LET GIRLS LEARN! An accelerated learning program for Temporary Displaced Girls in Khyber Pakhktunkhwa, Pakistan.
This is an accelerated learning program targeting girls (age 5-16 years) who have dropped out of school or have never been enrolled.
What problem does your innovation solve?
The initiative helps out of school Girls (OOSC) aged (5-16) who are not attending formal schools as result of a calamity or emergency situation, develop knowledge and skills in Urdu , English and mathematics to enter formal school in a grade appropriate to their age. The idea is to also improve learning outcomes for girls who have dropped out of school or never been to school and improve their chances of excelling at formal schooling.
Explain your innovation.
A report released by National Consortium on terrorism in 2014 to tabulate the terrorist attacks in Pakistan was a reflection of terrorism directed towards education. According to the findings of this report from the total number of directly targeted education institutes in the world, Pakistan was ranked first In the category of most terror attacks on educational institutes from 1970-2013 . These terrorist attacks where have damaged infrastructures of the schools; the war for peace has forced people to flee their homes and are now displaced community. The resettlement of these people in their home town leaves them with a struggle to normalize their lives. Education is affected for these groups tremendously particularly for girls, leaving them behind and with no clear way to get back to conventional school systems. The total duration of program in a village is one year. Using data on enrollment and learning outcomes from the Annual Status of Education Report (ASER) and elsewhere, we works with government to identify and select most terror struck districts and tehsils where there has been large displacements in Province of KPK to take part in the programme. Villages with government schools are identified and then a household survey is conducted in the catchment areas of all government schools to identify OOSC. ‘Baithaks’ or community meetings held to disseminate results of the household survey and convince the community the need to send OOSC to schools.
- Girls who are temporary displaced Individuals
- Educated community members who can work as para-teachers
-community in general, improving education for vulnerable members
The innovation works with primary engagement of community in recognizing the OOSC and than identifying para-teachers within the community to teach at these camps of accelerated learning. Primary 'baithaks' will be organised for information dissemination and community preparation. The innovation where will send children aged (5-16) to these accelerated learning centers. The idea is to implemented in the most affected 5 districts; with highest displacement rates in KP. To monitor progress of the project, monthly progress reports will be compiled by coordinators who monitor attendance rates progress of learning levels in the camps. Progress chart papers are made which document learning levels of students by para teachers from time to time.
How is your innovation unique?
The dismantled infrastructure and increasing gender disparity in the education systems coupled with the insurgency in these areas are the reasons to bring about this program particularly focused on girl TDPs in KP. The program brings with itself the experience of organisation implementing the program in Punjab, extending it to Sindh and than Baluchistan. Now, the idea is to benefit those in emergency situations with experience these years has brought on and sending girls in these disadvantaged situation to Formal education system for better inclusion in society.
Empowerment through education enables individuals to reach their full potential, improve their social and political participation, and believe in their capabilities. Unless the goal of equal number of girls to boys in school is achieved in the country, it is not possible to fight terrorism before all and in turn eradicate poverty, combat diseases and ensure economic sustainability in the world.
What are some of your unanswered questions about the idea?
The implementation plan is where well figured out pertaining to the fact that it has been implemented for other districts in the country. However, expansion of this idea to TDPs will be happening for the first time. Where the identification will be done from FDMA's help of most vulnerable districts in this regard, there is always a question of cultural barriers particularly in the proposed setting. The project aims at entering field with a vision of influencing government to own the scaling up of this notion in future, there remains a risk always of rejection in long term of the idea.
Tell us more about you.
Established in 2000, as a response to the profound crisis of education and multiple crises forming the nuts and bolts of the Education Challenge. ITA is a tax exempt organization, registered under the Registration Act 1860 in 2000; registered under the Societies Act. ITA's CEO Baela Raza Jamil has been working for education system in Pakistan for a long time. With more than 5 offices across Pakistan, ITA employs the most enthusiastic and passionate professionals in the team.
What is the primary type of emergency setting where your innovation would operate?
Emergency Setting - Elaborate
Over a decade of the terrorism in KPK and FATA have left these areas of the Pakistan massively under-developed. Gender disparity combined with large displacements have led to under representation of girls in education attainment in these areas specifically. According to FDMA some two million people are displaced from North Waziristan and Khyber agency, now being referred to as TDPs (Temporarily displaced People); innovation focuses on accelerated learning of these girl TDPs aged (6-12).
Where will your innovation be implemented?
Province- KP, FATA
Districts- 5 districts with highest TDPs (selected through FDMA).
Experience in Implementation Country(ies)
Yes, for more than one year.
ITA has been working on various projects closely with provincial governments. The aim of this idea is to also take government on board and than start working with community, selecting teachers from community, training them and setting up camps.
I've worked in a sector related to my innovation for more than a year.
Sector Expertise - Elaborate
ITA has a long experience of working in education related initiatives including success stories like Annual Status of Education report and Children Literature Festivals across Pakistan. The team will be managed from head office with tasks designated to management in Islamabad office and Peshawar office. Experts such as Dr Monazza Aslam, Dr Shenila Rawal and Dr Pauline Rose who are affiliated with ITA will be serving as External Research Fellows for the duration of this program.
Roll-out/Ready to Scale: I have completed a pilot and am ready or in the process of expanding.
We are a registered non-profit, charity, NGO, or community-based organization.
The Head office is in Lahore with teams situated in regional offices including Islamabad and Peshawar.
How has your Idea changed based on feedback?
The field experience has led our team to think more holistically about the entire intervention. We are now focusing on girls aged 5-16 years of age.
we have also divided the accelerated learning centres into three main categories.
PRE-PRIMARY: this centre will focus on girls aged 5-9. formal schooling to follow
POST-PRIMARY: focus on girls aged 9-12. Girls will be admitted to formal schools
LIFE SKILL AND VOCATIONAL CENTRE: 12+ age of girls. Focus on skill building
Who will implement this Idea?
The Idea will be implemented by our Organization in close partnership with government.
ORGANIZATION'S RESPONSIBILITY: ITA will be responsible for center establishment. Training para-teachers from community. The logistics, resources, day to day working will be by ITA's staff which includes senior managers, financial officials, training staff and monitoring and evaluation team.
GOVERNMENT: issuance of NOCs. Provision of buildings for centers. Curriculum of government established for non-formal schooling system will be used for teaching. Provision of information to community about schools.
What challenges do your end-users face? (1) What is the biggest challenge that your end-users face on a day-to-day, individual level? (2) What is the biggest systems-level challenge that affects your end-users?
1. the foremost challenge I believe is the fact that intervention focuses on people who are Internally displaced and hence have uncertain lives already but giving these vulnerable girls chance to educate themselves is the most important factor.
2. The system level challenge happens to be admitting these girls to formal education sysem after their learning program prepares them for their age appropriate classes. If after the course of this learning cycle, the girls move back to their home town, staying in touch and measuring impact will be a challenge. The girls however if choose to stay in the same area, there will be still community advocacy required to keep them in schools and let them complete education.
How is your organization considering sustainable growth in order to continue making an impact over time?
ITA is a civil society organisation working diversely over the course of 18 years for education promotion and improving quality, access in Pakistan. ITA where works with foreign aid it has also scaled up its intervention in form of social enterprise and is outsourcing its services. The SASI program, School Assessment for school improvement, CLF Children Literature Festivals and Teachers without Frontiers are some of the examples of social entrepreneurship of the organisation.
Tell us about your vision for this project: (1) share one sentence about the impact that you would like to see from this project in five years and (2) what is the biggest question/hurdle you need to address to get there?
1. we are expecting some 1000 girls to actually get graduated from high-schools after they are enrolled into Formal schooling and 500 girls who are above 12 years of age have at least gained life skills and are vocationally trained by 3 years of implementation of this project.
2. The biggest questions remains tracking individual girls pertaining to their displaced status and hence, measuring impact in real numbers.
How do you currently measure (or plan to measure) outcomes for this project?
- Number of girls who complete each cycle of this course
- girls who seek admission in Formal schooling
- Girls who successfully appear in 5th Grade Board exams conducted by Government.
- Girls who start earning after vocational training and start a life that is economically and socially stable.
What is the timeline for your project Idea? What are the key steps for implementation in the next 1-3 years?
- The Pre-primary and Post Primary cycle takes around 1 year.
- The vocational training cycle takes around 6 months.
-Each year two batches of Pre-primary and Post primary should be ready for schools.
-Two batches of Vocational training and life skill students will be ready for community engagement.
- These cycles can go on for 3 years or more.
My organization's operational budget for 2016 was:
Between $100,000 and $500,000 USD
How many of your team’s paid, full-time staff are currently based in the location where the beneficiaries of your proposed Idea live?
Between 5-10 paid, full-time staff
Is your organization registered in the country that you intend to implement your Idea in?
We are registered in all countries where we plan to implement.
How long have you and your colleagues been working on this Idea together?
What do you need the most support with for your innovation?