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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
A group photo
with IDSP’s Fellows
and their students
at Kacha, Sindh

About IDSP

IDSP adds value to Pakistan society by building a large network of young Pakistanis who are enrolled
in practical educational programs and who are empowered to influence their peers, families,
communities, and governments to promote positive social change. Through its six-year education
methodology, IDSP enables Pakistani youth to attend school, receive a quality education, build on
their innate abilities, and practice their career skills to become leaders and generate positive
influence on society over time. More than 186,000 students have graduated from various IDSP
programs, and IDSP is holding forums of graduates to convene them and mobilize them to promote
ideas of entrepreneurialism and positive social change in all they do.

Mission Statement
Our Mission: To Nurture and Develop Individuals and Communities... that will Change the Power
Structures... by Demystifying Processes of Education and Development... and Generate Value based
Partnerships and Practices at all Levels”.

Current Equilibrium
Pakistan has the fourth-largest population of South Asian countries, and 60 percent of the
population is below 35 years of age, according to the. Almost 80 percent of these young Pakistan
Bureau of Statistics people are excluded from meaningful educational opportunities. In the nation's
poorest province of Balochistan, 98 percent of students do not complete primary school.
Pakistani youth aspire to participate in community leadership and social change, but due to lack of
necessary knowledge, skills, and safe environments, they are unable to achieve these aspirations.
Family is the most important unit of Pakistani society, considered the first institution of learning and
socialization for youth. However, family units have been largely unrecognized, isolated, and ignored
by educational institutions and development programs. Without proper attention to strengthening
family units, domestic violence, child labor, early child marriages, gender based inequalities,
illiteracy, maternal and infant mortality, and honor killings have reduced the efficacy of youth to be
active contributors to their society. Communities overlook their role in poverty reduction and social
development, and local governments are not engaging the country's legislative process to effect
policy changes geared toward youth opportunity and development. Despite a mandate in the
Constitution of Pakistan to provide free and compulsory education to all children between 5-16 years
old, only 66 percent of children in this age group regularly attend school and literary rates for the
population hover around 57 percent. Furthermore, mainstream media groups support the agendas
of corporate interests over issues of social and economic welfare. These groups have fueled civic
differences, isolation, disharmony, and violent resistance movements in various part of the country.
Together, these conditions rapidly breed extremism and terrorism, and over the last few decades,
Pakistan and surrounding countries have faced the phenomena of rising militancy and intolerance.
A survey asking young Pakistanis for their motivations in committing acts of violence found that 42
percent engaged in violence to escape from poverty, 24 percent did so because they want money,

17 percent did so to defend their own honor and that of their family, and 12 percent did so because
they are unemployed.[i] Various developmental, educational, and political institutions that are
intended to direct the collective energy of the country's youth in a productive manner have displayed
apathy to fulfill their responsibilities. Therefore, while these populations are normally considered a
huge asset to driving forward the development of a given state, they are considered a hindrance
rather than a driving force for Pakistan's national development.
[i] Next Generation Voice Report of British Council, 2014

New Equilibrium
In the new equilibrium, better educational opportunities and economic prospects for young
Pakistanis reduce the conditions that breed extremism and build the opportunity for a purposeful
Schools provide engaging courses in critical thinking and leadership, as well as professional
development to shape a meaningful career path for youth. Students acquire knowledge and skills
necessary to promote human rights, political participation, gender equality, and global citizenship-
-all of which will help them to improve safety and development in Pakistan. Standards of living and
harmony within family units is considerably improved, resulting in lower domestic violence rates, a
decrease in early child marriages, shared decision-making, and better social and financial support
for all family members. Communities practice conflict resolution, promote youth civic engagement,
expand the infrastructure and advance technologies of sustainable energy services, protect children
from child labor and exploitation, and adopt sustainable agriculture techniques to improve their
local economies. Local governments enhance their human resource capacities to better support
progressive polices on public health, community development, and education. Civil society
organizations consult lawmakers in their planning and policy making efforts.
Overall, public and private sector partnerships -- both domestically and internationally -- help
educate and empower youth at risk of militantism and extremism to become active political leaders
and entrepreneurs that help drive economic growth. Media organizations document and broadcast
this positive shift in equilibrium to drive systems change.

IDSP’s Learning Model
IDSP's focus on quality teaching and learning supports universal access to mainstream education
and livelihood opportunities for the country's most vulnerable youth and unemployed in Pakistan,
with the goal of empowering youth to ultimately respond to the challenges of education, livelihood,
peace, and pluralism in Pakistan.
As a result, IDSP has created four direct service programs with distinct categories to help develop a
cadre of development thinkers, planners, and practitioners at the grassroots level, who will launch
organizations and enterprises, or pursue careers in government and civil society. Programs provide
“learning spaces” that offer courses providing practical training in basic education, literacy, human
rights education, and community organizing.

Transformative Citizenship Program (TCP): This program provides two years of literacy and
skill development courses, catering to un-schooled and dropout adolescents between the
ages of 9 and 18 years at designated IDSP community learning centers. The program is
further divided into segments of literacy, life skills, and vocational training to create dignified
living with commitment to social change for those living marginally, excluded from the
mainstream formal education system.
Leadership Development Program: This program provides one year of theory and practice
instruction at IDSP's regional campus in Hanna valley of Quetta. The course is designed for
youth between the ages of 19 and 35 years, and is aimed to create and incubate fellows and
social entrepreneurs. Upon exit, graduates join their society as intellectual entrepreneurs and
community leaders, applying their knowledge to practice their ideas of social change with
the goal of starting a social venture.
Fellowship Program: This one-year program is designated for IDSP graduates only, who
must apply for admission. It supports graduates who want to materialize their ideas and
carve out a career path. Overall, the fellowship is designed to prepare graduates for the
upcoming level of two years entrepreneurship programming through continued practice and
mentorship. Practice location depends on the nature of the idea of a fellow. As a result,
fellows can be placed in their native communities, in an IDSP facility, or in any other relevant
institution or organization to further learning and practice.
Entrepreneurship Program: This program awards two sets of entrepreneurship admission to
eligible graduates of other IDSP programs: "intellectual entrepreneurship" or
"entrepreneurship for social venture." The program is a maximum of two years, and
concludes the six-year learning model of IDSP. Graduating entrepreneurs are then eligible
for IDSP faculty and staff positions, or can choose to start independent ventures and remain
in the community network.

In addition to and as a part of the above core programs, IDSP has implemented midwife training
programs; nonformal, practice-based education programs; early childhood development research,
curriculum development, and implementation programs; and nutrition research, curriculum
development, and implementation programs.
IDSP is differentiated for its role as a grassroots development and education organization operating
in one of the most difficult environments in the world. Contrary to other similar education groups,
IDSP is governed, operated, managed, supervised and promoted by the same excluded young people
as it serves. Inexperienced, poorly educated, and under-accredited young men and women are both
learners and decision-makers in the areas of IDSP's financial management, programs, and legal
departments. IDSP's management structure is based on open door management policies, deeply
rooted in the values of equality, transparency, living reality, gender equality, respect for cultural
diversity and sustainable living and livelihood.
IDSP also aims to maintain flexibility, and adapt its innovation as needed along with changes in
youth attitudes and behaviors, technology advancements, and Pakistan's security situation


Impact Reach Since 1998
As of 2016, IDSP has graduated 186,274 learners. IDSP believes that, based on a formula it developed, each graduate has impacted approximately 100 people
from their families, communities and districts. As such, IDSP has 18,627,400 indirect beneficiaries. 71 percent of IDSP learners are female; 29 percent are

Year wise beneficiaries Total Beneficiaries
Years Total direct Impacted by Total Indirect











Beneficiaries each beneficiary beneficiaries

Number of





186,274 100 18,627,400









Impact Depth Narrative
IDSP graduates (referred to as “community organizers) have formed numerous community-based groups, entered government service, won seats in local
elections, and formed village-level community boards. A recent third party evaluation found that 90% of IDSP graduates are engaged in livelihood activities
with dignity and meaningfulness. In following up with graduates, IDSP found that the majority of graduates were employed large scale government programs
in education, governance, youth development, human rights, community development, agriculture and water. A large number of graduates were employed in
civil society organization.

Targets We Achieved
Government and development agencies have adopted many of IDSP’s programs for implementation
throughout the country. For example:
o IDSP implemented a midwife training program. It recruited 200 girls who had completed and
stopped their education after grade 10, enrolled them in a practice-based 18- to 24-month
training program in Karachi, and dispatched them back to their communities where they ran
clinics, researched the health of their communities, made home visits to pregnant women,
and educated community members on the importance of nutrition and health risks of cousin
marriage. The government of Balochostan was pleased with this work and has asked IDSP to
train an additional 1,000 girls in the midwife program and allocated a budget for IDSP to do
o IDSP implemented a nonformal education program for adolescents who had dropped out of
the school system. The program includes four practice-based courses. The government has
taken notice, and now IDSP is training instructors and government staff in nonformal
education best practices.
o IDSP's early childhood development program, which it implemented in 30 schools, was
noticed by the government education department. The education department incorporated
a mandate to include early childhood education in every single primary school in its province
education plan. Most of the instructors leading the early childhood programs throughout the
province are IDSP graduates.
o IDSP partnered with a university in Karachi and the government of Balochostan to implement
a nutrition education project in 50 rural girls' schools. The research indicated significant
improvements in health tied to school meal programs. This research, which IDSP supported,
is now included in medical and science curricula in the university.
o Mr. Sharif Shambezai (a graduate) has initiated and sustained a movement containing more
than 10,000 families for the rights of indigenous population in Turbat, District Kech who were
affected by a flood, caused by the backflow water from Mirani in June 2006. As a result
Sharif’s movement the Government of Pakistan has approved and released PKRs. 4000
Million rupees for the resettlement of more than 100,000 men and women.

IDSP’s Outreach

The management team is made up of the following individuals:
1. Dr. Quratulain Bakhteari, Team Leader, Director and Founder
2. Mr. Safdar Hussain, Co-Director
3. Ms. Farkhanda Aslam, Associate Director, "Lifelong Learning" Sector
4. Mr. Saeed Shah, Associate Director, "Community Uplift" Sector
5. Ms. Laiba Dawood, Finance Manager
6. Ms. Rida Shamim, Operational Manager

The board of directors is made up of the following individuals:
1. Shahjahan (President) - Quetta, Balochistan
2. Ali Akbar (Vice President-I) - Umerkot, Sindh
3. Syed Zia ul Haq (Vice President-II) - Pakpatan, Punjab Mohammad
4. Younis Saqib (General Secretary) - Kalat, Balochistan
5. Hayat Ali Khan (Joint General Secretary) - Swat, Khebar Pakhtun Khwa
6. Zahoor Khatak (Secretary Information) - Muzafara Garh, Panjab
7. Sumera Mehboob (Finance Secretary) - Khuzdar, Balochistan
8. Ilyas Inderyas (Executive Member) - Quetta, Balochistan
9. Sher Muhammad (Executive Member) - Loralai, Balochistan
10. Ahmed Jan (Executive Member) - Kalat, Balochistan.

A photo of IDSP’s
TCP course

 Course Name: Leadership in Revival of Socio Culture Diversity in Balochistan
 Total Beneficiaries: 40 youth including girls and boys
 Area of Implementation: Khuzdar, Pishin, Noshki, Kech (Turbat) Districts of Balochistan
 Objectives:
o To engage 40 emerging leaders in 4 district of Balochistan and Provide space for launching
discourse opportunity and experience to participate in young leadership development process, by
analyzing the situation, role and responsibilities of leadership
o To Develop and engage young leaders in social, political activism for promoting peace, justice,
accountability, harmony at community, District and provincial
o To mobilize individuals, communities for re-building the civil society, by reviving of healthy
customs, values and reconnecting with inter culture diversity of Balochistan
 Results:
o IDSP engaged 43 energetic, enthusiastic and committed young leaders at 4 districts.
o Young Leaders organized discussions and dialogues for promoting peace, Justice, harmony, and
reopened the discussion venues, during the practice they formed volunteer groups who work
together for peace building and highlighted social issues of their districts.
o Sessions helped to young leaders more connected with each other, they confidante to express
their fear and feelings, and shared their stories with each other’s, trust built among young leaders.
o Process provided pathway to Young leader to continue their struggle for knowing their self and
family, connected with community and taken leadership role in District level for positive change.

 Course Name: Enabling and educating the blinds in Balochistan
 Total Beneficiaries: 70 (40 boys & 30 girls) blind children and adolescents
 Area of Implementation: Balochistan
 Objectives:
o To facilitate the visually disabled children, with the collaboration of
Complex for Special Education of Social welfare, Government of
o To enable the blind children and adolescents by educating them through
Braille Education.
o To provide support to the Complex for Special Education for transcription
of Balochistan Text book into braille Language.
 Results:
o 70 children and adolescents (students) of Quetta have been facilitated by
providing them Braille education.
o Transcript the Balochistan text board books into Braille education. IDSP
has developed transcription lab at the Complex for Special Education for
transcription of Balochistan.

 Course Name: Film making course for social change and peace
 Total Beneficiaries: 122 (63 male & 59 female)
 Area of Implementation: Balochistan and Sindh
 Objectives:
o To bolsterer the conceptual and practical capabilities of youths in film/
documentary making and photography.
o To explore, capture and highlight the importance, richness and challenges of
diversity that exists in different communities through medium of filmmaking
and photography.
 Results:
o Trained 122 youth in the fiend of filmmaking and further they produced films
and documentaries around various socio, economic issues of their
o One of IDSP’s previous film course graduate learner, has established a local
TV channel in District Loralai.
o Trained the MPhil’s Students of Sardar Bahadur Khan Women University who
further produced documentaries around environmental issues of Balochistan.

 Course Name: Basic Midwifery Course
 Total Beneficiaries: 16 Young Women
 Area of Implementation: Balochistan
 Objectives:
o To train 16 young women as community midwifes and enable them to serve as
community health services provider for reducing Maternal and Infant Mortality.
 Results:
o Enhanced the leadership of midwifes which enabled them to become as a source of
energy for their families and communities. Midwifes are efficiently and effectively
contributing in the process of change by educating their communities concerning
community health, women and child health and nutrition, immunization and
hepatitis, disadvantages of early child marriages, family planning, women and child
rights, girls education, women participation in electoral process and women related
issues in their communities.

 Course Name: Leadership Development Course for Community Midwifes

 Total Beneficiaries: 25 midwives got trained in 2016 and 50 in 2017
 Area of Implementation: Balochistan
 Objectives:
o To enhance the leadership skills of midwifes and enable them to contribute in
the socio-political and economic development of their communities.
 Results:
o Enhanced the leadership of midwifes which enabled them to become as a source
of energy for their families and communities. Midwifes are efficiently and
effectively contributing in the process of change by educating their communities
concerning community health, women and child health and nutrition,
immunization and hepatitis, disadvantages of early child marriages, family
planning, women and child rights, girls education, women participation in
electoral process and women related issues in their communities.

 Course Name: Continue Medical Education Course for already trained Community Midwifes.

 Total Beneficiaries: 52 midwifes trained in 2016 and 37 in 2017.
 Area of Implementation: Balochistan
 Objectives:
o To enhance the capacity the already trained/deployed community midwifes of
Government’s Maternal Newborn and Child Healthcare and Peoples Primary Healthcare
Initiatives midwives in all districts of Balochistan through refresher and Leadership Courses.
o To enable the midwives in playing their active role for reducing the Maternal and Infant
Mortality in Balochistan.
 Results:
o IDSP has enrolled the already graduated midwives of MNCH Program of Balochistan
Government and PPHI Balochistan and trained them through its refresher course of
Continue Medical Education and Leadership Development course. IDSP’s Midwifery Training
Program has contributed greatly and saved the child and mother lives through its
professionally trained community-based midwives.
 Improved timely referral has been maintained
 Improved timely counseling of families to deal with complexities of delivery
 Developed linkages with different doctors for taking expert advice and referral
 Communication skills have been improved
 Saved the lives of babies and mothers
 Completed the Immunization of family members
 Enhanced self-confidence and ability to face challenges.

 Course Name: Transformative Citizenship Course for out of school adolescents

 Total Beneficiaries: 180 adolescents got literate in 2016 and 180 in 2017.
 Area of Implementation: Loralai, Sibi, Lasbela and Khuzdar Districts of Balochistan
 Objectives:
o To build the capacity of out of school adolescents by organizing 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.
o To build the critical thinking through critical pedagogical approach in the TCP courses.
 Results:
o Improved the reading, writing, speaking and comprehension skills of 360 adolescents
in four districts of Balochistan.
o Delivered the concepts of politics, economic, Pakistan social trends, and gender,
democracy, human rights, peace, justice, harmony, identity and tolerance.
o Improved the Critical Consciousness of adolescents by applying critical pedagogical

 Course Name: Promote Education and Protection (PEP) for Afghan refugees in Peri-urban
 Total Beneficiaries: 427 adolescents
 Area of Implementation: Quetta, Balochistan
 Objectives:
o To educate and facilitate the adolescents of Afghan refugees and provide non-formal
education to 427 adolescents in 8 community learners centers in afghan refugees
communities of Urban Quetta.
 Results:
o 427 Afghan Refugee’s adolescents got enrolled in the literacy and non-formal classes
of IDSP in 8 refugee’s communities of Quetta.
o Translated the IDSP’s literacy book into Dari and Pashto languages.
o The critical pedagogical approach has been adopted for teaching in the literacy and
non-formal classes.
An IDSP Fellow of
Kacha Sindh is
busy with students
in his science lab.


 Course Name: Idea based fellowship for youth to promote literacy for change through critical pedagogical

 Total Beneficiaries: 6 fellows
 Area of Implementation: Balochistan
 Objectives:
o To help the committed individuals 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.
 Results:
o 360 (210 boys & 150 girls) illiterate adolescents who were out of the system get literate through rights
based educational courses of IDSP’s "Transformative Citizenship Program". These adolescents are now
playing their role as activists of positive social, economic and political in their native communities.
o IDSP has developed video documentaries to document and highlight the strengths of these Centers.
Follow the link for further details.

 Course Name: Fellowship for Human Rights Defenders in Balochistan

 Total Beneficiaries: 10 Human Rights Defenders
 Area of Implementation: Balochistan
 Objectives:
o To build the capacity of human rights defenders and help them in networking with the like-minded
people, groups and organizations that will strengthen their recognition, and will help them in
protection and promotion of Human Rights in Balochistan.
o To enable the Human Rights defenders to make a valuable contribution to human rights situation and
build human rights work into their careers, whether those careers are in academic life, in governmental
or non-governmental organizations, as activists, or as legal practitioners
 Results:
o Educated 10 Human Rights Defenders of 6 different districts through human rights education.
o Raised awareness about child labor and their prevention from using drugs in Hazara community of
Quetta, Balochistan.
o Initiated political education of women in Jaffarabad, Balochistan aiming to ensure women participation
in political and electoral processes.
o Raising local issues of women human rights through newspaper and mainstream print media in Zhob,
o Visited Gwadar to know about the rights of indigenous communities at Gwadar (being called as a Game
Changer by Gov. of Pakistan).
o Educated women in Turbat, Balochistan about their due rights and engaged them with relevant
organization for further assistance regarding their rights.
o Engaged local Human Rights Defenders of Zhob, Jaffarabad, Turbat, Sibi, Nushki and Quetta with
Human Rights Commission of Pakistan and other relevant organization.

 Course Name: Fellowship for Leadership Development of Kacha, Sindh teachers

 Total Beneficiaries: 29 Fellows
 Area of Implementation: Kacha, Sindh (This area is popular about its unlawful activities. There is some inconvenient truth about the region that
needs to be told and simply, it is in three words: injustice, neglect and inequality. These reasons have fueled the fire and impacted the surroundings. The
populations in the Kacha areas are one of the most neglected ones in Pakistan. Very little has changed in their lives. Basic facilities like roads, schools and
basic healthcare centers either do not exist or are just ‘ghosts’.)
 Objectives:
o To develop a cadre of young leaders who are critically and intellectually conscious, skilled and active community leaders.
o The course will also enhance their…
 Intellectual and practical capabilities
 Critical consciousness
 Practical skills
 Leadership skills
 Ownership
 Conceptual clarity
 Teaching skills
 Connection with students and communities
 Results:
o IDSP has enrolled 29 teachers of Kacha, province Sindh in its one year fellowship course and enabled them to play active
role in their native communities.
o As a result of the fellow’s mobilization in their native communities, people have started using their local product and they
got educated about the benefits of strengthening local economy.
o Hepatitis control program has been initiated by fellows to control hepatitis C and B. Government of Sind has commit the
construction of a BHU in Kacha along with technical staff. Critical consciousness has been raised among community
members about the feudal system, Usury, women participation in electoral processes, basic human and citizen’s rights.
o Campaign about the environment and hygiene has been initiated that resulted the complete cleanness of 14 communities
in Kacha.
o Critical pedagogical approach of teaching has been adopted in the schools while teaching.
o Girl’s education has been promoted and a girl’s middle school has been opened with the support of Engro Foundation
through their Corporate Social Response for girls.
Engro I AM THE
CHANGE recognized
IDSP Community
Learning Centers as
winners in the
'Education' Category for
their services in
improving education
across marginalized
communities in
Baluchistan and
bringing positive
transformation to
society by acting as true
change agents!
Pakistan Women
Festival has awarded Dr.
Quratulain Bakhteari for
her contribution to the
Community development
work in Balochistan. Dr.
Quratulain Bakhteari is
receiving her award form
Ms. Zohra Hussain.
Government of
Balochistan through its
annual Balochistan
Excellence Awards 2016
has awarded
Dr. Quratulain Bakhteari
with a “Life Time
Achievement Award”
We are thankful to our donors, supporters and partners for their beneficial and effective
support which helped us to sustain our mission