Project Completion Report 2014

Project Code: 00071269
Project Title: Social Cohesion and Peace
Building Programme for Refugee
Affected and Hosting Areas
adjacent to Peshawar-Torkham
Expressway—Education Service
Delivery Component
Project Completion Report
March 2012– February 2014

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PROJECT SNAPSHOT
Date: March 2012 – February 2014
Award ID:
Project ID: 00071269
Project Title: Social Cohesion and Peace Building Programme for Refugee
Affected and Hosting Areas Adjacent to Peshawar-Torkham
Expressway
Project Start Date: 1st
March 2012
Project End Date: 28th
February 2014
Implementing Partner: Directorate of Projects FATA, P&D Department KP
Responsible Parties: UNDP, P&D Department FATA, UNESCO, UNHCR, WHO, FAO,
UNHABITAT
Project Budget (all years): 12.8 million USD
Core Resources:
Non-Core Resources:
Government contribution:
Donor 1
Donor 2
Government of Japan
Project Brief Description and Outputs:
From among the following 3 sets of outputs, UNESCO is contracted to deliver output # 2.1 only
(highlighted in yellow below).
Expected Project Outcomes:
1. Improved livelihoods and local economies of the communities adjacent to Peshawar-Torkham
Expressway
2. Restoration of social services and public infrastructure
3. Greater social cohesion and empowerment through community development
4. Institutional support to the FATA Secretariat and government agencies for leading social cohesion
interventions
Expected Project Outputs
Output 1.1: Improved household income through diversified livelihood opportunities
Output 1.2: Improvement in the agricultural sector through enhancement of crop, vegetable and
livestock production and marketing; as well as rehabilitation of local irrigation systems and networks,
and smaller community infrastructure schemes
Output 1.3: Rehabilitation/Construction of essential infrastructure
Output 1.4: Community physical infrastructure repaired or constructed
Output 2.1: Educational delivery system from primary to secondary level improved and educational
infrastructure from primary to secondary level rehabilitated
Output 2.2: Health delivery systems improved
Output 2.3: Increased community access to safe drinking water and improved sanitation
Output 3.1: Communities mobilized and empowered to promote social cohesion and harmony among
the Pakistani and Afghan communities
Output 3.2: Communities and village level participatory monitoring systems established
Output 3.3: Local government institutional coordination mechanisms strengthened to support RAHA

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communities and taking part in social cohesion exercises with the government
Output 3.4: Social cohesion improved through targeted and strategic media and behavioural change
communication based on the needs of the communities
Output 4.1: Capacities of social sector government departments built through various interventions
Output 4.2: Rehabilitation and retrofitting of social sector government buildings through private sector
engagement.
Overall Project Quality Rating (mark on the scale of 1 to 5 as per the following criteria): (5)
Exemplary (5)
*****
High (4)
****
Satisfactory (3)
***
Poor (2)
**
Inadequate (1)
*
All outputs are rated
High or Exemplary
All outputs are rated
Satisfactory or
higher, and at least
two criteria are
rated High or
Exemplary
One output may be
rated Poor, and all
other criteria are
rated Satisfactory or
higher
Two outputs are
rated Poor, and all
other criteria are
rated Satisfactory or
higher
One output is rated
Inadequate, or more
than two criteria are
rated Poor
Budget 2013
Expenditure 2013
Delivery %

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CONTENTS
1. Introduction
2. Situation Analysis
3. Project Performance and Results
3.1 Contribution toward Country Programme Outcome
3.2 Achievement of Project Results/Outputs
4. Lessons Learnt
5. Case Studies/Picture Gallery
6. The Way Ahead/Key Priorities for 2014

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ACRONYMS
AEPAM Academy for Educational Planning and Management
BECS Basic Education Community Schools
CRPD Convention on the Right of Persons with Disabilities
CSO Civil Society Organization
CLC Community Learning Centers
DP Displaced Persons
DRR Disaster Risk Reduction
DRM Disaster Risk Management
ECE Early Childhood Education
ESD Education for Sustainable Development
EMIS Education Management Information System
EFA Education for All
FATA Federally Administered Tribal Areas
FAO Food and Agriculture Organization
FDE FATA Directorate of Education
FDMA FATA Disaster Management Authority
GoP Government of Pakistan
GHSS Government High Secondary School
GGPS Government Girls Primary School
GCET Government College of Elementary Teachers
HR Human Rights
ICG Islamabad College for Girls
IT Information Technology
KP Khyber Pakhtunkhwa
LFA Logical Framework Approach
MDG Millennium Development Goals
NGO Non Governmental Organization
NFBE Non Formal Basic Education
NCHD National Commission for Human Development
PMD Pakistan Meteorological Department
PSF Pakistan Science Foundation
PEAD Peace Education and Development Foundation
PITE Provincial Institute of Teacher Education
PCNA Post Conflict Needs Assessment
PERT Program Evaluation and Review Techniques
P&D Planning and Development
PTC Parent Teachers Committee
RAHA Refugee Affected and Hosting Areas
RITE Regional Institute of Teachers Education
SMC School Management Committee
SACIRS South Asian center for International and Regional Studies

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SRSP Sarhad Rural Support Programme
SAFRON Ministry of States and Frontier Regions
TIJ Taleemi Islahi Jirga
ToT Training of Trainers
THAAP Trust for History Art and Architecture Pakistan
USD United States Dollar
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNHCR United Nations Higher Commissioner for Refugees
UNHABITAT United Nations Human Settlements Programme
UN United Nations
VEC Village Education Committee
WHO World Health Organization
WFP World Food Programme

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1. INTRODUCTION
The province of Khyber Pakhtunkhwa (KP) and the Federally Administered Tribal Areas (FATA)
have seen different problems and disasters, both natural and man-made, over the recent years.
More notably, this region is suffering from the consequences of the strife in its neighborhood
due to the influx of Afghan refugees from the warring zones as well as the wave of terrorism
sprouting up in the shape of bomb blasts, rampant attacks with improvised explosive devices
and firing incidents, especially in Peshawar district and Khyber agency. The Khyber Agency
alone had hosted 81,357 registered Afghans in the past of which some have returned while
others have dispersed to other parts of the country and quite a number of them still reside in
and around the agency. It is due to the prolonged burden on the part of the hosting
communities and problems associated to doing so including the challenge of facing incidents of
disasters and conflicts that these areas in particular need restoration and improvement of basic
service delivery systems such as delivery of health and education services and rehabilitation
and development of basic infrastructure.
Weak governance and lack of provision of adequate social services in FATA over a sustained
period of time has meant that the region suffers from dismal human development indicators,
high incidence of poverty and acute economic disparity relative to national standards. Host to a
population of about 4 million, it is the most underdeveloped region in Pakistan, with 60% of the
population living below the poverty line. The persistent terrorism in the region resulted in
numerous casualties and difficulty in maintaining law and order.
The “Social Cohesion and Peace building Programme for the Refugees Affected and Hosting
Areas adjacent to the Peshawar Torkham expressway” aimed at catering to the needs of the
areas and communities overburdened with the necessity of hosting the Afghan refugees and
sharing whatever meager resources available with them. The programme involved
interventions that helped create an enabling environment and conditions that were expected
to contribute to achieving durable solutions for Afghan refugees as envisaged by the
governments of Pakistan and Afghanistan. Apart from KP, Khyber agency alone remains one of
the most volatile and hard hit areas where many a times the terrorists have attacked the
educational facilities, targeting particularly girl’s schools. Girls also find it extremely dangerous
to commute to and from schools—the near fatal attack on Malala Yusafzai that drew worldwide
attention is a glaring example. The inadequate social safety and the prolonged terrorism have
held back the area from making any visible progress in important educational indicators. The
literacy rate remained as low as 34.2%, worst even was women literacy which stood at mere
10.1%. The education component of the Social Cohesion programme was seen to have made an
important contribution to the local efforts to tackle the problem of meeting the educational
needs of the communities.

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2. SITUATION ANALYSIS
The aim of the Refugee Affected and Hosting Areas programme (RAHA) is to promote regional
stability and compensate for the social, economic, cultural and environmental consequences
wrought on Pakistani communities by the presence of more than 3 million Afghans over the
past 30 years.
In the context of the 1.7 million registered Afghans refugees remaining in Pakistan after the
large-scale repatriation since 2002, the Social Cohesion and Peace Building programme which
was launched in 2012 was designed with limited scope to cater to the refugee hosting
communities in a limited area adjacent to Peshawar-Torkham Expressway with an aim to
promote peaceful co-existence of refugees with local communities until conditions in
Afghanistan would be conducive for their return.
The drift of refugees into the urban areas due to camp closures and the withdrawal of food
assistance in refugee villages exerted pressure on the Pakistani mainstream social service
delivery systems such as those of education, health, water and sanitation sectors. Such
pressure was felt most prominently in Karachi, Lahore, Peshawar, and Quetta. Afghan refugee
concentration in and around villages and camps contributed to the degradation of the
environment accelerating the deterioration of the physical infrastructure, forests and fields for
grazing livestock. The intermediate humanitarian support for education, health and sanitation
services currently extended to the refugees and local communities through UN is not a
sustainable solution to the issue.
An extension from humanitarian to development assistance is essential. Addressing the
consequences of the strain on local Pakistani services requires concerted efforts from the
international community to share the responsibility of protecting Afghan refugees’ rights while
in Pakistan, compensating local communities for hosting them, and providing time for
Afghanistan to stabilize enough politically and economically for the refugees to return home
voluntarily, safely and with dignity. This shift will boost Pakistan’s economic and social
development programmes in the poorest provinces where the impact of Afghan refugees has
been most severely felt.
Afghans can be credited for a substantial contribution to the economy of Pakistan. Since their
arrival, industries such as carpet making, timber retailing, transportation, and fruit and
vegetable marketing have benefited. Much of the income generated by Afghans is spent in
Pakistan. The menial jobs that the local population shy away from, such as garbage collection
and recycling in the major urban areas, are undertaken by Afghans. While some of these
economic activities have caused social inequity, the RAHA programme intends to build on the
positive elements of this influence.
The overall objective of the RAHA programme was to improve livelihoods, rehabilitate the
environment and enhance social cohesion within communities of refugee-affected and hosting
areas. It aimed at improving the delivery of public services and making policies more effective

9
by strengthening the capacities of the government, community institutions and vulnerable
groups. The programme specifically considered addressing crosscutting issues related to
human rights, gender equality, civil society engagement and refugees as by the One UN
Programmes. Peaceful co-existence that the programme promoted between the communities
would safeguard a more predictable stay for Afghans until they could return to Afghanistan.
1.7 million registered Afghans remain in Pakistan after 30 years of war, civil strife and insecurity
in Afghanistan. Between 1979 and 1992, over six million people entered Pakistan and Iran in
the wake of the Soviet invasion of Afghanistan and the ensuing civil war. To those arriving in
Pakistan, the Government gave prima facie refugee status and provided them protection within
340 camps set up in KP and Balochistan, and one other in Punjab. With the assistance of UNHCR
and the international community, the GoP ensured international protection to safeguard
Afghan human rights, and established a Commission for Afghan Refugees at the federal,
provincial and local levels under the Ministry of States, Frontier Regions and Northern Areas
(SAFRON).
From 1985 onwards, UNHCR expanded its humanitarian assistance to Afghan refugees beyond
the immediate needs of shelter and food to health, education and vocational training for
livelihood improvement and self-reliance and, in 1995, direct food assistance from the World
Food Programme (WFP) was withdrawn. The government did not confine Afghans to the camps
and many drifted into Pakistani cities for work, and ceased to receive the humanitarian
assistance available to the camp dwellers. Due to the continued internal factional and ethnic
conflicts within Afghanistan, by the mid 1990s the estimated number of Afghans in Pakistan had
swelled to 3.3 million putting strain on Pakistani social services and creating the need to
address the overwhelming issue of what to do with so many displaced people.
Voluntary repatriation back to Afghanistan is considered the most sustainable solution for
Afghans in Pakistan and, since 2002, 2.74 million Afghans have returned home with UNHCR
assistance. Refugee camps in FATA were closed in 2005 due to ongoing military operations in
that area. However, this repatriation trend slowed considerably as socio-economic conditions in
Afghanistan deteriorated and civilian security worsened. After these camp closures, those who
did not return to Afghanistan moved to the urban areas and significant communities of Afghans
reside in Peshawar, Quetta, Lahore and Karachi. While there are some very wealthy Afghans in
the cities, the majority represents the poorest of these displaced people who own no land or
homes, or have limited opportunities in Afghanistan with which to rebuild their lives. These
Afghans are expected to remain in Pakistan until the economic and security environment in
Afghanistan improves.
During the 1980s, Pakistan received high levels of international humanitarian relief assistance
to support the Afghan refugees living in camps. Following the large-scale return of refugees
back to Afghanistan, funding for care and maintenance programmes was reduced considerably
from a peak of USD 100 million annually to approximately USD 28 million a year in 2004 to USD
12 million in 2007, and continues to diminish. Currently, assistance from UNHCR and the
international community through its Care and Maintenance programme is concentrated mainly

10
on three sectors: primary education; health; water and sanitation, and delivered to Afghan
villages predominantly in KP and Balochistan.
The consequences of this protracted and internationally supported Afghan presence in Pakistan
have generated outstanding issues:
1. The health, education, water and sanitation services are better in the refugee-assisted
communities than in the mainstream Pakistan public sector. Although they are given
access to these service systems, ordinary Pakistani citizens living in the refugee-assisted
areas have developed a sense of exclusion. Furthermore, these internationally
supported service programmes are unsustainable, as they are not integrated into the
mainstream public sector
2. Afghans living in Pakistan have strained the Pakistani service sector’s financial resources
and infrastructure in the affected and hosting areas. Even where camps were fully
closed 25-30 percent of Afghans preferred to remain in Pakistan. Afghan school children
account for at least 20-25 percent of the students in Pakistani schools in these areas.
3. Large numbers of Afghans concentrated in and around villages and camps have
contributed to the degradation of the environment and have accelerated the
deterioration of local infrastructure. Forests have been more rapidly depleted,
rangelands have been over-grazed and extraneous livestock and diseases introduced,
water resources diminished, and roads and irrigation systems damaged, among other
impacts
4. Afghans living in Afghanistan regularly cross the border to take advantage of the
relatively better public health, market and financial services available in Pakistan
without paying taxes, further increasing pressure on local amenities. At the border
districts, 50-60percent of patients are Afghans, though women and girls from both
Afghan and local populations are most disadvantaged in accessing these facilities.
5. Afghans are likely to remain in Pakistan until the situation in Afghanistan is more
conducive to their return, and the challenge is how to achieve social harmony without
burdening Pakistani social and economic resources.
6. Nevertheless, Afghans have contributed towards economic uplift and have transferred
traditional knowledge and skills to local communities, including: Afghan-style carpet
weaving; cultivation of nuts, fruits and vegetables; beekeeping; timber gathering and
retailing; transportation, among others. The economy in some areas has flourished due
to the presence of low wage Afghan labourers and their entrepreneurial activities, such
as brick kilns, garbage collection and recycling. Unfortunately, local Pakistani wage
labourers have not been able to compete with the lower rates paid to Afghans,
distorting the local wage economy.

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In 2005, the Government of Pakistan appealed to the international community for three
interventions to support comprehensive solutions for Afghans in Pakistan:
1. A national Census of Afghan citizens living in Pakistan, and a registration of those
enumerated in the Census.
2. Increased development assistance in Afghanistan to encourage repatriation and
reintegration; and,
3. Development assistance for communities in Pakistan affected by the long presence of
large numbers of Afghans.
It was in such a context that the “Social Cohesion and Peace Building Programme for RAHA
Community” was conceived and the funding obtained from the Government of Japan for its
implementation. The programme adopted a bottom-up participatory approach based on
community development and social cohesion. Civil society organizations and NGOs have
facilitated social mobilisation and strengthen the capacities of communities to plan, implement
and manage their resources. Small to medium scale community infrastructure projects have
been undertaken targeting the identified community needs. Line government departments,
primarily at the agency and sub-agency levels, have been provided with a range of support
services. Employment and income generating activities for both male and female have been
proved to be a success. Education facilities have been made barrier free for people with
disabilities. Capacity building programmes have targeted the communities and the service
providers, and the concerned government departments at all levels.

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3. PROJECT PERFORMANCE AND RESULTS
3.1. Contribution towards Country Programme Outcome1
CPAP Outcome: 3.3: Vulnerable populations in crisis situations benefit from improved
prevention, risk reduction and response (mitigation), and are assisted to reach development
goals including MDG targets
Output 3.3.1: Vulnerable communities, particularly women, affected by crises have access to
training, entrepreneurship, livelihoods and community infrastructure.
Indicator(s):
Outcome
Indicator:Number of
affected/eligible
populations that have
returned to pre-disaster
income and production
levels within 18 months.
Output
Indicator:Number of
crisis-affected
population (sex
disaggregated) with
improved livelihoods,
economic opportunities
and community
infrastructure.
Baseline:
20 million
affected by
floods 2010; 5
million affected
by floods 2011;
1.5 million
affected by crisis
in Federally
Administered
Tribal Areas; 1.7
million refugees;
Target(s):
Initiatives taken with
respect to
leadership,
community
management,
conflict resolution;
Employment
creation and income
generation for
crisis/disaster-
affected vulnerable
groups i.e. persons
with disabilities,
women; Social
protection study with
recommendations on
improvement on
social protection
measures launched
with the
government.
Achievement(s):
Description of output level high/outcome level results achieved in 2013:
Means of Verification
1
Outcomes describe the intended changes in development conditions that result from the interventions of
governments and other stakeholders, including international development agencies such as UNDP. They are
medium-term development results created through the delivery of outputs and the contributions of various
partners and non-partners. Outcomes provide a clear vision of what has changed or will change globally or
in a particular region, country or community within a period of time. They normally relate to changes in
institutional performance or behavior among individuals or groups. Outcomes cannot normally be achieved by
only one agency and are not under the direct control of a project manager.

13
Progress towards Project Results/Outputs2
Project Output 2.1: Educational delivery system from primary to secondary level improved and
educational infrastructure from primary to secondary level rehabilitated
Indicator(s) Baseline Target(s) Achievement(s)
# of teachers,
educational
managers ,
teachers,
youths and CLC
facilitators
trained on
important
educational
themes
Educational
managers,
teachers and
youths
volunteers in
FATA
Directorate of
Education and
communities,
particularly in
Khyber Agency
lack capacity on
knowledge and
pedagogical
skills on
emerging and
critical
educational
themes such as
ECE, DRR, ESD,
NFE, education
for peace and
social cohesion
Organization
of workshops
and training
programmes
A pool of trained teachers and school
heads available in KP and FATA
particularly in Khyber Agency as teachers,
school managers and trainers with skills
and capacity to promote hitherto
neglected subject such as ECE concept
and method, emerging educational
themes (ESD, and education for culture of
peace, DRR etc.) through the following
activities:
Workshops
- 1 capacity building workshop of 3 days
conducted for 35 educators from FATA
and schools heads on early childhood
education.
- 2 workshops conducted on ECE for 60
teachers.
- 1 workshop conducted to create a pool
of 6 master trainers on ECE.
Capacity building on emerging themes
- 60 teachers trained on the use of
teacher’s resource kit on peace and
social cohesion and 70 teachers trained
on Education for Sustainable
Development (ESD).
Directorate of
Education had
no orientation
and capacity to
plan training
courses on
educational
planning and
Capacity of educational managers
enhanced through:
Workshop on education planning,
management and coordination
- 3 capacity building workshops on
educational planning and management
conducted for 82 educational managers
2
Outputs are short-term development results produced by project and non-project activities. They must be
achieved with the resources provided and within the time-frame specified (usually less than five years).

14
management and staff members from RAHA
communities.
FATA
Directorate of
Education had
no plans to
implement CLC
programme
Teachers well equipped with innovative
teaching techniques to handle the diverse
learning needs of the communities
regarding literacy and NFBE and
education for people with disabilities.
Capacity of youth volunteers, CLC
facilitators enhanced, teachers capacity
improved on gender and inclusive
education, and learning resources
developed through following activities:
Workshops/training
- 4 training workshops were organized
and 100 CLC facilitators and youth
volunteers trained on literacy and non
basic education formal themes.
- 2 workshops organized to train 60
teachers on gender and inclusive
education.
- Training modules, teachers guide
developed and distributed.
FATA
Directorate of
Education does
not have
capacity to
introduce
innovative CLC
projects nor do
they have
capacity to
depart
innovative
science
education.
FATA
secretariat have
no plans to
depart market
oriented skills
training to
Community ownership of organizing
literacy for adults, non-formal basic
education programme for out-of-school
children and inquiry based science
education for students ensured and local
volunteers took initiative to mobilize
learners for participation in learning
programmes through the following
activities:
Rollout literacy/skills training
programmes for adults and youth of
project communities and NFBE for out-
of-school children
- 21 broad based community meetings
resulted in identification of 60 potential
volunteers for our programme. 500
learners selected for enrolment based
on pre-defined criteria.
- 20 teachers trained to teaching adults.

15
communities - 20 mobile based literacy centres
established with enrolment of 250
learners.
- 30 non-formal basic education
established
- Village education committees
established to promote enrolment
- 2 workshops conducted and 60 teachers
trained on importance of science and
inquiry based science education
- 3000 students and 300 teachers trained
on innovative scientific themes and
inquiry based science education through
mobile science caravan exhibitions.
- 11 science clubs established in public
schools.
- 1 training course/workshop of two and
half month organized to train 200 most
marginalized individuals (including 75
females) in 8 different market oriented /
employable trades that included
orientation on entrepreneurship to
encourage self employment.
FATA
Directorate of
Education does
not have
capacity to
train teachers
on DRR and
school safety
Pool of trainers and teachers with capacity
to train, teach DRR concept and practices
and be catalyst to ensure that DRR is
integrated in school curricula. Following
activities were carried out to this end:
Workshops/training programmes on
DRR and school safety
- 1 workshop and several meetings were
organized to develop a pool of 30 DRR
and school safety master trainers at
FATA Directorate of Education.
- 150 teachers trained by the DRR trained
trainers.
# of children
enrolled and
community
members
reached
FATA
Secretariat
lacks capacity
to develop
effective
advocacy
strategies and
Organization
of national
area level
seminars
Education officials developed capacity to
develop advocacy strategies and
awareness campaigns leading to increase
in student enrolment in schools in RAHA
communities. Following activities
contributed to achieve this purpose:

16
awareness
campaigns to
bring out of
school children
to school and
increase
enrolment.
Enrolment drive
- 237 schools, 400 teachers and 10,000
community members mobilized through
enrolment drive programme which
resulted in the enrolment of about
10,000 out of school children.
- 135 community meetings, 30 cluster
level planning meetings, 82 mother
meetings organized. 920 posters and
598 banners displayed in the RAHA
communities.
- Besides regular monitoring, 5
networking meetings held on enrolment
drive with political administration and
parliamentarians/community leaders.
# of reference
materials
reviewed to
assess the local
context and
education
development
needs
No specific
baseline was
available
Development
of situation
analysis and
monitoring
systems
Funds were made available to UNESCO
quite late; hence, with the available
limited time project outputs needed to be
delivered on the basis of secondary data.
Carrying out field based needs assessment
survey was not possible. Therefore, the
planned two surveys were not carried out
and funds were diverted to other
substantive activities. The programme
intervention needs were determined
through secondary data source as
following:
Review of available documents
- Post Conflict Needs Assessment (PCNA)
2010, Education Management
Information System (EMIS) data, School
Safety Action Plan of KPK, 1998
Population Census, Pakistan Social and
Living Standards Measurement Survey
(Government of Pakistan) 2004-2015
and FATA Sustainable Development
Plan 2005-2017 were reviewed in order
to inform the planning process for
programme interventions.
# of learning
materials
developed
FATA
Directorate
lacked training
materials on
Development
and adaption
of training and
teaching
A comprehensive set of training and
teaching learning resources developed
and disseminated as following:

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innovative
educational
themes
learning
material
Development of training and teaching
learning resources
- 500 copies of guidebook on early
childhood education (ECE), 500 copies of
training modules on DRR/school safety ,
1000 copies of teacher resource kit for
promoting peace and social cohesion
through heritage education, 1000 copies
of ESD learning resources & brochure,
5000 copies of Disaster Master Game
and 1000 copies of learning from
disasters and remaining safe developed,
printed and disseminated
# of learning
materials and
ICT equipment
provided
FATA
Secretariat
lacked
appropriate
educational
learning
materials and
ICT equipment
Supply of ICT
equipment
and teaching
learning
materials
Education service delivery capacity of
local education institutions strengthened
through the provision of following
equipment and learning resources:
ICT equipment
FATA Secretariat, literacy centres,
teachers and learners benefitted through
the distribution of the following IT
equipment:
FATA Secretariat
• 17 laptops
• 4 Desktops computers
• 2 Fax machines
• 1 Photocopier
• 1 printer
Literacy centres, teachers and learners
• 500 mobile phones
• 20 laptops
Learning materials
Following learning materials were
provided to schools, Department of
Education KP and FATA through different
meetings, conferences, seminars and
workshops:
• 5000 sets of Disaster Master Game
• 500 copies of ECE guidebook

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• 1000 copies of ESD publication
• 1000 copies of peace and social
cohesion publication
• 1000 copies of the publication on
Learning from Disasters and Remaining
Safe
• 500 copies of training manual on DRR
and school safety
• 60 wheel chairs, 60 hearing aids, 35
crutches and 35 folding aid sticks
# of schools
made barrier
free.
No initiative
taken by FATA
secretariat to
refurbish
schools and
make them
barrier for
people with
disabilities.
Provide
technical
support to
educational
institutions
and learning
centers for
capacity
development
School authorities realized the
importance of inclusive education and
barrier free learning environment for
learners with disabilities and took
following initiatives:
- 1o schools and 5 literacy centres
promoted inclusive education by
removing physical barriers and obtaining
basic materials and equipment to allow
easy access and conducive learning
environment for learners with
disabilities
# of youth
developed
literacy skills.
RAHA
community
lacked effective
literacy
programme for
youths.
Capacity of FATA Directorate of
Education enhanced to deliver effective
literacy training to local youths through
the following activity:
- 500 youths improved their literacy skills
through mobile phone based literacy
learning programme and received 800+
advocacy text messages.
# of PTC/TIJ
members
sensitized.
Schools in
Khyber Agency
lacked
emergency
evacuation
plans.
Capacity of community institutions
(PTCs/TIJs) strengthened to guide school
administration effectively for better
management and service delivery through
following activities:
- 4 workshops organized to orient and
mobilize 200 members of the existing
PTCs/TIJs focusing on their role in
improving attendance and retention of
students and quality of education
- 100 students of FATA accompanied by

19
teachers participated in an exposure visit
to Islamabad College for Girls where
they observed and developed an
understanding of its ESD model so as to
promote the similar models in their own
contexts.
- DRR plans in 20 schools developed their
own DRR plans and painted school
specific evacuation plans on prominent
walls in school premises.
Description of output level results achieved in 2013-2014:
Out 2.1 Educational delivery system from primary to secondary level and non formal
education improved & educational infrastructure from primary to secondary level
and CLCs rehabilitated
2.1.1 Organization of workshops and training programmes
1. Organize training workshops for teachers
Teacher training on ECE. A 3-day capacity building workshop on ECE was organized by
DCTE from 26-28 April 2013 in Peshawar to provide orientation to teacher trainers, school
heads, teachers and officials of FATA Directorate of Education in Early Childhood Education
(ECE). The training workshop was organized at Regional Institute of Teacher Education
(RITE) and Dubgari Garden Peshawar. 35 educators and school heads of FATA Directorate
of Education received this training including those working in Government Colleges of
Elementary Teachers (Male & Female) of Jamrud, male and female teachers of government
primary schools in Khyber Agency, education managers from FATA Directorate of Education,
and education officers from various field offices of Khyber Agency. The workshop
contributed significantly to raising awareness among the 95 educators about the need for
increased attention to Early Childhood Education and improving their knowledge and skills
for effective delivery of ECE in the schools.
Teacher workshop on emerging themes. It was felt important that teachers should have an
understanding of how children of both refugees and families belonging to the hosting
communities could be encouraged to appreciate each other’s culture and way of life and
build social harmony. As well children need to be taught on consequences of environment
change, and protection and optimal use of natural resources, and ways to engage in
sustainable development activities. To this end, 60 teachers were trained on the use of
teacher’s resource kit on peace and social cohesion and 70 teachers were trained on
Education for Sustainable Development.
2. Training workshop for managers and civil society to improve educational
planning, management and coordination:

20
Three capacity building workshops of 3-day duration on Educational Planning &
Management (EPM) were organized by Academy of Educational Planning and Management
(AEPAM) at Islamabad for education planners and managers of Khyber Agency and FATA
Directorate of Education. The main purpose of the workshop was to improve capacity of the
participants in educational planning, management, implementation and monitoring of
programmes and projects. The workshop was attended by 82 education managers working
in Khyber Agency and FATA Directorate of Education. Twelve sessions of 90 minutes each,
were conducted by eminent resource persons from public and private sector on specific
topics/themes such as basic concepts and approaches to educational planning; project
management cycle: identification to implementation; logical framework approach (LFA) and
logical framework matrix; program evaluation and review techniques (PERT); sector-wide
approaches (SWAPs) to education; monitoring and evaluation techniques; education
indicators: stock, flow and EFA indicators; use of data in decision-making; population and
enrolment projection techniques; international and national commitments towards
education: EFA, MDGs, Article 25-A; office management and conflict & stress management.
3. Capacity development workshops/training for CLC facilitators and youth
volunteers
Considering the sensitive security situation of FATA and Khyber Agency, NCHD mobilized
two eminent resource persons from within FATA Education Department to organize the
three-day training of trainers (ToTs) for CLC facilitators at FATA Education Directorate.
Four training workshops were organized to train 100 facilitators and youth volunteers.
Another two workshops on Gender and Inclusive Education focusing on persons with
disabilities were organized by BECS for 60 teachers of Landi Kotal and Jamrud. Training
modules and teacher’s guides were developed and distributed among the teachers in the
workshops. All these teachers are now better trained and equipped with the latest teaching
techniques to handle the diverse needs of the communities regarding literacy and NFBE and
education of persons with disabilities.
4. Rollout literacy/skills training programmes for adults and youth of project
communities and NFBE for out-of-school children:
Identification of facilitators, volunteers and learners for mobile literacy programme. Broad
based community meetings were conducted to ensure participation of entire community in
the project. One of the main objectives of these meetings was to seek interest of local youths
to work as volunteers for the programme. These volunteers helped identifying learners and
the establishment of learning centers in appropriate communities. 60 youths in particular
volunteered to establish the learning centers. A total of 21 broad based community meetings
were organized in which 400 community members participated. The role of volunteers was
very important. They acted as catalyst for change in communities and helped increase
children’s enrollment in schools. A baseline assessment was carried out through which
more than 550 learners were identified and 500 learners were selected for the enrollment.
The screening of learners had taken place at 20 adult literacy centers. A well defined format
was used for the screening purpose and the 500 learners were selected for enrollment.

21
Besides the selection of learners, 20 teachers were also trained on teaching adults with
emphasis on method of teaching Urdu and Riazi (maths), monitoring / mushahida, using
different forms, keeping record, managing literacy centers, using low/no cost materials, and
using mobile as a tool for literacy learning and assessments. A total of 500 learners took
part in the mobile literacy programme rolled out in the 20 mobile based literacy centers of
Jamrud and Landi Kotal.
NFBE for out of school children. For the identification of out of school children, a list of the
target areas has been acquired using the UPEMIS data which was collected in the FATA by
NCHD. Books and other stationary items were arranged for the establishment of NFBE
centers at CLCs. Thirty NFBE centers were established. Community mobilization campaigns
were launched to organize enrolment drive focusing specifically on the children with
disabilities and to seek parents’ regular involvement. Village Education Committees (VECs)
were established for promoting positive perception about children with disabilities,
increasing their enrolment and the need to meet their educational needs at schools and in
the NFBE centres. BECS regional office in Peshawar had mobilized its resource persons for
door to door visits in communities and organizing consultative meetings with community
and local stakeholders. These visits and meetings were followed by the identification of
students and their assessment for enrolment. In order to allow barrier free access of
students with disabilities to the learning centers ramps were constructed.
Teacher training on science education. A training session on importance of science education
was organized at GHSS, Jamrud for teachers and head teachers from schools of Khyber
Agency. The session was facilitated by an expert from Pakistan Science Foundation.
Participants had an opportunity to learn about various aspects of science teaching, and the
facilities and resources available in PSF. Similarly, for further capacity building of the
teachers of Khyber Agency, a training workshop in Inquiry Based Science Education was
organized. For this purpose about sixty science teachers from different schools were invited
for the workshop. Two experts from PSF headquarters at Islamabad conducted the training
workshop for the science teachers of Khyber Agency.
Science caravans. Students and teachers from 16 schools of Khyber Agency were involved in
science caravan exhibition organized with a view to orient them on promoting students’
understanding of applied knowledge of science subject. Science Caravans are special
vehicles designed by Pakistan Science Foundation (PSF, Ministry of Science and Technology)
with an aim to popularize science education. These caravans allow mobility of display items
to rural areas and set up science exhibition in schools. 3000 students and 300 teachers
participated in different science related learning activities organized during the exhibition.
On the occasion learning resource on science and scientific knowledge including science
encyclopedia, UNESCO Disaster Master Kits and posters were also distributed to different
schools. During these functions registration forms for science club were filled and signed by
head teachers and science teachers of the invited schools. The occasion also marked the
announcement of the establishment of science clubs in 11 schools.
Skills training. A contract was awarded to Sarhad Rural Support Programme (SRSP) to

22
impart training on 8 different market oriented/employable trades to 200 (75 Females) most
marginalized including disabled youths from Jamrud and Landi Kotal Tehsils of Khyber
Agency, and University Town, Sufaid Dheri and Malakand Dher union councils of Peshawar
district for their economic empowerment. The trades included welding, plumbing,
electrician, mobile phone repairing, and computer hardware for males and beautician,
tailoring and Adda work for females. Training for males was organized centrally in Human
Resource Development Centre of SRSP whereas that for female trainees was organized in the
communities through the Community Based Training Centres taking into account the local
culture and values. The trainees were also provided orientation on entrepreneurship to
encourage self employment. Certification was done by Skill Development Council of Khyber
Pakhtunkhwa.
5. Workshops/training programmes on DRR and school safety
One workshop and several meetings were organized to develop a pool of 30 DRR and school
safety master trainers at FATA Directorate of Education. These trainers subsequently trained
150 teachers of schools in the Khyber Agency.
2.1.2 Organization of national and area level seminars
Seminars on enrolment drive and education for culture of peace. Extensive community
mobilization at cluster and community level resulted in the increase of student enrolment in
schools. Community meetings participated by mothers helped in generating mass
awareness on the issues of enrolment at the grassroots level. NCHD FATA in collaboration
with UNESCO launched an enrolment drive initiative in Jamrud and Landi Kotal Tehsils. It
covered 237 schools, 400 teachers, and about 10,000 parents and community elders and
aimed at achieving 100% enrolment of out of school children in the nearby schools. During
the enrolment drive, NCHD FATA as the implementation partner of UNESCO organized 30
cluster level planning meetings of stakeholders; 135 community meetings at responsible
school level; 82 mothers meetings at GGPS level; developed and printed 920 posters and 598
banners advocating right to education and benefits of sending children to school, all of which
were displayed at school gates and important focal points in target communities. Moreover,
NCHD FATA also mobilized local media and ensured wider coverage of activities relating to
enrolment drive. NCHD FATA team also conducted monitoring visits to various activities
and communities during the enrolment drive and conducted 5 networking meetings with
political administration and parliamentarians/influential persons of the catchment area and
FATA Directorate of Education.
2.1.3 Development of situation analysis and monitoring system
1. Conduct needs assessment survey, establish baseline and monitoring progress
Funds were made available to UNESCO quite late; hence, with the available limited time
project outputs needed to be delivered on the basis of secondary data. Carrying out field
based needs assessment survey was not possible. Therefore, the planned two surveys were

23
not carried out and funds were diverted to other substantive activities. The programme
intervention needs were determined through secondary data source as following:
Post Conflict Needs Assessment (PCNA) 2010, Education Management Information System
(EMIS) data, School Safety Action Plan of KPK, 1998 Population Census, Pakistan Social and
Living Standards Measurement Survey (Government of Pakistan) 2004-2015 and FATA
Sustainable Development Plan 2005-2017 were reviewed in order to inform the planning
process for programme interventions.
2.1.4 Development and adaptation of training and teaching learning material
1. Develop teaching modules with teachers for primary, secondary and higher level
pedagogy and T&L skills
Early Childhood Education (ECE) materials. An ECE guidebook for teachers was developed by
FATA Directorate of Education with Government College of Elementary Teachers – GCET
(Male), Jamrud, as the implementation partner to develop the script of the guidebook
outlining the concept and significance of ECE and methodologies of handling young children
in the classroom. UNESCO has extended support for printing 500 copies of the guidebook.
Modules on key emerging issues (DRR, Peace, HR and ESD). Modules on DRR, school safety,
and peace & social cohesion, and ESD were developed taking into account the local context of
FATA and bringing on board the relevant stakeholders for ownership and sustainability. ESD
publication was developed by UNESCO and other publications by SACIRS. UNESCO also
produced and published the two DRR-related learning resources, namely Disaster Master
Game and Learning from Disasters and Remaining Safe. Directorate of Education FATA
Secretariat led the initiatives and is now extensively using these training and learning
resources. PITE KP developed the school safety and DRR manual. THAAP, an NGO
implementing partner of UNESCO, developed the resource material on peace and social
cohesion that aimed at equipping teachers and educators with knowledge and skills to
integrate in teaching and learning process the cultural heritage as a significant contributor to
peace and social cohesion and help students to understand their cultural heritage,
indigenous value system and inspire them to respect diversity and multiculturalism for
peaceful co-existence. With the availability of these training and learning resources FATA
Directorate of Education has developed its capacity to both train their officials on emerging
educational themes and update the manuals periodically to best suit the local needs.
2.1.5 Supply of ITC equipment and teaching learning materials
Education service delivery capacity of local education institutions strengthened through the
provision of following equipment and learning resources:
ICT equipment
FATA Secretariat, literacy centres, teachers and learners benefitted through the distribution
of the following IT equipment:

24
For FATA Secretariat
• 17 laptops
• 4 Desktops computers
• 2 Fax machines
• 1 Photocopier
• 1 printer
For literacy centres, teachers and learners
• 500 mobile phones
• 20 laptops
Learning materials
Following learning materials were provided to schools, Department of Education KP and
FATA through different meetings, conferences, seminars and workshops:
• 5000 sets of Disaster Master Game
• 500 copies of ECE guidebook
• 1000 copies of ESD publication
• 1000 copies of peace and social cohesion publication
• 1000 copies of the publication on Learning from Disasters and Remaining Safe
• 500 copies of training manual on DRR and school safety
• 60 wheel chairs, 60 hearing aids, 35 crutches and 35 folding aid sticks
2.1.6 Provide technical support to educational institutions and learning centers for
capacity upgrading.
1. Barrier free learning condition for learners with disabilities.
Contract to implement this activity was awarded to Basic Education Community Schools
(BECS) and Comprehensive Health and Education Forum (CHEF). Ramps were constructed
in 5 literacy centres and 10 schools were made barrier free for the physically disabled
students for providing them barrier-free access to literacy centres. Equipment such as 60
wheel chairs, 60 hearing aids, 35 crutches and 35 folding aid sticks were procured and
distributed to the schools.
2. Establish/revitalize community learning centers at the project communities
Contract to implement this activity was awarded to National Commission for Human
Development (NCHD). There were 500 project beneficiaries from this intervention and 500
youth got literacy skills and received more than 800 advocacy messages through mobile
phones.
3. Form/revitalize SMCs/PTAs in schools of project communities
Provincial Institute of Teacher Education (PITE), Peshawar, under the contractual
agreement with UNESCO, organized 4 one-day workshops for orientation and mobilization
of already formed PTCs in project areas of Peshawar. 200 members of PTCs of schools
located in project communities of University Town Peshawar and two Union Councils

25
namely Sufaid Dhairi and Malakand Dhair were invited to these four one day workshops.
Selected members of PTCs (TIJs) from Khyber Agency were also invited to these workshops
in University Town Peshawar with a view to collect preliminary information about the
operational status, problems and issues of PTCs in tribal areas. These workshops covered
the important aspects of education, role and responsibilities of PTCs, actions needed for
increasing enrolment, and creating awareness about the right to free and compulsory
education. The message conveyed through these workshops was well received by the
participants. These workshops were expected to increase efficiency of PTCs and contribute
towards improving attendance and retention of students and quality of education in schools.
4. School level DRR action plan and support to implement the plan
The contract to train school teachers on DRR action plan was awarded to FATA directorate
of Education. FATA Directorate of Education trained 150 teachers of Jamrud and Landi Kotal
Tehsils and also conducted actual emergency evacuation drills in 20 schools. FDE has also
arranged painting/mounting of the emergency evacuation plan at prominent location in each
of the 20 schools. An exposure visit to Islamabad College for Girls (ICG) by approximately
100 students and teachers from FATA allowed them an orientation on and familiarity of
some best practices on ESD that the college had pioneered which could potentially be
adapted in their own school contexts.
Analysis
Landi Kotal and Jamrood of Khyber Agency, FATA and three union councils, namely
University Town, Malakan Dher, Susaid Dheri in Peshawar, KP were strategically chosen as
the project sites for education related intervention under the Social Cohesion and Peace
Building Programme in RAHA Community along the Torkhum Peshawar Expressway. The
project could have covered much wider area as many other RAHA communities were also in
dire need of essential educational support. But for all practical reasons a decision had to be
taken to limit the scope of the project in term of geographical coverage. Nonetheless, the key
purpose of this time bound and resource defined project was to deliver critical education
support programmes within the given time while at the same time strengthen the capacities
of the functioning public institutions and civil society by involving them in the process so
that other needy areas would eventually benefit from similar programme scaled up
collectively by these institutions and civil society organizations possibly with scaled down
technical back stopping from UNESCO. The project has by and large achieved this purpose.
In implementing the project UNESCO had collaborated with key public institutions both
those having presence in the RAHA communities and others functioning from Islamabad.
These institutions included FATA Directorate of Education, Provincial Institute of Teacher
Training (KP), NCHD, BECS, AEPAM, Pakistan Science Foundation and Islamabad College of
Girls. Similarly the civil society organizations involved in the project included PEAD, THAAP,
SRSP and SACIRS.
The project with the collaboration of the public institutions and CSOs had successfully
introduced innovative educational concepts and approaches that brought improvements and
effectiveness in the way educational services were delivered to the refugees and the hosting

26
communities. It covered a wide spectrum of important themes ranging from ECE, inclusive
education, education for sustainable development, education for culture of peace, science
education through scientific exhibition and exposure to science caravan to skills
development among female and male youths, literacy education for adults, educational
planning and management training for local education administrators and managers and
enrolment drive through massive campaign.
Capacity of education service providers and duty bearers engaged in some key sub-sectors
were of critical need in order to ensure that the right of local communities to have access to
fundamental quality education service was assured. The public institutions serving the
communities in RAHA lacked capacity as well as institutional base to extend quality
education services. Through the education component of the Social Cohesion and Peace
Building programme UNESCO launched activities that covered some fundamental aspects
such as capacity building of educational managers, teachers, CLC facilitators in important
fields as already mentioned above.
Studies have proved that children can experience a sustained development of both cognitive
and non-cognitive aspects during their physical growth and as they come of age if they have
had a chance to go through early childhood education and care. Unfortunately despite its
importance ECE has remained a neglected area in Pakistan and more so in the RAHA
communities. The limited attempt made in this aspect through the so called Kachhi classes
in RAHA communities were left without designated teachers let alone those having training
in ECE. To bridge the gap in this aspect to some extent, the education component of the
Social Cohesion and Peace Building Programme in RAHA Communities developed a pool of
trained educators and teachers who can now act as a catalyst of promoting and
institutionalizing ECE in the RAHA communities. A knowledge and human resource base has
become available for the local education authorities to tap on and promote ECE in the RAHA
and surrounding communities.
Many children and youths in the RAHA communities were either never been to school or had
dropped out of school without even completing primary cycle. For most of them, especially
for girls, going to school or re-entering school for those who dropped out was just not
possible for various socio-cultural and/or economic reasons. This group of children and
youths needed to be reached out with some sort of flexible or non-formal means to cater to
their learning needs. UNESCO project mobilized and prepared more than 100 youths to
serve as literacy and non-formal education facilitators and contribute to helping the out of
school children and youths acquire the basic education and enter into the path of lifelong
learning. The project also involved a locally based skills training center not only to help the
local out of school youths acquire skills in locally demanding trades, but also to facilitate
home based skills training for female youths who otherwise were unable to commute to and
from the training centre. These initiatives provided the local education authorities a
concrete evidence to be considered for formulating policy and institutionalizing the
approach.
The development of learning resources and training of teachers on emerging educational

27
themes which were of utmost relevance to a highly conflict sensitive and disaster prone
communities such as in RAHA was introduced by UNESCO’s project on education
component. The education authorities of FATA and KP are better placed on drawing from
the newly developed learning resources and trained teachers in subjects like education for
culture of peace, education for sustainable development, inquiry based learning of science
concepts and DRR education in order to go on scale promoting these aspects of education in
other RAHA communities and elsewhere in the area/province.
The project has made available a model of community mobilization and enrollment drive for
the authorities to be informed while they need to engage themselves in enforcing and
implementing Article 25 A of Pakistani Constitution on right of all children of age 5 to 16
years to education. The education authorities are confronted with a grave educational
situation of high number of out of school children of age 5 to 16 in and around RAHA
communities. These children in fact constitutionally deserve to have access to free and
compulsory education of good quality. The authorities, therefore, must be strategic and
mobilize communities and strengthen local volunteers to raise awareness and interest of
local people on education so that children are no longer out of school. The other important
consideration related to Article 25 A that the education departments must be cognizant of is
about paying attention to the educational needs of disabled children. Through the
promotion of inclusive education e.g. by providing barrier free access as done by UNESCO
project, the issue of educational participation of children with disabilities could be addressed
to a good extent. Some effective ways to meeting the EFA goals and abiding by the Article 25
A have been tried and tested successfully by UNESCO project which the education
authorities of FATA and KP can adapt and upscale. The human and institutional capacity
development support extended by the project to the authorities, particularly to FATA
Directorate of Education, has made them capable of delivering improved educational
services to the most needy people, whether refugees or permanent residents, residing in the
RAHA communities.
To conclude the analysis, it may be stated that the education project implemented in the
RAHA communities as part of the Social Cohesion and Peace Building Programme in RAHA
communities could be viewed as having useful educational, social and institutional impact.
In the days to come, public institutions of the area/province receiving support from the
project are now potentially capable to make progress in effectively delivering social services
in the RAHA communities over a sustained period of time which in turn will contribute to
overcoming the challenges such as dismal human development indicators, high incidence of
poverty and acute economic disparity relative to national standards. The peace building
interventions through education services will definitely result in significant reduction in
terrorism in the area/province. UNESCO’s direct activities themselves have to some extent
addressed the problems faced by the communities where the Afghan Refugees were hosted.
The project made some significant contribution to creating an enabling environment and
conditions that can eventually lead to finding durable solutions for Afghan refugees in
general and bringing more improvements in the education delivery mechanisms of the
area/provincial public institutions in particular.

28
Overall Output Status (mark the output on the scale of 1 to 5 as per the following criteria):
Exemplary (5)
*****
High (4)
****
Satisfactory (3)
***
Poor (2)
**
Inadequate (1)
*
The project is expected
to over-achieve
targeted outputs
and/or expected levels
of quality, and there is
evidence that outputs
are contributing to
targeted outcomes
to over-achieve
targeted outputs
and/or expected levels
of quality
to achieve targeted
outputs with expected
levels of quality
to partially achieve
targeted outputs, with
less than expected
levels of quality
Project outputs will
likely not be achieved
and/or are not likely to
be effective in
supporting the
achievement of
targeted outcomes
Means of Verification
4. LESSONS LEARNT
It should be borne in mind that the project was designed and planed for two years starting
March 2012, but due to the delay of the release of the funds the project implementation
started only in January 2013, nine months after the agreed implementation date, requiring
UNESCO to rush the delivery of its planned activities within 15 months. Most of the results
reported in this project completion report could have been more concrete in terms of how
they could be sustainable if all 24 months of the project’s time period was available for the
project team for the implementation. Good amount of time could have been spent with
local stakeholders in exploring and strategizing the sustainability of the results that the
project was able to produce in the limited time. What UNESCO has outlined in this report is
the availability of resources related to knowledge, skills and human capital that the project
had contributed to strengthened. The unfortunate aspect is that the project is not allowed
to enter into its much needed successive phase that could have focused more on
strengthening communities and stakeholders for them to go on scale and sustain the
project approach and products. Nonetheless, the 15-month rollout of the project activities
has allowed some useful lessons to learn from as follows:
• Partnership with public institutions not only contributed to better interaction with
and mobilization of communities but also allowed practical field based experiences
for the stakeholders to reflect upon as they work closely with UNESCO partners in
strengthening their capacities.
• Direct relevance of subject matters covered makes capacity building workshops of
educational managers and teaching staff interestingly interactive allowing
participants to find them highly meaningful. For example, workshops on emerging
educational themes such as education for sustainable development (concepts and
practical observations of rain water harvesting, recycling papers were found
relevant in the context of RAHA communities where natural resources are

29
continuously depleting), education for culture of peace (appreciating cultural
heritage and differences made sense for the communities that had overly suffered
from conflict), disaster risk reduction (communities have bitter experiences of both
natural and man-made disasters), inquiry base learning of science concepts were all
perceived to be relevant and meaningful by the participants.
• Involvement of government counterparts from inception until completion of the
activities contributes to creating a potentially sustainable knowledge repository at
public institutions for them to be more effective duty bearers and service providers.
The human and learning resources developed in partnership with the official
counterparts and stakeholders have enabled them to continue strengthening their
capacities by using these resources and undertaking training programmes.
• Involvement of credible implementing partners is possible even in a time
constraining project like this if necessary waiver is justified and obtained to cut
short the process while ensuring that proper background check and verification of
the identified firms are assured through consultation with other agencies and/or
institutional records of the IPs.
The results cited in the report have been cross-verified through an independent rapid
assessment of project impact carried out by a consultant. The assessment comprised direct
interaction with stakeholders including community members, government and CSO
counterparts through one to one discussions, focus group consultations and administration
of questionnaire. Following are the case studies compiled from the rapid assessment of the
project impact:
5. Case Studies/Picture Gallery
Case Study 1: Institutional Capacity Building
Mr. Shahzar Khan, Deputy Director M&E, FATA Directorate of Education providing first
hand information on impact of the initiative referred to experiences of Ms Neelam Zia,
Principal Elementary College Jamrud, Ms. Rukhsana Khan, Science Subjects Specialist
Women’s College Jamrud and Mr. Jadoon Khan Principal Boys College Jamrud.
According to him, “this turned out to be an exemplary exercise in inclusive, consultative
and participatory approaches. The draft manual was piloted amongst female and male
Master Trainers who constantly contributed to the finalization of the manual bringing their
first hand field based experiences.”

30
He goes on to say, “the aim was to
ensure a manual which is not just for
the people but by the people who are to
use it and will also be its beneficiaries.
We adopted bottoms up approach,
ensuring that the manual was not just
gender responsive, but it highlighted
issues related to the most excluded and
marginalized groups amidst emergency
and risk environments. We therefore
found a whole new dimension added in
the manual that looks at epidemics and
disease in crisis situation. The examples
and prioritization actually came from
the participants during the piloting phase.
We discovered a lot of psycho-social trauma amongst refugee and displaced children – the
manual now not only encompasses physical needs and aspects but addresses psycho-social
needs of community groups. This is a break through because the whole exercise is people
centered and demand driven.
We now are at the stage where Master Trainers are conducting cascade training with
school teachers and students and the results are tangible. For example in Jamrud the
Secondary School already has a School Evacuation and Safety Plan.
He says, “this evacuation plan has been a product of joint efforts and ownership including
that of the students themselves. We are selecting 20 schools for further student training –
10 from Landi Kotal and an equal number from Jamrud.”
Mr. Shahzar Khan points out that the most encouraging part of this entire initiative is the
ownership it has also received from the ‘Taleemi Islahi Jirga’ (the Educational Reforms
Jirgah) in collaboration with the FATA Directorate. The Jirgah has committed itself to
ensuring that DRR is an integral part of the school management system in the RAHA
programme focus area. He also highlighted that it was already integrated in Elementary
Teachers’ Training curriculum and its implementation.
Highlighting a wide spectrum of stakeholders actively engaged in the development and
operationalization of the manual Mr. Shahzar Khan said that the following government
departments were effectively engaged in its dissemination:
a. FDMA
b. Rescue 1122 (engaged in KP as they don’t have presence in FATA)
c. M&E Department FATA
d. PMD
e. Directorate of Projects FATA.

31
Case Study 2: Promotion of Gender Equality and Women’s Empowerment
In her interview Ms Kiran Ghazanfer, Programme Coordinator – pointed out that the
interventions under UNESCO programme had borne longer term and unexpectedly positive
results for women in particular. She pointed out that women’s participation in the
programme firstly enhanced their mobility – a major socio-cultural barrier to women’s
empowerment.
“Once women were
together they
rapidly formed their
own working and
social groups. Many
of them pointed out
that this was the
first time ever that
they had the much
coveted opportunity
to share their lives’
narratives, their
experiences and
aspirations with
each other. It was as
if women had
suddenly found not
just visibility but
also the voice. I
could see social
transformation
happening before
my eyes.
An indicator of the success of this programme is that now we have trainers coming up from
amongst the trainees, registering themselves to be Master Trainers for the next generation
of the programme.
Another very motivating moment was when I attended a wedding and was informed that
the bride was made up by one of our trainees in her own salon. I was thrilled to further find
out that the entire wardrobe for the bride and many other female guests was designed and
prepared by a group of our trainees, who have now formed a working team.
To me this is what really is the end result of this kind of initiatives. Women taking hold of
their lives and finding not just the voice but becoming catalysts of change.”

32
Case Study 3: Youth Empowerment and Employability
Of the eight young men interviewed during a focus group meeting at SRSP, two young
men—the 20 years old Shahab from Jamrud who has passed his Second Year at college in
Science subjects and the 18-year-old Hamid Ali also from Jamrud with ten years of formal
education—took training in Plumbing.
The two young men pointed
how they had earned
respect within their families
and social set up for taking
up a vocational course that
has already begun to bear
rewards in terms of both the
boys being constantly on the
call for assignments.
“The best part of this
training was that along with
certificates from Skill
Development Council of
Khyber Pakhtunkhwa, we
also received a starters’ kit at the end of the course. We were immediately engaged in work.
But we also understand that we have to go a long way in becoming more trained plumbers.
Therefore, we are also working as apprentices with plumbing experts,” Shahab said.
Hamid Ali reflecting on his experience pointed out, “the difference is that we are plumbers
with formal education and formal training with equipped good quality tools; therefore we
actually ahead of other plumbers in taking up more challenging assignments and
methodically planning them.”
He went on to say, “despite the formal education we were largely whiling away our time in
the village, with no money, no prospects and hardly any motivation. We knew our
education had made us literate but was not going to help us make a living. This training has
instilled a new motivation in us. There’s respect and much demand for our work. But this is
just the beginning. We would like to come back to this course as Trainers.”
And he continued, “we are already providing informal training to young men who are with
us at plumbing shops where we are working as apprentices. This is helping us sharpen our
own skills and transfer our knowledge to other boys.”
Hamid Ali concluded by saying, “you too can have a life friend—a life beyond the boredom
of having/knowing nothing to do. That’s what I tell my friends.”

33
6. THE WAY FORWARD/KEY PRIORITIES FOR 2014
Given below are identified priorities and recommended actions for up-scaling and
deepening the impact of the on-going interventions. These recommended actions have
been identified through independent focus groups consultations with stakeholders
comprising communities, specific groups, government and CSO partners.
Emerging themes and inclusive education
1. Baselines for learning needs up-scaled from FATA to other refugee/DP hosting areas
2. National institutions engaged in needs assessment for addressing youth human
trafficking issues
3. Comprehensive DRR & ESD teaching manual developed and integrated in selected
learning centers
4. Specific curriculum on inclusion and persons with disability developed and integrated
in education policy and provision
5. Scoping of and establishment of baseline data of Afghan refugee teachers and potential
teaching trainees
6. Recruitment of Afghan teachers/trainees in formal and informal sector
Culture
1. Specific scoping of cultural heritage conducted and results incorporated in national
cultural and refugee related policy frame-works.
2. Documentation of cultural heritage and culture of peace
3. Review and refinement of existing Culture and Heritage trainings curriculum/learning
material (in the light of pilot roll out)
4. Roll out of teacher trainings on culture of peace and social cohesion in programme
focus areas.
5. Establishment of ‘cultural hubs’ in programme focus areas
Skills and NFBE
1. Development and piloting of teachers and education policy makers’ guidelines manuals
based on inclusion of issues related to gender equality and special needs of persons with
disability in skills enhancement
2. Specific technical and vocational skills enhancement course for persons with disabilities
3. Identification of and advocacy with existing and emerging employers for equitable
employment drive
4. Rollout literacy skills training programme for adults and youth of project communities and
NFBE for out of school children up scaled
5. Comprehensive scoping of refugee/DP artisans and crafts persons
6. Engaging refugee/DP artisans and crafts persons in capacity building and income generating
skills enhancement of unemployed youth
7. Media training and engagement for advocacy and promotional drives for promotion of
culture of peace and inclusive society

34
8. Provision of distant learning and learning through innovative methods introduced - and
where available up scaled
Policy
1. A comprehensive policy frame-work for education planning and coordination capacity
development workshops
2. Teachers’ and education policy makers comprehensive training and guidelines for
barrier free learning conditions for learners with disabilities and specific needs
3. Development of ECE Resource centers in refugee hosting areas
4. Trainings on and advocacy with education policy makers and learning centers staff on
Convention on the Right of Persons with Disabilities on CRPD
5. Development of community based learning tools and resources centers
(libraries/activity centers)
6. Disaggregated enrollment drive for formal and informal existing and new educational
institutions/learning centers
7. Coordinated Knowledge management system set up at provincial/regional level for
literacy & NFBE management information system covering all major areas of project,
planning, monitoring, assessment trainings, salaries, procurement and distribution
chains.
Community resilience against disaster
1. Teachers’ training in and implementation of DRR and school safety plans in all refugee
hosting areas of Pakistan
2. Formation and revitalization of SMCs/PTAs in schools of programme communities
beyond FATA and KP
3. Capacity building of programme community areas’ schools to roll out school based DRR
activities including emergency evacuation drills DRM committees with clear roles and
responsibilities
4. Inclusion of psycho-social counseling in teachers’ DRR training manual for targeted
schools.

35
Annex: AWP based Reporting Matrix
EXPECTED OUTPUTS
And baseline, associated indicators and
annual targets
PLANNED ACTIVITIES (as per AWP) Activity Status
Completed, Ongoing,
Delayed, Cancelled
AWP
Budget ($)
Expenditur
e ($)
%
Delivery
Project Output 1
Indicators:
Baseline:
Targets:
1. Activity
2. Activity
3. Activity
4. Activity
Project Output 2
Indicators:
Baseline:
Targets:
1. Activity
2. Activity
3. Activity
4. Activity
Project Output 3
Indicators:
Baseline:
Targets:
1. Activity
2. Activity
3. Activity
4. Activity
Project Output 4
Indicators:
Baseline:
Targets:
1. Activity
2. Activity
3. Activity
4. Activity
TOTAL

Project Completion Report 2014

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