Career

The Citizens Foundation

Development
Program
 Our Story

22 years of 1,482
schools around Pakistan Purpose-built schools
experience

All female faculty and a Catering to the most

220,000 needy
50% student gender ratio
Students

Building schools in urban

slums & rural communities
 Problem • Total rate of unemployment in rural
Sindh is 36.52% with only 12%
Statement: employed in labor work.
High rate of • Educated youth are highly unemployed
as they are not meeting the market
unemployment in demands.
rural Sindh

• Aim

• To economically and socially

Solution: Career empowering the youth of Sindh.
Development
Program • Providing avenues to enhance their
skills and prospects of employability.
 Labour Market Requirements
Pakistan’s Rural
Rural Sindh
Sindh Employment
Employment
Pakistan’s Market
Market
Service
Service Sector:
Sector: Demands/
58.1 Demands/
58.1 per
per cent
cent to
to Unemployment:
Unemployment: 55.41%
55.41% Skills
Skills Needed:
Needed:
GDP
GDP -- Competency
Competency
-- 36.52%
36.52% are
are adolescent
adolescent aged
aged based
based training
training
Business
Business -- 12%
12% in
in agriculture -Entrepreneurship
management,
agriculture -Entrepreneurship
management,
medical, -Industrial
-Industrial
medical, social
social
sciences,
sciences, arts
arts and
and Female
Female employment
employment -Leadership
-Leadership
humanities,
humanities, and ICT
and ICT
institutions -Communication
-Communication
institutions have
have a a 24%
huge 24% of
of the labour force
the labour force out
out of
of -Creativity
huge role
role in
in boosting
boosting 49%. -Creativity
productivity 49%.
productivity inin the
the -Critical
-Critical thinking
thinking
services
services sector.
sector.
Women
Women areare engaged
engaged inin the
the informal
informal
-- Problem
Problem solving
solving
sector,
sector, working
working without
without any
any legal
legal -Adaptability
-Adaptability to
to
protection as domestic workers,
protection as domestic workers, innovation and
home-based
innovation and
home-based workers
workers and
and piece-
piece- technology
technology
Needs:
Needs: Skilled
Skilled and
and rate workers for the manufacturing
rate workers for the manufacturing
well-trained work
well-trained work firms.
firms. -Gender
-Gender equity
equity
force
force for
for socio-
socio- -Vocational
economic -Vocational
economic education
development
development of of a
a
education and
and
country. training.
training.
country.
 The situation
Education & Employment in
Rural Sindh
Existing Projects

 Girls middle school program

 Article 25-A: providing free and quality
education to all children from ages 5 to 16-year-  Benazir Bhutto Youth
old (NEP, 2017).
Development Program
 Lack of political will, old-school methods of education,
and little to no importance to non-formal education,
the status of literacy and employment remains dismal  Alternate Learning
(Ghazi, Ali, Khan, Hussain, 2010) Programme (ALP)
 Functional schools in Sindh: 4.8%
 Major urban-rural and male-female disparity.  The Garage School
 Illiteracy rate: 10 years and above (Labor force
survey 2018). Problem in these Programs:
 The service sector needs professional workers and lack of teacher development
vocational trainers to produce such labor force. lack in providing support on core
and soft skills requirements
There is a need
Create a common standard of
attainment of specific skills at
each level of students learning.
Project Partners
 Goal
Goal
To
To create
create a
a CDP for young
CDP for young people
people aged
aged
between
between 16 to 20 years in the districts of
16 to 20 years in the districts of
Thatta,
Thatta, Sindh,
Sindh, by
by using
using aa Project-Based
Project-Based
Learning
Learning and
and Participatory
Participatory approach
approach
through
through aa cluster
cluster school
school model.
model.

CSRs
CSRs
 Hospitality
Hospitality byby Aga
Aga Khan
Khan
(AKDN)
(AKDN)
 Textile
Textile Design
Design byby Khaadi
Khaadi
 Beautician
Beautician Course by
Course by TCF
TCF
Technical skills by Indus Motors
Technical skills by Indus Motors
 Entrepreneurship by Telenor
Entrepreneurship by Telenor

Objective
Objective 2 2 Objective
Objective 3 3
-Vocational
-Vocational and soft
and soft
Objective
Objective 1 skills 1.
1. To increase job
To increase job
1 skills to
to the
the young
young security
adults
adults security of
of young
young adults
adults
by
by providing them with
providing them with
To
To promote
promote and -Empower
-Empower themthem industrial
and
economically industrial experience
experience
provide
provide students with
students with economically and
and transforming
transforming them
them
hands-on
hands-on experience
experience -- Upgrading
Upgrading their
their skills
skills into
into aa skilled
skilled workforce
workforce
through
through PBL
PBL and
and TCF
TCF and knowledge
and knowledge according
according toto the
the current
current
Resource
Resource Center
Center in
in through
through CSR
CSR market
market and industry
and industry
Thatta.
Thatta. departments
departments of of requirements.
requirements.
targeted
targeted companies
companies
 Scope of CDP

Location: Thatta

Clusters
Clusters Schools:
Schools: Two
Two cluster
cluster models
models will
will be
be
created in Thatta and Badin, with 3 schools per
created in Thatta and Badin, with 3 schools per
cluster
cluster and
and 11 TCF
TCF Resource
Resource Center.
Center.

Beneficiaries:
Beneficiaries: 1200
1200 youth
youth (16-20
(16-20 years),
years), 10
10
Trainers,
Trainers, 30 project management teams and 5
30 project management teams and 5 CSR
CSR
Companies.
Companies.

Target
Target Population:
Population: All
All people
people
-- 16-20
16-20 years
years (male
(male and
and female)
female) (in
(in school/dropouts)
school/dropouts)
-- unemployed
unemployed
-- Minorities
Minorities and
and marginalized
marginalized segments
segments
 Innovation
Educational
momentum

Outreach and
reengagement

Project Based
Learning (PBL),
Resource Center and
Play Lab

Industrial Experience

SEED Grants
 Location for Play Lab
Nathani Campus, Mirpur Sakro Sindh
 CDP APPROACH
1. Project Based learning:
(Three components)

Theory and project based learning (40%)

Research and Field based Experience (30%)
Real-time industrial experience (30%)

5 main models (interactive activity based modules)

• Module 1- Personal and Professional skills training

• Module 2- Reflective Assessment
• Module 3 - Service
• Module 4 - Communication & Language Development
• Module 5 - Student Placement and Internship Program (SPIP)

2. Participatory approach to Program Development

 Project
Pilot
Pilot run
run ofof the
the model
model
Timeline
Curriculum
Curriculum Self-Reflective
Self-Reflective Projects
Projects
with
with PBL *before applying
PBL *before applying development
development with
with CSR
CSR (Proposal
(Proposal and
and final
final term
term
for
for grant
grant departments
departments project
project and
and presentation)
presentation)
(3
(3 weeks)
weeks) (2
(2 months)
months)
12
12th August
th
August –
– 18
18th March
th
March
5
5th May
th
May -- 20
20th May
th
May 25
25th May-
th
May- 25
25th July
th
July

Vocational
Vocational Training
Training of
of
Service
Service Project
Project (Giving
(Giving Mandatory
Mandatory Internship
Internship each
back each
back to
to the
the community)
community) (Corporate)
(Corporate) specific
(1
(1 month)
month) (6
(6 weeks)
weeks) specific module
module
(8
(8 months)
months)
June-
June- Summer
Summer Break
Break December-
December- Winter
Winter Break
Break 25th
25th March-25th
March-25th April
April

Exhibition
Exhibition and
and Open
Open Diagnostic,
House. Diagnostic, Emotional
Emotional
House. Intelligence,
Intelligence, SEED
SEED Grant
Grant Application
Application
Career
Career Fest
Fest and
and Communication
Communication skills
skills process
process
Recruitment
Recruitment Drive
Drive and
and Employment
Employment Test Test (2
(2 weeks)
weeks)
(2
(2 weeks)
weeks) (1
(1 week)
week) 15
15 May- 30th May
th May- 30th
th
May
1st May-End
May-End of
of training
training
1st May-14th May
May-14th
May
 START DURATION
PARTNER NAME TASK NAME END DATE
DATE (WORK WEEKS)
Training Needs Identification 5th May 20th May 3
Screening Process 5th May 20th May 3
Designing of the Training 5th May 20th May 3
Pre-Training CDP Team Technical Assessment 5th May 20th May 3
Social Assessment 5th May 20th May 3
Curriculum Development with CSR
25th May 25th July
departments 8
Knitting & Sewing 12th Aug 15th Aug 5
Basic Figure drawing and poses 15th Aug 13th Oct 5
Embroidery 13th Oct 10th Nov 5
KHAADI
Dress Designing/ Cushion/ Ajrak Making 10th Nov 12th Jan 7
Pattern and Creative Designing Principle 12th Jan 18th Mar 5
Physical Hygiene 12th Aug 15th Aug 5
Training First aid-Emergencies and remedies 15th Aug 13th Oct 5
TCF Trainers Skin Care 13th Oct 10th Nov 5
Cosmetic method/ Makeup 10th Nov 12th Jan 7
Hair Care 12th Jan 18th Mar 5
First Aid & Emergency Training 12th Aug 15th Aug 5
Blood Extraction/Diabetes Test 15th Aug 13th Oct 5
AKDN Basic and Advanced Life Support 13th Oct 17th Nov 6
Communication with Patient 1st Jan 26th Jan 4
Clinical Thinking & Diagnostics 26th Jan 18th Mar 7
Computer Training (Basic) 12th Aug 15th Aug 5
Logic Problem Solving 15th Aug 13th Oct 5
Indus Motors Computer Training (Advance) 13th Oct 10th Nov 5
Data and Program Sturtures 10th Nov 12th Jan 5
Game Development 26th Jan 18th March 7
Inputs on Market Oriented skills 12th Aug 15th Aug 5
CDP Financial Management 15th Aug 13th Oct 5
Telenor Leadership and Negotiation 13th Oct 10th Nov 5
Trainin Pitch-in & Start-up 10th Nov 19th Jan 6
Mastering Marketing 19th Jan 18th March 5
g Presentation/ Draft Reports (After every 3
1st Sept 4th Sept
weeks) 3
Activitie CDP Team
Mid-Term Evaluation (1st quarter) 25th Nov 30th Nov 1
 THEORY OF CHANGE MODEL

INPUT Activities OUTPUT OUTCOME GOAL

Recreation Greater alignment between

Education % of graduates training (type, level, quantity)
productively engaged and market opportunities
(Curriculum
(employment, part-time (training adjusted to increase
Development) placement rate)
job, formal and informal
PKR 13 education, etc.) after the
Youth trained in
million, To
vocational and completion of training
To create
create a
a CDP
CDP
CSRs, TCF, technical skills
Improved Youth Livelihood
for
No. of youth who Development. Increased for young
young people
people
Ilm Ideas 2, community and parent
aged
completed the training support to youth livelihood aged between 16
between 16
Donors, to
Active recruitment
to 20 years in the
20 years in
development
% female enrollment the
Equipment, of females
districts
and increase in districts of Thatta ,,
of Thatta
Funds Sindh,
the number of female
% of female productively Sindh, through
through
Project enrollment
PBL
Market
engaged (employment, part-
PBL and
and
Management time job, after one year of
Participatory
development training completion Participatory
, Technical No. of youth employed or
approach
research to identify
self-employed in into approach by by
Expertise, Employment & self-
implementing
employment different employment Education and training driven implementing a a
Transport, cluster
opportunities sectors as relevant by markets demand, i.e., more
cluster school
school
field aligned with needs of
model.
% of youth transitioning
employers and needs for local model.
workers, into employment or self-
economic growth
Provide Job
Staff, Placement services
employment
% of youth placement rate in
Trainers, to Youth % of SEED Grants issued different sectors of
employment after one year of
Curriculum. to young people in first 12 training completion
months after the one year
SEED Grants.
of training. Number of % of sustainable youth
Providing Micro-
jobs created for youth by businesses created after
credit for Young
SEED Grants clients one year of training
Entrepreneurs completion
 Monitoring & Evaluation Framework
What is
Objectives Indicator evaluated/ Instrument When & How often
calculation
• No. of individuals who
complete the training • Necessary to
Instruments for
programme distinguish
assessing learning:
• No. of individuals who between those
Vocational Training:
passed standardized who entered the Quarterly
Completion rate • Tests
testing at the course (entrants) Half
Graduation rate • observation of
programmes end • Those who Annual
Dropout rate performance
• No. of individuals who attended a
• portfolio of
left the course in the minimum period
evidence
first (30, 60, 90) (participants).
days of programme.
It seeks to asses
Learning: The first
the effectiveness of
results of the training Acquisition of new • Performance tests
the training action
are assessed, which knowledge and skills • Knowledge test Half
in terms of how it
are often the main implemented throughout • Examination Annual
developed the
goal of training the coursework • Final Project
competencies of
activities.
trainees.
Proportion of • Labour market
graduates who have survey
Employed Baseline and
received an offer of • Career survey
Employment graduates/all consecutive yearly
employment against form
graduates updates
the total number of • Employers
graduates feedback form
Proportion of graduates
Successful
who have received an Baseline and
Employability graduates with a • Graduates survey
offer of employment consecutive yearly
job offer/all exam • Exams statistics
against the total number updates
candidates
of graduates
 SWOT Analysis & Results
Strength Weaknesses
 Strong social


Debilitation
Lack of innovative
Results:
capital projects may
 History debilitate that
Internal  Accountability brand name it has  Welfare of the Society
TCF brand attained for itself
in these years.
 Youth Job Security
Global recognition
(sustainable
Opportunities Threats
livelihood)
 Growing
 Entrepreneurship/
demand for Startups
skilled workers
 Shift from  Increase in Production
agricultural to  Inflation  Protection of youth
industrial Security
External economy  Not meeting
 CPEC people’/target
investments and expectation
projects
 Funds available
for development
sector
 Risk & Mitigation Strategies
Risk: Ensuring adequate level of security; including physical, political, and social
security, in Badin and Thatta for the trainers and students.
TCF security department will be setup to ensure safety and protection of trainers,
administrators and students in the area.

Risk: Low female participation in the program.

A separate facility for girls, transport availability and reassuring parents by personal
interactions.

Risk: Lack of community interest in program formulation and implementation.

Awareness drives and incentives to ensure students get inducted hence an incentive offering.
Engaging community leaders and influential community members before reaching out to the public
to increase awareness of the project.

Risk: Cluster school approach might fail in its primary/secondary goals.

A pilot run of a project

Budget
 Financial Sustainability

Next few cycles

- Lower running costs Scaling strategy
First Cycle -Alumni Community Service
- TCF takes full ownership of - Expansion with
the program and partners more clusters and
Initial with endowment donors TRC in district
and/or Public-Private
investments Thatta, Badin etc.
Partnerships
including - Concessional tuition fees - Introducing
capital introduced curriculum in
expenditures - CSRs enter contract for morning school
And Human repair and maintenance help - Introduction of
Resource with TCF more CSRs with
Investments - Establishing Vocational more fields
Training Department