Evidence Based Impact Analysis of Community Support Process for Girls Education in Balochistan [Research study]

Evidence Based Impact Analysis of Community Support Process

IDSP.PAKISTAN Page 1

Evidence Based Impact Analysis of Community Support

Process

[Research study]

Conducted By

Institute for Development Studies

and Practices - Pakistan



PREFACE

Education empowers minds and nations; therefore we can say its a vision based continued

process of development. As such, formal education faces a set of obstacles and resistance

but also generates its own methods to overcome these obstacles. The level and strength of

prevailing political will, decision-makers’ depth of understanding of the issues involved, the

way society sees and values education as well as resource availability are all critical for

removing the obstructions. The ability to combine available resources of human energy and

available political will when these two forces are joined, processes and mechanisms can help

to create spaces for developing effective and need based education that in turn demonstrate

its impacts in the form of a vibrant civil society.

Community Support Process (CSP) is a distinct instrument that was created by the

stakeholders of girl’s education in Balochistan. CSP was formed to address the myths

created against girl’s education in the province. The myths were:

1. The people of Balochistan are against girl’s education,

2. Parents do not want their daughters to attend schools

3. There are no women teachers for girl’s schools,

4. The communities/villagers do not provide land free of cost for construction of girl’s schools.

These were the major myths circulating across Quetta’s power structures both inside and

outside government circles. The effects of these myths were so deeply rooted that girl’s

education was among the most unpopular issue, making the relevant and responsible

authorities reluctant to address it. UNICEF’s consistent efforts achieved some major

breakthroughs i.e. the Government changed some of the basic rules thereby facilitating the

promotion of girl’s education. Specifically, two challenges that were addressed through

UNICEF’s persuasion in 1991 were flexibility in rural teacher’s selection and training young

women from the villages as teachers for primary schools. The political will and the visionary

education department’s leaders enabled UNICEF’S efforts. The Government readjusted

teachers’ selection and recruitment standards, i.e., the Government relaxed the rules



regarding the completion of Matriculation (grades 10th ) for a primary school teacher and

allowed Middle pass (grade8th) women, aged 14-40 to be hired. Previously, the minimum age

was 16 and retirement age was 60. However, this relaxation was accompanied by two

conditions: 1) the middle pass school teachers will complete their matriculation within three

years and 2) the teacher must be a permanent resident of the village where she is appointed

as Government teacher. These two landmark decisions by the government of Balochistan not

only removed a fundamental administration and management block in girl’s education, it also

challenged the myth that there are no women teachers available in rural Balochistan. On the

other hand the common and ordinary people of Balochistan had already demonstrated their

position on girl’s education: 28000 girls were enrolled in boy’s schools across Balochistan in

1991.A clear challenge to the second myth that parents of girls are against their daughter’s

education. In 1991 UNICEF launched its first district-based teacher’s training for the selected

100 young women who were 8th or 10th grade graduates from the districts of Loralai,

Naseerabad and Turbat.

Around this time, the World Bank (WB) was taking over the financial support for girl’s

education from USAID in the provinces of Balochistan and NWFP, presently renamed Khyber

Pukhtunkhwa (KPK). The WB team members, led by a hard working and visionary team

leader (a woman), were all extraordinary and committed professionals. This team ensured

that communities become key stakeholders in girl’s education in Balochistan. This focused

vision, backed by a funding commitment, was completely incorporated by the provincial

political leadership of the time. The minister of education was determined to challenge these

prevailing myths, exhibited exceptional political will and took a strong position on girl’s

education. The role and commitment of district education officers of education department

and their teams played vital role in practically removing the obstacles created by these myths

against girl’s education. Community Support Process (CSP) for girl’s education in Balochistan

resulted from the untiring hard work, leadership and commitment of the district officers. It

initially started in the three districts. Education officers from districts and the brilliant

professional support of young team members trained as community education promoters, of

Beneficiary Participation component of Balochistan Primary Education Development Project,

became the first group that was trained by practice with the technical advisor of Beneficiary

Participation, and later became the fundamental pillars of the CSP.



By March 1993, the CSP was finally created by testing the establishment of 120 girl’s rural primary

schools, while the beneficiary participation component was institutionalized as a fundamental method

for promoting girl’s education. These schools were established through CSP. The CSP utilized the

existing bases provided by the UNICEF’s teacher training program for 8th

grade teachers in the three

districts mentioned earlier.

Based on donor coordination review with the government in January 1993, it was concluded to create a

non governmental organization that could use CSP as an instrument and create a bridge between

parents of girl child and the department of education as partners, thus creating the first example of

public private partnership in Balochistan. The five young professionally trained community education

promoters helped to create Society for Community Support for Primary Education Baluchistan

(SCSPEB). It was this organization that did a phenomenal, outstanding and historic ground breaking

job, of creating an extraordinary model of public/private partnership using CSP as an instrument. From

1993 to 1997 society was at its height of creation and evolution as an organization for education

development. The young professional teams of CSP promoters established more than 2000

government partnerships with parents of the girl child as Village Education Committees (VECs),

enrolled more the 200,000 girls, all VEC’S gave land free of cost for construction of girl’s schools.

This major expansion across rural Balochistan, rationally challenged the myth that people in general

and parents in particular are against girl’s education. Removing the obstacle created by this myth was

like a opening the gates that holds a river from flowing where water is needed.

The 3000 young women of rural Balochistan with 8th

grade education played a community leadership

role to mobilize their village communities for girls education and established their schools without any

remuneration or government support for one or two years before the schools were formally recognized

and sanctioned by the Government.

All partners together challenged the prevailing strong and chronic myths that had solidified into

hardcore obstacles, affecting the vision, resources and political will desperately needed by the women

of Balochistan, since and before the creation of Pakistan.

Given the above, we can easily conclude that Balochistan is a province that is ready for any positive

social change led and driven by its people and not by vested powers structures, the people understand

the meaning of education for girls and the difference it can make. Change needs consistency of efforts

in full view of the stakeholders. Furthermore, any kind of sustainable partnership with people requires



well designed ensured budgets to invest in educational processes in tribal and traditional societies.

The present study demonstrates that a shared political vision, hard work, persistent and transparency

provide us with groundbreaking results that many believe are not within the realm of the possibility. I

acknowledge the key role of the Government of Balochistan and UNICEF in reiterating the importance

of the CSP initiative by their decision to sponsor this study. In addition I acknowledge the support and

commitment of all stakeholders that completed the process of educational development for girls from

innovation to extension, follow-up, and impact analysis leading to policy change. It is great even

though it took nineteen years, of extra ordinary hard work with commitment, passion, and

unimaginable patience with perseverance.

Dr Quratulain Bakhteari

Founding Director IDSP-Pakistan Quetta



RESEARCH TEAM:

Team Leader Dr Quratulain Bakhteari

Technical Advisor Dr. Saba Gul Khattak

Lead Researcher Mr. Barkat Shah Kakar

Research Associates Ms Naghmana Ambreen, Faizullah Kakar

Technical Advisor (SPSS) Dr. Farhat Iqbal

Data Coding Operator Abdul Baseer Kakar

FIELD RESEARCHES:

S# Names Division District

1 Mr. Shareef Khan Kakar Zhob Loralai

2 Ms Malalai Zhob Loralai

3 Mr. Dur Khan Sibi Sibi

4 Ms Riffat Sibi Sibi

5 Ms Sara Syed Quetta Pishin

6 Mr Abdul Mussawir Quetta Pishin

7 Mrs. Yasmeen Rahim Naseerabad Jaffarabad

8 Mr. Shakeel Naseerabad Jaffarabad

9 Ghulam Jan Mengal Kalat Mastung

10 Ms. Kamal Jan Kalat Mastung

11 Ms. Razia Kalat Mastung

12 Mrs. Tahira Khurshed Makran Kech

13 Mr. Naeem Shaad Makran Kech



TABLE OF CONTENTS

S.NO CONTENTS PAGE NO

1 ABOUT IDSP 07

2 ABBRIVIATIONS & ACRONYMS 09

3 NON-ENGLISH TERMS 10

4 ACKNOWLEDGEMENT: 11

5 EXECUTIVE SUMMARY 13

6 SECTION1: INTRODUCTION, METHOD AND DESIGN

RATIONALE OF THE STUDY 19

19

7 PROCESS OF CSP EVOLUTION 22

8 FOURTEEN STEPS IN COMMUNITY SUPPORT PROCESS 24

9 METHODOLOGY AND STUDY DESIGN 25

10 METHODOLOGY AND STUDY DESIGN 26

11 SECTION 2: FINDINGS OF THE STUDY:

LEADERSHIP DEMONSTRATED BY EDUCATION

32

36

12 PROMOTERS

13 THEMES 41

14 CSP SCHOOLING IMPACTS ON TRADITIONAL 46

15 COMMUNITIES

16 POLICY RECOMMENDATIONS 66

17 ANNEXES 77



ABOUT IDSP

Institute for Development Studies and Practices (IDSP-Pakistan) is a national level human resource

development institute working in the field of social development since 1998. Since inception IDSP has

offered and conducted more than 15 courses on Development Studies that created a cadre of more than

500 young development professionals and activists. The approach of IDSP has been based on theory

and practice that has generated new knowledge in the domain of education, community development,

gender, governance etc.

Courses has been creating and devising strategies through action research and projects that is aimed to

demonstrate possibilities of thinking beyond the available and visible options of development, growth

and learning. In this connection IDSP has created partnerships with several of its fellows for jointly

chalking out possibilities of alternative dimensions of development so that, the over whelming majority

of the excluded people could be participated in the processes.

Community Support Process is one of the leading interventions in Balocshitan that, ensured policy

shifts in the interest of the common people living in the far flung areas of the province. Community

Participation in the process of girl's child schooling certainly brought shifts in the corridors of the

policy makers and as well infuse a gradual change in the attitudes and practices of the traditional

communities that eventually resulted an improved social position of women and the recognition of her

services.

IDSP looks into such ventures as potential opportunities that opens spaces of dialogues and action for

real change that ensures the participation of marginalized communities in reshaping their destinies

through their role as subjects.



ABBRIVIATIONS & ACRONYMS

BEMIS Balochsitan Education Management Information System

CSP Community Support Process

CSS Case Study Students

CST Case Study Teachers

EFA Education for All

FGDs Focus Group Discussions

GEPSP Gender in Education Policy Support Project

GoB Government of Balochistan

GoP Government of Pakistan

IDSP Institute for Development Studies and Practices

KIIs Key Informants Interviews

MDG Millennium Development Goals

PTSMC Parents Teachers School Management Committees

SCSPEB Society For Community Support for Primary Education Balochistan

UNICEF United Nations International Children Education Fund

VEC Village Education Committee

WB World Bank

WVEC Women Village Education Committee



NON-ENGLISH TERMS

Baittak Guest room

Garha Pitcher

Lub Balochi term meaning "the bridal price paid by the groom's family"

Malik Elder/Notable of the traditional Pashtoon community.

Walwar Pashto term meaning "the bridal price paid by the groom's family"

ACKNOWLEDGEMENT:

The need for tracing the evidence-based impacts of the Community Support Process (CSP) remained the

landmark for success in girls education in Balochistan. In June 2010, Gender in Education Policy Support

Project initiated Evidence Based Impact Analysis of CSP with the thematic emergence by UNICEF Quetta

Office for studying different dimensions of impacts. Provincial Gender in Education Team of the project

coordinated among IDSP, UNICEF and Education Department and facilitated the research throughout the

processes; initiation, conceptualization, designing, reviewing, supervising and finalization of the study.

Sincere gratitude and many thanks are for Dr. Muhammad Saqib Aziz, Secretary Education Government of

Balochistan for his optimism, concerns for deprived situation of girls’ education, time for discussions and

audacity to take charge of this initiative. His timely cooperation, insightful comments, and hard questions are

appreciable that made us develop proper tools of the research to take steps into the right directions.

Here, taking immense pleasure of being grateful of Mr. Sanaullah Panezai, The Education Specialist

UNICEF Quetta Office, for trusting the capabilities of IDSP and providing the themes upon which

whole research was based. His experience, understanding of education sector and professional

commitment led us completing the research with all of its motives.

We feel indebted to Mr. Syed Tanzeem, Coordinator (GEPSP) who always supported us through all potential

means for designing and conducting the study and improving the quality and worth of the study and finalizing

the report. His devotion and professional approach is deeply acknowledged.

We would also like to acknowledge valuable efforts of Ms. Shakeela Raisani, Research Officer GEPSP and Mr.

Noor Zaman, Project Assistant for their support for the research.



We are deeply thankful to Dr Saba Gul Khattak, Technical Advisor of the study for her professional contribution

in designing the study and producing the report.

The support of Society for Community Support for Primary Education Balochistan (SCSPEB) in hosting and

conducting FGDs and KIIs with the very significant informants has been remarkable. The efforts of Mr. Irfan

Awan, Mr Shabeer, Mr.Ibrar, Mr. Faiz Jaffar, Mr. Malak Ejaz. Mr Chaudhry M Anwar, Ms. Balqees Jafree and

Mr Javed Nasir have been outstanding in sharing quality inputs in the study as informants and as peer reviewers

of the recommendation matrix.

Words are inadequate in recognizing untiring efforts of Research Associates, Ms Naghmana Ambreen, Mr.

Faizullah Kakar and Abdul Basir Kakar who surely played a vital role in completing the study with a

professional zeal.

Completion of this study was certainly not possible without the firm commitment and dedication of the field

based Research Teams that include Mr. Shakeel Ahmed, Mrs. Yasmeen Rahim, Mr. Shareef Khan Kakar, Ms

Malalali, Mr. Dur Khan, Ms Riffat, Mr. Naeem Shaad, Ms Tahira Khurshed, Mr. Ghulam Jan, Ms Kamal Jan and

Ms Razia. We are also indebted to the respondents ranging from District Education officers, CSP Education

Promoters, PTSMC members, CSP school teachers and students and general communities in the selected areas

who gave freely of their time to share their views for the study.

I am also thankful to the untiring efforts of IDSP administration and finance team who have always provided us

timely support during difficult times and beyond the office timing.

Barkat Shah Kakar

Lead Researcher

IDSP-Pakistan



EXECUTIVE SUMMARY:

The Community Support Program (CSP), started in 1992, was an initiative that combined community

and the Education Department in a partnership for the establishment of new girl’s primary schools

throughout rural Balochistan. CSP had multidimensional tangible impacts in terms of increased

numbers of schools, significantly improved girl's enrollment, teachers’ appointments and improved

female presence in education administration. However, no systematic study exists that can present the

CSP story to policymakers for replication. Therefore, this field-based research was undertaken by

IDSP with support from UNICEF, to provide evidence-based report to the Education Department of

Balochistan.

1) OBJECTIVES OF THE STUDY:

1.1) To analyze and document the impacts of CSP initiated processes that caused policy shifts

through effective public-private partnerships for the fast expansion of quality girl's’ primary schooling

in rural areas of Balochistan

1.2) To utilize the results for informed policy formulation and programming aimed at reducing the

gender gap in girl's’ education, focusing upon Balochistan’s rural communities.

2) CONCEPTUALIZATION & METHODOLOGY OF THE STUDY:

To capture evidence-based impacts of the program, the study was conceptualized and designed to

probe CSP impacts on several levels. The core group that conceptualizes study chalked out following

themes to be explored and analyzed in the result of study.

1. Reduced level of Gender Disparity

2. The Process through which female teachers were recognized

3. Economic empowerment of women through CSP

4. Human Resource Development

5. Impacts of CSP on female education and communities.

6. Tracking of female students enrolled through CSP and status of Schools established.

The study used qualitative and quantitative tools to cover 10% respondents (forming a representative

sample) from the 6 divisions of Balochistan. Table (1) caters the details regarding study tools and sites

are as follows.



Study Locale Pishin Sibi Mastung Loralai Kech Jaffarabad Total

Focus Group Discussions 6 5 5 6 5 5 32

Key Informants Interviews 10 10 10 10 10 10 60

Case studies Teachers 8 8 8 8 8 8 48

Case Studies Students 16 16 16 16 16 16 96

Table1: Details of study tools

Six Research teams, each comprising of 1-male and 1-female, were selected from the respective

research sites. Case studies of the students and teachers were traced through snowball sampling as

result of the information generated through FGDs and KIIs.

In order to formulate and contextually phrase policy recommendations series of three meetings was

conducted in the IDSP and SCSPEB that greatly helped in refining the policy recommendations matrix

that is part of the study.

3) Findings of the report:

The study indicates that the CSP schools have helped to decrease gender disparities compared to the

past. The expansion of schools has been key in this regard. According to the BEMIS report for the

year 1998, 87% girl’s enrollment was recorded in the initial two years of CSP's inception. Till 1998 the

total number of girl's schools was 2,058, a four-fold increase compared to 1990. The number of girl's

enrolled in schools in 1998 was 203, 000, that also indicates a quantum jump. 3000 young women

from the excluded villages were selected as government teachers in these schools. Such rapid and

widely supported social change across communities aimed at addressing gender inequality, had not

been witnessed in Balochistan before.

The impacts of CSP are not restricted to quantitative changes regarding girl's primary education. It

positively changed the quality of women’s lives and through that the entire landscape of communities

and families’ well-being. Both qualitative and quantitative data highlights women’s improved position

in the family and community due to schooling. 90% respondents confirm the reduced level of gender

disparity in access to schooling and equal priority being given to both girl's and boy’s education.

Furthermore, a majority confirmed that schooling also reduces social and economic inequalities: over

90% believe that women’s opinions carry more weight especially with regard to their own and their

children’s health (including nutrition, hygiene, vaccination and birth-spacing) and education. Due to



greater awareness of women’s rights, the average age for marriage has gone up to the 16-18 years age

bracket even though 65% respondents believe that girl's have little say in the decision about their

marriages. 81% respondents believe that gender based violence has decreased as it is no longer

acceptable to girls and boys. However, there are still challenges: 65% respondents maintain that dowry,

especially in the form of walwar/lub (bride price), has increased for girl's who have attended school.

Although the main beneficiary of walwar/lub is a male relative, yet some change has been recorded as

a small number of girl's’ assert for their share of walwar/lub. Similarly 65-70% respondents believe

that the schooled women do not challenge forced and early childhood marriages, however, there are

significant variations across the different research sites (e.g., Quetta at 70% in contrast to Nasserabad

at 7%). We conclude that gender disparities have been addressed in multiple contexts due to schooling

even though women’s gains are not spread evenly across communities and issues.

For the theme Economic Empowerment of Women, data indicates that schooled women have initiated

various traditional and new types of business ventures. 74% respondents believe that women’s earnings

are spent upon the family, either for household expenditure or for savings. Over 68% respondents

believe that earning enhances women’s social position as reflected by the increased respect that

women’s family (70%) and community (75%) show them. 43% respondents believe that a woman’s

opinion in respected and 47% respondents assert that schooled women are consulted for decisions in

family matters. Some women also pursue other income generation activities though many women with

schooling prefer government jobs, especially in the health and education sectors. Roughly 30%

schooled women practice income generation ventures for their families. Micro credit (34%) and

committee system (36%) appear more popular for schooled women than livestock, dairy (27%), crafts

(26%) and shop keeping (29%).

For the Theme, Human Resource Development (HRD), it is recorded that many CSP schools graduates

have acquired matriculation and higher degrees therefore, they are eligible for government jobs. The

most prominent aspect of the HRD is the development of a cadre of CSP schoolteachers who play a

central role in the sustainability of the school. The teachers teach regularly as they live in the village.

The mobile teacher training helped all CSP teachers to improve their pedagogical skills and be kind

and caring. The students corroborated the role of their teachers in helping them continue their

education and in making the CSP school a place of learning. Respondents have rated the impacts of

CSP intervention on opening the other spaces of learning and development differently: spaces for



education, community development and sanitation are recorded at 49.44%, 44.23% and 21%

respectively. In addition, many CSP graduates are employed by the education administration while

others are working for NGOs and CBOs for community development. The process of school

establishment and the position of female teachers have been the backbone of the success of CSP. Also,

the role of PTSMCs in the community mobilization for girl's enrollment, school establishment, and

conflict resolution has been confirmed by most of the respondents.

With regard to the CSP process, our data indicates that when the 14-steps process was interrupted, the

results were ridden with problems. Some respondents and researchers shared information about

dysfunctional CSP schools where the teacher had been transferred, or there were missing facilities in

the school building. They emphasized the role of monitoring and facilitation by the Education

Department as a key to success.

The study indicates that, the approach of engaging communities through CSP, also expand the scope of

this approach beyond primary schooling if conducive environment and commitment of the civil society

and Govt is ensured. The 2 decades history of CSP also unfolds that after phasing-out of World Bank,

UNICEF successfully expanded its support to government of Balochistan for establishing more CSP

schools in selected districts where girls’ participation was relatively low. Nearly 500 new schools were

opened through CSP, teachers were trained through mobile teachers training program and regularized

in the system after three years project period. Furthermore, from 2007 to 2010 project was extended for

creating more opportunities for middle level education. CSP again was used as model/umbrella process

for teachers’ recruitment, training and PTSMCs empowerment etc.

4) RECOMMENDATIONS

1. In order to Reduce Gender Disparity systematic and effective contents and tools regarding health,

nutrition, GBV, personal and family health must be ensured as part of the curriculum, syllabus,

pedagogy and teacher's training.

2. In order to address the issues of gender disparities in rural communities, Government must recognize

and protect CSP in its true and holistic essence, so that standardized practices of Community support

could be carried out for promoting education in the rural communities.

3. The myths of resistance to girls schooling across the board needs to be broken continuously by ensuring

innovative practices and resource allocation as part of education development policy and planning.



4. This should become a law that, women teacher position is an asset of the village community and is non

transferable, the first four steps of CSP for teachers identification and selection must be followed as

policy and should be declared non-negotiable.

5. A policy should be devised that will ensure connecting the learning and livelihood as integral part of

education policy, especially at the level of girls primary schooling in the rural communities of the

province.

6. Mobile teachers training and class room support must be part of the policy of female teachers training

for rural girl's schools due to the far flung communities and villages in the province while ensuring

pedagogical skills, concepts and community based social leadership required for the quality and

sustainability of the schools.

7. Investment in teachers and induction of female officers in education system. Filling of employment

quotas for women, through temporary relaxation of qualification criteria if necessary with the condition

that qualification would be improved within a particular time period.

8. The leadership role of female teacher in the village, community mobilization and partnership, access to

the school, physical infrastructure and mobile teachers training in the district closer to the communities

are the key factors of girl’s primary education that must be ensured as key factors in the primary

education policy and planning.

9. The formula of upgrading/establishing the middle school needs to be changed and must be made

relevant to the needs and requirements of the communities as most of the communities can not manage

adolescents girls mobility to the far flung villages and towns where middle schools are established.

10. The social mobilization and parent’s education of the girl child in the rural communities should be part

of the process of teacher's selection, her preparedness and training to ensure community ownership of

girl's school.

11. Government must recognize the role of Non Government sector as promoters of education especially in

the areas, Teachers selection, Training and empowerment, community mobilization and building public

private partnerships, thus ensuring the quality of education.

12. Government must develop innovative mechanisms of monitoring while engaging the local communities

for ensuring effective process of learning and growth for the girls in the rural areas.

13. Creating partnerships for girl's education should be a serious, systematic procedure of the government

that should result in a formal village education committee or PTSMC binded by a documented

agreement.

14. A strategy must be devised that can generate timely response to the pedagogical skills and conceptual

needs of the female primary schools teachers of the rural communities.



SECTION: 1 This section caters introduction and methodology of the study.

1.1) ABOUT THE STUDY:

This venture results from the milestone decisions taken by the Government of Balochistan and

UNICEF with the collaboration of IDSP. The government of Balochistan in 1991 created a component

of beneficiaries’ participation in the promotion of girl's education. After almost 19 years the relevant

government department and UNICEF agreed to investigate the impacts of Community Support Process

(CSP) on girl’s education and gender equality.

CSP is a methodology of building partnerships with the people for promoting girl's education in

excluded and/or ineffective system of education for girl's. Thus it is a means to an integrated approach

for connecting the various essential segments of the civil society for the promotion of girl's education

in the rural Balochistan.

The present study focuses on the impacts of CSP. Therefore, CSP is assessed as an instrument and not

as an outcome. The evidence-based analysis of CSP shall be instrumental to government, civil society,

national and international stakeholders for effective policy formulation, efficient outcome and impact

based projects and programs intervention.

The study also explores modifications induced in the CSP approach between 1992 and 2006. The

locale of the study covers entire rural Balochistan with 10% sample that included key stakeholders

such as teachers, parents, education officers, community representatives, and education promoters.

1.2) RATIONALE OF THE STUDY:

Community Support Process (CSP) succeeded in increasing girl's’ enrollment from 15 to 87 percent

within first two years of its inception and was recognized as an output based process for increasing the

enrollment. CSP has been documented as an implementation instrument, but it was never been studied

from an evidence-based impact viewpoint by the government or any other stake holder. This lack of

evidence-based systematic information on the impact of CSP has created various versions of CSP. It

has not been studied analytically, objectively, and technically to enable the policy makers and funding

support partners to adopt it or reject it as formal methodology for promoting education for girls.

At this stage it is important to study the multidimensional role of CSP as it relates to the different steps



of the CSP process, which aimed to reduce gender disparity at the local level. In 1992, the

Government of Balochistan amended its rules regarding female teacher recruitment processes and

criteria. This was a major step in the right direction and constituted one of the pillars of CSP. It is

hoped that the GoB will pioneer another major breakthrough based on the present CSP evidence-based

impact study.

1.3) Background:

The province of Balochistan is the largest of the four provinces of Pakistan, covering an area of

347,190 Sq.Km, which is 43.6% of the total area of Pakistan. According to 1998 population census

report the total population of Balochistan was 6.511 million, which constituted approximately 5% of

total population of the country. During the 1980s literacy rate for male and female was rated at 15.2%

and 4.3% respectively. The gap further sharpened in the rural-urban context. In 1990 there were only

503 schools for girls in the whole province; a large number of these schools were proven as “ghost

schools”. According to GoP education statistics there was wide gender disparity in terms of the

availability of schools for girl's, that is, a single school was available for 869 girl's. No reliable

comparable figures exist about the availability of schools in far flung sparsely populated areas where

school availability for girl's could be even more challenging due to Balochistan’s large landmass and

scarce population.

There have been several reasons for the low literacy rates, particularly in Balochistan. One of the

significant reasons as reflected in the educational policy and planning paradigm was the low budgetary

allocation on the one hand, and the under-spending by the education department for girl’s primary

education on the other hand. It was assumed that rural communities in Balochistan do not support

female education; that qualified female teachers are not available in the communities and teachers from

outside do not want to serve in rural areas; and that no one wants to provide land for girl's schools.

These pre-suppositions existed in the domains of education policy and decision-makers at provincial

level. There was some reality in these assumptions as well, because the girl's who reached 8th grade

were usually registered in boy’s schools under male names. These girls’s only appeared in the final

exams and were not reported in the monitoring systems of education. Another assumption was and still

holds, is that if not watched and monitored properly the government school building is used as private

property by the rich and powerful of the village.



1.4) INCEPTION OF THE COMMUNITY SUPPORT PROCESS FOR THE PROMOTION OF

GIRL’S EDUCATION:

Community Support Process was initiated in March 1992 during the preparation of the mission of

World Bank, Balochistan’s primary Education, with the full cooperation of USAID, UNICEF,

Government of Balochistan, local community, parents and young people of province. The core purpose

of this joint venture was to address the issues and challenges of female education in the province of

Balochistan. This intervention was devised in the light of the USAID-UNICEF informed study that

revealed that more than 50% rural communities had demanded schools for girl's education. At that time

more than 28,000 girls were reported to be studying in boy's schools.

This program combined Community and education department in a partnership for the establishment

of new girl's’ primary schools in rural Balochistan with the stipulation that only female teachers from

the same village or from within walking distance could be hired.

Due to the Community Support Process 87% girl’s enrollment was recorded in the initial two years of

its inception. Till 1998 the total number of girl's schools was 2,058, which is four times as recorded in

1990. The number of girl's enrolled in schools in 1998 was 203,000, which also indicates a quantum

jump. 3000 young women from the same villages were selected as government teachers in these

schools. According to BEMIS report for the year 2008-09 girl's constitute 40% of the students at

primary level exclusively enrolled in girl's’ primary schools. Similarly there are 5,556 teachers

sanctioned as employees in the primary schools. Before the inception of the CSP, there were only 3

female education officers; this number has increased as the assistant district officers, divisional

directors and deputy directors increased from a total of three to seventeen female officers in education

department. There are now region specific female education officers who replaced the male officers

who were providing additional services on these posts. During CSP's initial 2 years, policy level shifts

for opening girl's schools and recruitment of locally available teachers proved to be a major milestone

in breaking the myth that Balochistan lacked female teachers for primary schools.

According to the SPDC report on the status of education (2002-03), “With regards to the performance

of provinces in terms of girl’s enrollment, Balochistan has made significant progress; GPER (Gross

Primary Enrollment Ratio) for girl's increased from 22 percent in 1993 to 47 percent in 2002”.

The Program has also transformed the students-teachers’ ratio as elaborated in the SPDC Report (ibid),

which states that, in 1990 there was 1 male-teacher for 23.6 boys and 1-female teacher was available

for 41 girl's in primary schools. This status has been comparatively transformed, that is 1-male teacher



for 60 boys and 1-female teacher was available for 55 girls. It indicates that during this decade girl's

and boys’ gross enrollment has improved.

1.5. PROCESS OF CSP EVOLUTION:

Primary Education Development (PED) has been a significant initiative for the promotion of

educational development in province of Balochistan. The approach of integrating the partnering

communities, civil society organizations and education department for attaining the greater goal of

female primary education in the province was introduced as Community Support Process in March

1992; the creation of CSP was in phases. The first phase was from 1992 to June1993. CSP evolved in a

step-wise action, analysis, reflection, and creation process. During its first year CSP established 120

community-supported girl's primary schools in 120 communities of three selected districts. An

important aspect is that government district education officers and staff led the creation of the first 120

CSP schools. Five to six young men and women were recruited from government departments, and

were led by the technical advisor of beneficiary participation component of PED project. The

Education Department’s District Education Officers and staff led the creation of 120 girl’s schools and

created 16 steps of CSP in the process.

The second phase of CSP (June 1993-November 1995) was introduced after analyzing the outcome of

the 120 schools and the effectiveness of CSP Steps. During this phase CSP was housed by creating an

NGO by the name of Society for Community Support for Primary Education in Balochistan. Donor

coordination was established; the CSP steps were further analyzed and reduced to 14 and then 11 steps.

Human resources were developing in to teams of male and female education promoters. Intensive

field-based training of the education promoters was carried out. The government of Balochistan

contracted the newly formed NGO for establishing 300 CSP girl's schools each year across

Balochistan. Later, UNICEF added six more CSP teams. After re-consideration over 1993 and part of

1994, the 14-step CSP process was finalized as an instrument for establishing girl's primary schools in

all rural areas of Balochistan. Girl's parents organized themselves as Village Education committees

(VECs) and entered into contract with the Education Department of Balochistan. Once 20 schools were

established in a district, Government's teachers training program would visit the district during summer

vacations to provide three months teachers training to CSP teachers exclusively.

The Government of Balochistan modified the criteria for teacher's selection, a Middle (eighth grade)

pass female aged 16 to 40 years could be appointed as a teacher in a CSP school provided she was a



permanent resident of the same village or her permanent residence was within walking distance of the

school. The teachers inducted on the basis of Middle were required to improve their qualification by

passing the matriculation examination within two to three years before they could be appointed on a

permanent basis. In this connection rural communities in Balochistan were visited to explore and

identify potential teachers in accordance with comparatively inclusive and flexible criteria. The

particular villages were visited where 8th grade graduate girl or woman was living on a permanent

basis. If the potential teacher was able to qualify, then the village was mobilized for a girl's school by

the Community Education Promoter.

This committee established a temporary or semi temporary structure for a one-room school for

maximum 30 girls. The local male teacher from male school or the male district education officer

would give the school supplies from his office to establish the school. During a probationary period of

6-12 months, the school’s feasibility was effectively tested. The community had to prove its

commitment and effectiveness in running the school with the required number of girl students, female

teacher etc. The district education officers would often visit these schools to support and guide the

teachers. Finally the school passed successfully; the community education promoter prepared the

papers with all attachments and brought these to the DEO. The DEO verified it and visited the school

for monitoring and assessment. To do the latter, he tested the teacher and children after which the

school was formally regularized.

Once the school was formally declared a government school, the teacher was given a back-dated

appointment letter and paid for the time she had worked. This was followed by a visit from a mobile

teachers’ training team to districts where teachers were regularized or those who were expected to be

regularized as indicated by the DEO on the basis of their performance. The district level teachers’

training was organized to address the capacity issues of the new female teachers. The government

provided school supplies, while the village education committee, teacher, and the district education

officer established a regular system of monitoring and evaluation. Finally, the government built a

permanent school building on land given free of cost by the village people who were also members of

the Village Education Committee (VEC). Following were the fourteen points that were further reduced

to 11 steps and later restored as 14-steps:

1.6) FOURTEEN STEPS IN COMMUNITY SUPPORT PROCESS:

1. Identify middle or metric pass female from the village or within walking distance of the village



2. Verify her residence In the village

3. Verify her documents through the DEO (F)’s office

4. Test her on proficiency in Urdu reading, writing and mathematics

5. Assessment survey of the village.

6. Formation of Village Education Committee (VEC) and Women Village Education Committee

(WVEC).

1. 75% of the parents must be present

2. No two members of the same family can be VEC members:

3. Parents choose 5-7 representatives.

4. VEC members must have a school age girl.

7. VEC starts school on probation and gets training for fulfilling its responsibilities and provides

accommodation for schools.

8. VEC requests the DEO (F) for formal sanctioning of the girl's school.

9. Contract is signed between the government and the VEC.

10. Land (6000 sq.ft) is formally transferred (on a stamp paper) by the VEC in the name of the

education department for school building.

11. VEC recommends their teacher for mobile female teacher training.

12. After successful completion of probation the teacher is appointed and the school supplies are

sent to the school.

13. Monitoring and supervision of the school and VEC/WVEC performance

14. Conduct annual community education meeting in which all the parents participate.



1.7) METHODOLOGY AND STUDY DESIGN

1.7.1) OBJECTIVES OF THE STUDY:

a. To analyze and document the impacts of CSP initiated processes that caused policy shifts through

effective public-private partnerships for the fast expansion of quality girl's primary schooling in rural

areas of Balochistan

b. To utilize the results for informed policy formulation and programming aimed at reducing the

gender gap in girl's education, focusing upon Balochistan’s rural communities.

1.7.2) CONCEPTUALIZATION OF THE STUDY:

As a process oriented educational project, CSP’s impacts can be seen at several levels. In order to

capture various aspects of the program that continued for more than seven years and set the direction

of working with rural communities for future, the core group comprising of members from

Government of Balochistan, UNICEF and IDSP agreed upon a set of themes/areas (listed below) that

formed the basis for designing the study tools and methodology.

1. Reduced level of Gender Disparity

2. Policy Shifts carried in the induction of female teachers.

3. Economic empowerment of women through CSP

4. Human Resource Development (Teachers and others attached to CSP)

5. Impacts of CSP on female education and communities.

6. Tracking of female students enrolled through CSP and status of Schools established

1.7.3) DESIGNING THE STUDY:

The study tools were designed at four-day’s workshop. The tools include Key Informant Interviews

(KIIs), Focus Group Discussions (FGDs) and Case Studies were designed for obtaining information on

the set of questions around the impact of the CSP process as reflected in the objectives. Report outline

and analysis framework was also evolved.

1.7.4) TEAM RECRUITMENT:

A team of 12 male and female researchers was selected from the relevant districts through an open

competitive process. For each district there were two team members, 1-male and 1-female. After

selection, the team participated in a rigorous training workshop that resulted in an improved



understanding of the research objectives. The set of study tools were also pretested and refined

through the training workshop. After the training workshop, the district teams went to their relevant

locales and developed close liaison with district education officers, relevant civil society organizations

and the key informants before launching data collection process.

1.7.5) STUDY LOCALE:

As discussed earlier, Balochistan has a vast geography and scattered population. Given the limited

resources and time and scattered population inhabiting far flung villages, six districts depicting the

diverse socio-economic landscapes of six divisions across the province were identified as research

areas.

Figure 1Sample Districts Circled in the Map of the province

The Community Support Process for promoting female education encompassed six divisions of

Balochistan, represented through the six selected districts in the province. These include Zhob, Quetta,

Sibi, Nasserabad, Kalat and Makran Divisions as reflected in table 2.

S# DIVISION DISTRICT TEHSIL

1 Zhob Loralai Duki, Bori,

2 Quetta Pishin Barshor, Pishin, Karezat, Hurramzai

3 Naseerabad Jaffarbad Ustha Muhammad, Gandakha, Jhatt Patt, Sohbut Pur



4 Makran Kech Dasht, Turbat, Tump

5 Kalat Mastung Mastung, Kardigaf, Dasht

6 Sibi Sibi Lehri , Sibi

Tbale2: Study Locale Division, Districts and Tehsils

1.7.6) DATA COLLECTION INSTRUMENTS:

Three tools, that is, semi-structured interviews with key informants, focus groups discussions and case

studies of teachers and students were employed in the study. In each district, 16- CSP students, 8-CSP

teachers, 10- Key informants such as education executive officers, education promoters, ex CSP

employees were traced and interviewed so as to collect information concerning CSP. In addition, Eight

Focus Group Discussions, participated in by PTS MCs members, parents, people from the community

were conducted. In each research area there were four themes viz 1. Reduced level of gender disparity;

2. Social status of women; 3. Economic empowerment of women; and 4. Human resource

development. The remaining two areas 1) tracking the CSP graduates and 2) impacts of schooling on

the community have been studied as cross cutting areas. After the design, tools were pretested in the

field in order to make them more relevant and effective for collecting the data. Furthermore, field

researchers took notes in their diaries which they later incorporated into their reports. Some

outstanding case studies of CSP students and teachers from each district were also compiled by the

researchers and shared with participants during the Data processing and analysis workshop.

1.7.7) SAMPLING TECHNIQUE:

The sampling technique included the strategies of purposive random selection and selected target

group. As it included the key informants who had to enrich the findings therefore some of the selected

informants were identified and some of them were accessed through snowball sampling approach.

District Education Officers were consulted for whereabouts of CSP students and teachers and for

conducting FGDs with male and female community elders, education promoters and teachers. In order

to avoid partiality, people from diverse walks of life were included in the discussions. The case studies

of CSP School graduates were explored through tracking the Informant profile as indicated in the table

3.



1.7.8) PROFILE OF THE RESPONDENTS:

S# Tools Respondents in each sample district

1 FGDs 1-Male PTSMC members, community elders, Mullahs, social activists,

political activists,

2-Male Parents group of Children enrolled in the CSP schools, farmers,

clay workers, poultry and daily wagers, shop keepers, etc

3-Female PTSMC members in the village and CSP School teachers.

4-Female parents of the children enrolled or graduated from the CSP

schools.

5-Male-Female group of education officers, CSP education promoters,

CSO members, Public representatives, Private school managers/offices etc.

2 KIIs 1-CSP Education Promoters (1-Male, 1-Femnale)

2-CSP teachers (4- Female from different years)

3-Education Officers (1-male, 1-female)

4-Mobile Trainer (1-Female)

5-Learning Coordinator (1-Male)

3 Case Studies

Teacher

Identified 8 case studies through snowball sampling and tracking method.

4 Case Studies

Students

Identified and explored 16 case studies through snowball sampling and

tracking method.

Table3: CSP Study Respondents Profile

1.7.9) DATA COLLECTION:

Data collection was the most challenging task that was to be completed over a one month time period.

After the process of identification of research locale, research team hiring, their capacity building,

tools' designing, and tools pre-testing in the field, the process of data collection was initiated. Field

researchers were monitored and supervised by Lead Researcher, Research Associates from IDSP and

Research Officers from UNICEF.

CSP staff visited each and every district and attended FGDs and Case Studies with researchers in the

field in order to help them overcome problems if there were any, in applying the tools. Apart from

collecting data in the said districts, some very important key informants who had played pivotal role in

CSP, were traced in the capital city and the team collected invaluable information from them.



1.7.10) DATA ANALYSIS:

After the data collection, data entry operators and SPSS specialist were hired to code the data. When

the data was coded and tabulated, data processing and analysis workshop was conducted which was

participated by CSP Research Consultant/Technical Advisor, Team Leader, Lead Researcher, Research

Associates, Field Researchers, Data entry operator, and UNICEF research team. The data generated

through three different tools was analyzed, and cross-validated. Researchers from each district

elaborated the stories and case studies they explored through a tracking process. They also shared their

field experiences and answered the questions pertaining to the specific patterns of their district. The

data was further tabulated for extracting percentages and frequencies.

1.7.11) LIMITATIONS AND CONSTRAINTS:

1. Tracking CSP students and teachers was a challenging task because in some of the districts, the

record was missing.

2. The time for the conduction of this study was not adequate.

3. Some of the CSP students had migrated from their former residence hence the field researchers

had gone from village to village to find out the target interviewee.

4. Winter vacations in three districts viz. Loralai, Pishin and Mastung started in the mid of the

research and made it rather difficult for the field researchers to access the homes of CSP

Students which were located in far flung villages. In addition, education officers were not

available in their office because of the vacations.

5. The issues law and order and political instability hampered the plan especially during the data

collection.

6. In the flood affected areas, most of the identified sample schools could not be visited and

relevant respondents were not found who were later on accessed after changing the strategy.

7. Information regarding some of the specific areas like, GBV, Women role in the business and

birth spacing was not easily collected due to the cultural barriers and lack of interest of the

most of respondents.



SECTION 2: FINDINGS OF THE STUDY:

This section presents over all findings of the study categorized in the three subsections;

1) The process 2) Impact gauges at thematic level and 3) Policy Recommendations.

2.1) RESPONDENTS VIEWS ABOUT THE CSP PROCESS

The study validates CSP as a well-defined process-oriented program that is artistically crafted in a

gradual and evolving mode while taking the people and communities as subjects in the decisions

making processes of their girl's child education. The stories shared by most of the respondents cross

verify that fact that it was the very first interventions of its nature in many of the rural areas of

Balochistan. The stories tracked almost after a one and half decade passed, indicates that respondents

in all the communities had interesting sets of stories to tell about each step of the CSP process. The

people still remember the zeal with which the story of girl's education was written on the ground.

Our evaluation indicates that the CSP initiative for girl's primary schooling in Balochsitan can be

ranked among the most successful education programs in rural areas anywhere in Pakistan. It enjoys

this position not only because it made a significant contribution to girl's’ enrollment and the fast spread

of schools in Balochistan but also due to its sustainability.

This section addresses the specific features of CSP schools that addressed the issues of access, quality

and sustainability effectively. Not only did the schools become available across Balochistan’s remote

areas, they also employed local schoolteachers who were selected on the basis of merit, and who

underwent intensive trainings. The 14-step CSP process (elaborated earlier) formed the base for all

three key aspects of education.

2.1.1) THE CENTRAL ROLE OF CSP SCHOOL TEACHERS

Both qualitative and quantitative tools validate the centrality of the CSP school teacher that guaranteed

smooth functioning of the schools. It was observed that in all the functional CSP schools, teachers were

from the same village or from the adjacent village or settlement. The stories indicates that, CSP school

teachers transcended the conventional role of teachers but they have carried out untiring efforts for 1)

Enrollment of girl's, 2) Dropouts retention, 3) School building maintenance 4) scholarships of the

needy students, 5) Support and guidance to primary school graduates for matriculation and higher

education, 6) Counseling to the local mothers for vaccination and birth spacing and 7) Coordination of



the PTSMC meetings.

Besides this, the teachers have worked as agents of change for connecting development interventions

with the community as confirmed by many FGDs and case studies. During an FGD with PTSMC

members in Tehsil Barshor-Pishin, one of the respondents shared that, "The general awareness

regarding health and hygiene has been raised, and the mothers protect their children through

vaccination. There are some programs conducted by other NGO regarding awareness for health and

hygiene, the community opened the spaces for such interventions and also learn from such practices."

FGD- Female PTSMC members Barshor-Pishin Quetta

During discussions comparison of the girl's CSP School and boy’s schools teachers was commonly

recorded. It was validated almost in every FGD that the efficiency of the girl's’ schools has always

been greater as compare to the boy’s schools. A PTSMC member from Mastung commented,

"One of the greatest distinctions of the CSP school is that the teacher belongs to the same village, as in

our village the boys schools gets closed due to strikes and other political reasons, the teachers who

live in other areas cannot manage to come to school, but the CSP schools do not close due to such

hindrances." Male PTSMC members FGD Mastung-Kalat

The stories of teachers as compiled through the study unfold the effectiveness of the process. The

general community members perceive CSP teachers as leaders. It is certainly due to her holistic role in

the different areas. The students in most of the case studies have acknowledged their teachers as role

models. One of the PTSMC members from Noorpoor Derra Allahyar has shared his views. “The school

teacher in our village started the school from her own home and spared a room in her home. She

taught the village girl's with dedication and hard work for one year without any remuneration. She

proved in one year and on the basis of her commitment the village malak donated the land for school.

(FGD, Female-PTSMC Noorpoor Tehsil Dera Allahyaar)

Participation of the local communities in the girl’s school matters and an overwhelming enrollment of

the girl's in the school is an evidence of the effective role of the school teacher. The contextual

relevance of the teachers to the local languages, cultural orientation and their better understanding of

the issues of the local community helps them to emerge as prominent persons in the community. In

Pishin Killi Sangar a PTSMC member shared a comparative significance of the CSP teachers.



It was CSP that introduced the concept of appointment of the local schoolteacher. It has benefited the

local community. On the other hand the local teacher knows the culture and language, and also

understands the context of learning. She can influence the children’s learning as she knows how to

communicate with the children in their mother tongue. It was only due to the local teachers’ ability to

speak in the local language that the language barrier was effectively addressed. The non-local

teachers could not communicate with the local children due to the language barriers. (Female PTSMC

members FGD Killi Sangar-Pishin Quetta)

The position of CSP teacher has gradually rooted in the community. As the school evolves in the result

of a contract between the individual (teacher), community and Government therefore, clarity of

teachers regarding their role and responsibilities starts from the very first time. Education officers

during the CSP school establishment have been traced and interviewed in each district. They have

verified an overwhelming interest, participation and availability of the schools teachers in their training

through mobile teachers training ventures.

The level of CSP teachers commitment has been reflected through many stories, Hasina Bibi, CSP

teacher of Faziabad School, Civil Muhla Loralai was appointed as teacher through CSP process 1992.

During her story she shared, “In the beginning, the school was established in a room of our house.

After several years when I got married and our joint family also disintegrated, I shifted the school to a

rented building comprising of three rooms and I have been paying rent of the school from my

salary”.(Hasina Bibi-CST-Loralai)

The teachers have also shown outstanding commitment towards the training ventures especially

designed for the newly recruited teachers. The series of trainings including the special package for

three months and refreshers has been rated highly effective. The teachers appointed on the basis of 8th

grade have been found very punctual.

During the three months summer vacations, the teachers used to get through rigorous trainings that

helped them to learn and understand their pedagogical skills and administrative responsibilities. (KII,

DO female Distirct Masting)

Regarding teachers outstanding role, the respondents from all over the districts have shared interesting

cases studies and observations that can be summarized as under.



1. As a resident of the village, CSP school teacher remains available even after school time and

during vacations

2. She knows the local language, culture and the issues of girl's and has better understanding of

how to resolve issues.

3. She owns the space and also takes care of the children.

4. CSP teachers do not resort to corporal punishment

5. CSP teachers consult the local community for deciding and resolving issues regarding the

school and also strive to upgrade school

6. CSP school teachers were loving/kind,

7. Teachers even gave small toys and sweets as gifts/rewards to encourage students whereas other

non CSP school teachers are said to have resorted to corporal punishments.

8. Some of the teachers paid school rent from their salaries

9. They inquired about students well being if the student was absent by visiting her house.

10. Teachers emphasized cleanliness, e.g., the importance of washing hands before and after meals.

11. They looked after students’ personal hygiene including cutting their nails, combing their hair

and even washing them if they were too young.

12. They advised parents about the importance of vaccination and regularly visited parents for

rising awareness about preventive measures for different diseases.

13. The teachers were diligent about keeping school records (Zahida was computer literate and had

properly kept the record with her)

2.1.2) Teacher's Position; A Community Asset.

Although the contribution of CSP teachers has been recognized at various levels but respondents in the

specific localities have also identified the discrepancies and inadequacies in some teachers’ roles and

responsibilities. The very common features of such teachers are that they belong to the other localities

or they have transferred from the very school after marriage or they misled the process of teacher's

appointment through other unfair means. The cases identified in almost all the sample schools that

were defunct or close to becoming defunct were due to the transfer of teacher from the village or the

teacher appointed belongs to a far flung locality from the village. A female PTSMC member from Gott

Salih Muhammad , Dera Allahyar has clearly unpacked the situation. "When the team for teacher

appointment came to our village there was a single middle passed girl nearby our village. She started

pretending that she will be shifted to the village once the post of teacher is sanctioned. The entire



village helped her to be recruited and at last it happened. She taught the children with hard work and

commitment but it was all dissolved when she got orders of a permanent teacher. Till the time she got

order she was living in our village after that she shifted to her own village which is 3 km from here.

She gradually started overlooking the school and now comes to school irregularly. It was all due to

our undue favor and trust on her that she will keep living in our village but that did not happen." FGD

Female PTSMC members Goth Salih Muhammad Derra Allah Yar ,Naseerabad.

2.1.3) Community Mobilization for Education:

Respondents in the FGDs and KIIs have validated that, Community Support Process (CSP) gradually

develop a sense of ownership in the local community regarding the schooling of their girls child. The

stories shared by the teachers at the time of their appointment and the account of PTSMC members

regarding the process of school establishment and narrations of other respondents cross verify the

organic mode of the process that, gradually evolved schools after getting through a stepwise process.

"The process of community mobilization was all about the participation of the ordinary people of the

villages in the schooling of their girl’s child and it is only possible if you engage them and do

apparently what you want, so it was an educational process that used to take series of meetings with

communities." (Mr Asmat Ullah Education promoter Pishin),

The myths regarding the irrelevance of the establishment of schools for girls in the rural areas have

been challenged and unpacked through the process of community mobilization for education. As the

influential notables at the level of village, Education officers in the district level and bureaucracy and

legislatures had always supposed that, the illiterate majority of the traditional societies have no

concerns regarding the education of their girls child. This gesture is rightly reflected in the allocation

of fiscal budget for girl's education that used to remain unspent in most of the fiscal years. Dr

Quratulain Bakhteari, the architect of component of community mobilization has also pointed out in

her interview. The myths regarding girl's primary education were addressed at several levels, the

notables who always strive to divert such opportunities for their individual interest were made

irrelevant through engaging the common people in an educational process that, evolved a collective

consciousness for the girl's education.

At teacher from district Pishin has also shared an interesting account, "when I was supposed to be a



teacher of the community, I started working with the group of NGO to go to each house of the village

for identifying and motivating the individual female that can become part of the VEC".( Shaheen

Lajwar -CST Pishin)

The gradual developments of Community Support Process cater the role of PTSMC as one of the very

central one. Both the male and female PTSMCs have been engaged in the process of investigating the

evidences of impacts. Analysis of the responses both from the PTSMC members and teachers indicates

the over all process of school evolution and development was through the proper consultation of the

PTSMC members. The dynamic role of some of the PTSMC members that motivated the parents for

girl's enrollment has been referred in the study. Lajwar Shaheen teacher of the very initial schools

established in 1994 has shared that, "I would rate PTSMCs as the prime bodies that made it possible to

establish girl's schools in the harsh cultural set ups. It was probably due to the composition of the

PTSMC that include the women and man from the same schools, whom children had to go to the same

schools, so it was all about their children that they had to decide and play a role with sincerity and

dedication"(CST-Killi Thratta Pishin).

The data indicates that the role of PTSMCs has been vital to a certain extent and time period. Initially

these committees have demonstrated and have proven their influential role in rolling out the school.

Their role gradually decreased after the school was established and the teachers got permanent

position.



2.1.4) LEADERSHIP DEMONSTRATED BY EDUCATION PROMOTERS

The establishment of girl's' schools through partnering with communities at one hand and government

on other was a great challenge. It was all made possible through the young tier of education promoters

both males and female who led the process of making the two halves one. The greatest achievements

of this tier of education activist was engaged the whole community around the issue of girl's education.

During FGDs and Case studies of the teachers, the names and role of education promoters have been

rated significant. During FGD in loralai, Killi Waryagai, the old PTSMC member shared, “It was first

time when we were assured that there are some people, who care for people lives and are committed to

the cause of real change. First we did not believe it, but it was a back and forth process, the young

male and female with their senior fellow used to be very concern and surprisingly they were able to

know the names of all the families elders and ordinary persons” (FGD Male -PTSMC Killi Waryagai

Loralai)

Dr Quratulain Batkhterari technical advisor of the specific component of community support process

has also presented tributes to the young tier of the education promoters. During her interview she

expressed, “

During FGDs and KIIs it was also evident that, community ownership in the initial days of CSP school

establishment was at peak. One of the indicators shared by the respondents was community awareness

regarding its role as owner of the school not a sheer receptor. Sayeda Mehmood Hashmi in her

Interview has elaborated the situation. "The people became active and they started following up for the

gradual process of school establishment. They developed an effective coordination with the education

promoters. The locale male and female promoters helped the local communities to understand the

value of girl's schooling. (KII-Sayeda Mehmood Hashmi)

It was not a linear process to sensitize and mobilize a community for taking responsibility of

demonstrating initiatives for girl's primary schools. The education promoters both male and female

have created the space through a series of dialogues with the subject communities.

“Most of the time the community members were not present in the village, so we had to visit the same

village several times in the same day. I remember that we had consulted the male community members

during the Fajar prayers in the village mosque, because most of the community persons used to leave

for work on their fields and in the nearby towns for work. So it was a back and forth process for



ensuring people participation in their girl’s child education. (KII-Education promoter Loralai).



THEME 1)

2.1.5) DESPERATE TIMES NEED DESPERATE ACTIONS: CSP INITIATIVE AND

INNOVATIVE MARRIAGES

When the CSP process started, there were very few potential women teachers in the rural communities.

The opening of a school in the community was conditional upon the availability of local teacher,

thereby giving rise to all sorts of innovative methods of getting teachers. During the FGD in Killi

Bawar, Loralai, the PTSMC male members shared their account of addressing the problem of finding a

local teacher. One participant recalled, “When the CSP team came to our village to open a girl's

school, we were very happy but our village could not fulfill very basic condition of providing a Middle

pass teacher. Luckily there was an educated girl in the nearby town and I proposed for her hand in

marriage to my son. Luckily her parents agreed to the proposal. Thus we were able to provide a local

schoolteacher so the CSP School for girls could open in our village. Presently, the RRC teacher in the

school is the graduate of the same school.”

2.1.6) CREATING THE PUBLIC PRIVATE PARTNERSHIP:

Respondents in almost all the qualitative data have admitted that, the process of establishment of the

CSP School was a great challenge. Education promoter from district Mastung has shared in his

interview, “It was about to integrate the Government and the rural community for the cause of girl's

education, that has been considered as a controversial subject. The community support was ensured

through earning their confidence that they will be the sole owners of the schooling for girls”.(KIIs

district Mastung)

Provision of land for school is one of the core evidence that indicates the level of interest of the rural

communities in the girl's primary schooling. During study it was shared by most of the PTSMC

members and teachers in their FGDs that, how the contract between community and Education

Department was carried out. The stepwise process for teacher identification and community

mobilization for education logically give birth to the third phase that was, to formalize the schools and

sanctioned the position of teacher. Saima Gul, education promoter shared, “The process of formalizing

the partnership through signing the contract was not abruptly, it was like a web of the different

activities , actually that was a test of the two parties that is the government and community for their

future relationship on the basis of their distinct but equally important responsibilities.” Dr Quratualin

has also shared her experiences in this context, “Once the general community and VEC prove its



genuine commitment while making sure that they can run the school for a certain time of 6 months or

above, then the step 9th

comes that is signing the contract between the EDO education and

representatives of the community. The contract caters that the communities will provide the land of at

least 6000 sq ft while the government has to sanction the position of the teacher along with the

approval for the construction of the building”.

This venture has also generated a cultural activism. The stories of the teachers and students and

observations of the education promoters cross verify the statements that, the rural community's cultural

processes were instrumental to resolve the issues pertaining to each step. It was a process that united

the poor and middle class families for their larger collective interests. During FGD in Pishin, the

PTSMC members commented, “Female children of the rich person have been studying in Quetta and

Pishin town, when the CSP schools were to be established, the same person opposed the idea and also

strive to influence the process, but it was our committee that made it all possible. (FGD-Barshor-

Pishin)

2.1.7) COMPARISON BETWEEN THE CSP AND NON CSP SCHOOLS:

During study, CSP and Non CSP schools were visited and the respective teachers and schools

graduates were also interviewed. Summary of the findings in each subject division indicates clear

patterns, with the difference of processes as the core denominator. Most of studied CSP girl's primary

schools that were established from 1992-1999 follows a stepwise process that initially comprises 14

fourteen steps and then was reduced to 11 steps. These steps gradually validate the process and each

step plays a vital role in making the other step possible. Community involvement starts from the first

day and remain continued even after the school is established. During the study, cases of outstanding

commitment from community were witnessed. The role of the male and female PTSMC members has

been outstanding while providing space, identifying school teacher, mobilizing and motivating parents

to send their girls child to schools, running the schools for a transitional period of six months to one

year and transferring the land to the Education department. Following table4 clearly indicates the

differences observed in the process of establishment and performance of both of the schools types.

S# CSP schools Non-CSP primary schools

1 Till 1998 the total number of girl's’ school

was 2,058 which is four times as recorded

in 1990.

According to BEMIS 2008-9 report total

numbers of girl’s primary schools are 2925 that

indicate a total 868 number established in the

coming decade.



2 The process of community involvement

ensured collective ownership of the

schools, community built additional

rooms, boundary walls and water supply

The involvement of the overall community is

not observed. The school establishment is

associated with a specific family and the direct

beneficiaries mainly teachers.

3 The school is located in the middle of the

village

School is located in isolated vicinities that is

closer to home of the notable or the person

sanctioned the school.

4 Almost all the respondents have a full

account of the several steps of the school

establishment, the teachers appointment

was carried in front of the PTSMC

members and other persons.

General community do not know about the

process of teacher appointment

5 Teacher belong to the same community

therefore remain punctual and does not

face the issues of mobility,

The teachers are selected from other villages or

towns and sometimes from the notable family

who provided the land. They take it on their

mood.

6 CSP teachers make few leaves, most of

them even takes less than 10 days

maternity leaves

The non-CSP schools feel no accountability to

the community and therefore make deals with

the specific family in the village.

7 The school teachers rarely transfer and

there remains a back up of other teachers

in the school

The Non CSP schools are mostly single

teachers schools, and the tendency of teachers

transfer is comparatively higher.

Table4: Differences observed in the CSP and Non CSP schools

Centrality of the CSP School has been observed in many subject areas. During FGD with the male

PTSMC members, the leader of the community shared with certainty,

In our community the CSP school has been considered as a model one, although there is a school for

boys but most of the boys in the initial classes avoid schooling in the boys schools. One of the reasons

may be that the male children feel protected in the girl's schools both from the other boys and expected

corporal punishments. Most of the boys in our village have started their schooling form girl's schools.

It helped us to control or reduce the dropout rates of boys, the community and PTSMC members with

teachers made resolution to allow the male students for a period of 2-years so that they can be

accustomed to schooling. They are gradually shifted to the boys schools after passing two levels.



Male PTSMC members FGD Killi Waryagai Loralai-Zhob



2.2) THEME 1)

ADDRESSING GENDER DISPARITIES THROUGH CSP SCHOOLS

This section delves in people’s perceptions regarding gender disparities and how the CSP schools were

able to address these. It looks at the issue of enrollment, at the reasons for increased enrollment of

girl's, attitudinal change within communities toward girl's and boys’ education. It also looks at the

impacts of CSP schooling upon the girl's who studied in these schools and in turn the CSP graduates’

impacts upon their communities in the context of social capital.

2.2.1) GIRLS AND BOYS ENROLLMENT AT PRIMARY LEVEL:

More than 90% respondents believe that the issue of disparity in the enrollment of girl's has been

reduced, except in Kalat and few reservations in Naseerabad.

This is also demonstrated through the increase number of girls in primary schools during the 1990s in

Balochistan. According to Balochistan Education Management Information System (BEMIS) reports

for different decades girl's primary schools and net enrollment along with the number of female

teachers could be tallied in the following table5.

Decade Total Number of girl's

primary schools

# of girl's enrolled #of children per school

Till 1990 5031 80200 159

1992-1999 20582 208053 101

2000-2009 33623 258168 77

Table5; Status of Girls Primary Education in Balochistan

Balochistan Education Management Information System (BEMIS) report for the years 1990-1997 also indicates

a gradual growth of the established girl's primary schools in the province along with the growing number of

girl's schools in the newly established girl's primary schools in the rural areas.

Following table as extracted from the BEMIS data clearly indicate the pattern.

1 Balochistan Education Management Information System (BEMIS) 1990

2 Data Source: BEMIS 1999

3 Data Source: BEMIS, Census October, 2008 -2009



Graph1, Source: Balochistan Education Management Information System Data, 1990-97.

2.2.2) REASONS FOR THE INCREASED ENROLLMENT OF THE CHILDREN

Table 1.2 indicates that among the reasons for increased enrollment; 75% respondents ranked

motivation by the schoolteacher and 73 % ranked the presence of a girl's’ school as critical. 56%

respondents said that the CSP process was key while 54% said that community participation was

important. Specifically, Kalat, Zhob and Sibi report that community participation in the school

management was not perceived to be critical for increased enrollment; in Makran and Naseerabad

Community participation was considered as an important contributing factor, whereas in Quetta 58%

respondents felt that community participation was an important factor.

The graph bellow indicates an overall picture of the various factors that raised girl's enrollment in the

primary schools. The students and teachers case studies regards the way CSP was launched through a

cyclic process that, rendered schools establishment through uniting the different stakeholders. Shafia

Bibi, School teacher from Pishin shares significance of the process. “In our community it was not

feasible even to talk on the girl's education. When the CSP team came to our village, they took me with

them and then a process of mobilization was started. To it was like our village women have awakened

after a long sleeping” (CST Pishin)

Q 2.2.3) EQUAL IMPORTANCE TO THE GIRL'S AND BOYS EDUCATION



According to table (1.3) 92% respondents believe that after the CSP process people in the community

gave equal importance to girl's and boy’s education. As discussed earlier, this was not only because a

girl's school became available but also because people realized the importance of girl's’ education. This

fact is contrary to the widely held perception that people at the grassroots level blindly opposed girl's’

education. While some incidents of resistance occurred within families, these were usually overcome

after discussion. Most opposition that was reported through qualitative interviews indicated the parents

either thought that the girl would not be helping in household activities due to time spent in school or

there were financial constraints of accompanying the girl on her way to and from school. As all such

concerns were effectively addressed by the CSP process of convincing parents about the importance of

girl's’ education, the location of the school within easy reach of households and the presence of local

school teachers, there was widespread acceptance and support for girl's’ schooling.

However, the story of community support was not a straight forward one. According to Sakina,

“Initially there was much resistance from parents to enroll their girl's in school but it changed

gradually. The CSP helped in terms of making people conscious that girl's can attain dignified earning

opportunities if they are properly educated. The precedent was set in the early years when a teacher

from poor family was selected as teacher and she played vital role in raising the status of her family.”

(CST Mastung, Kalat)

The two case studies we discuss below demonstrate that there was support in community for girl's’

education and where there was opposition or resistance, the factors were not inherently misogynist but

had to do with practical issues that were addressed and hence the way was cleared for girl's’ education.

The story of Khanzadai, the CSP school graduate from Baloch Colony Mastung demonstrates the point

well. In her words, “I was very fond of studying. I used to see the CSP schoolteacher passing by our

home daily, and I would imagine myself as a working woman like the CSP teacher. No doubt, she was a

role model for me. Actually when the CSP school was established, many men in the community

opposed it. But the local committee members showed their commitment by ensuring that all girl's from

our village were enrolled. My family also resisted as girl's’ schooling was not part of the local tradition

but I protested for a long time and finally my family relented and I was admitted in the school. During

my studies I was continuously pressured to leave school but I always turned a deaf ear to the

suggestions. Although the financial condition of my family deteriorated but we (my sisters and I)



continued selling our embroideries so I could continue to be in the school. After primary schooling I

took admission in the middle school, the school was very far and I used to be very tired daily. I did not

confess my tiredness to anyone fearing that I would be told to discontinue my school. I used to start

household work and embroidery after getting home from the school. When I completed my middle and

matriculation I got a job. As my father had two wives, and now that he has passed away, I am the only

breadwinner of the family. When I come from my office. (Agha Khan Foundation where I work as Early

Child Development Worker) my sisters and other female make tea for me and do not let me to do

household work.

Bakhtawar, the CSP primary graduate of village Rais Dilshad -Mastung has come up with an

interesting story of her career. “I was enrolled in the boy’s primary school in our village where I

studied for almost four years till Class III. At this stage, the community began objecting to girl's

presence in a boy's school. Therefore, I had to discontinue my schooling. One day when I was grazing

cattle in the field near the school when the teacher saw me and asked if this was the best use of my

education. He encouraged me to get back to the school but it was not feasible culturally. Luckily the

CSP school opened in our village and I was able to continue my schooling from class third. I

completed my primary but there was no hope for further education as there was no middle school near

our village. My classmates, the boys were to go on bicycles to the middle school in the towns while I

had little hope of studying further. But during our seasonal migration to Bhagnaari, I was able to get

admission and started living with my relatives and completed my middle after lot difficulties.”



2.2.3) CSP SCHOOLING IMPACTS ON TRADITIONAL COMMUNITIES:

2.2.3. A) HEALTH AND NUTRITION

The study probes several impacts of CSP schooling on the lives and traits of the people. According to

table 1.3.1a, over 90% respondents stated that schooled girl's’ awareness of health and nutrition issues

increased, which in turn helped the families and communities. Two aspects were highlighted through

qualitative interviews:

1) At the personal level women could communicate

with health care providers and understand and follow

instructions, which was empowering. Some mothers

also reported that their daughters now tell them about

expired medicines as they check the expiry date and

also explain their symptoms to doctors in Urdu, which

they could not do before it. Therefore, the mothers feel

more confident about visiting doctors now. This aspect

makes a significant contribution to women’s lives as

they are no longer hesitant about communicating with health-care providers.

2) Students’ ability to read and exposure to knowledge about hygiene and cleanliness provided them

the advantage of preventive health care skills. For example, “mothers strive to feed their children

properly and also take care of their health. The children are now relatively clean as it was in the past.

The trends of children's vaccination have also increased and mothers are particularly concerned about

vaccinating their children.” (FGD- Female PTSMC members Barshor-Pishin Quetta)

2.2.3 B) SUPPORT TO EDUCATION AND EMPLOYMENT

Almost 95% respondents stated that schooled women realize the importance of education and actively

promote and demand that their family members such as siblings and children receive college and

university education. To the question whether women support education for both men and women or

one gender alone, respondents indicate that there is no positive discrimination towards either gender;

that women give equal importance to the education of male and female family members. However,

qualitative data indicates that many girls assert for their own education beyond primary school. The

routes they have taken are varied in some instances parents arranged that they attend middle school in

a nearby town, or they consented that the girl attend a boy’s middle school, or appear for the middle



and subsequently matriculation examination as a private candidate. In some instances, girl's offered to

help their teacher as an assistant in return for help/guidance from the teacher in higher studies. In some

cases, they continued their studies even after getting married (early age marriages are still prevalent)

and having children. For example, Amina from Naseerabad (Got Mohammad Chawan) joined a CSP

school as a class III student and though her father initially opposed her education, later he was her

ardent supporter. Even though her in-laws wanted her to get married and stay home, her father insisted

that she continue her education. She completed her middle school after her daughter was born and she

went on to finish her FA and began teaching and also held a variety of jobs with other organizations

such as NCHD and SAP-PK. Amna’s story of empowerment and contribution to her family and

community is repeated through-out the areas where CSP schools existed.

2.2.3C) THE GRADUATES WHO ATTAINED THE OPPORTUNITIES OF SCHOOLING

Many girl's and some boys who studied in CSP schools went on to attain Matriculation and even

Master’s degree. It means that for many girls and boys, it was all a question of opportunities opening

up for them. Respondents were asked to remember and share the names and numbers of the CSP

school graduates who went on to attain Matriculation and higher degrees. The respondents shared the

numbers and the names of those they knew. While this data does not indicate the trends in

Balochistan, it is important because the respondents were able to identify a substantial number of

individual of CSP students who have pursued education beyond Middle school. Table 1.4 indicates that

65.5% CSP graduates have completed their matriculation, followed by 24.25% intermediate, 6.5%

graduates and almost 1.20% of masters. There are 2.4% in the others categories that include diplomas

and certificates for health technicians, LHVs, midwives and beautician course.

Graph bellow indicates the mentioned trends.

Many case studies indicate that, though there were

uncertainties while acquiring education beyond

primary mainly due to the distance of the Middle and

High School from the village. Many CSP graduates

pursued Middle and Matriculation by living with

relatives, or offering to assist their primary teachers

in return for guidance with their studies so they could

appear as private candidates in the Middle or



Matriculation examination. Some girl's even went on to obtain higher education through distance

learning such as the Allama Iqbal Open University etc. Many had incentive to complete Matriculation

as they could then be appointed as teachers on government pay role. In addition, teachers who were

Middle pass had to clear their Matriculation before they could be given permanent contracts as

teachers. Therefore, there was added incentive for many girl's to complete their studies at least till

Matriculation.

In addition to identifying CSP women graduates, some women also identified their male classmates in

the CSP schools who had gone on to achieve higher education. For example, Razima Baloch the CSP

schoolteacher in Mastung said that, “My cousin Qahir Khan is also the graduate of CSP school who is

nowadays an English teacher in Quetta Challenger Academy.”

The CSP schools helped women obtain employment mostly as health care providers (LHVs, LHWs,

and Midwives) and as schoolteachers. Table 1.5.1 shows this clearly. There are many personal

journeys of CSP school graduates that tell us about the multiple roles they have played in their

communities as government health care employees as well as NGO workers. Some worked as

schoolteachers in the morning and as midwives or lady health workers in the second half of the day.

Usually the latter meant that they could provide vaccination and basic health services within the

community. Almost all schoolteachers used to create community awareness about health issues by

visiting their pupils' parents. Some teachers also worked as polling agents during local elections and

participated in the election process while others have worked in multiple contexts. For example,

Amina, teacher-Oastha Muhammad, Naseerabad explained that, she got married while she was in Class

VII, yet she continued her studies with the support of her uncle who was a teacher. She said, “I got

through middle, matriculation and then did my intermediate privately. I have worked with NCHD as a

feeder teacher and teacher for adolescents. Nowadays I am working with UNICEF in its schools

established for the flood affected and displaced communities in the district.”

2.2.3D) CSP IMPACTS UPON COMMUNITY DEVELOPMENT:

According to Table 1.6, around 67% respondents verify that the schooled women contribute to and

participate in community development projects. CSP teachers have played a distinct and outstanding

role as agents of social change primarily because they are locals and are concerned about the children.

They teach and as well support the persons and organizations engaged in the community development



process. More specifically, participants at the Male PTSMCs. Respondents in FGD at Killi Waryagai

Loralai-commented, “The CSP process has helped us develop and design other projects of community

development; the water pump is a good example. When it was to be installed by an NGO the people of

community mainly the PTSMC members, formed a committee that constructed it in the center of

village so it could be accessible to every person of the community. When it breaks or does not

function properly, almost all the youngsters know how to fix it.”

2.2.3 E) FAMILY PLANNING:

It is now widely accepted that there is a direct correlation between schooling and women’s awareness

about reproductive health and birth spacing. Table 1.8 demonstrates that an overwhelming majority of

respondents (77.5%) are of the view that there is a substantial difference in the birth spacing trends

amongst the schooled and unschooled women. One respondent said, “I have given birth to 3 children in

almost 8 years; there are some women I know who gave birth to 23 children amongst whom only 6

could survive…” Amina CST- District Jaffarabad-Oastha Muhammad.

Respondents have rated the number of children

born to women with and without schooling

over a particular time period differently. The

responses in table 1.9.1 and 1.9.2 indicate that

there is a ratio of 1:5 in the number of children

borne by schooled and unschooled women

respectively. The respondents have given a

comparative average family size of a couple on

the basis of both schooled and unschooled women. The number are aggregated arithmetically, e.g., the

total number of children for schooled women

for Quetta in KII 39, CST 33, CSS 73 that

makes total 145, on the other hand the

aggregate for the unschooled women’s number

of children in KII is 70, CST 52 and CSS 124

that become 246. The total number in all the

three tools for Quetta is 370. According to the

statistics the variation in both the schooled and

unschooled women birth is 39.18% and



60.81% respectively.

Table 1.1.1 shows that approximately 50% respondents in the KII category responded to the question

about observing difference in birth spacing trends before and after the inception of CSP schools. Of

these, 71.60% confirm that there has been substantial difference in the birth spacing trends after the

CSP interventions.

2.2.3F) IMPACTS ON THE PRACTICES OF GENDER BASED VIOLENCE (GBV)

Although gender-based violence (GBV) takes place across the globe, there is some correlation between

the on-set of awareness that the practice is wrong and education. Our data indicates that respondents

now consider many forms of GBV that were naturalized and acceptable in the past as objectionable in

their own contexts today.

According to table1.5.2, a significant

percentage (81%) of respondents believe that

with the inception of schooling, Gender Based

Violence has reduced because it is no longer

acceptable to young girls and boys to see their

male relatives exacerbate violence.

Respondents in an FGD in Kech said that,

“girl's came to know about their rights after

schooling, as a result violence against women decreased as did the other antisocial practices.”

Many customary practices that were naturalized in the past are also questioned today. For example, in a

CST (Naseerabad), the respondent said that, “There was custom of exchanging women for settling

tribal feuds; however, with the increasing culture of education this custom has almost finished. The

trend of early child marriages has also reduced while the elders now consult girl's regarding the

decision of her marriage and the amount of dowry.”

According to Male PTSMC members FGD Killi Sangar-Pishin, Quetta, “The occurrence of Gender

Based Violence has reduced as people avoid expressing it openly. It still exists up to certain level, but

the people try to hide it as degrading women in front of outsiders has become a social taboo. It may be



due to the TV and other sources of information and awareness that questions violence against the

socially weak segments including women.”

During an FGD in the Killi Bawar Nasran, Loralai, the father of four CSP graduates acknowledged that

the consistent questioning and concern of his daughters regarding his harsh attitude toward their

mother compelled him to change his attitude. He said that his daughters have learned to reason and

convince him about their views in a respectful manner and they also have gained the courage to take

stand. He ascribed the confidence and ability to reason to their schooling.

2.2.3G) THE EMERGING MARRIAGE TRENDS IN THE TRADITIONAL COMMUNITIES:

This subsection discusses the overall change in the age bracket of marriageable girl's, the issue of

forced marriages as well as the changing norms regarding child marriages and consent as well as

decision-making powers of girl's regarding their own marriage or support to another girl. It looks at

both qualitative and quantitative data from the respondents.

Table 1.7.1 shows the positive upward trend in girl’s average marriage age. We asked respondents

about the four probable age brackets in which

a girl may get married according to local

mores: 10-12 years of age; 12-15 years of age;

16-18 years of age, and above 18 years of age.

The tabulated data indicates that marriage in

the 10-12 year age bracket has become rare

(only 2 respondents in the CSS from

Naseerabad have pointed this out). Similarly one can easily see that the general trend for marriage in

the sample districts is in the age bracket of 16-18 years age bracket, as verified by almost 65%

respondents.

Qualitative data also reinforces the same point: According to Nargis Fatima schooling has reduced the

trend of early childhood marriages (CSS Killi Shahozai, Mastung Kalat). According to another

respondent from Mastung, Kalat (CSS), “Marriage trends in our village have changed to a great extent.

girl's are married at eighteen to twenty years of age. Once my sister’s in-laws demanded that that she

be married at the age of 17 but my parents refused and told them we could not do so because she was

too young to be married. She was married at the age of 18. But girl’s consent is not included in this.”



Another respondent stated, “the custom of early childhood marriage and exchange marriage existed in

our community in the past but now this custom has almost vanished from our community (CST–

Naseerabad). Yet another respondent commented, “girl's’ marriages take place at the age of 18 and

even 19. The practice of early childhood marriage has been almost eliminated in our community.

Parents ask their daughter’s opinion regarding her marriage. The CSP schools have raised women’s

awareness regarding family planning and they take care of their health, cleanliness and their children's

health and cleanliness”. (CSS-Naserabad)

While the overall age bracket for marriage indicates an upward trend that is from 16-18 years of age,

yet people do not ascribe this change to women's active resistance to early age marriage. Table 1.7.2

tells us that approximately one-third women who have received schooling challenge early childhood

marriages. However, there is significant variation across different areas. For example, 71.25%

respondents in Sibi and 68% respondents in Quetta believe that the schooled women challenge early

childhood marriages, whereas in Kalat and Zhob the trend is recorded from 5% to 6%. Many

respondents believe that the process has been a result of non-threatening social change, ushered in due

to schooling. According to different interviews, many respondents felt that the process of schooling

provided support to young girls through their class fellows and teachers who helped convince their

parents and elders against their marriage before the completion of their education.

Table 1.7.3 indicates that overall 31.70% respondents say that women who have studied in a school

challenge forced marriages. As in the case of early childhood marriages, the trends in Quetta and Sibi

are distinctly different, that is 73.66% and 60% respondents believe that women who have been to

school challenge forced marriages. For example, Khanzadai, a CSP school graduate from Baloch

Colony Mastung said, “I am very worried about my uncles’ attitude who wants to deprive us from our

father’s land. He tried to convince my elders agree to marry me off to his son, but I refused. He even

planned for my forced marriage but I took a firm stand and he had to rethink the plan. I have asked my

uncle to give us our share of the land otherwise I will go to the court for the justice.”

Sometimes elders also do not favor early marriages: “The case of Shakira from Loralai indicates that

her parents and brother took stand for her marriage to be carried out in a reasonable age and in

accordance to her consent. Shakira a good-looking girl was approached by a village notable for an

extra ordinary amount of Walwar, but her father refused the person. The influential person who was

much stronger in social and economic position threatened her parents that he will abduct their girl. In



response, they sent their daughter along with her brother to Karachi where she continued her schooling

and completed her FA and also did Health technician courses that boosted her and hers family

economic base. She served in a private hospital in Karachi and after a time she was able to choose her

life partner. Her parents brought her back and she got married to this person with the support and

consultation of her parents. Even though she is married but she still supports her family financially.

(Shakira, CSS-Loralai)

Table 1.7.4 tells us about women’s consent in the decision about their marriages. It shows us that

slightly almost 35% (one third) of the respondents believe that women assert their opinions regarding

the decision of whom she should marry. Even in Sibi, where 71.25% respondents assert that women

who have received schooling oppose early childhood marriages, only 54% respondents believe that

women have a say in the decision regarding who she should marry. Quetta has the highest percentage

of respondents (74%) and Zhob has the lowest percentage of respondents (7%) who believe that

women who have gone to school assert themselves in the decision of their marriage. Some people

believe that there is a shift in the attitude of elders as well as young girl's. One respondent elucidated,

“Most school age girl's attend school now; schooling has definitely increased girl's confidence. They

have also attained a better position in the family, e.g., they are asked about important decisions

especially those relating to their marriages.” (Female PTSMC members Barshor-Pishin Quetta)

.Making the same point, a student from a far-flung village in Mastung-Kalat shared her observations:

“There was a girl in our village. Her father had decided her engagement during her childhood. During

her time at the CSP School she gradually acquired the confidence to refuse the arrangement in a

respectful manner. She was able convince her parents to break the engagement/understanding with the

boy’s family. After completing her intermediate she got married to a more suitable man from her

village. (Masooma Gul, CSS-Mastung Kalat).

2.2.3F) IMPACTS UPON THE COST OF WALWAR/LUB

We explored the impact of CSP schooling on trends regarding the practice of dowry, specifically

walwar/lub (bride-price). Although we had assumed that the practice would decrease with the

awareness that girl's enter marriage as equal partners and therefore do not need walwar or lub to be

paid to their family, our assumption was proven wrong. Schooling appears to have made little dent

upon the practice of walwar and lub. Perhaps this is so because it is intermingled with the practice of

Mehr (dowry), which is a legal part of the Nikah (marriage contract).



According to table 2.7, 67% respondents believe that the trend and amount of walwar/lub for girl's

with schooling has increased while a few people in Quetta and Makran believe that it has decreased.

The FGDs and Researchers observations also confirm that the level of schooling/grades raises the

amount of Walwar (bride price) for girls. This trend may be due to the rise in inflation coupled with the

rise in socio-economic status of girl's who have attended school. The question arises, who does the

amount of dowry benefit? According to the tabulated data in table 2.8, the male guardian who

negotiates on the behalf of the bride has a comparative advantage over how to use the amount taken for

the Walwar. This question is relevant for the areas where Walwar and Lub is paid for the bride while it

has a reciprocal value for women in the Sindhi areas. The quantified data further indicates that the

bride and her family are respectively in the position to use the amount taken for dowry. However, the

woman and her family are generally perceived to benefit little from the dowry.

There are some qualitative interviews that refute claims that men are the main beneficiaries of walwar

and lab. For example, a CST in Sibi shared: “I belong to a Bugti tribe. After the inception of the CSP

our community has changed. For example before CSP we had a tradition of taking money at the time

of a girl’s marriage. Now the custom has almost changed. Only a few tribes still practice this custom.”

Another respondent (CSS-Mastung, Kalat) said that “Lub (Dowry) was Rs.20, 000 earlier but it is

Rs.50, 000 these days. But the money is spent for the girl. It benefits groom and bride.” During the

FGD in Killi Bawar, Loralai, it was shared that a matriculate girl from Dukki (Tehsil of Loralai) has

been engaged and the family has to pay an amount of Rs, 80,000 for her Walwar/Dowry, that is, almost

one and half times more than the amount usually paid.

Critiquing the increasing culture of exhibitionism, a respondent commented, “The custom of Jahez

(dower) has increased in our community, the well-to-do persons show off their wealth to the

community and therefore give costly Jahez to their daughters. It has also affected the trends in the

general community. CSS- Yasmin Mir Muhammad Ostha Muhammad-Naseerabad

2.3) CSP SCHOOLING IMPACTS ON WOMEN’S ECONOMIC EMPOWERMENT

This section looks at the impact of earning upon women’s lives as well as that of their family. It

provides a comprehensive picture of the multiple roles women play as bread-earners, as those who

supplement family incomes, and as active agents in the process of acquiring higher social status for

themselves, and respect for their family and community.



2.3.1) WOMEN’S EARNING:

We look at women’s earnings both in the context of wage/salary received due to paid employment,

remuneration for specific work including crafts or specific assignments such as tuition, and income

from small business entrepreneurial initiatives.

2.3.1A) WHO RECEIVES WORKING WOMEN'S SALARY?

It was important to find out if women with employment receive their salary themselves. According to

table 2.1, 63% respondents stated that their male relatives collect their salaries and explained that

usually women who are employed have to travel to a government office in a nearby town to collect it.

The travel time can vary from one to three hours each way, therefore, they are more comfortable if a

man from the family goes to collect it.

Slightly more than one-third (37%) of the women employees receive their salary themselves (Table

2.1). One respondent said, “I have always received my own salary, in the rural areas the teachers’

family members mainly brothers, husband or father receive their salaries. But they spend this money

on her house. There are some salaried women who have businesses like embroidery etc.” KII, Najma

Subhan DO female District Mastung. Another respondent (CSS) from Mastung, Kalat said “Employed

women receive their salary themselves and spend it on their daily necessities willingly and gladly.

They save the money as well. Whenever they need it they can utilize it. Moreover, they bring things for

their family as well.”

As stated above, women spend their salary upon their family because it is their foremost priority. Table

2.2 confirms this trend: 35% said that women spend their salary upon their family, while 24% said that

they save their salary for the future and 15% said that they keep it aside for investing in family assets.

Cumulatively, this indicates that 74% respondents believe that women’s salary is used for the

family/household expenditures or kept aside as saving or investment in a family asset. Only 26%

respondents said that women spend their salary upon their own personal needs. We can conclude that

women’s salaries are generally utilized for family support. Although this is culturally not acceptable,

i.e., men are perceived to be the sole breadwinners of a family; supplementing the family income is

crucial as women make a critical difference to family welfare. For example, a respondent from

Naseerabad stated, “When I passed the matriculation exam. I began to work as a health worker for five

years, I informed people about health, cleanliness, family planning and then I started work as a

teacher. My husband drives a rickshaw. I help him in the finances of the family.” CST-Naseerabad.



2.3.1B) WOMEN INITIATIVES FOR BUSINESSES/INCOME GENERATION VENTURES:

There is a wide range of business activities through which women earn. Roughly 30% schooled

women practice income generation ventures for their families. According to KIIs and CST responses

almost (50%) women initiate income/earning activities from home, however students indicate that the

trend is low (28%). Some respondents believe that employed women rarely start a business as they are

already spending time working for a wage. In addition, the respondents said that employed women

seldom undertake household chores in traditional joint family living arrangements as their illiterate

women relatives serve them.

The types of popular businesses amongst those who take on additional income generation activities is a

subject of our interest. While rearing poultry (40%) is considered popular, our data indicates that

micro-credit (34%) and committee system (36%) are more popular than livestock 23%, dairy (27%),

crafts (26%) and shop keeping (29%). With regard to micro-credit, the trend in the KII and CST is

higher than the average, i.e., it is 41% each. This probably prefers micro-credit and committee system

for savings due to their comparative advantage of schooling. See Table 2.3 and 2.4 for details.

“Due to CSP schooling several girls in the village have been able to access opportunities in different

fields. The tradition of sitting in the home after getting education has been almost broken. The

graduate girl's either teach in the village as schools teachers, some of the girl's serve in NGOs and

health sector.” (Female PTSMC members FGD Killi Sangar-Pishin)

Some young women have ventured into new areas of income generation activities. In the past, young

women were happy to become schoolteachers or obtain government employment but not so for Fatima

from Ustha Muhammad. Fatima, whose parents are teachers, completed her B.A. and chose to adopt

the profession of a beautician. For this, she obtained training in Quetta and came back to open her

beauty parlor. While sharing her story she said, “There was not a single beauty parlor in our city, so I

opened my parlor in a shop but later I shifted it to my home as I was alone in the shop. Women in

general like to visit my pallor while brides especially come for their bridal make-up. I charge a bride

Rs. 3000.”

2.3.1c) Earning and women’s social status

Over all 68% respondents in table 2.5 indicate that that earning enhances women’s social status.

However, there are some reservations in Zhob where no one among the CST believe that earning



improves women’s social status, while 50% in Sibi and 43% respondents from Makran from the CSS

category believe that earning enhances women’s social status. The reasons why students believe that

earning does not add to women’s social status need further exploration, especially because qualitative

data indicates otherwise. For example, a participant at an FGD in Kech said, “The social position of

women has been raised. In the past women were considered ignorant, Jaahil, but today they receive

widespread respect; their opinions carry weight and women are also more confident.”

Making a similar point, but from a different vantage, a CST respondent from Naseerabad stated that,

“after completing ten years of education, I was jobless for a year. When I was appointed as a teacher I

felt the difference between an employed and unemployed person in our society acutely because I

started receiving respect from my community.” This is also explained in other discussions where

respondents said that government employment is traditionally viewed as privileged due to assured

income and retirement benefits. This provides women employed by government with a highly regarded

social position.

2.3.1d) Impacts of earning on the social status of women

Most of the respondents indicate that women's social status is impacted positively within family (69%)

and community (78%). For details see table 2.6. However the ability to have an income is not seen to

necessarily translate into having her opinions carry more weight. This is demonstrated through the

responses in Table (2.6.1) where only 43% respondents feel that women’s opinion carries weight while

57% do not believe this to be the case. Simultaneously, 47% respondents believe that women’s opinion

is respected about her children's future and she is also consulted in family matters.

Qualitative findings reinforce some of these trends. Nazia Bibi is from Banghar village Ustha

Muhammad, Naseerabad. She has passed primary from her village CSP school and then passed middle

and matriculation from Ustha Muhammad. Nowadays she is preparing for F.Sc from Govt girl's Degree

College, Ustha Muhammad. She imparts religious education to the community children; she stated

“there was no Madrassa here, so with the help of community we started a Madrasssa and now along

with my studies I teach at the Madrassa.” Her work in turn has improved her social status, e.g., her

opinion is respected in the family and as well as the community. (Nazia Bibi CSS-Naseerabad)

As discussed earlier, Khanzadai from Mastung, enjoys a significantly enhanced status within her



family as well. Her mother and sister supported her education and today she is the sole bread earner for

her family. She is assertive and confronted her uncle over their inheritance and refused to marry his son

when he proposed for her hand. She is respected in the community for her confidence and her ability to

take a firm stand. We conclude that women’s status is recognized in several ways: sometimes female

family members do the woman’s share of household chores sometimes her opinions and decisions

within the family are given weight while at other times people defer to her suggestions as they consider

her knowledgeable. Thus the change in social status spans many contexts: personal life, public

dealings, and impacts on community.

2.3) CSP schooling impacts on Human Resource Development

This section discusses the impact of CSP schooling on opening opportunities in other areas of the

district and division as well as CSP graduates’ different trajectories that have included working for

other organizations that promote social development in its multiple contexts. (Table 3.1 and 3.1.1

contain details).

Respondents have rated the impacts of CSP intervention on opening up other spaces of learning and

development differently. These ratings range from Education (49%) to Community Development (44

%) and sanitation (21%). However, many teachers have hailed the teacher training sessions they

attended as part of the CSP process. One remarked, “I had a teacher training soon after my

appointment as a teacher. It was of three months in Dera Allahyar girl’s school. I was middle pass at

that time and worried about teaching grade 5 girl's but that training helped and supported me a lot. I

learned different methods of teaching and now I am able to teach my students very well.” (CST

Naseerabad). Another teacher from Sibi stated, “During my teaching experience we had many refresher

courses of 5- and 7-days each. These workshops were held through the efforts of the community. The

contents of the courses included modules on teaching methodology, health and hygiene, team work,

and tools for teaching mathematics” (CST-Sibi)

Many teachers said that the mobile teacher training was very useful and well utilized because it was

conducted in the local town, which was within reach. Rahila Akhtar the learning coordinator in

Jaffarabad shared that, “The mobile teacher training course consisted of very effective training tools. It

was practice-based training that helped teachers to improve their teaching methodology, concepts, and

the tools of school management and be effective activists for reducing drop-outs and increasing girl's

enrollment.” KII Learning Coordinator, Jaffarabad.



In the FGDs with PTSMC members and teachers, the respondents had a lot to share about the

transparency of the CSP process. They pointed out that the community had a high regard for the

process of teachers’ recruitment due to its transparency. A lecturer, who was appointed as teacher in

1994 explained, “It was amazing for all our family when I qualified for teaching on the basis of middle

pass credentials. I had no special backing and there were several others from well-off family

backgrounds but I was selected on the basis of open competition as I scored better on the test and

interview being conducted in front of the community.” CST -Pishin

The role of PTSMC members has been very supportive in the establishment and sustainability of the

school as a viable learning space for girls. As a people centered process, CSP gathered almost all the

stakeholders of learning and education. The local community provided land and also enrolled their

girl's in the school.

A 12th grade CSP graduate shared the effectiveness of individuals’ role in girl's schooling: “There was

an older woman in our village. She actively promoted girl's’ education. There was a fear that the CSP

school would not open as the village could not demonstrate the ‘demand’ for girl's’ school as there was

insufficient enrollment. So she launched a campaign by going door to door to convince parents to put

their girl's in school. The CSP school opened due to her efforts; it is still open with many more girl's

enrolled. Unfortunately she could not survive to see the fruits of her efforts in the long term.” CSS-

Lala Bibi Mastung-Kalat.

Under the section on gender mainstreaming, we have discussed the impacts of CSP upon

women’s employment and earning. That section also highlights the different fields in which

CSP graduates have ventured—mostly health and education while some have joined

community development projects. This section affirms those trends even though most of the

respondents in all the three categories have recorded few responses to the question of CSP

human resource serving in different organizations and fields. 14% respondents in table 3.2

have acknowledged that the human resource produced through CSP schooling has been

deployed as trainers and a few have also acknowledged the presence of CSP graduates in

development projects as project managers and coordinators. Some of the qualitative data

also affirms this: “I know many CSP graduates who serve in several organizations. I know

three CSP graduates who are matriculates, 5 with FA degrees and one CSP graduate who



has completed her B Ed, and has worked in different sectors like teaching and health.” CST

Razima Baloch Mastung-Kalat.

Table 3.3 provides some information about those CSP graduates who have become part of

the education administration with government. Although few respondents have responded to

the question, yet there is recognition that CSP graduates work as teachers and trainers and

education activists. A few have also spoken about CSP graduates who work as consultants

and education department officers.

The role of the women CSP schools graduates in the political process has been reported

sparsely. CSP graduates played the role of polling agents and also helped other women in

their political campaigns for local government elections as marked by the 10.50%

respondents (see table 3.4). Only 7% respondents marked women’s participation in the local

government structures as UC representatives. The most important and critical contribution of

CSP has been the investment in teachers.


IDSP.PAKISTAN

RECOMMENDATIONSRECOMMENDATIONSRECOMMENDATIONSRECOMMENDATIONS MATRIX:MATRIX:MATRIX:MATRIX:

FindingsFindingsFindingsFindings andandandand PolicyPolicyPolicyPolicy RecommendationsRecommendationsRecommendationsRecommendations

EvidenceEvidenceEvidenceEvidence BasedBasedBasedBased ImpactsImpactsImpactsImpacts StudyStudyStudyStudy ofofofof CommunityCommunityCommunityCommunity SupportSupportSupportSupport ProcessProcessProcessProcess

MAJORMAJORMAJORMAJOR STUDYSTUDYSTUDYSTUDY AREAS:AREAS:AREAS:AREAS:

a. Reduced level of Gender Disparity

b. The Process through which female teachers were recognized

c. Economic empowerment of women through CSP

d. Human Resource Development

e. Impacts of CSP on female education and communities.

f. Tracking of female students enrolled through CSP and status of Schools established.

STUDYSTUDYSTUDYSTUDY AREASAREASAREASAREAS EVIDENCESEVIDENCESEVIDENCESEVIDENCES POLICYPOLICYPOLICYPOLICY

RECOMMENDATRECOMMENDATRECOMMENDATRECOMMENDAT

IONSIONSIONSIONS

NNEGOTIABLENNEGOTIABLENNEGOTIABLENNEGOTIABLE

OFOFOFOF THETHETHETHE

PROCESSPROCESSPROCESSPROCESS

PHASESPHASESPHASESPHASES OFOFOFOF CSPCSPCSPCSP STRUCTURALSTRUCTURALSTRUCTURALSTRUCTURAL

RELEVANCERELEVANCERELEVANCERELEVANCE

ReducedReducedReducedReduced GenderGenderGenderGender

DisparityDisparityDisparityDisparity

1.1)Findings:

CSP has reduced

the gender gap

especially with

reference to

enrollment of the

girl child in the

schooling process.

-Average 90%

respondents

confirm the

reduced level of

gender disparity

in access to

schooling and

equal priority

being given to

both girl's and

boy’s education

{Source; Table

1.1)

-Of the identified

CSP graduates

that continue

education, 65.5%

graduates have

completed their

matriculation,

followed by

24.25%

intermediate,

6.5% graduates

and almost 1.20%

{Source Table

1.4}

In order to address

the issues of

gender disparities

in rural

communities,

Government must

recognize and

protect CSP in its

true and holistic

essence, so that

standardized

practices of

Community

support could be

carried out for

promoting

education in the

rural

communities.

Social

mobilization,

awareness raising

for girl’s

education in the

rural

communities.

5) Assessment

survey of the

village.

6) Formation of

Village Education

Committee

(VEC) and

Women Village

Education

Committee

(WVEC).

7)EC starts school

on probation and

gets training for

fulfilling its

responsibilities

and provides

accommodation

for schools.

11) VEC

recommends

their teacher for

mobile female

teacher training.

13) Monitoring

and supervision

of the school and

VEC/WVEC

performance

Opening of new

schools and Up-

gradation of existing

schools shall be

based on CSP,

provided with

generally female

teachers shall be

appointed in the

community schools.

Position of the

school teachers shall

be an asset of the

community.


IDSP.PAKISTAN

ReducedReducedReducedReduced gendergendergendergender

DisparityDisparityDisparityDisparity

1.2) Finding:

CSP as one of the

prominent

practice based

innovation for

the girl's

educational

development has

Addressed gender

disparity in

schooling,

eliminated multi-

dimensional

discrimination at

the family and

community level

in social and

economic

contexts

Attitudinal

change: 92%

respondents

believe that

communities

now give equal

importance to

girls’ and boys’

education

{Source 2.2.3,

table 1.3}

-Women’s social

and economic

status improves;

77.5% schooled

women practice

birth spacing

{Table 1.8}

-Ratio of

schooled and

illiterate

women’s

children is 1:5;

{Table 1.9.1 and

1.9.2}

-Approximately

half the women

have a greater say

in decisions

compared to the

past; average age

bracket for girls

marriage is now

16-18 years of

age;

- Impact upon

Community:

92% believe

there is improved

health, hygiene

& nutrition (table

1.3.1a), inclusion

of women in

community

development

projects hence

projects gender

responsive,

The myths of

resistance to girls

schooling across

the board has

already been

broken by

ensuring

innovative

practices and

resource

allocation as part

of education

development must

be ensured

Teacher's

Leadership role

Community

mobilization/Edu

cation

Public private

partnership.

Resource

allocation

All 14-steps of

CSP

1) Identify 8th or

10 grades pass

female from the

village or a

walking distance

from the village

2) Verify her

residence In the

village

3)Verify her

documents

through the DEO

(F)’s office

4)Test her on

proficiency in

Urdu reading,

writing and

mathematics

5) Assessment

survey of the

village.

6) Formation of

Village Education

Committee

(VEC) and

Women Village

Education

Committee

(WVEC).

7) EC starts

school on

probation and

gets training for

fulfilling its

responsibilities

and provides

accommodation

for schools.

8) VEC requests

the DEO (F) for

formal

sanctioning of

the girls school.

9) Agreement is

signed between

the government

-The Compulsory

Primary Education

Act to be ensured at

the earliest and

government shall

ensure financial

allocation for its

different sectors.

-20% of the PSDP

shall be allocated for

education out of

which 60% shall be

specified for the

girl's education for

continuing

education.


IDSP.PAKISTAN

holistic and

sustainable.

-Around 67%

respondents

verify that the

schooled women

contribute to and

participate in

community

development

projects (Source

2.2.3D, Table 1.6

)

-Approximately

one-third women

who have

received

schooling

challenge early

childhood

marriages{Source

Table 1.7}

and the VEC.

10) Land (6000

sq.ft) is formally

transferred (on a

stamp paper) by

the VEC in the

name of the

education

department for

school building.

11) VEC

recommends

their teacher for

mobile female

teacher training.

12) After

successful

completion of

probation the

teacher is

appointed and

the school

supplies are sent

to the school.

13) Monitoring

and supervision

of the school and

VEC/WVEC

performance

14) Conduct

annual

community

education

meeting in which

all the parents

participate.

2:2:2:2: TheTheTheThe ProcessProcessProcessProcess

throughthroughthroughthrough whichwhichwhichwhich

femalefemalefemalefemale teachersteachersteachersteachers

werewerewerewere recognizedrecognizedrecognizedrecognized

Findings:

The process of

CSP teachers

identification ,

selection and

training has been

a core

determinant of

-During study 2

out of 20 sample

CSP schools were

found defunct,

the major cause

of both defunct

CSP schools was

teachers transfer

from the village

{Source district

reports}.

-75%

This should

become a law that,

women teacher

position is an asset

of the village

community and is

non transferable,

the first four steps

of CSP for

teachers

identification and

selection must be

Teacher’s

position is the

asset of the

community.

Step1. Identify

middle or metric

pass female from

the village or a

walking distance

from the village

Step2. Verify

teacher residence

In the village

Step3. Verify her

documents

through the DEO

- PTSMC shall be

recognized as a

formal body;

therefore

educational

endeavors shall be

carried out to

enhance the

conceptual and

technical capacities

and empowerment

of the bodies.


IDSP.PAKISTAN

the sustainability

of girls schools in

the traditional

communities.

respondents

believe that

motivation for

girls child

schooling is the

CSP teacher

{Source 2.2.2 &

Table1.2}

- Over 60%

students case

studies narrates

teachers

supportive and

caring role as

core determinant

for their primary

and further

education.

{Source; Case

Studies

Students(CST)}

followed as policy

and should be

declared non-

negotiable.

(F)’s office

Step4. Test her on

proficiency in

Urdu reading,

writing and

mathematics

-In view of the

findings of the CSP,

the Government of

Balochistan's

appointment posting

,transfer and

promotion rules

may be so amended

that, the

appointment of

female primary

school teacher

should be school

specific and transfer

shall be made with

the consent of the

VEC/PTSMC

provided further

that no transfer will

be made within

three years of the

appointment and in

case of vacancy

further

appointment will be

made again through

CSP

3)3)3)3) EconomicEconomicEconomicEconomic

EEEEmpowermentmpowermentmpowermentmpowerment ofofofof

Women.Women.Women.Women.

Finding

The study

validates that,

with the status of

improved

schooling,

business

opportunities for

women rural

enhances that

ultimately render

women social

empowerment.

-One-third (37%)

of the women

employees

receive their

salary themselves

(Table 2.1)

- 74%

respondents

believe that

women’s salary is

used for the

family/household

{Source; Table

2.2}

-(50%)women

initiate

income/earning

activities from

home

-A policy should

be devised that

will ensure

connecting the

learning and

livelihood as

integral part of

education policy,

especially at the

level of girls

primary schooling

in the rural

communities of

the province.

-Community

Mobilization for

education

Teacher's

position is

community asset,

process of

teacher's

identification,

selection,

preparedness,

trainings, and her

professional

development

1) Identify 8th or

10 grades pass

female from the

village or a

walking distance

from the village

2) Verify her

residence In the

village

3)Verify her

documents

through the DEO

(F)’s office

4)Test her on

proficiency in

Urdu reading,

writing and

mathematics

5) Assessment

survey of the

-Government shall

develop mechanism

that will ensure to

deliver salary to the

female teachers at

their door step.


IDSP.PAKISTAN

village.

6)Formation of

Village Education

Committee

(VEC) and

Women Village

Education

4)4)4)4) HumanHumanHumanHuman

ResourceResourceResourceResource

DevelopmentDevelopmentDevelopmentDevelopment

4.1) Finding:

Mobile teacher

training has

helped most of

the CSP school

teachers to

enhance and

improve their

pedagogical skills,

general and

specific concepts

and attain further

education.

-Almost all the

teachers

appointed on the

basis of middle

and

matriculation

have narrated in

their stories

about the

effectiveness of

3-months

exclusive course

and the short

refresher courses

-Many students

case studies

validates that,

comparatively

less dropout rate

form CSP school

was due to the

very supportive

and affectionate

role of teachers

-Mobile teachers

training,

mentoring and

class room support

must be part of

the policy of

female teachers

training and

continuous

professional

support for rural

girl's schools due

to the far flung

communities and

villages in the

province while

ensuring

pedagogical skills,

concepts and

community based

social leadership

required for the

quality and

sustainability of

the schools.

Teacher

identification,

selection,

community

mobilization,

Community

agreement for

sending teachers

for training.

-Teacher

appointment in

the result of

above mentioned

nonnegotiable.

Steps 1-5

9)Agreement

signed

10) Land (6000

sq.ft) is formally

transferred (on a

stamp paper)

11) VEC

recommends

their teacher for

mobile female

teacher training.

12) After

successful

completion of

probation the

teacher is

appointed and

the school

supplies are sent

to the school.

Bureau of

Curriculum through

Elementary Colleges

and private

partnerships shall

ensure mobile

teachers training in

the districts during

the summer/winter

vacations that will

cater refresher

courses for the in

service and PTAC

training for the

newly appointed

untrained

community

supported teachers.

-Based on the CSP

findings, The

Bureau of

Curriculum will

devise and

implement

Teacher’s training

program that will

continuously

enhance and ensure

teacher’s

pedagogical and

social mobilization

skills and leadership

to take a social and

educational role for

the sustainability of

female schooling in

the rural

communities..


IDSP.PAKISTAN

4.2)Human4.2)Human4.2)Human4.2)Human

ResourceResourceResourceResource

DevelopmentDevelopmentDevelopmentDevelopment

4.2) Finding;

The study

indicates that

female CSP

schools graduates,

CSP teachers,

cadres of

education

promoters and

VC/WVC

members have

played vital role

in the different

fields of health,

education and

socio-economic

development of

the rural

communities of

Balochistan.

As proxy

indicator impact

of focusing girls

education,

creating more

demand for

female education

managers/officers

.

Before CSP

inception, there

were only 3

female EDOs;

today there are

17 female officers

in the education

system including

assistant district

officers,

divisional

directors and

deputy directors

(Source; 1998-

BEMIS).

3000 women

were selected as

government

teachers for CSP

schools(BEMIS

1998)

-65.5% of the

identified CSP

graduates have

completed their

matriculation(Ta

ble 1.4)

Investment in

teachers and

induction of

female officers in

education system.

Filling of

employment

quotas for women,

through

temporary

relaxation of

qualification

criteria if

necessary with the

condition that

qualification

would be

improved within a

particular time

period.

Teacher selection

criteria and

teacher training.

Effective and

vigilant

governance

11) VEC

recommends

their teacher for

mobile female

teacher training.

12) After

successful

completion of

probation the

teacher is

appointed and

the school

supplies are sent

to the school.

For the appointment

of the female

teachers in the

targeted rural

communities where

girls’ participation is

lowest, the existing

training

qualification shall

be relaxed and

PTAC and CT

sandwiched

program will cater

their training

requirements.

5:5:5:5: ImpactsImpactsImpactsImpacts ofofofof CSPCSPCSPCSP

onononon femalefemalefemalefemale

educationeducationeducationeducation andandandand

communitiescommunitiescommunitiescommunities

5.1) Finding

1) CSP opened

the spaces,

created the need

and fulfilled the

overwhelming

demand of girl’s

Averagely 300

schools created

every year

between 1993-

1998. Total

number

expanded from

508 schools in

1990 to 2058

schools in 1998.

From 1999 to

The leadership

role of female

teacher in the

village,

community

mobilization and

partnership, access

to the school,

physical

infrastructure and

mobile teachers

Public/Private

Partnership:

Govt. of

Balochistan and

NGOs ventures

for formation of

schools in

collaboration

with community

organizations;

School located

5) Assessment

survey of the

village.

6) Formation of

Village Education

Committee

(VEC) and

Women Village

Education

Committee

(WVEC).


IDSP.PAKISTAN

primary schools

in the rural areas

of the province in

a short span of

seven years by

establishing 2058

girls schools

enrolling 203000

girls. .

2005 UNICEF

further supported

and established

500 more CSP

schools in

selected districts.

training in the

district closer to

the communities

are the key factors

of girls’ primary

education that

must be ensured

as key factors in

the primary

education policy

and planning.

within the

village, not on its

outskirts

7) EC starts

school on

probation and

gets training for

fulfilling its

responsibilities

and provides

accommodation

for schools.

5:5:5:5: ImpactsImpactsImpactsImpacts ofofofof CSPCSPCSPCSP



communitiescommunitiescommunitiescommunities

5.2) Finding :

Most of the CSP

graduates could

be rated

exceptions as

they have

completed

further education

through

migrations,

private education

and boys schools;

a demonstration

of increased

motivation and

awareness for

education.

-There was an

overwhelming

demand for the

up-gradation of

girls primary

school to the

middle and high

levels. -Over 90%

respondents

believe that, the

general trend of

boys and girls

schooling has

become

equivalent.

-Over all 68%

respondents

verify that the

social position of

schooled women

is increased.

-Over 90%

respondent’s

shares that

schooled women

get

comparatively

better marriage

proposals.

73 % ranked the

presence of a

girl's’ school as

critical {Source

2.2.2 table1.2}

The formula of

upgrading/establis

hing the middle

school needs to be

changed and must

be made relevant

to the needs and

requirements of

the communities

as most of the

communities

cannot manage

adolescents girls

mobility to the far

flung villages and

towns where

middle schools are

established.

Effective and

sustainability

Public Private

Partnership for

quality education

for girls

Agreement

between

Community and

Government.

9) Agreement is

signed between

the government

and the VEC.

10) Land (6000

sq.ft) is formally

transferred (on a

stamp paper) by

the VEC in the

name of the

education

department for

school building.

11) VEC

recommends

their teacher for

mobile female

teacher training.

12) After

successful

completion of

probation the

teacher is

appointed and

the school

supplies are sent

to the school.

13) Monitoring

and supervision

of the school and

VEC/WVEC

performance

14) Conduct

-The criterion for

up-gradation of a

primary school shall

be based on the

availability of at

least 50 school age

girls’ children, need

and demand of the

community.

-In the view of the

CSP findings, the

public-private

partnership shall be

ensured to establish

the elementary

schools on the CSP.


IDSP.PAKISTAN

annual

community

education

meeting in which

all the parents

participate.

5)5)5)5) ImpactsImpactsImpactsImpacts ofofofof CSPCSPCSPCSP



communities.communities.communities.communities.

5.3) Finding

Community

ownership of CSP

girl’s school is

rated high as

compare to the

boys and other

girls schools

established

through other

processes/approac

hes.

-General

observations of

all the

researchers and

responses in the

case studies

clearly indicate a

qualitative and

infrastructural

distinction in.

CSP school is

located in the

middle of the

village

The social

mobilization and

parent’s education

of the girl child in

the rural

communities

should be part of

the process of

teacher's

selection, her

preparedness and

training to ensure

community

ownership of girl's

school.

Teachers

identification,

selection,

Community

mobilization.

Establishing the

Public Private

Partnership.

Step6: Formation

of VEC

Step7:EC starts

school on

probation and

gets training for

fulfilling its

responsibilities

and provides

accommodation

for schools.

Step8: VEC

requests the DEO

(F) for formal

sanctioning of

the girls school.

9) Agreement is

signed between

the government

and the VEC.

Based on the CSP

findings, the process

of schools

establishment both

for boys and girls

shall be through a

process that will

generate awareness

and ownership in

the communities for

the process of

education.

Hence the CSP, as

an umbrella, should

be introduced for

Boys Schooling as

well with different

operational

strategies after

conducting a small

feasibility study.

GenericGenericGenericGeneric Finding1Finding1Finding1Finding1

CSP processes

have gradually

created

organizations that

are now playing

vital role in

fostering the

concept and

scaling up the

strategy (CSP) for

further

innovation.

Almost all the

respondents in

the FGDs, KIIs

and Case studies,

have repeatedly

confirmed the

central role and

commitment of

the NGOs and

their education

promoters.

SCSPEB led the

process of

establishing the

schools in the

rural

Government must

recognize the role

of Non

Government

sector as

promoters of

education

especially in the

areas , Teachers

selection, Training

and

empowerment,

community

mobilization and

building public

private

partnerships, thus

The role of Non

government

sector in

promoting and

sustaining girl's

education

All 14 steps -A directory of the

Non Government

Organization shall

be developed and

NGOs with sound

track record and

relevant measurable

achievements shall

be recognized and

associated as

partners in the

inception of joint

ventures for the

promotion of

education in the

communities.


IDSP.PAKISTAN

communities that

was also

supported by

LAFAM, SCOPE

and RCDC.

ensuring the

quality of

education

GenericGenericGenericGeneric finding2finding2finding2finding2

Need for

consistent

monitoring and

evaluation of

students,

teachers,

community

organizations and

schools.

All respondents

emphasized the

importance of

regular

monitoring as it

ensures

accountability of

all parties. Visits

by Education

Dept

representatives

and the timely

receipt of

stationary and

books was also

highlighted.

Government must

develop

innovative

mechanisms of

monitoring while

engaging the local

communities for

ensuring effective

process of learning

and growth for

the girls in the

rural areas.

Communities

have to be part of

the monitoring

and evaluation

system

13) Monitoring

and supervision

of the school and

VEC/WVEC

performance

14) Conduct

annual

community

education

meeting in which

all the parents

participate.

PTSMCs capacity

shall be enhanced

and their role shall

be recognized to

contribute and

facilitate in

improving the

girl's primary

education in the

rural communities.

GenericGenericGenericGeneric Finding3Finding3Finding3Finding3

VECs that were

converted into

PTSMCs

performed well

and they helped

in the

sustainability of

the school

compare to the

PTSMCs that

were created

without the

WVEC or VEC

process

Narrative stories

traced of teachers

and students

validate the

reality that, the

role of the VEC

and WVEC was

central in

meeting the

community

commitment to

demonstrate that,

opening of school

for girls is

feasible.

Creating

partnerships for

girl's education

should be a

serious, systematic

procedure of the

government that

should result in a

formal village

education

committee or

PTSMC binded by

a documented

agreement.

No VEC or

PTSMC should be

created without

ensuring the

Parents

participation and

representation in

the said

committees. The

agreement should

be considered as a

legal document

that binds the

community and

government, thus

ensuring girls

education in the

villages of

Balochistan.

5) Assessment

survey of the

village.

6) Formation of

Village Education

Committee

(VEC) and

Women Village

Education

Committee

(WVEC).

7) EC starts

school on

probation and

gets training for

fulfilling its

responsibilities

and provides

accommodation

for schools.

8) VEC requests

the DEO (F) for

formal

sanctioning of

the girls school.

9) Agreement is

-Based on the CSP

findings, PTSMCs

with well defined

TORs shall be

formed on the

patterns of VEC and

WVECs that will

ensure an effective

public-private

partnership for the

promotion and

sustainability of the

mechanisms girls’

primary education.


IDSP.PAKISTAN

signed between

the government

and the VEC.

GenericGenericGenericGeneric

Finding4:Finding4:Finding4:Finding4:

The support

mechanism

ensured through

education

department and

NGOs has helped

the young and

less experienced

teachers to

improve their

academic

credentials,

pedagogical skills,

professional

competencies and

general concepts

of learning and

growth.

Teacher's case

studies, and Key

informants and

FDGs with

education

officers,

promoters and

CSP technical

advisor have

verified the fact.

A strategy must be

devised that can

generate timely

response to the

pedagogical skills

and conceptual

needs of the

female primary

schools teachers of

the rural

communities.

Mobile teachers

training and in

class support.

11) VEC

recommends

their teacher for

mobile female

teacher training.

12) After

successful

completion of

probation the

teacher is

appointed and

the school

supplies are sent

to the school.

13) Monitoring

and supervision

of the school and

VEC/WVEC

performance

-

GenericGenericGenericGeneric FindingFindingFindingFinding

5:5:5:5:

The tracking of

female teachers,

CSP school

graduates and

Key Informants

have revealed

that, CSP has

increased

awareness and

activism

regarding

Community

Development,

Gender Based

Violence, Family

and Children

Health, and

Human Rights.

-Qualitative

analysis derived

from 30 case

studies and 31

FGDs strongly

support the

finding stated.

{Source; case

studies and FGDs

}

- Average 81% of

respondents

believe that CSP

schooling,

reduced

GBV{Source

table1.5.2}

- Over 90% of

respondents

stated that

schooled girls’

awareness of

women, children

and family health

In order to

Reduce Gender

Disparity

systematic and

effective contents

and tools

regarding health,

nutrition, GBV,

personal and

family health

must be ensured

as part of the

curriculum,

syllabus, pedagogy

and teacher's

training.

As practiced in

CSP, Community

education and

mobilization for

girls education

should be the

fundamental

strategies for

promotion of

sustainable girls

education in

Balochistan

Community

mobilization for

education.

Step5:

Assessment

survey of the

village.

5.1) How many

families?

5.2)How many

school going age

girls (age 5-13)

5.3) Survey is

basically used as

promotional tool

to motivate

mothers.

-Analysis of text

books and

Incorporating

Gender Sensitive

contents while

consulting with

Curriculum Bureau,

Text book board and

other relevant

institutions and

stakeholders

-Teachers training

modules shall be

gender sensitive so

that it can ensure

contents that

address the

myths/stereotypes

and ensures gender

equality


IDSP.PAKISTAN

and nutrition

increased.

{Source table

1.3.1a}


IDSP.PAKISTAN

ANNEXE 1

TABLES Tables:

Q.1) Do you think that with the inception of CSP schooling, the issue of disparity in the enrollment of girls and boys in the schools has been addressed?

Table1.1

Tool Reply Quetta Kalat Zhob Makran Sibi NA Total

KII Yes 100%(10) 50%(5) 90(9) 100%(10) 100%(10) 100%(10) 90%(54)

CST Yes 83.33%(6) 100% 100% 100% 100% 12.50%(1)

87.50%

CSS Yes 100% 18.75% 100.00% 81.25% 93.75% 93.75% 87.25

Total mean

Q.1.2) Reasons for the increased enrollment of the children in the CSP schools 2.a) The CSP approach of mobilizing community

Table 1.4

Tool Quetta Kalat Zhob Makran Sibi NA Total

KII 80.00%(8) 70.00%(7) 80.00%(8) 100.00%(10) 50.00%(5) 90.00%(9) 78.33(47)

CST 62.50% (5) 12.50% (1) 25% (2) 100% (8) 87.50% (7) 100% (8) 64.58% (31)

CSS 93.75% 37.50% 87.50% 87.50% 68.75% 93.75% 78.12

Total mean 75.00%

Table 1.5

Tools Quetta Kalat Zhob Makran Sibi NA Total

KII 50.00%(5) 70.00%(7) 50.00%(5) 100.00%(10) 60.00%(6) 100%(10) 71.66%(43)

CST 75% (6) 0% (0) 12.50% (1) 100% (8) 25% (2) 62.50% (5) 45.83% (22)

CSS 50.00% 18.75% 0 81.25% 05 81.25% 43.75


IDSP.PAKISTAN

Total mean 53.75%

Table 1.6

Tools Quetta Kalat Zhob Makran Sibi NA Total

KII (60) 0.00%(0) 0.00%(0) 0.00%(0) 10.00%(1) 10.00%(1) 50.00%(5) 11.66 % (7)

CST (48) 0% 0% 0% 25% (2) 0% (0) 0% (0) 4.16% (2)

CSS (96) 0.00% 6.25% (1) 6.25% (1) 0 0 18.75% 5.20% (5)

After the CSP process people give equal importance to the girls and boys education

Table 1.3

Tool Reply Quetta Kalat Zhob Makran Sibi NA Mean

KII Yes 80% (8) 80% (8) 100% (10) 100% (10) 100%(10) 90% (9) 91.66% (55)

CST Yes 87.5% (7) 62.5% (5) 100% (8) 87.5% (7) 100% (8) 100% (8) 91.66 %(44)

CSS Yes 100.00% 68.75% 93.75% 93.75% 93.75% 100.00% 91.66% (88)

Total

They take care for their health and nutrition

Table 1.3.1.a

Tool Quetta Kalat Zhob Makran Sibi NA Mean

KII 80% (8) 80% (8) 100% (10) 100% (10) 100% (10) 90% (9) 91% (55)

CST 87.5% (7) 87.5% (7) 100% (8) 87.50% (7) 100%0(8) 75% (7) 89.58%

CSS 100% (16) 93.75% (15) 100% (16) 93.75%(15) 87.50%(14) 93.75% (15) 94.79% (91)

Total

1.3 ) They assert for their and their children and family members higher education


KII Yes 90% (9) 100%(10) 100% (10) 100% (10) 100% (10) 100% (10) 98.33% (59)

CST Yes 87.5% (7) 75% (6) 100% (8) 100.0% (8) 100%0(8) 87.50% (7) 91.6% (44)

CSS Yes 100.00% 93.75% 100.00% 93.75% 87.50% 93.75% 94.79% (91)

KII No 10% (1) 0% (0) 0% (0) 0% (0) 0% (0) 0% (0) 1.66% (1)

CST No 12.50% (1) 25% (2) 0 0 0 12.5% (1) 4.16% (4) *

CSS No 0.00% 6.25% (1) 0 6.25%(1) 12.50% (2)

0.00% 5.20% (4)

They take care for


IDSP.PAKISTAN


KII For both male and female

90% (9) 80% (8) 40% (4) 100% (10) 70% (7) 100% (10) 80% (48)

CST 87.5% (7) 87.5% (7) 100% (8) 75% (6) 100%0(8) 62.50% (5) 85.41% (41)

CSS 100.00% 68.75% 87.50% 93.75% 09 100.00% 84.37% (81)

KII For male only

10% (1) 10% (1) 50.00% (5) 0% (0) 10% (1) 0% (0) 13.33(8)

CST 0 25.00% 0 0 12.50% 0 6.25% (3)

CSS 0 25.00% 0 6.25% 31.25% 0 10.41% (10)

KII Only for Female

0% 0% 0% 0% 0% 0% 0%

CST 0% (0) 12.5% (1) 0% (0) 12.5% (1) 0% (0) 0% (0) 4.16% (2)

CSS 0 0 0 0 0 0 0.00%


IDSP.PAKISTAN

1.4) How many CSP schools graduates you know, who have attained the opportunities of schooling

Tool Grades Quetta Kalat Zhob Makran Sibi NA Total

KII Matriculation

33.07%(85) 26.07% (67) 21.40% (55) 3.89% (10) 3.89% (10) 11.67% (30) 57.9%(257)

CST 31.47% (107) 10.88% (37) 2.35%(8) 44.11%(150) 2.94%(10) 8.23% (28) 340

CSS 20.35% (162) 13.19%(105) 1.63% (13) 56% (446) 3.64%(29) 5.15% (41) 65.56% (796)

Total 1393


KII Intermediate

44.06%(52) 10.10%(19) 28.81%(34) 0% (0) 5.08% (6) 11.05.%(13) 25.82%(124)

CST 15.08%(11) 10.98% (8) 5.47% (4) 49.31%(36) 10.98%(8) 8.29% (6) 73

CSS 22.32%(71) 9.74% (31) 1.25% (04) 61.32%(195)1.25%(4) 4.08% (13) 26.19%(318)

Total 515


KII Bachelors 13.88%(5) 8.33% (3) 50% (18) 22.00% (8) 0.00% (0) 5.55% (2) 7.87% (36)

CST 21.42% (3) 7.14% (1) 7.14% (1) 42.85% (6) 21.42% (3) 0% 3.11(14)

CSS 35.55%(32) 6.66% (06) 3.33% (03) 50% (45) 0.00% 4.44% (04) 7.41% (90)

Total 140


KII Masters 0%(0) 25.00% (3) 41.66% (5) 25.00% (3) 0.00% (0) 8.33%(1) 2.62%(12)

CST 0 0 0 33.33% (1) 66.44% (2) 0 0.66% (3)

CSS 0 0 10% (01) 90% (9) 0 0 0.82% (10)

Total 25

Tool Masters Quetta Kalat Zhob Makran Sibi NA Total

KII(60)

Others 18.51%(5) 0.00% (0) 33.33% (9) 44.44%(12) 0.00% (0) 3.70%(1) 5.90% (27)

CST(48)

100% (19) 0% 0% 0% 0% 0% 4.23%(19)

CSS(9

0% 0% 0% 0% 0% 18.75 5.20% (5)

Total

Table 1.5) Helped woman to get employments as:

Positions Quetta Kalat Zhob Makran Sibi NA Total

KII a) LHVs 40.00%(4) 10.00%(1) 30.00%(3) 90.00%(9) 10.00%(1) 70.00%(7) 41.66%(25)

CST 12.5%(1) 0%(0) 0%(0) 25%(2) 25%(2) 50%(4) 18.75%(9)

CSS 6.02% (10) 28.91 (48) 4.81% (8) 38.55%(64) 12.04%(20) 9.63%(16) 57.83%(166

Total 200

KII b) LHWs 40.00%(4) 30.00%(3) 30.00%(3) 40.00%(4) 20.00%(2) 90.00%(9) 41.66%(25)


IDSP.PAKISTAN

CST 62.5%(5) 50%(4) 0%(0) 0%(0) 12.5%(1) 50%(4) 29.16%(14)

CSS 13.04% (3) 8.65%(02) 4.34% (01) 17.39%(04) 4.34% (01) 52.17%(12) 19.82%(23)

Total 62

KII c)Midwives 0.00%(0) 0.00%(0) 30.00%(3) 20.00%(2) 20.00%(2) 90.00%(9) 26.66%(16)

CST 0%(0) 0%(0) 25%(2) 0%(0) 25%(2) 50%(4) 16.66%(8)

CSS 0% 0% 18.75%(03) 12.50%(02) 18.75%(03) 50% (08) 13.79% (16)

Total 40

KII d) Teachers 90.00%(9) 90.00%(9) 50.00%(5) 90.00%(9) 50.00%(5) 80.00%(8) 75%(45)

CST 75%(6) 50%4 12.5%(1) 50%(4) 62.5%(5) 62.5%(5) 52.08%(25)

CSS 20.75% (11) 18.86% (10) 3.77%(02) 18.86% (10)

13.20% (07) 24.52% (13) 45.68% (53)

Total 123

(Table 1.5.2) Impact of schooling on the attitudinal change in community reduced Gender BasedViolence(GBV)

Positions Quetta Kalat Zhob Makran Sibi NA Total

KII A) Increased

10.00%(1) 0 %(0) 0%(0) 10.00%(1) 0%(0) 10.00%(1) 0.94%(3)

CST 0 12.50% (1) 0 0 0 0 2.08 % (1)

CSS 62.50%(05) 0 0 20% (01) 25% (02) 0 8.42% (08)

Total 11.44%(12)

KII b) Reduced 90.00%(9) 60.00%(6) 100%(10) 80.00%(8) 100%(10) 80.00%(8) 85%(51)

CST 87.5% (7) 37.5 (3) 100% (8) 87.50% (7) 50% (4) 87.50% (7) 75% (36)

CSS 12.82%(10) 15.38%(12) 17.94%(14) 15.38%(12) 17.94%(14) 20.51% (16) 82.10% (78)

Total 80.66%(165)

KII c) No Impacts

0%(0) 20 %(2) 0%(0) 0%(0) 0%(0) 0%(0) 3.33%(2)

CST 0 50% (4) 0 12.50% (1) 50% (4) 12.50%(1) 20,83% (10)

CSS 11.11% (01) 44.44%(04) 22.22%(02) 22.22%(02) 0 0 9.47% (9)

Total 11.21%(21)

1.6) How did you observed the CSP schooled woman playing a role in the following situations?


KII Yes 70.00%(7) 100%(10) 90.00%(9) 80.00%(8) 100%(10) 30.00%(3) 78.33%(47)

CST Yes 50% (4) 62.50% (5) 62.50% (5) 50% (4) 75 % (6) 50%(4) 58.33% (28)

CSS Yes 68.75% (11) 50% (08) 93.75%(15) 75% (12) 50% (08) 50% (08) 64.58% (62)

Total

KII No 30.00%(3) 0.00%(0) 10.00%(1) 20.00%(2) 0.00%(0) 70.00%(7) 21.66%(13)

CST No 50% (4) 37.5 (3) 37.5 (3) 50% (4) 25.% (2) 50%(4) 41.66%(20)

CSS No 31.25%(5) 50% (8) 6.25% (1) 25% (4) 50% (8) 50% (8) 35.41% (34)

1.7) The general practice of girls marriages with respect to their age?

Age Bracket

Quetta Kalat Zhob Makran Sibi NA Total

KII 10/12/11 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

CST 0 0 0 0 0 12.50% (1) 2.08 % (1)


IDSP.PAKISTAN

CSS 0 0 0 6.25%(01) 0 12.50% (02) 3.15% (3)

Total 1.74%(4)

KII 13-15 0%(0) 20.00%(2) 10.00%(1) 20.00%(2) 30.00%(3) 40.00%(4) 20% (12)

CST 0 37.5 %(3) 12.50% (1) 37.50% (3)

0 25% (2) 18.75% (9)

CSS 12.50% (2) 18.75%(03) 31.25% (05) 25%(04) 6.25% (01) 18.75% (03) 17.89%(17

Total 18.88%(38)

KII 16- 18 10.00%(1) 70.00%(7) 90.00%(9) 50.00%(5) 50.00%(5) 40.00%(4) 51.66%(31)

CST 62.50% (5) 37.5 %(3) 87.5%(7) 50% (4) 87.5%(7) 25% (2) 58.33%(28)

CSS 43.75%(7) 43.75%(07) 50% (08) 43.75%(07) 68.75%(11) 50%(08) 50.52%(48)

Total 53.50%(107)

KII Above 18 90.00% 10.00% 0.00% 30.00% 20.00% 20.00% 28.33%(17)

CST

25% (2) 25% (2) 0 12.50%(1) 12.50%(1) 37.50%(3) 18.75%(9)

CSS 43.75%(7) 37.50%(06) 18.75%(03) 25% (04) 25% (04) 18.75%(03) 28.42%(27)

Total 25.16%(53)

Table 1.7.2) School women challenge the early child marriages?


KII Yes 80 %(8) 10%(1) 0.00%(0) 30.00%(3) 70.00%(7) 40.00%(4) 38.33% (23)

CST Yes 62.50%(5) 0 0 50% (4) 87.5 % (7) 12.5%(1) 35.42% (17)

CSS Yes 62.50%(10) 6.25% (1) 18.75%(03) 12.50% ( 2)

56.25% (9) 6.25% (1) 27.08% (26)

Total 68.00% 5.41 71.25% 33.56%

KII No 20 %(2) 90.00%(9) 100%(10) 70.00%(7) 30.00%(3) 60.00%(6) 61.66% (37)

CST No 37.50% (3) 100%(8) 100%(8) 50% (4) 12.5.% (1) 87.5% (7) 64.58(31)

CSS No 37.50% (6) 100% (16) 81.25% (13) 81.25% (13)

43.75% (7) 93.75% (15) 72.91% (70)

Total

1.7.3) Schooled women oppose forced marriages


KII Yes 90.00%(9) 30.00%(3) 10.00%(1) 40.00%(4) 80.00%(8) 10%(1) 43.33%(26)


IDSP.PAKISTAN

CST Yes 62.50% (5) 25% (2) 0 12.50% (1) 62.50% (5) 0 27. 08% (13)

CSS Yes 68.75% (11) 6.25%(01) 12.50%(02) 18.75%(03) 37.50% (06) 6.25% (01) 25% (24)

Total 73.66% 60.00% 31.80%

KII No 10.00%(1) 70.00%(7) 90.00%(9) 60.00%(6) 20.00%(2) 90.00%(9) 56.66%(34)

CST No 37.50% (3) 75%(6) 100%(8) 87.50% (7) 37.5.% (3) 100% (7) 72.91% (35)

CSS No 31.25% (05) 93.75%(15) 87.50%(14) 81.25%(13) 62.50% (10) 93.75%(15) 75% (72)

1.7.4 Schooled women assert her opinions in the decision of her marriage


KII Yes 90.00%(9) 50.00%(5) 10.00%(1) 30.00%(3) 50.00%(5) 20.00%(2) 40%(24)

CST Yes 62.50% (5) 25% (2) 0 37.59% (3) 62.50% (5) 0 32. 25% (15)

CSS Yes 68.75 (11) 12.50%(02) 12.50% (02)

18.75% (03)

50% (08) 25%(04) 31.25% (30)

Total 74.00% 29.00% 7.50% 54.00% 34.50%

KII No 10.00%(1) 50.00%(5) 90.00%(9) 70.00%(7) 50.00%(50 80.00%(8) 58.33%(35)

CST No 37.50% (3) 75%(6) 100%(8) 62.50% (5) 37.5.% (3) 100% (7) 68.75% (33)

CSS No 31.25%(05) 87.50%(14) 87.50% (14)

81.25% (13)

50% (08) 75% (12) 68.75% (66)

65.50%

7. Difference in the birth spacing between the schooled and unschooled woman


KII Yes 100%(10) 70.00%(7) 90.00%(9) 60.00%(6) 100%(10) 100%(10) 86.66(52)

CST Yes 75% (6) 75% (6) 75% (6) 87.50%(7) 87.50%(7) 87.50%(7) 81.25% (39)

CSS Yes 62.50% (10) 50% (08) 56.25% (09) 43.75% (07) 93.75% (15) 81.25% (13) 64.58% (62)

Total 77.5

KII No 0.00%(0) 30.00%(3) 10.00%(1) 40.00%(4) 0.00%(0) 0.00%(0) 13.33 (8)

CST No 25%(2) 25%(2) 25%(2) 12.50% (1) 12.50% (1) 12.50% (1) 18.75% (9)

CSS No 37.50% (6) 50% (08) 43.75% (07)

56.25% (09)

6.25% (01) 18.75% (03)

35.41% (34)

Total 22.50%

.

1.9.1) Ratio of numbers of children of schooled and unschooled woman.


IDSP.PAKISTAN


KII 25.64%(39) 37.03%(27) 20.83%(48)

59 40 42 255

CST 33 29 32 28 26 34 182

CSS 13.41% (73) 35.29%(192)

11.76%(64)

12.50% (68)

13.78% (75)

13.60% (74)

544

Total 145 248 144 155 141 150 981 (20%)

1.9.2) Number of children of unschooled woman


KII 70 82 74 74 79 76 455

CST 52 695 47 72 50 54 84.20% (970)

CSS 4.98% (124) 75.73%(1885)

4.01% (100)

5.34% (133)

4.33% (108)

5.58% (139) 82.06% (2489)

Total 4895 3914(80%)

14. The CSP school opening process raised awareness regarding


KII Birth Spacing

30.00%(3) 20.00%(2) 60.00%(6) 40.00%(4) 60.00%(6) 90.00%(9) 50% (30)

KII Education 30.00%(3) 80.00%(8) 50.00%(5) 70.00%(7) 90.00%(9) 100.00%(10) 70% (42)

KII Health and Hygiene

20.00%(2) 70.00%(7) 30.00%(3) 50.00%(5) 70.00%(7) 90.00%(7) 55% (33)

1.11) Do you see any changes in the birth spacing trend?


KII Before CSP

20% (2) 0% 20% (2) 0% 10% (1) 0 5

CST 62.50%(5) 37.50%(3) 25%(2) 62.50%(5) 25%(2) 37.50%(3) 41.66% (20)

KII After CSP 30% (3) 30% (3) 60%(2) 60%(2) 80% (8) 100% (10) 84.85% (28)

CST 25% (2) 62.50%(5) 75%(6) 37.50%(3) 75%(6) 62.50%(5) 58.33% (27)

Total 71.60%


IDSP.PAKISTAN

1.12) Information sources used by schooled woman


KII Newspaper20.00%(2) 60.00%(6) 30.00%(3) 70.00%(7) 20.00% 70.00% 45%(27)

CST 0 50%(4) 12.5%(1) 0% 12.5%(1) 12.50%(1) 14.58 %(7)

CSS 18.75%(03) 56.255(09) 6.255 (01) 43.75%(07) 37.50%(06) 37.50%(06) 18.39% (32)

Total 26.00%

KII Radio 90.00%(9) 40.00%(4) 80.00%(8) 90.00%(9) 70.00%(7) 10.00%(1) 78.33%(47)

CST 50% (4) 75 %(6) 87.5%(7) 25 %(2) 37.50%(3) 25%(2) 54.16% (26)

CSS 100% (16) 31.25% (05)

75% (12) 56.255 (09)

31.25% (05)

18.75% (03)

28.73% (50)

Total 53.74

KII TV 90.00%(9) 100.00%(10)

80.00%(8) 90.00%(9) 90.00%(9) 90.00%(9) 90% (54)

CST 50% (4) 75 %(6) 87.5%(7) 62.50%(5) 75%(6) 62.5%(5) 64.58%(31)

CSS 62.50% (10) 100% (16) 93.75% (15)75% (12) 93.75%(15) 100% (16) 48.27% (84)

Total 67.60%

KII Internet 10.00% 60.00% 0.00% 30.00% 0.00% 20.00% 20% (12)

CST 0 0 0 0 0 0 0

CSS 6.25% (01) 18.75% (03)

6.25% (01) 12.50% (02)

12.50% (02)

0.00% 4.59% (08)

Total 8.20%

Theme 3: Economic Empowerment of women

Q. 1)Schooled women receive their salary by themselves?


KII Yes 60.00%(6) 10.00%(1) 20.00%(2) 40.00%(4) 10.00%(1) 30.00%(3) 28.33%(17)

CST Yes 62.5%(5) 12.50%(1) 25%(2) 12.5%(1) 37.5%(3) 25 %(2) 31.25% (15)

CSS Yes 56.25%(11) 50% (8) 18.75% (3) 12.50% (2) 37.5%(6) 68.75% (11) 51.04%(49)

Total 36.90%

KII No 30%(3) 90.00%(10) 80.00%(8) 60.00%(6) 90.00%(9) 70.00%(7) 70% (42)

CST No 37.50% (3) 87.50%(7) 62.5%(5) 87.50%(7) 62.5%(5) 62.5%(5) 68.75%(32)

CSS No 43.75%(7) 50% (8) 18.75% (3) 87.50%(14) 62.5%(10) 31.25%(5) 48.95%(47)

62.60%


IDSP.PAKISTAN

2.2) Women Spend Her Salary for....


KII 1.b.1)Personal Use

0 50.00%(5) 10.00%(1) 50.00%(5) 20.00%(2) 100%(10) 38.33% (23)

CST 50% (4) 37.5 %(3) 12.5%(1) 25%(2) 0 0 20.83%(10)

CSS 43.75%(7) 25%(4) 25%(4) 18.75%(3) 18.75%(3) 31.25%(5) 22.03% (26)

Total

KII 1.b.2)Household

20.00%(2) 50.00%(5) 50.00%(5) 40.00%(4) 70.00%(70 90.00%(9) 51.66% (31)

CST 50% (4) 25%(2) 0 37.50% (3) 62.50%(5) 37.50% (3) 35.41%(17)

CSS 62.5%(10) 18.75%(3) 6.25%(1) 43.75%(7) 43.75%(7) 56.25%(9) 29.66% (37)

Total

KII 1.b.3)Self and family

60.00%(6) 40.00%(4) 70.00%(7) 0.00%(0) 10.00%(1) 90.00%(9) 45% (27)

CST 0 12.50% (1) 62.50%(5) 87.50%(7) 25%(2) 37.50% (3) 37.50% (18)

CSS 37.5% (6) 31.25%(5) 37.5%(6) 6.25%(1) 6.25%(1) 56.25%(9) 23.72% (28)

Total

KII 1.b.4) Save money for future

90.00%(9) 40.00%(4) 0.00%(0) 10.00%(1) 60.00%(6) 10%(1) 33.3%(20)

CST 0 37.50%(3) 0 25%(2) 50%(4) 12.50%(1) 20.83% (10)

CSS 0% 25% (4) 6.25% (1) 12.50% (2) 6.25%(1) 31.25%(5) 11.01 % (13)

Total

KII 1.b.5) Invested for her family assets

0 40%(4) 40%(4) 0.00% 0.00% 80.00%(8) 26.6%(16)

CST 0 25%(2) 12.50%(1) 25%(2) 12.50%(1) 12.50%(1) 14.58%(7)

CSS %0 50% (8) 12.50%(2) 6.25% (1) 0% 25% (4) 4.23%(15)

Total

KII 1.b.6) Others

10.00%(1) 10.00%(1) 0 0 10.00%(1) 30.00%(3) 10%(6)

CST 0 25%(2) 0 12.50%(1) 6.25%(3)

CSS 0% 0% 0% 0% 0% 6.25%(1) .84%(1)

Total

2.4) what kind of business ventures are practiced by the schooled women?


IDSP.PAKISTAN


KII Micro credit initiative

20.00%(0) 40.00%(4) 40.00%(4) 80.00%(8) 20.00%(2) 50.00%(5) 41.6%(25)

25.0% (2) 37.50% (3) 0 87.5%(7) 12.5%(1) 0 26.08% (13)

CSS 12.50%(2) 6.25% (1) 6.25%(1) 56.25% (9) 0% 0% 13.54% (13)

Total

KII Savings and trainings in a craft/skill

10%(1) 10.00%(1) 10%(1) 50.00%(5) 10.00%(1) 60.00%(6) 25% (15)

CST 0 37.5%(3) 0 12.50% (1) 12.50%(1) 0

CSS 25% (4) 6.25% (1) 0% 50% (8) 0% 12.25%(2) 15.62% (15)

Total

KII Committee system

10.00%(1) 40.00%(4) 20.00%(2) 80.00%(8) 40.00%(4) 80.00%(8) 60%(36)

CST 12.50%(1) 25 %(2) 0 55%(6) 18.75%(9)

CSS 18.75%(3) 0% 0% 37.5%(6) 12.50%(2) 6.25% (1) 12.5% (12)

Total

KII Through poultry

0 30.00%(3) 80.00%(8) 10.00%(1) 20.00%(2) 70.00%(7) 35%% (21)

CST 0 25 % (2) 75%(6) 25%(2) 20.83% (10)

CSS 0% 6.25%(1) 81.25% (13)

31.25% (5) 0% 31.25% (5) 25% (24)

Total

KII Dairy

CST 0 12.50% (1) 87.50%(7) 37.5%(3) 0 22.91% (11)

CSS 6.25% (1) 0% 6.25% (1) 31.25%(5) 6.25% (1) 12.50%(2) 10.41% (10)

Total

KII Livestock 0.00%(0) 10.00%(1) 50.00%(5) 40.00%(4) 20.00%(2) 70.00%(7) 46.66%(28)

CST 12.50%(1) 37. 5%(3) 12.50%(1) 25%(2) 14.58%(7)

CSS 0% 6.25% (1) 18.75% (3)

6.25% (1) 0% 0% 5.20% (5)

Total

KII Shop keeping

70.00%(7) 30.00%(3) 50.00%(5) 50.00%(5) 20.00%(2) 60.00%(6) 46.60 (28)

CST 12.5%(1) 0 0 0 0 2.08%(1)


IDSP.PAKISTAN

CSS 31.25%(5) 12.50%(2) 12.50%(2) 43.75%(7) 6.25% (1) 18.75% (3) 20.83% (20)

Total

2.5) Earning enhances women’s social status


KII Yes 80%(8) 90.00%(9) 20.00%(2) 100%(10) 70.00%(7) 90.00%(9) 75% (45)

CST Yes 62.5% (5) 100% (8) 0 87.50%(7) 87.50%(7) 87.50%(7) 70.83% (34)

CSS Yes 87.50% (14) 81.25% (13)

6.25% (1) 75%(12) 50% (8) 43.75%(7) 57.29% (55)

Total 68.00%

KII No 20.00%(2) 10.00%(1) 80.00%(8) 0.00% 30.00%(3) 10.00%(1) 25% (15)

CST No 37.50%(3) 0 100% (8) 12.50% (1) 12.50% (1) 12.50% (1) 29.16% (14)

CSS No 0% 0% 0% 0% 0% 0% 00%

Total

2.6) Different Impacts of Earning on the social status of women (Table 3.2)


KII 2.6.1) Woman family show more respect

90.00%(9) 90.00%(4) 20%(8) 100%(710) 70%(9) 90%(9) 75% (45)

CST 37.5%(3) 100%(8) 0% 87.5%(7) 75%(6) 62. 5 %(5) 60.41% (29)

CSS 93.75%(15) 37.5%(6) 87.50%(14) 81.50%(13) 43.75%(7) 81.25%(13 70.83% (68)

Total

KII 2.6.2) Community started respecting woman

60.00%(6) 80.00%(8) 100%(10) 90.00%(9) 90%(9) 100%(10) 86.60% (52)

CST 37.50% (3) 75% (6) 75% (6) 100%(8) 75%(6) 87.5%(7) 75%(36)

CSS 93.75%(15) 37.5%(6) 87.50%(14) 81.50%(13) 43.75%(7) 81.25%(13) 70.83% (68)

Total

KII 2.6.3) Her opinion carried more weight

20.00%(2) 50.00%(5) 20%(2) 100%(10) 10%(1) 100%(10) 50% (30)

CST 37.50%(3) 62.5 %(5) 0 87.50%(7) 12.5%(1) 50%(4) 41.66%(20)

CSS 25% (4) 18.75% (3) 6.25% (1) 81.25%(13) 31.25 (5) 62.5%(10) 37.5% (36)


IDSP.PAKISTAN

Total

KII 2.6.4) Decisions about children's future respected by family

40.00%(4) 80.00%(8) 40.00%(4) 100%(10) 20%(2) 80.00%(8) 63.33% (38)

CST 12.5%(1) 50%(4) 37.5%(3) 75% (6) 25%(2) 75%(6) 41.87% (22)

CSS 12.50% (2) 50% (8) 12.50%(2) 62.5% (10) 12.50%(2) 62.5% (10) 35.41% (34)

Total

KII 2.6.5) Consulted for decision making in family

40%(4) 80%(8) 40%(4) 100%(10) 20%(2) 80%(8) 60%(36)

CST 12.50%(1) 50%(4) 37.5%(3) 75%(6) 25%(2) 50%(4) 33.33% (20)

CSS 87.5% (14) 18.5% (3) 87.50% (3) 25% (4) 87.50%(14) 56.20% (9) 49% (47)

Total 47.40%

KII 2.6.6) Women Consulted for decision making in the extended family and community.

20.00%(2) Miss (80%)

60.00%(6) Miss 40%

60.00%(6) Miss 40%

100.00%(10) Miss 0%

0.00% Miss100%

80.00%(8) Miss 20%

53.33% (32) Miss 46.77%

CST Miss 100%

Miss 100% Miss 100% 62.5%(5)

miss 37.5% (3)

Miss 100% Miss 100% 10.5%(5)

Miss 89.5% (43)

CSS {missing 100%}

6.25% (1) Miss 93.75%

31.25% (5) Miss 68.75%

62.5% (10) miss 37.50%

100% missing

31.25% (5) 68.75miss

21.87% (21) Miss 78.10%

Total

2.7) What kind of trend have observed in the practice dowry (walwar/lab)


KII Amount decreased

10.00%(1) 70.00%(7) 10.00%(1) 30.00%(3) 30%(3)

30.00%(3) 32.72%(18)

CST 87.50%(7) 25% (2) 12.50%(1) 37.50%(3) 12.50%(1) 0% 29.16%(14)

CSS 0% 25% (4) 12.50% (2)

87.50% (14)

31.25% (5) 18.75% (3) 29.16%(28)

Total

KII Amount increased

90.00%(9) 10.00%(1) 90.00%(9) 50.00%(5) 60.00%(6) 70.00%(7) 61.66% (37)

CST 12.50%(1) 75%(6) 87.50% (7)

62.50% (5) 87.50% (7) 100% (8) 70.83% (34)


IDSP.PAKISTAN

CSS 100%(16) 75% (12) 75% (12)

12.50% (2) 68.75%(11) 81.25% (13) 68.75% (66)

2.8) Who does the amount of dowry benefit?


KII Men 20%(2) 40%(4) 40%(4) 30%(3) 60%(6) 20%(2) 35% (21)

CST 12.5%(1) 12.5%(1) 100%(8) 12.5%(1) 50%(4) 75 %(6) 43.75% (21)

CSS 12.50%(2) 6.25% (1) 75% (12)

12.50% (2) 43.75% (7) 31.25%(5) 30.20% (29)

Total

KII Women 50% (5) 0 0 60% (6) 10.00%(1) 10%(1) 21.66%(13)

CST 37.50%(3) 12.5%(1) 0 37.5%(3) 0 0 14.58%(7)

CSS 25% (4) 18.75% (3) 6.25% (1)

18.75% (3) 25% (4) 12.50% (2) 17.70% (17)

Total

KII Woman's family

10%(1) 0 0 20%(2) 10%(1) 50%(5) 15%(9)

CST 25 %(2) 0 12.50%(1) 37.5%(3) 0 12.50%(6)

CSS 12.50% (2) 0% 0% 37.5% (6) 6.25% (1) 25% (4) 13.54% (13)

Total

KII Partially woman and her family

0 0 10%(1) 10%(1) 0 0 3.33%(2)

CST 12.5%(1) 0 0 12.5% (1) 0 0 4.16% (2)

CSS 0% 6.25% (1) 0% 18.75% (3) 0% 12.50%(2) 6.25% (6

Total

Theme 3: Human Resource Development 3.1 How do you observe the impact of CSP on opening other spaces of learning, and development area in your district?

3.1.1: Create new organization


KII Community development

100%(10) 70%(7) 80%(8) 30%(3) 80%(8) 30%(3) 81.25%

CST 12.5(1) 12.5(1) 0 50%(4) 50%(4) 0.00% 20.83%(10)

CSS 0% 37.5% (6) 6.25% (1) 31.25% (5) 56.25%(9) 56.25% (9) 30.61% (30)


IDSP.PAKISTAN

Total 44.23%

KII Education 100%(10) 60%(6) 80%(80 70%(7) 50%(5) 80%(8) 73.33%(44)

CST 12.5%(1) 12.5%(1) 75%(6) 0.00% 50%(4) 25.00%(2) 29.16%(14)

CSS 6.25% (1) 6.25% (1) 81.25%(13) 50% (8) 62.25%(10) 68.75% (11)

45.83% (44)

Total 49.44%

KII Sanitation 90%(9) 10%(1) 70%(7) 60%(6) 20%(2) 40%(4) 48.33%(29)

CST 0.00% 0.00% 0.00% 0.00% 12.5(1) 0.00% 2.08(1)

CSS 12.50%(2) 6.25% (1) 18.75%(3) 6.25% (1) 0.00% 31.25% (5 12.5% (12)

Total 21.00%

KII others 0.00% 10%(1) 0% 0% 0% 0% 1.66%(1)

CST 12.5%(1) 0.00% 0.00% 0.00% 0.00% 0.00% 2.08%(1)

CSS 0% 0% 0% 0% 12.50% (2) 6.25 (1) 3.12% (3)

Total 2.00%

3.2) Worked on community development schemes brought in by other organization


KII Project Managers

0.00% 30.00%(3) 30%(3) 30.00%(3) 10.00%(1) 10.00%(1) 18.33(11)

CST 0.00% 0.00% 0.00% 0.00% 0.00% 12.5%(1) 2.08%

CSS 0% 0% 6.25% (1)

6.25% (1) 6.25 (1) 0% 2.08% (2)

Total 7.50%

KII Project Directors

0.00% 10.00%(1) 10.00%(1) 10.00%(1) 10.00%(1) 10.00%(1) 8.33%(5)

CST 12.5%(1) 0.00% 0.00% 12.5%(1) 0.00% 0.00% 4.16%(2)

CSS 0% 0% 0% 0% 6.25% (1) 0% 1.04% (1)

Total 4.50%

KII Coordinators

0.00% 20.00%(2) 20.00%(2) 20.00%(2) 20.00%(2) 40.00%(4) 20%(12)

CST 0.00% 0.00% 0.00% 25%(2) 12.5%(1) 0.00% 6.25%(3)

CSS 0% 0% 0% 18.75% (3) 0% 0% 3.12% (3)

Total 9.80%

KII Trainers 0.00% 0.00% 20.00%(2) 20.00%(2) 30.00%(3) 70.00%(7) 23.33%(13)

CST 12.5%(1) 0.00% 0.00% 12.5%(1) 25%(2) 25%(2) 12.5%(6)

CSS 0.00% 0.00% 0.00% 6.2%(1) 31.2%(5) 0.00% 6.25%(6)


IDSP.PAKISTAN

Total 14.00%

KII Others 0.00% 10%(1) 0% 0% 0% 0% 1.665(1)

CST 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

CSS 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

Total

3.3)Became part of education administration with govt, as


KII trainer 30.00%(3) 70%(7) 10.00%(1) 30.00%(3) 20.00%(2) 50.00%(5) 35% (21)

CST 12.5%(10 0.00% 0.00% 12.5%(1) 25%(2) 25%(2) 12.5%(6)

CSS 0% 0% 0% 0% 12.50%(2) 0% 2.08% (2)

Total 16.50%

KII Officers 0% 0.00% 20.00%(2) 0% 0.00% 20% 6.66% (4)

CST 0.00% 0.00% 12.5%(1) 0.00% 0.00% 0.00% 2.08%(1)

CSS 0% 0% 0% 0% 6.25%(1) 0% 1.04% (1)

Total 3.26%

KII Consultants

0.00% 0.00% 0.00% 0.00% 10.00%(1) 0.00% 1.66%(1)

CST 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

CSS 0 0 0 0 0 0 0.00%

Total 0.50%

KII Activists 0.00% 0.00% 30.00% 50.00% 30.00% 0.00% 21.66%

CST 0 0 0 0 0 0 0

CSS 0 0 0 6.25% (1) 25% (4) 0 5.20% (5)

Total 8.90%

3.4) became part of the LG as


KII 4.1)UC representatives

0.00% 2.00%(2) 10.00%(1) 0.00%(0) 20.00%(2) 0.00% 8.33% (5)

CST 0.00% 0.00% 0.00% 0.00% 25%(2) 0.00% 4.16%(2)

CSS 0% 12.50% (2) 0% 0% 25% (4) 6.25% (1) 7.29% (7)

Total 6.60%

KII 4.2)Political Agents

10.00%(1) 50.00%(5) 0.00% 10.00%(1) 10.00%(1) 0.00% 11.66%(8)

CST 12.5%(1) 25%(2) 0.00% 12.5%(1) 12.5%(10 0.00% 10.41%(5)


IDSP.PAKISTAN

CSS 6.25% (1) 25% (4) 0% 25% (4) 0% 0% 9.37% (9)

Total 10.50%

KII 4.3) Helped others women in the Political process

20.00%(2) 0.00% 20.00%(2) 10.00%(1) 20.00%(2) 70.00%(7) 23.33%(14)

CST 0.00% 0.00% 0.00% 12.5%(1) 12.5%(1) 0.00% 4.16%(2)

CSS 0% 0% 0% 0% 12.50% (2) 6.25% (1) 3.12% (3)

Total 10.20%

Documents

Evidence Based Impact Analysis of Community Support Process for Girls Education in Balochistan [Research study]