students have been enrolled as interns in IDSP
6. 7 of its students are now government servant in various departments
7. 2 of the students have been enrolled in Law college.
4. Enabling and educating the blinds in Balochistan for 09 to 18
years of age group:

A miracle is possible, only through education that blinds or disable
persons could participate in the development of a nation rather than
becoming a burden on the state.

In Pakistan, where the literacy rate for normal people and facilities is
very low, there are very few education institutions or facilities for
disabled/ special persons. Balochistan is the biggest province of Pakistan
(area wise). Sparsely populated, the province is adjacent to Afghanistan
and has shared Afghan refugee problems with NWFP. Quetta is its capital
and it the only school for the blind in Balochistan is located here.
Unfortunately, the blind students had to follow the Province Sindh and
Punjab Board ’ s textbooks due to unavailability of Balochistan Board ’ s
text Books in Braille language. Braille education is the most effective
way of teaching the blinds. It is a code—a system of dots that represent
the letters of the alphabet and that your child can use to read
independently and to write down his own ideas.

In 2012, IDSP has initiated a project for blinds in Blind School Quetta and
sustained till to date. IDSP has converted the syllabus of Balochistan Text
Board into Braille language. IDSP has also established a low vision lab, a
resource center, and a transcription lab at Complex for Special
Education/ Blind School, Quetta Balochistan.

The implementation of the project was successful because of strong
coordination with the Complex for Special Education and Social Welfare
Department –Government of Balochistan.

1. Established a low vision lab
2. Established a resource center
3. Converted the syllabus of Balochistan Text Board into Braille
4. Facilitated 60 blinds students in Blind school Quetta
5. Creating young community leaders course for 20 to 25 years
of age group:

It is our learning that youth strongly aspires for community leadership
and social change but due to lack of necessary knowledge, skills,
environment and spaces they cannot rely upon their innate potentials.
In this connection, IDSP has developed a highly successful model of
“ Building Young Community Leadership ” through community-based
engagement and activism. The IDSP ’ s Process of leadership
development can be described by three steps: 1). Self Development, 2).
Individual Development, 3). Identity Development and 4). Leadership
To become effective leaders, youth must be aware of themselves – of
their current situation and challenges, of their goals and aspirations, and
of their potential for success and leadership – and be aware of the
community that surrounds them. Once aware, youth must analyze
themselves and their communities, become knowledgeable about them,
and become able to engage the community and propose solutions.
Awareness and analysis, however, are not sufficient. Action must follow.
Youth must not only be able to chart the course of action, but they must
also engage in implementing solutions through community engagement.
This is an active process that applies equally to individual development
as to social action. Through this Process, young people work together,
support each other, build trust in family and community, learn about and
promote their heritage, family history, and develop skills and
commitment to serve their community. It also engages parents and
families to become active partners in development.
Therefore, IDSP has engaged a cadre of young community leaders from
26 districts of Balochistan in theory and practice based course “Creating
Young Community Leader ” . The conceptual/thematic sessions have
helped the learner/fellow in overcoming the fears, personal blocks,
behavioral problems and improved confidence, self-esteem and
leadership qualities. The learners are now capable of understanding the
conceptual aspects of their issues and its nexus with the global
exploitative systems, policies, standards and frameworks. The
learner/fellow are now working on various social issues at their native
S. Name of District Name of # of family # of # of the # of Communi
# Young Community members in Household meeting # of participants in core ty
Community Orientation visits for for ranking meetings for group Populatio
Leaders session the the ranking the n
identificati identified identified issues
on of issues and and orientation
Femal issues orientation
e Male Female Male
1 Zubaida BiBi Barkhan Nahr Kot 18 6 7 3 50 Nil 7 600
Kili M.Akbar
2 Abdullah Jan Sibi Gorgage 10 14 4 3 31 64 14 783

3 Rasheeda K.B Khuzdar Zard Zehri 12 8 30 2 30 1 7 415
4 Abdllah Noshki Kili jamaldini 6 7 2 3 17 6 7 1000
5 Baloch Turbat Gulshan abad 12 4 41 4 84 13 11 465

6 Perveen Kharan K.D abad 10 3 18 2 26 3 7 200

7 Abid Hussain Noshki Mall Rehmanzai 6 9 35 4 0 58 7 420
Jalal Abad
8 Gul ghuti Ziarat Warchoom 3 7 11 3 19 16 7 116
9 Kakar Loralai Saggar 9 8 15 2 29 4 17 800
10 Humera Shah Loralai colony 3 3 5 4 34 5 7 500

11 Gul Meena Pishin Alla Abad 14 11 12 3 15 6 8 120

12 Tahira Taj Quetta Hazara Tawon 30 5 26 3 44 0 9 207

13 Fazila Wahid Sibi Mall Chandia 6 4 21 3 92 0 9 200
14 Zahida Murad Zhob Ghanj Mohla 8 4 50 4 35 9 7 500
15 Baloch Kalat Hajeeka 9 2 35 1 3 13 8 752

16 Tariq Quetta Hanna Urhak 12 31 0 4 10 31 8 383
17 Yaqoob Khuzdar Baghbhana 7 2 6 3 35 4 7 130
Samina Naseer
18 Baloch Abad Umrani Shakh 4 3 11 11 50 9 7 114
19 Nazeer Mastung Aziz Abad 38 15 9 4 32 3 5 385
20 Jamila Hina Abad Faiz abad 8 4 16 5 81 13 8 102
21 Hakeem Khuzdar Kathaan 9 3 9 3 15 10 600
22 Raheem Barkhan
Jabar Khan Loralai Sada Zai 5 15 Nil 4 Nil 45 7 60
Samina Sehr Sibi Aziz Shaeed 8 5 20 3 10 8 8 200
24 Mohla
Khalida Jafaraba Shaeed Murad 14 6 22 3 15 10 7 400
25 Rasool d colony
Fareeda Malik Sibi Allah Abad 9 4 15 Nil Nil Nil 7 Nil
27 Jahnzaib Noshki Badal Karez 3 5 5 2 5 9 Nil 95
6. Youth for Peace through Film/documentary Making Course for
18 to 25 years of age groups:

Pakistan is south Asia’s second largest populated country with about 6
7% of the
youth population. Young/ youth have huge potential for bringing a posit
ive social change in society but ironically in our case,
these are proving a hindrance rather than a driving force for the
development process. For the last few decades, the region in general a
nd Pakistan, in particular,
is faced with the phenomena of militancy, intolerance, target killing of r
eligious, sectarian and ethnic minorities, extremism and terrorism. Vari
ous educational, political and other institutions that are supposed to dir
ect the collective energy of the youth in a productive manner have fail
ed to fulfill their responsibilities. Lack of livelihood opportunities, on the
other hand,
has only multiplied the negative impact, caused by the spate of violenc
e. The upshot of this apathy has provided an opportunity to the vested
interest groups to use the young/ youth as a fuel to the ever rising fund
amentalism, militancy, and terrorism.
Youth has great potentials to resist the social and cultural biases and t
hey have deep respect for diversity and co-existential manners of life.
Unfortunately, due to their low educational credentials or illiteracy, the
can not express or communicate their thoughts, feelings, ideas, issues
and conflicts with people in the world. We believe that
the medium of film can help them to easily communicate their messag
e to the world.
IDSP has organized a theory and practice based one and a
half year film-making course for a diverse group of 30 young girls and
boys from Balochistan and Sindh, with equal participation of youth fro
m different religious, ethnic, Sectarian and socio-economic background.

The course has enhanced their conceptual understanding over the the
mes of Peace & justice, Human rights, Tolerance, Harmony, Crises of id
entity, Rights of minorities and vulnerable and the skills of film/ docum
entary making while the practical phase of the course has provided the
m opportunity to practice their dreams and produce short films or docu
mentaries around their own issues and ideas. As a
result, 30 documentaries and short
films have been produced by the learners. The course will be conclude
d in the month of June 2015 by organizing a national level film festival
where the learners of IDSP film-making course will screen their films.
1. Organized a full flagged filmmaking course from 1st Nov 2013 to Ju
ne 2015. A number 30 girls and boys have been trained and later th
ey produced short films and documentaries on different social issue

i. One of the learners Shakil Ahmed who belongs to Karachi has b
een appointed as an Assistant Director in “HUM TV” Karachi. Bef
ore the course, he was working in a hotel.
ii. Another learner Ashraf Khan from Quetta has produced 3 docum
entaries after the course and now working as an intern of film-m
aking in IDSP Karachi office. Before the course,
he was a garbage picker.
iii. One another learner Izhar Khan from Muslim Bagh, District Qilla
Saif Ullah has got “Qaalam Baz” international fellowship after th
e course while he was jobless.
iv. Another learner
Dilawar Khan from Dalbandin has produced 3 short films after th
e course and more than 3000 CDs have been sold in Dalbandin.
He has generated more than 200000 rupees as income for hims
v. A learners Mustafa Gulzari has got a role as an actor in a feature
film “O21”.
vi. Two learners ( Hassan Raza from Quetta and Vinod Kumar from
Thar Parkar) have worked through becoming a part of the Film “
O21” during its shooting.
vii. A Fellow who learned film/documentary making along with Asma
t in IDSP is nowadays teaching documentary making as a trainer
in a National Level NGO BRSP, contracted a documentary of an
other NGO PPHI. He is earning income through it.
viii. A short film “Kangi” produced by IDSP learner Shakil Ahmed has
won 5 awards in IDSP’s film festival under the judgment of Kara
chi University’s professors who teach film-making over there.
ix. Two of IDSP learners ( Fariq Riyaz and Izhar Ahmed) films have
been nominated for Karawood film festival.
2. A national level film festival in Karachi has been organized for scree
ning the films and documentaries of IDSP learners.
3. After completing the previous course of film-making, IDSP has anno
unced a new one-year film-making course in its Hanna campus. The
course of film-making has been advertised in Sunday 30 August 20
15. Link for viewing the advertisement of new course.
4. Two new rooms in IDSP Karachi campus have been constructed onl
y for the film-making.
5. 10 community-based film festival have been organized in Balochist
an to launch the film of IDSP’s learners on the
community level for educational and promotional purposes.
6. 30 trained human resource are available with IDSP which are produ
cing films even after the course around their own ideas.
1. Women empowerment through vocational training and
entrepreneurship opportunities for 18 to 25 years of age group

The ongoing conflict in Baluchistan has affected the society at all levels.
Women — mothers, sisters, and daughters are particularly affected
because of their dependency on their men. Hundreds of men have gone
injured, presumably abducted or killed. Politically conscious and
culturally well endowed, resource-rich Baluchistan is Pakistan ’ s least
developed province with a high rate of maternal mortality, female
illiteracy, unemployment, and gender disparity. It has no access to
enabling opportunities, which are required for empowering women in
any modern and civilized society. In short, Baluchistan has become a war
zone and women are being threatened to stay inside the home or
otherwise they will have to suffer. Moreover, these women have never
been trained for the possibility of being left behind to support
themselves, their children or family.
The traditional art of embroidery and various stitches which usually
passes down from mother to daughter over generations. Their art
remained unexplored and unpaid due to insufficient skills and
knowledge about the market needs and modern techniques of the
mentioned field.
Therefore, IDSP has initiated vocational and dress designing courses to
economically empower the women so that, they can initiate
self-sufficient business ventures and earn with pride and dignity from
their homes.
IDSP has trained 20 girls from 10 districts of Balochistan during 2012-13
which are now working as entrepreneurs and initiated their own business
of dressmaking in their native communities for improving their economic,
social and emotional condition. Each of them has further trained
minimum 10 women of their communities. They are promoting their
products through social media including Facebook, whats-app and
Google. They are also exporting their art of embroidery which is
priceless abroad. They are now taking part in exhibitions and Vender's at
the national and international level are now approaching them for their
7. Midwifery Training & Development Program, (MAA) courses
for 20 to 25 years of age groups

Women remain the worst sufferers of the prevailing unrest in Pakistan's
least developed but resource-rich province. They live under the consta
nt shadow of poverty, unemployment, illiteracy and growing radicalizat
According to Pakistan Health Demographic Survey (PHDS), Balochistan
stands first in terms of Maternal Mortality Rate (MMR) as compared to o
ther provinces of the country. Long distances, cultural taboos, poor com
munication systems and lack of basic health facilities compound the pr
oblems of women. A large number of women lose the battle for life duri
ng pregnancy. “Out of 100,000 women, 785 die in Balochistan as comp
ared to 272 in rest of the country,” the survey revealed. The situation i
s dire, health experts warn.
Except Quetta, the provincial capital of militancy-hit Balochistan, gynec
ologists are rare in remote areas of the province. Most of the pregnant
women are treated by traditional, unskilled birth attendants. “Growing
militarisation forced skilled birth attendants to flee from rural parts of t
he province. In 2010, IDSP launched the Midwifery Training Project calle
d ‘MAA’ with the financial assistance provided by Fidelity Charity Grant
Funds. To reduce the child mortality and improve the maternal health, I
DSP’s Midwifery Training Program has contributed greatly and saved th
e child and mother lives through its professionally trained community-b
ased midwives.
IDSP midwifery program organizes three types of courses for midwives.
It includes following the courses:
1. Community Midwives Course:
2. Continued Medical Education (CME) for Midwives:
3. Leadership course for Midwives:

Results since 2012 till to date...

A. Midwives who belong to Province Balochistan have conducted 5,562
deliveries, 10,645 OPDs and referred 1,008 to different doctors.

a) Among those patients 11 had fistula problem and these have bee
n properly treated by IDSP midwifery program.

B. Midwives who belong to Province Sind have 2,625 OPDs, 26 Deliverie
s and had referred 45 patients to different hospital and k2doctors.
8. Community Midwives Course: (Basic course of 18 months)

Basic Training of Community Midwife (CMW) is 18 months full pledge co
urse of 10th Grade of Science students having the
interest in serving their communities. These courses are certified from
Pakistan Nursing Council whereas theory & practical are conducted at
HANDS CMW School and Qatar Hospital -Karachi, respectively. At the
end of the course,
each graduate has conducted at least 100 deliveries independently.
The learners of basic CMW’s 18 months course, that was continued sinc
e last two years have been concluded successfully. As a result, out of 2
3 midwives,
20 stood first, 2 stood second while 1 got failed in a subject and would
reappear in next exam. Beside this IDSP has initiated another basic cou
rse of midwifery and enrolled 16 girls as learners.

Major Outcomes:

1. Timely referral has been maintained
2. Timely counseling of family
3. Developed linkages with different doctors
4. Communication skills have been improved
5. Saved the lives of babies and mothers.
6. Immunization of the learners has been successfully conducted.
7. Midwives have learned how to deal and lead the local community.
8. How to highlight community issues through social media.
9. Raised awareness about their rights and duties.
10. Build self-confidence ability to face challenges.
9. Continued Medical Education (CME) for Midwives: (Refresher
course of 3 months)

Continued Medical Education (CME) a 3-month refresher for already
midwives. CME training is most beneficial and unique because of a large
number of practical ’ s opportunities for those midwives who had just
received certificates but had no practical knowledge.

After the course majority of the trained midwives ’ have opened their
own home based centers from where they are helping their communities
and saving the lives of mothers and newborn babies. The trained
midwives have gained the kind of practice which they actually had
needed but was never provided to them during their diploma course
from their institutions. In the present year, IDSP has trained 20 midwives
through CME course for midwives. Some of the major outcomes of CME
are enlisted below:
Major Outcomes:
1. The CME midwives are now able to handle deliveries independently.
2. They are now very much confident
3. They are leading and supporting their communities as a community
leader in other issues, besides maternity health care.
4. Saving the lives of mothers and newborn babies.
5. Provide timely assistance in making decisions to handle the
deliveries at home or refer them to the hospital on a timely basis.
6. The trained CMWs had developed good contacts with different
Hospitals & Doctors.
7. Providing timely advises and information to patients to avoid any
health issues.
8. They are financially supporting their families in a good manner.
Immediate Results of the CME course 2014
S.# District / Delivery handled Deliveries handled
Community Name before CME course of after CME course of
1 Arifa Lasbela 20 67
2 Asiya Hedarabad 12 53
3 Attiya Khuzdar 10 57
4 Azra Dadu 12 39
5 Farzana Lasbela 10 45
6 Nurgis Mastong 16 59
7 Sajida Lasbela 20 35
8 Salma Panha Dadu 12 52
9 Salma Hassan Lasbela 13 52
10 Samreen Khar poor 11 40
11 Suriya Khairpur Miras 10 58
12 Zahra Gwadar 8 46
13 Naiyta Quetta 12 96
14 Reema Dadu 10 56
15 Sulthana Dadu 10 92
16 Gulnaz Quetta 10 51
17 Fozia Parveen Sibi 10 62
18 Rasheeda Jafrabad 0 85
19 ZanabJafraba Jafrabad 0 88
20 Sahida Noshki 4 89
10. Leadership course for Midwives:

IDSP expects its trained midwives as community leaders to lead and
assist their communities regarding various issues of women rather than
only as birth attendants. In this connection, IDSP conducts 4 month ’ s
leadership courses that enhance the conceptual and ideological
understanding of midwives as a community leader. It enhances the role
of a midwife as an agent of change rather than a typical birth attendant.

During this year, IDSP has organized a “ Leadership Course ” for 24
community midwives of IDSP. They are currently performing as a
community leader and facilitating their communities regarding early
child marriages, women and children rights, human rights, girls
education, social justice, community healthcare and immunization,
family development and community development. The course has
enhanced the leadership of midwives and they are now effectively
working for the development of their communities.
3. Learners and Community Partnership Program (LCPP)

Learners and Community Partnership Program is another core program
of IDSP that aims to ensure the post course engagement with learners and
support the learners intellectually and technically for a reality based
change in them, their families, and communities: national to international.
IDSP has a number of learners with diverse practices in community
development as learners from all over the country have been engaged in
IDSP’s courses. In these courses the learners have gone through extensive
thematic sessions, intellectual debates and dialogues, professional growth
activities, research and practical learning opportunities to understand the
dominant power structure and create alternative mechanisms to
demystify and finally change it. In view of the previous three to four
internal and external evaluations of IDSP’s practices, in most recent one
decade, a logical institutional emphasis has provided bases to formulate a
program that would engage IDSP graduates in many challenging activities;
including policy making at institutional level, capacity building ventures,
community-based interventions & constructive dialogues. This will also
result in extending and diversifying IDSP’s interventions in communities at
very grass root level through different collaborative efforts, community
partnerships, and field based actions and people driven resistance
movements. In a nutshell, this will ensure the contribution of learners in
the process of social, political and economic change in society and will
them to demystify or change the power structure to what IDSP is
committed. In the current learning model of IDSP’s UCD, the LCPP is aimed
to cater the needs of graduate learners, support their community-based
process projects and continuously engage them in intellectual discourses
at or outside IDSP. The critical responsibility of this program is to generate
community action which is based on the philosophical and ideological
understanding of IDSP and to interact with learners in order to
continuously learn from each and other’s experiences and reflections to
develop a systems that allow the participation of community at large and
to ensure that the processes are flexible and viable to encompass the
traditional indigenous energies. The program awards “ One Year
Fellowship ” to the graduate learners of one-year theory and practice
courses of IDSP. This also awards the two sets of entrepreneurship in area
1. “Intellectual Entrepreneurship” 2. “Social Venture” for a maximum
period of two years to the fellows who are best suited for their tasks.
One Year Fellowship Program:

During the year 2014, IDSP has awarded 40 young individuals with a
one-year fellowship opportunity that will help them to learn, practice and
demonstrate their abilities to cultivate the seeds of change in their
families and communities that will lead to a positive social change from
local to regional and ultimately global level. The one-year fellowship
opportunity will refine their fellowship idea and will make them ready for
the upcoming level of two year’s entrepreneurship in the CSL model.
After the conclusion of the one-year fellowship program their ideas,
progress and impacts will be assessed by a panel if they were interested
in the entrepreneurship program of IDSP.

Name of
S.# location/ Gender Idea
1. Abdullah Jan Sibi Male Initiatives for pure drinking water to overcome
2. Samina Sehr Sibi Female Making documentaries to highlight the
socio-economic and political issues of
3. Nazir Ahmed Sibi Male Transformative citizenship courses at village level

4. Fazila Wahid Sibi Female Ensuring pure drinking water to overcome health
5. Zahoor Ahmad Sibi Male Learning the skills of filmmaking and producing
documentaries/ short films around different social
6. Fareeda Malik Sibi Female Conflict resolution to overcome domestic violence
against women
7. Musarat Quetta Female Learning advanced professional skills through,
Mahjabeen in-house practices in IDSP.
8. Tahira Taj Quetta Female Protecting youth and promoting drug-free living

9. Mohd Tariq Quetta Male Raising awareness regarding Thalassemia

10. Nizam Kakar Hanna, Male Initiatives for improvement in education through
Quetta Hanna Educational Program
11. Asmat Ullah Quetta Male Learning the skills of filmmaking and producing
documentaries/ short films around different social
12. Mahjabeen Loralai Female Women rights promotion through girls education

13. Jabar Khan Loralai Male Generating dialogue for youth development and
conflict resolution
14. Safer Loralai Male Transformative citizenship courses at village level
15. Hayat Ullah Loralai Male Transformative citizenship courses at village level

16. Saddal Din Loralai Male Transformative citizenship courses at village level

17. Humera Shah Loralai Female Introducing and promoting critical pedagogy in
private school
18. Gul Meena Pishin Female Raising voice for women rights through publication

19. Zahida Murad Zhob Female Protecting environment through recycling

20. Gul ghuti Ziarat Female Promoting local embroidery to empower home
based women workers.
21. Perveen Kharan Female Restoration of mutual cooperation and
dependency in community
22. Qaisara Turbat Female Protecting youth and promoting drug-free living
23. BiBi Zubaida Barkhan Female Women empowerment through women rights
24. Saddam Jhal Magsi Male Learning advanced professional skills through,
Hussain in-house practices in IDSP.
25. Rasheeda Kalat Female Raising awareness regarding pure drinking water
26. Samina Baloch Naseer Female Women rights education and promotion to
Abad overcome honor killing and violence against
27. Abdul Hakeem Khuzdar Male Youth awareness and activism for a positive social
28. Mohammad Khuzdar Male Transformative citizenship courses at village level

29. Ali Ahmed Khuzdar Male Transformative citizenship courses at village level

30. Hafsa Hassani Khuzdar Female Early childhood education and development

31. Rasheeda K.B Khuzdar Female Women empowerment through girls education

32. Musrat Khuzdar Female Initiatives for women health and girls education
33. Musrat Nazeer Mastung Female Women empowerment through sustainable
economic ventures
34. Razia Kareem Mastung Female Learning advanced professional skills through,
in-house practices in IDSP.
35. Jamila Jafar Abad Female Economic development of community through
taking self-relent initiatives
36. Khalida Rasool Jafarabad Female Raising awareness against early child marriages
and violence against women
37. Qudratullah Nushki Male Tronsformative citizenship courses at village level

38. Abid Hussain Noshki Male Promoting girls education

39. Haseena Noshki Female Youth empowerment through intellectual activism
40. Jahnzaib Noshki Male Youth development through political education


“Whenever society is stuck or
has an opportunity to seize a
new opportunity, it needs an
entrepreneur to see the
opportunity and then to turn that
vision into a realistic idea and
then a reality and then, indeed,
the new pattern all across
Bill Drayton

Founder of Ashoka: Innovators for the Public
Name of entrepreneur: Shams U ddin
Idea: “Sheep farming by adopting the life of Shepherd”
MR. Shams is one of the learner of IDSP Pakistan. Currently, he has
presented his idea of “Sheep farming by adopting the nomadic life of
Shepherd”. Based on his idea, IDSP has awarded him with an
entrepreneurship opportunity, after a very thorough assessment of his
idea. With the financial support of IDSP he has developed a flock of
sheep and adopted the nomadic life of shepherds. He realizes that this is
exactly what he wanted. His family and forefathers were long-time
sheepherders in Afghanistan and Pakistan. He has to care for a flock of
sheep: to oversee the lambing in spring, to head out in a blizzard with
fodder for the pregnant ewes and make sure that all of them are still
alive; to take them to shows and seek out the best "tups" or rams to
enhance the breeding stock; to be part of a his own community and work
with other shepherds.
Shepherding is among the oldest occupations, beginning some 5,000
years ago in Asia Minor. Sheep were kept for their milk, meat and
especially their wool. In Balochistan sheep farming is a major field in the
overall sector of livestock development and further livestock is the most
important sector of the rural economy that contributes about 40 per cent
to the provincial GDP. 70 percent population of the province is directly or
indirectly involved in livestock farming. The province caters to the needs
of leather and carpet industries by supplying hide and wool to these
Shams through his entrepreneurship not only economically contributes
in his family’s livelihood but also produces and explores new knowledge
through adopting the world’s second oldest profession. He through his
earning contributes in the financial sustainability of IDSP courses too.
His primary message is an important one: that young people can and
should be able to view their past as an advantage; that they should take
pride in their traditional ways of life rather than being taught to be
ashamed of it and encouraged to abandon it in favor of some urban
He is serving as a witness and a reminder to us all that, this is a way of
life no less worthy and in many ways more worthy than those who
surrendered their lives to the so-called modernization and development.
Name of entrepreneur: Younus Gongaw
Idea: “ Wisdom-Writers Institute for Social Change”
Mr. Younas Gangaw has been graduated from IDSP ’ s Development
Studies Course in 2001. Later IDSP has awarded him with a fellowship to
refine and sustain his idea of publishing the monthly magazine
“ Tanquidi Shaoor ” from Khuzdar district of Balochistan. He has
encouraged and promoted more than 300 local writers across
Balochistan, by publishing their articles the magazine. He through his
magazine has highlighted various issues concerning human rights,
peace, justice, women rights and other political and social issues of
Balochistan. Later he has transformed his idea by creating an
organization with the name of “ Wisdom- Writers Institute for Social
Change”. WISDOM is a non-profit organization based on promoting and
working for sustainable development rooted in awareness, knowledge,
skills, values and cultural attitudes joined by the vector of science and
technology. Younas along with his group of writers works to create an
equal, just, tolerant, peaceful, intellectually empowered and conscious
society. The organization is engaged in advocacy, campaigning,
community awareness, mass mobilization, participatory community
development, participatory research, and networking on the local,
national as well as global issues which negatively affecting the lives and
the livelihoods of the poor communities. The idea is to train youth,
individuals, groups and communities that how effectively they can use
means available for their well-being.
Name of entrepreneur: Abdul Hai

Idea: “Revitalizing the traditional sources of water, education, justice
and conflict resolution through engaging indigenous people of
Mr. Abdu Hai is currently an entrepreneur IDSP Pakistan and was a
learner of IDSP’s Community Development courses in 2008. He has been
working as a fellow with IDSP since 2008. He works on his idea of
Revitalizing the traditional sources of water, education, justice and
conflict resolution through engaging indigenous people of the
community. By availing the entrepreneurship opportunity, he is working
in different areas for enabling the youth of his community to promote
peace, justice, harmony and tolerance in his community. He is working to
redirect the youth from militancy, extremism, and illegal activities into a
positive, healthy and constructive activism for the socio-economic
development of his community. The area where he lives is located near
the border of Afghanistan which is being used as a route by the militants.
Unluckily, the youth and under eighteens are being negatively attracted
while looking to this heavily funded militant activities. Therefore, he
organizes counseling and educational sessions for youth and him along
with some of his fellow villagers mobilized, educated and then engaged
these young people for the betterment of girl education, health,
irrigation and revival and sustainability of Karez (an indigenous source of
water) and conflict resolution in the village. He engages youth in sports
activities and guides them regarding the politics behind the militancy.
Before this, with the fellowship support of IDSP and voluntary assistance
of his community & youth he revived a three hundred years’ old Karez.
As a result, the socio-economic status of his community has been
uplifted due to the availability of water.
Hai has emerged as a professional of community development. He has
managed to mobilize the divided community of Kamalzai [a remote
village of District Pishin] and helped them to come together for the
creation of new solutions of increasing issues militancy, extremism, and
intolerance. By using the approach of community development, he has
organized the neighboring communities and enabled them to
collectively work for the solution of their issues. The participation of the
community in social activism is very encouraging and it has been
insured by Abdul Hai’s continued mobilization during the entire period of
his learning and practice.
Name of entrepreneur: Sharif Shambezai

Idea: Rights based movement for ensuring the compensation and
resettlement of Mirani Dam’s affectees.

Mr. Sharif is an entrepreneur of IDSP-Pakistan. As a learner, he joined
IDSP’s Development Studies course in 2007 and eventually selected the
practice area “Exploring the causes and effects of Mirani Dam” as his
main idea. He designed, launched and published a research over the
issue of Mirani Dam. Latter IDSP has awarded him with a fellowship for
further engagement.

He initiated the dialogue with affected communities to mobilize and
organize them. He also initiated discussion with district government/
administration and thus expanded the movement from district to
provincial, national and international levels. Mirani Dam downstream
area where Kech river and Nahng river meet fall into Dasht river, after
235 kilometer Dasht river water flows down in Jawani (Gwadar) sea. On
both sides of River Dasht, there used to live thousands of people
covering around 2 Lac acre land that enabled great agriculture
opportunities. As per the report of the Red Cross, On 26th June 2007 the
backflow of Mirani Dam, in two Union Councils, there had been 100%
houses that had been damaged in one Union Council and 75% houses
had been damaged in the other. This had displaced 20,000 people,
damaging around 40,000-acre agriculture land and destroying 60,000
date trees which were the main source of income. With the closing of
River Dasht, the affected communities suffered from thrust, hunger, and
homelessness; animals died and thus hundreds of people migrated from
Dasht to Gwadar and Turbat.

Sharif with the support of his community and like-minded people from all
over the country has raised their voice and peacefully resisted for their
rights for more than nine years. As a result, Wapda and Planning
Commission of Pakistan have finally and formally accepted the
responsibility of damages and got agreed to pay the compensation
amount PKRs. 4,000,000,000 to the affected families of Mirani Dam. The
Chief Minister of Balochistan has promised that he will follow the case
and will negotiate this with the Prime Minister of Pakistan to allocate the
funds in the next fiscal year’s national budget.
Name of entrepreneur: Illyas Indriyas
Idea: Illyas Inderyas Establishment of “Afalah Without Walls” –space for the
marginalized Christian Community of Balochistan
Mr. Ilyas is an Entrepreneur of IDSP and he belongs to Christian Community of
Quetta Balochistan. As his idea was to work for the marginalized Christian
Community of Balochistan, he successfully established his organization called
as ‘ Alfalah-Without Wall ” in August, 1999 and got it registered under
Government of Pakistan’s Societies Act of 1961 in order to carry on and expand
this pivotal work and to address the socio-economic and educational
challenges that the marginalized minority community had been confronting in
the country for a long time.
A Netherlands-based Foundation – The Friends of Al-Falah has also been
established under the Dutch Law after the death of Father Otto Postma (late)
for the educational and skills development of the marginalized youth in Quetta
Balochistan / Pakistan. This Foundation has been supporting and facilitating
Al-Falah Without Walls (AwW) both technically and financially from 2003 to date.
These financial resources have been utilized for the educational, skills
enhancement, exposure and training of male and female youth, children, and
adolescents and, women who have made a great change in their lives
situations and a great majority of them have found good jobs. A large group of
parents and community representatives has been mobilized for the
development and empowerment of this ethnoreligious minority community.
Name of entrepreneur: Mr. Raziq Faheem

Idea: College of Youth Activism and Development.

Mr. Raziq is a senior entrepreneur of IDSP. Raziq happened to be a founding
faculty member of IDSP who has contributed to the growth and development of
IDSP. After completing the learning period IDSP has supported him to establish
an organization around his own idea. He has utilized the entrepreneurship
opportunity and established a separate organization “ CAYYAD ” with the
mission: “striving for the development of young people for self–reliance and
tolerance, facilitating them to capitalize their potential for sustainable peace
and development at all levels. CAYYAD has established strong connections with
various organizations in order to work for youth in the country.

During the year 2014 CAYYAD has conducted
Name of entrepreneur: Saima Channa

Idea: Centre of learning arts and skill for children

Ms. Saima is one of the entrepreneurs in the area of Intellectual
Entrepreneurship. IDSP sustained her entrepreneur and Saima by availing the
entrepreneur opportunity has established a center of informal education in her
community. A majority of the people in her community are the poor laborer,
living without any basic facilities of life. There is not any school or other
educational institution in her community and children are mostly roaming
aimlessly. She engages her community’s children in creative learning activities
including seminars, art, and painting, theater shows, dramas and stage show
for highlighting the issues of the community.
Name of entrepreneur: Barkat Shah

Idea: Institute of Development Research and Applied Knowledge (IDRAK)
- For Change

Mr. Barkat has been graduated from IDSP’s development studies course
in 1999 and further contributed as a faculty member of IDSP for more
than eight years. He has established an organization with the name of
Institute of Development Research and Applied Knowledge (IDRAK) - For
Change, in Quetta Balochistan. IDRAK-For Change is a Quetta-based
organization and is was conceived as a Fellow initiative which was later
formally converted into a research institute for change.

IDRAK has successfully conducted various researches, surveys and
evaluation on provincial and national. IDRAK-For change is working with
the following core thrusts...

1.Research and advocacy


3.Linkages, networks, and partnership

4.Promotion of local language and literature

5.Supporting research and advocacy ventures

6.Training and capacity building

During the year 2014, IDRAK has conducted
Name of entrepreneur: Ahmed Jan Baloch

Idea: “Development Organization for Social Transformation (DOST)”

Mr. Ahmed Jan has been graduated from IDSP development Studies
Course in 1999. He has worked with different NGOs for more than 10
years. During his professional career, he realized that, individuals
working with different organizations can not practice their vision of
social change or social transformation in a real manner, due to the
donor-driven approach, improper Implementations of development
projects, promoting dependency rather than self-sufficiency and many
more. Therefore, he along with friends and like-minded individuals has
formed Balochistan Public Affairs Council to highlight and contribute to
addressing the Socio-economic, political and developmental issues of
Pakistan. Later-on B-PAC (which was not an officially recognized forum)
has been transformed into a “Development Organization for Social
Transformation (DOST Balochistan)” and got registered under the Social
Welfare Ordinance 1961 in 2008. The working areas of DOST includes
education, health, poverty alleviation, social mobilization, natural
disasters, research and development, peace building and women

DOST has implemented the various project in Provinces Balochistan. It
contains Promoting Peace in Quetta through Empowerment of Youth,
Training on Rural Poultry Farming, Dress Designing, WASH and Water
Conservation, Domestic Wiring, Sensitization and Group Discussion
with Farmers on Water Conservation, Sensitization workshop for
government Teachers on Water conservation, Training on
“Organizational Development of 15 Community Based Organizations
(CBOs), Auditing Partition Program, Preparation of Strategic Plan for
(Health and Rural Development ) HARD and Training workshop on

DOST is committed to engaging the deprived, vulnerable and excluded
groups of society for their social, economic and political empowerment
through active participation in decision-making processes.
Name of entrepreneur: Ali Akbar Rahemo

Idea: Association for Water, Applied Education & Renewable Energy
Mr. Ali Akber has been graduated from IDSP’s Development Studies
Course in the year 2000. After graduating from the course, he worked
with various organizations to fulfill the needs of livelihood and the thrust
of new learning and experiences but the attractive salaries, relax nature
of the job and other hi-fi facilities in his professional career could not
inspire him. Therefore, he has left his job and return to his own
community with a realization that his native community (Thar Parkar)
and his own people needs focus attention from him which he can not pay
due to the job. His area (Thar Parkar) is arid and semi-arid, recurring
droughts, quality and access to water are among major problems of the
area. Tharparkar is the largest district spread over an area of 47, 91,025
acres (19,637 sq km) and the population is about 1.4 million souls. The
majority of inhabitants depend on rain-fed agriculture and livestock.
Umarkot is the gateway to the Thar Desert. It exists at the border of the
barrage and arid region. It lies in the southeastern part of Sindh. It has a
human population of 0.7 million. The majority of the inhabitants (70 %)
of this area is dependent on agriculture. Agriculture is a lifeline for the
people and water is a rock/foundation on which it is based.
Since the last couple of years, this sector is subject to vagaries of
weather and facing consistent water shortage. Apart from natural
calamities and disasters, man-made water shortage, constraints
imposed by policy makers who are mostly tied with the MNCs/Donors
aprons, removal of subsidies by Government and withdrawal of other
incentives have added up to the sorry state of this sector. He decided to
make an organization with a title of AWARE in Thar Parkar, Sindh which
can play an active role in organizing communities and empowering the
marginalized sectors of society. Thus, he engaged a group of like-minded
people from Thar and Umarkot and formed Association for Water,
Applied Education & Renewable Energy (AWARE) in spring 2003 and got
registered with Societies Registration Act 1860 in 2005. AWARE strives
for the social change in which people need to be organized so that they
can set the pace and direction of development, change, and related
policies. Simultaneously the organization believes in educating and
mobilizing people with respect to social, political and economic issues on
the basis of sound knowledge and information as they can effectively
play their role.
Public-Private Partnerships:

1. Azad Film Production Company.

2. Qatar Hospital Karachi

3. Social Welfare Department


5. Special School for Blinds.

6. Agha Khan

7. Infaq Foundation

8. SKOLL Foundation

9. Fund for Global Human Rights “FGHR”

10. Skill Development Council (SDC) Karachi

11. Action Aid

12. Endowment for Democracy “NED”
Acronyms/ Abbreviations and Glossary:

Acronyms & Abbreviations Glossary
IDSP Institute for Development Studies and Practices DOST AWARE
TDSP Trust for Development Studies and Practices
NPC National Programming Center AWARE IDSP’s entrepreneur’s organizations
UCD “University of Community Development”
IDSP-Pakistan Alfalah IDSP’s Fellows organizations
MGD Mainstreaming Gender and Development Without Walls
LCPP Learners’ and Community Partnership Program Quick Book Financial management software

IDRAK Institute for Development Research and Applied CSL It is a core model for “creating
Knowledge systems of learning for IDSP’s
CYAAD College for Youth Activism and Development courses
IDHR Institute for Development of Human Rights IDRAK Name of the organization created by
M&E Monitoring and Evaluation IDSP’s fellow
M.I.S Management Information Systems CYAAD Name of the organization created by
CPC Child Protection Centers IDSP’s fellow
ECD Early Childhood Education
A.C Academic Council
NED National Endowment for Democracy
FGHR Fund for Global Human Rights
JSDF Japan Social Development Fund
AKF (P) Aga Khan Foundation (Pakistan)
MOU Memorandum of Understanding
UNICE United Nations International Children’s
F Emergency Fund
AWW Alfalah without Walls
LSBE Large Scale Based Education
OPD Outdoor Patient Department
D&E Dilation and Evacuation
LHV Lady Health Visitor
D&C Dilation and Curettage
SEWA Self-Employed Women’s Association of India
GBV Gender Based Violence
Cos Community Organizations
CLC Community Learning Centers
DPC Districts Professional Centers
HEP Hanna Educational Program
BEMIS Balochistan Education Management Information
BUITE Balochistan University of Information Technology
MS Engineering and Management Sciences

CSL Creating Systems of Learning
LRC Learning Resource Center
FRC Family Resource Center
PTSMC Parent & Teacher School Management Committee
LHW Lady Health Worker
SDC Skill Development Council
TCP Transformative Citizenship Courses