FAROOGH-E-TALEEM SOCIETY MIANWALI PAKISTAN

RESPECTED SIR,

                          WE WANTS TO WORK WITH YOUR ORGANIZATION IN THE FIELD OF NON-FORMAL EDUCATIONAL SCHOOLING PROJECT IN DISTRICT MIANWALI PUNJAB PAKISTAN. WE WANTS TO OPENED 50 SCHOOLS WHERE THEIR ARE NO SCHOOL FOR GIRLS / BOYS FOR SCHOOL GOING AGES. WE WORK THEIR WHERE GOVERNMENT HAS NO SCHOOL FOR GIRLS/ BOYS OF SCHOOL GOINING AGE. PLEASE HELP  OUR INOCENT CHILDREN ON HUMANTAREAIN GROUNDS. WE ARE WAITING YOUS REPLAY URGENT SOON. SPEACILY GIRLS OF SCHOOL GOING AGES.
OUR NGO DATA AND PROJECT PROPOSAL IS AS UNDER:

  

 

 

 

 

 

 

 

 

 

FAROOGH-E-TALEEM SOCIETY

PROJECT PROPOSAL

ON

 

CONTACT PERSON: GHULAM SABIR HUSSAIN

                                                                                                                                     

                                                                      PRESIDENT

1. i.                 Executive Summary;

 

 

                       Faroogh-e-taleem society is presenting this project Proposal on education titled “Non-Formal Education for vulnerable children”   FTS seeks to address the problem that vulnerable children do not have access to quality education. This proposal focuses on marginalized children that have been dropped out of school or never attended school.

FTS wants to lunch a Non-Formal education project in District Mianwali through community based schools in underserved areas of district Mianwali , focusing on access and quality for girls and boys, with yours Technical and financial support. FTS will address the issues affecting access and quality of education in vulnerable areas of District Mianwali by supporting community based non-formal schools. This would not be a parallel structure to formal education but a bridge to fill the gap and limitations of formal education. The vital thrust of this program is active participation of targeted communities. That is dynamic and regular involvement in daily school matters and supervised through project staff of FTS.

FTS believes that to education cannot make a marked impact on communities and society at large; unless quality imparted through schools is an agreed value for all partners. The capacity building component will mainly focus on teacher training, to provide quality services; demonstrate innovative methodologies and approaches, improving children’s learning and ensuring primary school retention in target areas. The capacity building component would include school administrators, VECs and field staff to strengthen outreach program.

The proposed project implementation is based on establishment of 50     Non-formal schools with 4250 students. Under capacity building of 50 teachers and 10 monitoring staff of the said project (50 CBS & 10 PROJECT STAFF) will be trained in participatory teaching methodologies. Teacher’s capacity building will have the following basic components; participatory teaching methodology, schools and classroom management, lesson planning, production of low cost teaching aids, community participation, subject knowledge. A VEC will be organized for each school and trained on its roles and responsibilities.

FTS will act as the lead organization and will work closely with the implementing partner to ensure program quality. FTS is well equipped to understand and provide quality education services to vulnerable communities through its professional staff. FTS has 06 years experience in education while is general body has 17 years experience in education both formal and Non-formal education and has implemented several Non-Formal education initiatives for boys, girls adolescents and adults.

FTS will involve all major education stockholders in the community, to ensure the sustainability and quality of community schools sustainability will be ensured through quality education. That is the standard of education and environment which attract more and more families to send their children to schools.

A careful monitoring plan will form part of project implementation. This will be accompanied by intensive presence of the project staff in field. FTS will organize an evaluation for official review at the end of the project.

FTS looks forward to working with communities to provide access to quality education for vulnerable children.

ii. OVERALL DESCRIPTION OF THE PROJECT;

PROJECT TITLE: Educating 4250 vulnerable girls (4-15) in District Mianwali Punjab Pakistan.

PROJECT SUMMARY:

The project will educate 4250 girls/boys (drop out/out of school) with basic level of education sustainable Community Based Schools to establish in 50 remote villages of district Mianwali Punjab Pakistan.

PROJEDT NEED AND BENEFICIARIES:

The project will be implemented in 110 villages of district Mianwali Punjab Pakistan and will benefit 4250 vulnerable school age girls/boys, their parents and local community members by addressing the following issues:

• Inaccessibility of quality education to vulnerable girls/boys children;
• Parents’ preference for child labor than education;
• Scarcity of trained female teachers in remote areas;
• Gender insensitivity;
  

The project will have greater impact on social fabric of these villages as community schools will continue to function as educational and advocacy institution to address vulnerabilities of girl’s child in these remote villages.

PROJECT ACTIVITIES:

• Stakeholders meetings & surveys to ensure coordination & collect data ;
• Village meetings to organize parent & motivate community ;
• Establish schools to educate 4250 girls/boys ;
• Technical support to train local Teachers;
• Advocacy events for girls education;
  

POTENTIAL LONG TERM IMPACT:

• 4250 Vulnerable girls , 8500 Parents,110 Teachers ,110 parent groups will directly benefit ;
•  Access to quality education on sustainable basis for girls ;
• Reduced gender discrimination ;
• Improved income for 110 local female teachers ;
• Increase literacy ;
  

iii. OVERVIEW, BACKGROUND & RATIONALE:     

The problem analysis below presents the causes of the central problem. There are numerous issues and causes of education problems for vulnerable children, which fall mainly in two categories; access and quality. These two issues are interlinked because access is a prerequisite for quality. Likewise, quality of education enhances parents’ trust in education and can motivate them to send their children to school.

PROBLEMS OF Access to Education:

 

Access is the first of two main issues with regard to primary education. Inaccessibility of primary education is a result of distance, child labor, male preference, scarcity of teachers, local leaders’ fear of loosing power and frequent policy changes. The problem of access applies to both girls and boys; however it is more serious for girls.

 

DISTANCE: 

Many children have to travel miles to reach school which is not possible for them, especially for the girl’s child because culturally they are supposed to stay close to home. Of the total number of primary schools in Pakistan, girls represent only 39 % with boy’s schools representing 55 % in 2010. The reason that schools are far away is that resources allocated by government for primary education are insufficient to meet the needs and are often politicized. Many families cannot afford traveling expenses for their children. Those who can afford transport it are often not available. Additionally, Teachers that do not belong to same community are sometimes unable to attend school daily because of above mentioned problems.

 

CHILD LABOR: 

Children often do not attend schools because they are working to support their families for their survival. More then 23.5 % of Pakistani are working and supporting their families, 11.5 million children under age 15 are laborers at brick kiln factories, the carpet weaving industry, agriculture, small industries and domestic services across Pakistan. Therefore child labor is not an isolated problem. It is an outcome of social, economic and traditional factors.

MALE PREFERENCE:

Patents often favor the education of son over their daughters. Whenever there is a trade off between boys and girls for sending school; parents prefer to expend on boys education as they are their future earning hands of their families. Typically, education of a boy is desirable even for the most disadvantaged people and those who live beyond the designated settled areas. However, education of a girl is not necessarily desirable because any investment made would not bear fruit for their family leave to live with the family of their husband.

 

 

 

SCARCITY OF TEACHERS:

There is a critical need to increase the number of teachers in Pakistan, especially female teachers. The need for more female teachers in this regard cannot be underestimated. The presence of women teachers boosts parents’ confidence in the safety of their daughters, encouraging them to send their daughters to school, especially in conservative areas. The scarcity of female teachers is due to distance from training institution and lack of residential facilities. Secondly, females are not allowed to stay in residential because of cultural norms.

FEAR OF LOOSING POWER:

Local leader oppose girls education out of fear of loosing power. For example, some of government and Non-government organizations have tried to open formal and Non-Formal schools in these areas, but the landlords, oppose such measures, apparently out of fear that people who become literate will cease to follow them with blind faith.

FREQUENT CHANGES IN EDUCATION POLICIES:

Frequent changes in the Pakistan government have meant frequent changes in educational policies, plans and schemes. In 65 years, Pakistan has come up with many different plans to achieve its educational objectives. Unfortunately, no administration has fully implemented their educational plans. Additionally, the Ministry of education faces insufficient allocation of financial and human resources.

                             

PROBLEMS OF QUALITY EDUCATION:

The second main problem with regard to primary education is that of quality. Quality education means creative learning, a conducive learning environment, and an education applicable to day to day life. Article 42 0f the Dakar Framework of Action defines quality education as one that satisfies the basic learning needs and enriches the lives of learners and their over all experience of living. In the Pakistani context parents usually consider as academic excellence and child certification of primary schooling.

Enrollment does not guarantee learning or completion of primary education. Quality education demands quality inputs. Quality inputs include skilled motivation teachers, adequate school structures essential teaching/learning material, the provision of text books, students and proactive communities. Poor quality education in Pakistan has various causes, including unskilled teachers, inadequate facilities, classroom discipline, and lack of coordination and communication.

UNSKILLED TEACHERS: 

 

Teachers are not fully familiar with what they teach due to changing syllabi. Teachers’ training syllabus and curriculum is 65 years old and does not relate to the current students’ curriculum. Teachers are not familiar with the new changes in text books and are unable to fulfill the demands of new curriculum and often have little understanding of what they teach. They practice traditional teaching methods and lack the concept of interactive and co-operative learning. Ultimately, the children’s progress is slow and negligible.

INADAEQUATE FACCILITIES:

Existing schools lack basic facilities like adequate structures, safe drinking water, sanitation facilities, furniture and basic teaching learning material. Most of the primary schools also lack recreation material and play grounds. The school empowerment is unable to attract children to school. Almost all classes have more students than can be properly seated. For example, in many of the schools of Punjab province, children bring rags from their homes to sit on the ground. This is because of the burgeoning demand for education and slower expansion of facilities as compared to the population growth. In Pakistan 70 percent of primary schools lack basic equipment and space according to the Ministry of Education itself.

CLASS ROOM DISCIPLINE:

Physical punishment is by and large common phenomenon in schools there is evidence of parents themselves allowing teachers to iron out the rough edges of the child’s behaverbial phase cited by the parents when they admit their children to school in the rural Punjab. This creates an environment of fear in the class room which is not conducive to learning.

 

LACK OF COORDINATION & COMMUNICATION:

The lack of coordination between parents, teachers, community and religious leaders is the big hurdle to access and quality. What is learned by children in schools is not reinforced at home by parents. The coordination is not only important for parents, but other stakeholders as well to advocate for quality education, and hold school teachers accountable. Unfortunately, communities are often not motivated or mobilized to participate in school activities.

FTS proposes to improve access to quality for vulnerable children in underserved areas. The project is five year period with priority efforts provided to areas where out of school children ratio is quite high and female literacy ratio are lowest. FTS has selected localities that are Non-seasonal and schools may remain open throughout the year to help complete primary education within 5 years initially 50 schools in District Mianwali Punjab Pakistan will be established to impart accelerated education to vulnerable children. In subsequent months and years, activities may extend to other area of district Mianwali and other District with attached same district. Education strategy will be guided by a vision to work in partnership to promote and support the Government of Pakistan’s national plan of action, entitled “Education For All,’’ as well as the National Education Policy. The strategy focuses on access, quality and partnership;

PROPOSED INTERVENTION:

PROJECT GOAL:

 

‘‘Vulnerable children have improved access to quality education in targeted area,’’

The proposed project would adopt a two-pronged approach expanding the number of Non-formal schools along with enhancing the quality of the teaching offered in the schools. Quality of education is viewed as the learning outcome of students which is the primary concern of all stakeholders. Quality learning cannot be expected without quality inputs. Quality inputs would include adequate place/space, trained teachers, teaching kit, refresher courses for the teachers, supplementary reading material for teachers and students, community support and local government involvement.

STRATEGIC OBJECTIVES:

SO.1: Children have an opportunity to complete primary education in target areas

The project is designed to provide primary education, through community based schools, to all children in targeted areas who have never enrolled, or have dropped out of primary school. The program will follow a planned yet flexible approach in responding to students needs. Students can be mainstreamed with formal school at any stage according too their age and performance. It is important because condensed education is only for over age students to compensate their lost time. It is expected that more and more out of school children would be enrolled in community based schools. The idea behind this Non-formal education intervention is to bring schools closer to communities in order to reduce distance to primary schools for girls. This is particularly to improve community participation in day to day school activities as well. Female enrolment will also be encouraged by encouraged by recruiting more female teachers who will act as role models in the proposed       Non-formal schools and possibly local recruitment of female teachers to facilitate the sense of community  of community ownership for schools. The speed up the process .Non-formal students will appear in exams with formal students in formal primary schools present in the area.

 

 

S.O.2: VULNERABLE CHILDREN HAVE IMPROVED QUALITY OF  

EDUCATION IN TARGET AREAS:

• Quality education is identified as a priority by various stakeholders. All participants are in agreement that is an urgency to seek remedies for substandard education which causes high dropout ratio. To achieve the desired quality the input and process should also have quality in terms of efficiency, effectiveness, and excellence. The quality of education output can be achieved only if quality is ensured each level of the educational process from standard setting, learning environment and monitoring.

 

SUSTAINABILITY:

 

The project once implemented will be regularly monitored and documented by FTS team in the form of periodical progress report with quantities and qualitative achievement analysis for sharing with concerned project stakeholders and beneficiaries. Major achievements would also be published in FTS Newsletter.

 

 

 

 

 

 

 

 

A brief outline of a 5 years project sustainability plane is given below:

 

 

 

 

iv. Beneficiaries;   

 

Targeted beneficiaries of the proposed project would be children out of school due to various reasons mentioned above in problem identification section. To reached is             Girls & their parents (age 4-15 years) in 50 CBSs. The total member of teachers to be trained is 110 non-formal school teachers. Each school will have one VEC consisting of 8-10 members. This will make up the executive body. All the parents will be part of the general body.

 

v. PROGRAM IMPACT (OUTCOME);

 

OUTCOME FOR SO 1:

 

OC-1: Targeted children have increased attendance in schools.

 

FTS has seen through experience that when community members contribute resources to school, they are more likely to ensure that their children are enrolled in schools and attend regularly. The CBS will be owned and managed by the communities. These schools will be opened in premises identified by the communities. It is expected that establishment of CBS will overcome the distance, therefore, children especially girls will be attached school regularly and presence of female community Teacher will be an added incentive for regular attendance parents will be trained to provide stimulating environment for newly enrolled children to attend school regularly.

 

OUTPUT FOR SO1:

 

OP-1: out of school children enrolled in schools:

Education is essential for development and particularly what we call today integral and sustainable development. Establishment of CBS will provide an opportunity for missed outs, dropouts and vulnerable girls to have primary education. Enrolled will be through VEC’S.

 

OUTCOME FOR SO 2 :

 

OC-1: Teachers apply participatory teaching methodologies:

The basic purpose of the teachers training is to certain competencies among students. A teaching – learning mode facilities the understanding of the process through which these competencies are developed. The school environment is result of the interaction of teachers, students, management and activities undertaken for achieving its objectives. Similarly each teacher has a distinct intellection of a wide variety of factors. The adoption of participatory teaching methodologies will require ongoing encouragement and reinforcement. Such support may include peer coaching, working with mentor teacher , peer support groups. In participatory methodology teachers will move beyond rote learning and will use variety of interactive approaches. It is expected that trained teacher will use self directed and experiential learning methods as listed: group work, discussion, brainstorming, role play, educational games, story telling, audio visual aid, and art/drawing. Easy writing dealing with objective, questioning, observing and cultural activities.  Participatory techniques will take into account the various needs of learner and provide an opportunity for learner and facilitator to share their experience.

 

OC-2: COMMUNITY PARTICIPATION IN MANAGEMENT OF NON-FORMAL

            EDUCATION:

It would be the responsibility of community to identify female teacher who is a permanent resident of the community, and who therefore does not have problems commuting to and form school. Communities will be responsible for the provision of teacher, enrollment of out of school children, and for their regular attendance. Communities will identify of space to establish Non-Formal school which will be incontrovertible and accessible for all. Communities will include VEC ensure the well being of every child. They will be actively involved in awareness raising program to ensure parents recognize the value of education and support the cause of Non-formal school .The experts agree that when parents get involved in education, children try harder and achieve more at school. Parents who help and encourage their children to learn at home and who develop positive attitudes toward school, contribute to the personal growth and academic success of their children. Communities (VECs) will also ensure teachers attendance, performance, behavior in the classroom, and regular school time.

 

OUTPUT FOR SO 2:

 

OP-1: TEACHERS HAVE INCREASED KNOWLEDGE OF PARTICIPATORY

            METHODOLOGIES:

The importance of teacher as a key figure in recognized process has always been recognized. It is expected that teacher will increase knowledge about physical and cognitive development of the students, which will definitely vary within and across the classroom.

 

OP-2: VECs TRAINED IN BASIC ORGANIZATIONAL STRUCTURES AND

            STRATEGIES:

In order to obtain concrete results of VECs, it is necessary to conduct formal trainings for the VECs in areas of capacity and skills. A series of training would be conducted by implementing NGO (FAROOGH-E-TALEEM SOCIETY) as we have master trainers in relevant field. Besides this all the trainings acquired by NGO staff would be replicated with VECs if deemed necessary.

 

CROSS CUTTING FOR BOTH SOs:

 

INSTITUTIONAL STRENGTHENING AND CAPACCITY BUILDING OF PARTNERS:

Organization will be supported for the development of staffing, systems and structures to achieve the goal of the project. The aim of these trainings would be planning, monitoring, effective management, sustainable organization, report writing, and management of effective information system. Trained staff will replicate necessary and need trainings with the VECs to enhance their capacities in manage Non-Formal education on sustainable footing.

 

FAROOGH-E-TALEEM SOCIETY PROJECT BUDGET

    NON-FORMAL EDUCATION FOR VULNERABLE GIRLS CHILDREN IN DISTRICT MIANWALI (PUNJAB) PAKISTAN

ONE TIME EXPENDETURE

YEARLY BUDJET

 

ONE TIME EXPENDETURE REQUARRIED

MONTHLY Rs/$ REQUARRIED

 

 

 

 

QUARTERLY FINANCE REQUARRIED

 

 

 

 

 

AMOUNT REQUARRIED IN 5 YEARS

 

 

 

We Need Amount in 5 years is $ 307447 for running expenditure while capital cost is $ 25437.

So we required amount is $   332884 for completion of Project.

 

NOTE:

                 Maintenance of vehicle and Transportations charges and community training charges will be paid by Ngo.

 

 

THE END