Advocacy Campaign through Community Networking for Promotion of Girls’ Education

The Association of Global Humanists & Ethics is creating an enabling environment to influence the policy environment and mobilize wider support for education for girls in the district of Diamir by allocating more financial resources to meet girls’ education needs.
2013Pakistan

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
Policy & AnalysisAssociation of Global Humanists & Ethics (AGHE)Girls' EducationPre-primaryPrimary

Location Data

Gilgit-BaltistanDistrict DiamirRural

This advocacy project intends to create an enabling environment to influence policy and mobilize wider support for the Gilgit-Baltistan (GB) state government to improve the educational facilities in the targeted district of Diamir. This is done by allocating more financial resources to meet girls’ education needs such as: enhancing access and coverage of the female education services, ensuring quality of education, increasing the number of girls schools and female teachers according to the population, scaling up the existing facilities and developing the capacity of the local administration and education managers to address the community related concerns and motivate them for sending their girls to schools.

The project is based on four main pillars:
1. Exploring and assessing the situation of girls’ education in district Diamer through a comprehensive situational analysis, and creating an effective policy change through advocacy and action (which includes various advocacy workshops and media campaigns).
2. Strengthening voice for girls education through the creation of a cross-sectoral network of local influential leaders who will advocate for allocating resources for girls’ education with the GB government and legislators.
3. Establishing pilot multi-grade Home Based schools for girls in 3 Tehsils (sub-districts) of the target district, to account for the fact that that formal schools have been largely unable to function in the district as a result of financial constraints from the government, cultural sensitivity issues, and restricted tribal values. These home-based schools support the project's advocacy by showcasing how this approach can helpd improve enrollment of girls in schools
4. Increasing enrollment of girls in any available formal and non-formal schools through community mobilization and awareness-raising.

This project was very relevant in district Diamir where female literacy rates are below 20% and where there are only 13 girls schools in the whole district. The project was also challenging that it was first time that any non-governmental organization led a girls' education intervention in district Diamir. Typically donor funding, especially for women's issues is always opposed to and restricted by the tribal and religious leaders. The program adopted a Home Based School Model. The model of Home Based Schools is cost effective and results-oriented. The provincial government adopted this model and is going to establish 50 Home Schools in district Diamir. This is a short term and quick solution to ensure access to schooling for girls and for increasing girls’ enrollment in schools especially in the remote areas such as FATA and FANA in Pakistan. This is a sustainable model because of community networking, ownership, and sensitization which ensured the sustainability of the project. The members of village education committees pledged to continue the Home Schools even after closure of the project.

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