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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CEI approaches in actionPolicy & AnalysisAdvocacy (influencing the policy environment)Linking research and evidence with policy or implementationDeliveryStudent supportSchool supportGirls' Education
Model details2013Not-for-profitLiteracyActivePilotFree service or productAssociation of Global Humanists & Ethics (AGHE)210100%
The pilot pahse of this project was completed under the UKaid funded, Ilm Ideas Project. Through the pilot, the program learned that strengthening community networks at grassroots’ level and committees such as village education committees can very useful for promotion of girls’ education and sustainability of the educational projects. Secondly, models of informal schooling such as Home Based Schools are very cost effective and quick solutions to increase literacy rate in remote and traditionally conservative areas like Diamir.
Scale66 teachers were trained on multigrade teaching and managing the non-formal schools66 Home Based Schools were established in six villages200Over 200 Learning kits that included text books, copies, stationery, story books etc. were provided to each learner.
The program has reached a total of 589 beneficiaries (202 female & 387 Male) through its advocacy and reform efforts. Teacher's Kits were also provided that included A.V. Aids, Teacher's guides, etc.June, 2013
District Diamer is the seventh District of Gilgit-Baltistan and termed to be the most remote district apart from other six districts. The literacy rate in Diamer is among the lowest in the region especially female literacy. AGHE, under the Ilm Ideas Project, started a pilot project on 15 January 2013. It was first time that any NGO with a donor funded project was intervening in district Diamir for the promotion of girls’ education. Te AGHE team started the project by conducting an intensive situational analysis on the state of girls' education in the target district and consultative meetings with the community leaders.
As result of the consultative meetings, understanding local dynamics, and feedback from the field staff, the decision was made to establish six Home Based Schools in six targeted union councils on a pilot basis for one year. Prior to AGHE's intervention, there were no Home Schools in the district. The Home Based School was a one room, one teacher school with premises provided by the local community. These schools were established in the areas where there was no functional government schools for girls within the vicinity of 1 ½ Km. The major objective of establishing these schools was to provide learning opportunities to the girls who were out of school or those who never received any opportunity to attend school. Secondly, AGHE also piloted and demonstrated this Home Based School model for further replication in the whole district.
AGHE is looking to treat the established Home-Based schools as a model that can be replicated in other parts of district Diamir as well as other districts depending upon the consent of the respective community, need of the area, and availability of funds. This model can be also be adopted by donor agencies looking to work towards increasing girls education through non-formal schools. Furthermore, sustainability plans are embedded within the implementation strategy of the project; the trained participants are expected to provide the training to other people within their communities and organizations who may otherwise not have the opportunity to partake in the project’s training programs. Policymakers of the regional and local NGOs, parliamentarians, and government officials are made sufficiently aware and informed of the project’s activities so that it can be replicated in other parts of the region. One example of this being the recent adoption of the Home-Based schools by the local government, with plans of replicating this in the surrounding areas.
AGHE has plan to establish at 50 home based schools in district Diamir in furture. This will be a five year long project.
Monitoring & EvaluationYes
AGHE Pakistan has its own internal Monitoring and Evaluation (M&E) system though which all projects/programs are being monitored under the M&E department based at AGHE head office. However for this specific project the monitoring and evaluation was conducted at following four levels, these levels of monitoring were include both at project progress and output monitoring.
1. Regional Monitoring: Provincial level monitoring was conducted through the provincial coordinator and the networks’ members.
2. AGHE M&E and Management Monitoring: The M&E department of AGHE Pakistan based at head office Islamabad conduct M&E under AGHE defined structure and process.
3. Donor Monitoring: AGHE also welcomed to its donor for the monitoring and guiding visits at field level. This helped AGHE to keep the project under its strategic jacket.
4. Participatory Monitoring: As the project is based on rights and ensuring the inclusion of marginalized communities, AGHE also conducted participatory monitoring through involving all stakeholders including community members, education department, Caucus’s members etc.
210 girls enrolled
One Situational Analysis Report developed on State of Girls Education in district Diamir, Gilgit Baltistan.