Support for the Provision of Continued Formal and Non ... for the Provision of Continued Formal and Non-Formal Learning Opportunities to Internally Displaced Children of NWFP and FATA

Support for the Provision of Continued Formal and Non-Formal Learning Opportunities to Internally

Displaced Children of NWFP and FATA 224-PAK-1002

Final Report

May - December 2009

UNESCO Islamabad

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Contribution Information

1. Project title: Rehabilitation of the Education System for Internally Displaced Persons in North West Frontier Province and Federally Administrated Tribal Area

2. Assisted Country: Pakistan

3. Donor Reference: 09-ESC-001

4. Budget Code: 224-PAK-1002

413-PAK-1000

5. Total Contribution: USD 74,663.00 224-PAK-1002 USD 10,278.48 413-PAK-1000

6. Programmable Amount: USD 80,056.98

7. Duration of Contribution: May 2009 - December 2009 – CERF

May 2009 - December 2010 UNESCO

8. Funding Source: Central Emergency Relief Fund UNESCO

9. Date of preparation: June 2010

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Table of Contents

Acronyms iii Executive Summary 1 A. Project Background 1

B. Project Objectives 2

C. Achievements and Results 2

1. Provision of Extended and Continued Middle and Secondary School

Facilities to IDP students 3

2. Mine and UXO Risk Education 4

D. Challenges Faced 5

E. Lessons Learnt 6

F. Budget and Expenditure 6

Annex: Annex 1: Ten Step Mine Education 8 Annex 2: Picture Gallery 10 Annex 3: Human Interest Stories 12

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Acronyms BMHS Boys Middle and High School

CERF Central Emergency Relief Fund

FATA Federally Administered Tribal Area

GMHS Girls’ Middle and High School

IDP Internally Displaced Person

MRE Mine Risk Education

NWFP North West Frontier Province

PTC Parent Teacher Council

UNESCO United Nations Educational, Scientific, and Cultural Organization

UNICEF United Nations Children Fund

UXO Unexploded Ordnance

224-PAK-1002 Final Report

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Executive Summary 1. More than 2.2 million people from the conflict affected areas fled to safe locations

following intensification of military operations by the Government of Pakistan against the militants in Malakand Division in May 2009. With the support of the humanitarian agencies, the Government of North West Frontier Province established camps in Mardan and Swabi to accommodate the Internally Displaced Persons (IDPs). Providing shelter, food and water, health, education, and sanitation became crucial. However the support from the international community for meeting the educational need was much less than for other needs.

2. UNESCO received the United Nations Central Emergency Relief Fund (CERF) grant amounting to USD 74,663.00, as second tranche, for the continuation of middle and secondary education facilities in already established camp schools in Peshawar and Nowshera under separate CERF grant. The aim of the second grant was also to extend the middle and secondary educational opportunities in the newer IDP camps.

3. 1,168 middle and secondary schools students benefitted through 13 camp schools (eight boys’ and five girls’) in seven IDP camps in district Peshawar, Nowshera, Mardan and Swabi for three months and continued with Kacha Garhi till end of November 2009. 11 schools (six boys’ and five girls’) were in district Mardan and Swabi while two were the previously established schools. 122 children of IDPs living with host communities in Sangaoo Village, Swabi District were also served. The support included water and sanitation facilities, provision of teaching learning material and school stationery. This intervention was implemented through local implementing partners, namely the Society for Training Relief and Awareness Service and Youth Resource Centre.

4. In addition, children were provided with sports and other extra-curricular activities in schools to mitigate the effects of trauma resulting from violent conflict.

5. Parent Teacher Councils (PTC) and mother support groups participated in school related issues. These groups ensured enrolment and retention of the students, especially those of girls.

6. As the presence of unexploded ordnances (UXO) posed a serious risk to the returning population, especially children, the project, in response to demand, supported in partnership with Community Motivation and Development Organization activities on Mine/UXO awareness benefitting 23,426 adults and children, including 13,078 females (55.82%).

7. The key challenges to implementation were the volatile security situation, very limited

funding for middle and secondary education, lack of resources and expertise of the Department of Education, the Government’s requirement that implementing partners obtain a No Objection Certificate, and inadequate expertise for the development of Mine/UXO education program.


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A. Background: 1. The counter extremism operations in Federally Administered Tribal Area (FATA) and

Malakand Division of North West Frontier Province (NWFP) had displaced approximately 500,000 individuals by April 2009. With the intensification of military operations, the numbers increased to 2.2 million. By the end of June, 27 IDP camps had been set up at different locations and an estimated 20% of the displaced people settled in the camps and in empty educational buildings while 80% stayed with host communities in nine adjacent districts of NWFP. A large number of middle and secondary level students were among the displaced population, and were in need of continued higher education.

2. In September 2008 UNESCO received a first CERF grant of USD 70,053.00 for the

provision of middle and secondary education facilities, rehabilitation of schools occupied by IDPs, capacity building of teachers to improve the quality of education and of education managers on the Minimum Standard of Education in Emergencies, Chronic Crises and Early Reconstruction (MSEE) to ensure the continuation of middle and secondary level education of children in IDP camps of Peshawar and Nowshera for three months.

3. As part of the Consolidated Appeal Process, UNESCO and UNICEF jointly submitted a

proposal for emergency education responses with UNICEF’s component of USD 1,800,000 and UNESCO’s component of USD 1, 470,053. In order to facilitate the start of the extended support, CERF provided a second grant amounting to USD 74,663.00 to UNESCO in May 2009. The grant was for the continued operation of middle and secondary education facilities for the IDP students of previously established IDP camps in Kacha Garhi and Benazir complex and also to extend the same facilities for newly displaced students from Malakand division residing in six newly established IDP camps in Mardan and Swabi.

B. Project Objectives 1. UNESCO and UNICEFs’ joint proposal for the CERF grant had the following objective:

“To ensure that at least 15,000 of the 26,000 children in IDP camps, especially girls, have access to education, and to ensure that educational services are provided to at least 10,000 of the 124,000 IDP children in the host communities of Dir Lower, Mardan, Peshawar, Nowshera, Swabi and Charsadda for the next 3 months.”

2. Within the overarching frame of the objective, the Letter of Understanding between

UNESCO and OCHA for the grant specified: “Support for provision of continued formal and non-formal learning opportunities to internally displaced camp children of NWFP and FATA.”

3. The following activities were stated in the Letter of Understanding:

a. Mobilize camp communities to increase: i) student enrolment, especially girls’, in formal and non-formal education, ii) retention rates, and iii) participation in school management.

b. Follow up on the application of MSEE. c. Non-formal classes for over-aged children and for those who have never been to

schools.


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d. Support for learning spaces, repair, clean, floor mats, rehabilitate, temporary teacher hiring.

e. Support for educational supplies to middle and secondary schools.. C. Project Achievement: 1. Provision of Extended and Continued Middle and Secondary Schools Facilities to

IDP Students

a. Ensured continued middle and secondary education opportunities for 1,168 students (909 boys and 259 girls) from seven IDP camps and one host community. 13 middle and secondary schools (eight boys’ and five girls’) benefitting students from FATA and Malakand Division were established. These camps were located in Peshawar, Nowshera, Mardan and Swabi Districts. The details of schools and the duration of the educational services provided by the project are in Table 1 below.

Table 1: List of Education Facilities

S.N. IDP Camp No. of

Schools

Type of

School Period Boys Girls Total Tea-

chers

1. Kacha Garhi 1 BMHS Dec. 2008 to Nov. 2009

135 13 148 6

2. Benazir Complex

1 BMHS Dec. 2008 to Sept.2009

35 3 38 4

3. Yar Hussain Mera

2 1 BMHS 1 GMHS

1 July to 31 Aug. 2009

154 73 227 8

4. Shah Mansoor 1 1 BMHS 1 July to 31 Aug. 2009

126 0 126 8

5. Sheikh Yaseen 2 1 BMHS 1 GMHS


134 51 185 8

6. Sheikh Shahzad 2 1 BMHS 1 GMHS


130 33 163 8

7. Jalala 2 1 BMHS 1 GMHS


102 44 146 5

8. Sangaoo (Host Community)

2 1 BMHS 1 GMHS


80 42 122 5

Grand Total 13 8 BMHS 5 GMHS

909 77.8%

259 22.2%

1,168 52

Notes: 1) Of the 1168 students 982 are new IDP children and 186 are old IDP children from previously established middle and secondary camp schools of 2 IDP Camps in Peshawar and Nowshera.

b. Enrollment and retention of 1,168 students were ensured through formation of PTC

and Mother Support Groups in IDP camps. Community participation was promoted through these organizations to increase the enrolment and the retention of displaced children, especially the girls.

c. All students were provided with basic facilities to ensure access and quality of education. The facilities included five temporary sheds, water and sanitation,


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teaching and learning material (black boards, floor mats, teacher furniture, registers etc.), school bags, text books and other reading and writing material. In Mardan and Swabi Districts, temporary school sheds were constructed in IDP camps taking account of the very hot summer.

d. IDP students of Kacha Garhi and Benazir Camps were provided with the access to science laboratories at Government Boys’ High School Hayatabad, Peshawar and Government Boys’ High School, Nowshera. The project arranged the facility with the support of the NWFP Department of Education and transportation.

e. Trauma healing support was provided to the children by organizing extra-curricular activities such as sports tournaments and regular sports (cricket, volley ball, etc.) at camp level.

f. Three youth groups were formed and trained in basic life skills education, leadership, communication, health and hygiene and HIV/AIDS with an emphasis on peer education.

g. This component was implemented in partnership with two local non-governmental

organization partners: Society for Training Relief and Awareness Services, Swabi District and Youth Resource Centre, Peshawar District. Periodic monitoring was done by UNESCO field staff along with the Department of Education to ensure the quality and pace of the services.

2. Mine and UXO Risk Education

a. As the conflicting parties used mines and ordnances, the risk of civilians encountering Mines and UXOs in their districts and villages increased and the IDPs needed awareness on the subject to help ensure their safety upon their return to their place of origin.

b. Facilitated the safe return of 22,927 people, covering 10,098 male and 12,829 female) through non-formal Mine Reduction Education (ME) on Mine/UXO risks in IDP camps at Jalozai, Lower Dir and Kacha Garhi with the partnership of Community Motivation and Development Organisation. The number includes 12,141 children below age of 18 and 501 adults above age of 50. The aim of the intervention was to prevent death and injuries from Mines and UXOs and to facilitate safe return of the displaced population. In addition to creating awareness on these issues, a basic orientation on elementary rapid and trauma response was provided to facilitate stabilization of the condition of victims till the arrival of competent medical support team in case of emergencies.

c. An assessment of the target audiences was carried out by the partner organization to

determine an effective medium of communication. On the basis of the findings, a strategy was developed for information dissemination using interpersonal communication and posters and leaflets were produced and distributed by the partner organization.

d. A ten-step elementary paramedic advice (see Annex 1) was provided alongside the

Mine Reduction Education (MRE) training to enable people to take critical first-aid action in the event of an injury. The camp population (See Table 2 below) and


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volunteers were trained only to the extent where they could and should provide the victims with the support needed till qualified medical support arrives. Caution was taken in this process because it is important to adhere to the stringent safety protocols associated with medical care and avoid preparing half trained activist for emergencies.

Table 2: Summary of MRE activity

Note: PP - Public Place; SDF – Skills Development Facility

e. Awareness sessions were also conducted with the students in IDP schools. IDP Teachers were used as resource persons for spreading mine risk and rapid and trauma response messages on a regular basis in the camp schools and at home.

f. Fifteen MRE Committees, comprising IDP community volunteers, were formed. The Committee members were trained and provided with material resources necessary for dissemination of MRE & rapid trauma response education. By training the displaced people in delivery of MRE, post-project sustainability and application of the knowledge was enhanced.

D. Challenges faced: 1. The education sector is underfunded, specifically middle and secondary and non-formal

education component. The continuation of camp schools, especially for middle and secondary after the project was a serious problem.

2. A lack of resources and expertise of the Department of Education to plan and manage educational intervention in emergencies.

S.N.

Name of

Camp Location

No.

of

Sess

ions

Mal

e

Fem

ale

Total

Age Group

No.

of

Vol

unte

ers

Below 18

19-30 31-50 51+

1 Jalozai PP/School/SDF

215 3,376 7,400 10,776 5,029 4,001 1,592 154 188

2 Kacha Garhi

PP/School/SDF

128 3,678 3,299 6,977 4,231 1,424 935 387 126

3 Safdar Kali Camp Dir

PP/School/SDF

38 1,303 920 2,223 1,250 557 269 147 45

4 Samar Bagh Camp Dir

PP/School/SDF

15 654 307 961 428 260 180 93 0

5 Wali Kandau Camp Dir

PP/School/SDF

50 1,087 903 1,990 1,203 404 255 128 51

Total 446 10,098 12,829 22,927 12,141 6,646 3,231 909 410


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3. The introduction of a No Objection Certificate requirement by the government resulted in a long processing time which affected rapid response and cooperation of other government departments, including camp administrations.

4. Expertise for effective MRE program development is not available locally.

5. The fragile and sensitive security situation impeded implementation as well as

monitoring, thus delaying project completion. E. Budget and Expenditure:

1. The project activities were financed from funds received from two sources: CERF and

UNESCO. A further UNESCO contribution of USD 25,000.00 was received for the bridging period between the 1st and 2nd CERF grant was linked with this project. The financial status as of December 2009 is as follows:

Funding Source Contribution USD

Expenditure USD

Implemen-tation Rate %

Total Available

USD

Revenue from

Interest USD

CERF 74,663.00 71,128.61 95.27% 3,534.39 368.00 UNESCO 25,000.00 10,278.48 44.11% 14,721.52 - Total: 99,663.00

2. The unspent sum of USD 3,534.39, including interest revenue of USD 368.00, has been

refunded by UNESCO HQ in accordance with the Letter of Understanding signed with the CERF Secretariat.

3. The balance UNESCO fund will be used in support of IDP education in the camps in

2010.

F. Lessons Learnt: The following lessons are drawn up from the experience of UNESCO and the implementing partners: 1. The experience of this project reconfirms that the provision of education not only fulfills

the right to education but also contributes to maintenance of orderly life and peace in camps.

2. Interventions like MRE have to be more broad-based involving information on all types of Mines and UXOs being used by parties of the conflict. Moreover, follow up work through mass media, and longer duration Mine/UXO education and action project at the village level is essential to facilitate safe return and living in the villages.

3. Funding for educational needs in emergency remains to be a daunting challenge as the international community’s response is inadequate. As a result, ensuring the right to education by funding educational services and meeting the educational needs of the displaced population continues to be a major problem.


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4. Camp administration staff should be properly trained in emergency relief services and humanitarian principles to swiftly address the issues in a humanitarian crisis situation which requires more of humanitarian approach.

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Annex 1

Ten Steps for Emergency Care1 1. Wait Don’t rush in (there may be other mines laid in the same area). The injured person may be frightened, screaming, or shouting; nearby persons may be in a panic. Try to remain calm, stop, and assess the situation. Try to keep others calm, too.

Which why did the injured person walk to get to where the injury occurred? Is it safe to go to help him/her by taking the same path? In approaching a mine-injured person, walk in any tracks left by the patient or others,

and avoid newly disturbed ground or grass. 2. Remove the injured person Bring the injured person away to a safe area, even if you have to drag him; but look out for signs of other mines. There may be an excited and upset crowd. One person needs to coordinate action and take charge. A simple stretcher can be devised under such supervision from two poles and several shirts. 3. Keep airway clear If the breathing is noisy, position the head held back to maintain the airway. The injured person may be unconscious. Nurse on the side, so that if vomiting occurs the vomit will not enter the lungs. Keep the patient warm and dry, and protected from flies. 4. Stop bleeding Use a thick pad of rolled up clothing held firmly over a bleeding wound by a bandage made from strips of clothing. This is called a pressure dressing, and if necessary up to three can be placed one on top of the other to stop the bleeding. If the injury is on a limb, then elevation of the limb will also help to reduce bleeding. Do not use a tourniquet (a strip of cloth or rubber twisted tight with a stick to shut off the circulation to the limb) as this can cause irreversible damage to the limb. 5. Wash wounds Clean away obvious dirt from the wounds, flushing them with water tipped from a bucket or cup. Prevent further dirt getting into the wound by covering it with a clean cloth. 6. Keep wounds wet Do not let the wounds become dry. Dry flesh dies quickly. Keep a wet cloth over the wound once it has been washed.

1 Submitted by Community Motivation and Development Organization


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7. Splint limb Splint the leg with a length of wood or rolled-up newspaper bandaged to it or strap it to the other (good) leg. Pad the splint if possible with toweling or clothing and do not tie it on too tightly. 8. Look

Look for any other injury, and avoid injury to yourself. For example, watch for sharp bones or infected blood (remembering the danger of HIV infection from blood). 9. Report Write a note about what has happened. This will go with the patient to the clinic or hospital. Include in the note

Where the injury took place (warning of other potential mine injuries from that place).

When the injury took place (helps tell how long a part may have had no blood supply).

What body parts are known to have been injured (the patient may describe pain, etc,

now, but be unable to speak later on).

Whether there has been any change in the patient’s condition since the injury occurred.

What you have done to assist the patient ( for example, applied a bandage or a

Splint, gave medicines). 10. Transport Arrange immediate transport by the fastest suitable way to the nearest health center of hospital


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Annex 2

Photo Gallery

Promotion of education through community participation

Promotion of education through community participation

A view of girls’ camp school in IDP Camp, Sheikh Shahzad, Mardan

A view of boys’ camp school in IDP Cam,p Kacha Garhi

Sports and recreational activities


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Copyright of all photos: UNESCO

Mine risk awareness training


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Annex 3

Human Interest Stories

1. Keeping Things on Track: Continuing Education in Adverse Circumstances Schools in Internally Displaced Camps help children continue education with support from UNESCO Risalpur, Pakistan, 18 August 2009 – 47 year old Muneer Khan, the Head Teacher of the Shahswaar Internally Displaced Persons (IDP) Camp Middle and Secondary School near Nowshera, is teaching Urdu to students. “It is very important that these children must continue their education,” says Khan. “to minimize the impact the crisis has on their lives, so that they can resume their studies once they return to their homelands.” After the conflict between government forces and insurgents worsened, the Shahswaar camp provided housing to 399 displaced families from Bajaur agency. However, with the return of 133 families, the number has now reduced to 267. The middle and secondary school initially had 38 students, studying in grades 6th to 10th. “Even with a small number of students, it was initially difficult for the 3 teachers to manage classes in a period wise manner, with the help of the trainings we have received with UNESCO’s support; we can now plan lessons and manage multiple classes in a better manner,” Says Khan. UNESCO’s Emergency Response to IDP crisis, with USD 0.14 million in funds from UN Central Emergency Response Fund (CERF), and USD 13,500 from UNESCO headquarters, provided access to education to 14 Middle and Secondary schools in 7 IDP Camps in partnership with the local and international non-governmental organizations. Educational opportunities were provided to 1057 IDP students. A total of 132 IDP students were supported through Provincial Education Department for appearing in Secondary School Certificate board examination in examination centers near the IDP camps. In addition, trainings were conducted for teachers to enable them to start education in an emergency situation and emergency supplies were provided to the schools. The supplies included tents and educational learning materials such as text books, bags, reading writing materials, as well as teaching learning materials including registers, black boards, mats, and teacher furniture. Four students from the 9th grade were facilitated and supported in the process of registration, payment of registration fees, transportation and provision of stationery for appearing in Secondary School Certificate board examination in centers near the IDP camps. Khan is pleased with the support he has been able to provide to these students, “the school has only 24 students now,” he shares, “but it’s heartwarming to see them put so much effort in to their

Muneer Khan, takes a quiz from 6th grade students in the IDP school at Shahswaar IDP Camp nein

Risalpur.


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studies, I believe that education keeps them optimistic about the future and takes their minds off the crisis situation”. 2. Keeping Ambitions Alive UNESCO initiatives enable schools in Internally Displaced People camps to provide equal learning opportunities and hope in adverse circumstances Risalpur, Pakistan, 18 August 2009 - 13 year old Mehreen Gul, smiles as she packs her school bag at the end of the school day, at the middle school in Shahswaar IDP camp. The only girl student studying in the camp middle school is happy to continue her studies. “I am the first and the only girl in my entire family to go to school,” Mehreen says, standing next to her siblings who are there to fetch her from school. Mehreen and her entire extended family, including her seven siblings, were amongst the 399 families settled in the Shahswaar IDP camp, after fleeing from Bajaur agency, when the fighting between the Pakistan army and insurgents intensified 6 months ago. The military operation and escalating fighting in the region forced more than 300,000 people to flee their homes and take shelter in IDP camps in districts of Malakand, Mardan, Nowshera, Peshawar, Charsadda, Swabi, and Lower Dir. The IDP schools have provided the children with an opportunity to continue their education in a safe and secure environment. "I like this school, we have classes every day,” Mehreen says. “In Bajaur, there were often no teachers in my school.” Giving credit to the school for helping to understand the significance of education, Mehreen intends to be a teacher one day. “I want to be a teacher and teach other girls" she says, as she narrates a passage from her Urdu book to her younger sister. In addition to provision of educational facilities and supplies, UNESCO also supported construction of 11 temporary schools and provided water and sanitation facilities. With the return of IDPs back to their areas underway, many of the schools will close down in the coming months. However this kind of arrangement ensured that the students affected by the circumstances in their homelands did not lose on the academic year while continuing their education inside the camps.”

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Shahswaar camp, Risalpur; Mehreen Gul (right) teaches her sister how to read

Urdu after school hours.

Documents

Support for the Provision of Continued Formal and Non ... for the Provision of Continued Formal and Non-Formal Learning Opportunities to Internally Displaced Children of NWFP and FATA