God’s Wrath – azaab –e- Ilahi Pakistan’s Apocalpytical Flood 2010

Programming for Relief, Recovery and Rehabilitation

Proposed Strategies /Intervention by ITA - Idara-e-Taleem-o-Aagahi (ITA)

Possibilities of Alliances & Public Private Partnerships

August 18, 2010

Program Options for Flood AffecteesProfile and Assessment

• Currently Flood Affectees 16 million • Almost 50% most vulnerable and poor – destitute

– Girls /women and little children particularly neglected • Many are living as IDPs in various Options

– Camps – (declared) – Schools – – Roadside /river protection belts/Bunds – Relatives/host communities

• Common Crises/Problems • Houses destroyed/damaged; Livelihoods gone; Crops destroyed; Water,

Sanitation and Hygiene and health vulnerabilities; little or no cash as disposable incomes

• Severe mental , emotional and psychological stress - vacant desperate expressions

• Protection issues: girls trafficking ; cases of parents giving up their children for return of money and imagined promise of safety and survival

• Public infrastructure destroyed and damaged - schools; health facilities , road, bridges, communication systems, post offices etc.

• Students textbooks, learning materials, uniforms etc. all destroyed and dispossessed

• Govt. says it does not have resources to reprint textbooks

Program Possibilities for ITA • Target Districts

– Muzzafargarh, Multan ,DG Khan, Rajan Pur, Rahim Yar Khan, Mianwali , Ghotki, Shikarpur, Sukkur ; Charsadda. Nowshera and Swat .

• Relief Phase activities – Part I (within 10 days of the Flood) August 1- 12th. – Evacuation of affectees ( Muzaffargarh to Multan) – Cooked Food, Dry Food, Medicines, Clothes, Sheets Orientation on WASH/ Water Purifying Tablets

• Relief Phase II - (August 15 – onwards) 2– 7 weeks after the flood Targeting IDPs in Schools & some Camps ; Mixed program options for relief, relieving stress & healing Mental & Physical Health; Family health kits - Emergency preparedness Safe Play Options Early Year Learning – ECE (2yrs –5 yrs) Mixed age group catch up program - learning for healing - project based/design for change/life skills Literacy and life skills Life Skills and WASH Vocational Skills – short duration = stress relieving skills building for returning home

• Rehabilitation Phase III – after returning home – build back better (Sept 15, 2010 - June/July 2011

• Schools and community rehabilitation physical • School support program after assessment including teachers’ support• Learning Materials support • WASH and Life Skills very important in post flood conditions _ - FULL WASH Program including physical facilties - • In some cases / home construction – technical assistance ; social safety nets, micro credits

Medical Camps – outbreak of diseases

Targeting IDPs in Formally Declared Schools Camps Phase II – Recovery

– Disaggregation of Families/HH by gender and ages (data) – Psychological support to IDPs – females/males - psychologist volunteers – Medical referrals including pre –natal support for pregnant women if needed after screening ( screening

is being done by the Govt. appointed doctors) – Family Hygiene/Health education through Kits ( Annex)– WASH orientation - with Oxfam/ITA WASH materials – Health Messages – ECE for early years – ECE Kit , Play, – Reading/ Learning catch up program for ages 7- 14 – Sports/ In-door outdoor = Safe Play Areas in schools /Camps – Vocational Training sessions with certified trainers for females and males

• TEVTA and other partner to be requested to support this in the form of : Certified Trainers; Some Vocational equipment and learning materials

• Vocational Skills + Garments; stitching and mehndi and appropriate skills – masons/ electrcians ( to help when they return to rebuild homes

Actions : 1. Request EDOs/School Heads to make rooms available for : ECE ; Mixed Grades; Reading Vocational (2); In-door play in shelter-IDP schools 2. Request TEVTA under ITA MOU for Province to help with certified trainers – after joint review of options and possibly equipment (on loan) and materials for learning 3. Mobilize psychologists/doctors for support and counselling sessions 4. Mobilize citizen youth volunteer for support to the program ( In each school - 5- 8 – depending upon numbers of IDPs) 5. Mobilize learning, play and skills equipment 6. Volunteers as readers of stories to different age groups 7. Prepare Individualized Education Plans (IEPs) for transitional students as IDPs

MEDICAL CAMPS – in SCHOOLS - CAMPS and on BANKS/ROADSIDE

Policy Notes & Suggestions – by ITA Critical Concerns for Education in EmergenciesSchools serving as IDPs Camps – A captive sector

• Textbooks – An Urgent Need for Children’s access to text books in flood ravaged

areas. As schools re-open after eid in mid September or earlier in the case of Khyber Pakhtoonkhwa, Sindh, Balochistan, and Gilgit Baltistan, the students will be lost without textbooks. So how will textbooks be made available to the students at the beginning of the next term a crucial term leading up to Feb/March examinations in 2010? In a textbook driven culture that relies on teaching to the text as the curriculum, that concludes with annual examinations, this is a critical need.

• Who will foot the bill for textbook reproduction? Who will organize logistics? • To meet the deadlines which are just around the corner, will the textbook boards who,

in a deregulated climate of textbook production National Textbooks & Learning Material Policy & Plan of Action 2007 (www.moe.gov.pk), there can be many deregulated ways of overcoming this bottleneck through private well known publishers who have the capacity and distribution mechanisms. Civil Society organizations can always lend a hand in this effort.

Urgent Actions for Education

• Assessment of Damaged /Destroyed Buildings, not just of public sector but also the private sector schools and especially affordable or non-elite private schools, a critical partner for helping GoP 40% enrolment in meeting of MDGs and EFA goals, along with costing on missing facilities and replacement. Punjab has already passed the Public Private Partnership Infrastructure Ordinance 2009, which includes all sectors (www.itacec.org ). The Federal Government also has similar provisions as per the Poverty Reduction Strategy Paper II, finalized in 2009. A facility has been created called the ‘Infrastructure Project Development Facility’ (IPDF) in May, 2006.. In Punjab the PPP Infrastructure Ordinance is eligible for projects over Rs. 20 million, but in an emergencies they can be waivers on this ceiling to expand services. So many agencies can come to the fore.

• Rebuilding and reconstruction should ensure inclusive structures for ALL

Urgent Actions for Education • Support for displaced teachers / shortage of teachers as more children may be

enrolled in schools on a temporary basis with displaced and affected being assessed on mammoth proportions. The systems for hiring temp teachers are well in place since 2005

• Children will and should be allowed as earlier to seek entry in any school near or at the temporary shelter with additional teachers to support learning, life skills with appropriate learning materials at hand. The education system should gear up quickly to this eventuality with notifications announced through public/ community media.

• Students in Transition: In the 2005 earthquake, a small intervention inspired by inclusive education called, the Individualized Education Plans (IEPs) costing merely Rs. 15 per child was used as the vital record keeper for children who are on the move in transition situations (www.itacec.org/ click on emergencies) and this IEP travelled with the child to the next school to show that she/he was in temporary learning institution during the emergency enabling admissions. The Directorate of Education in AJK issued a formal notification that the IEP, if shown by the displaced child/family should be considered for admission even if the student changed schools from location to location until the family finally settled down to a place called HOME.

Urgent Actions for Education • Assessment and support for learning packs to suit different levels of grades/sub-sectors in

education , pre primary, primary, middle and high. This too has been done extensively more so or primary levels but can be extended and many organizations specializing in education can come to give a hand in this effort for learning kits/packs and approaches. This includes and goes beyond the emergency learning kits focusing on early primary years. Multiple toolkits have been developed globally to fit multiple emergency situations by practitioners under Inter-Agency Network for Education in Emergencies (INEE) and these are in the form of INEE Minimum Standards for Education: Preparedness, Response, Recovery,

• Health and hygiene issues are huge with threats of disease spreading in the aftermath or during floods and rains amongst the displaced which will have to be addressed at the level of the IDPs at education/camp sites. Extensive programs on Water & Environment Sanitation Health (WASH) can be simply introduced widely across schools serving as shelters to wider communities.

• It is also a time to quickly take policy action on upgrading major number of facilities in principle from primary to middle and middle to secondary levels but particularly to middle levels, ensuring that the facilities are sensitively built around inclusive education for the challenged. The equal AZAAB of ‘primary focused education’ in Pakistan can be countered irreversibly during this crisis. All primary schools as per the National Education Policy have to be upgraded to middle level to bridge the massive transition gaps. This is also in keeping with Article 25 A of the 18th Amendment the fundamental Right to Education from 5 -16 yeas.

Urgent Actions for Education • Education cannot be a provincial subject it must be actively devolved to the district levels.

Wrapping up of local governments without public dialogue was detrimental to the education systems. Our systems need cluster and union council level based administration systems where decisions can be taken at the school and cluster/UC level urgently. Floods and their aftermath, or extremism or conflicts cannot wait for decisions to finally reach schools in a week or two or three or more!

• Teachers/care givers and supporters to the programs of education as a core actor for all stages of humanitarian response would have to be trained in the vision/concepts, skills and approaches entailed in this philosophy an world view. Many agencies national and international can be mobilized through this effort multi-sectorally – education, health – mental health, sanitation, and environment. It may be an ideal platform to redesign an education system which is currently completely disconnected from the 18 hour real life situation of students, sacrificed to an altar of 6-8 hour routines of unreal ideologically embedded and teaching to the test education systems. There is a culture of silence if children want to share excesses of society, homes, government and or simply laughter and creativity. A paradigm shift in education in Pakistan is long overdue. It takes this scale of emergency or Azaab for us to Forge Partnerships For Education connected to real lives, the real world, not imagined creation of the perfect citizen/Muslim in the land of the pure. LET US DO IT

•