Mountain Institute for Educational Development (MIED) · appear in secondary school examination with Board of Intermediate and Secondary Education Rawalpindi. Our SIP project in Ghizer

July 01, 2014 to June 30, 2015

MIED

Mountain Institute for EducationalDevelopment (MIED)

“ Education, Empowerment & Excellence”

Mountain Institute for Educational Development (MIED) Pakistan is a non-for-profit national

NGO, registered with the Societies Act.1860 and has been awarded with NPO certification by

Pakistan centre for philanthropy (PCP). MIED Pakistan has been established with a vision to

have a positive and interdependent society where everyone is free to reach their full potential

and where respect for human rights is balanced with citizens' knowledge of their

responsibilities.

Since its inception in 2003, MIED has been working in partnership with and funding support

from various INGOs, UN organizations and other corporate sector organizations for the

improvement of quality education and empowerment of local communities in remote &

conict affected districts in Pakistan including Battagram, Mansehra, Chitral, Mardan and

Peshawar in KPK, Quetta and Pishin in Baluchistan, Chakwal and Mianwali in Punjab, Ghizer

in Gilgit-Baltistan, Muzafferabad in AJK and Karachi in sindh. Currently MIED has been

implementing its projects in District Abbotabad of KPK, District Chakwal of Punjab and

District Ghizer of Gilgit-Baltistan and in Islamabad through funding support from Pakistan

Poverty Alleviation Fund (PPAF), Plan International Pakistan, Adam Smith International,

and UNICEF in Pakistan.

We are pleased to share with you the annual report of MIED, both the narrative reports of the

projects and financial statements for the year starting from 1st July 2014 and ending on 30th

June 2015.

This report highlights the major achievements of our interventions: 1). Girl Power Program

(GPP) in District Chakwal of Punjab in partnership with Plan International Pakistan, 2).

School Improvement Program (SIP) in District Ghizer of GB in partnership with Pakistan

Poverty Alleviation Fund (PPAF), 3). A pilot program on Inclusive Education for Afghan

Refugee Children in all over Pakistan in partnership with UNICEF, 4). Community Physical

Infrastructure (CPI) project in District Abbottabad of KPK in partnership with PPAF.

During the reporting period MIED also provided with technical consultancy for the

implementation of the DFID -UKAID-funded project “ Khyber-Pakhtoonkhwa Education

Support Programme in Pakistan (KPESP)” to support the provincial Government of the

Khyber-Pakhtoonkhwa, Pakistan. Under the consultancy MIED's academic team and

instructional designers worked with the subject specialists of the Directorate of Curriculum

and teachers Education (DCTE) Abbottabad KPK and provided with technical support in

developing Lesson Plans and Teachers Guide for six core subjects of class-6 under KESP's

priority of improving the curriculum, textbooks and learning materials.

The major achievements of MIED during the reporting period include, but not limited to:

Executive Summary

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Annual ReportJuly 01, 2014 to June 30, 2015

MIEDMountain Institute for Educational Development “Education, Empowerment & Excellence”

1250 out of school adolescent girls in Chakwal district under GPP project were facilitated

with accelerated learning activities through 50 Learning centers and being prepared to

appear in secondary school examination with Board of Intermediate and Secondary

Education Rawalpindi.

Our SIP project in Ghizer saw a 30% increase in overall enrolment in the project schools

and the project targeted overall 7,119 students in 30 project schools;

A total of 13 students from MIED project schools in Ghizer qualified for pre 9th class at Aga

Khan Higher Secondary Gahkuch that is considered the highest bench mark in the region;

The inclusive Education project beneficiaries were 11,810 children and a total 2942 Afghan

Refugee Children were enrolled in 50 project schools.

MIED developed Quality and Effective Lesson Plans and Teachers Guides for 6 subjects

(Mathematics, Science, Urdu, English, History and Geography) of Class-6 for all Govt.

Schools in KPK.

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MIEDMountain Institute for Educational Development

“Education, Empowerment & Excellence”

In the reporting period, a major shift in MIED's program integration focused on “Community

Physical Infrastructure improvement as a multi-sectoral agenda of community development.

We, first time in MIED's organizational history, included a non academic project and have

been implementing it effectively with support from our partner organization PPAF.

Our partners have always a great role in the success of MIED's work. We would like to

acknowledge the support we got from our partner organizations and donors who facilitated

and encouraged us to put our aims into actions, and helped us to contribute in the

development of our beloved country Pakistan.

We would also acknowledge the dedication of MIED staff members and the management. We

must also pay our gratitude to the children, their communities, youth and the govt. officials in

all Districts we are working with for their constant support and cooperation.

It seems worth to mention here that during the reporting period, the Founder & Executive

Director of MIED Mr. Abdul Jahan was nominated for a high profile assignment of Caretaker

Minister for GB and he therefore remained out of MIED for around six-months from January

26, 2015 to July 1, 2015. During this period, our GM, Mr. Shamshad Ali Fraq successfully led

MIED's programs as Acting CEO.

We were able to target 1350 out of school girls in Chakwal district under GPP project and

facilitated them pass Post Primary level of education from Allama Iqbal Open University

and they got promotion to Post-Middle level of education.

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Partnership: MIED with Plan International Pakistan

Area: Chakwal- a district of Punjab province

Goal and Objectives: To contribute in ensuring access to education (post-middle) for drop

out girls and young women of ages 13 to 35 in selected UCs of the

district, through regular study in FTLCs.

Status: Continuing for last 4 years and will be completed in May 2016.

1. Girl Power Program (GPP) in District Chakwal Punjab

a. Background

Pakistan has second largest population of out of school children in the world. Keeping this

scenario in view, Plan Internal Pakistan through MIED aims to reduce the female illiteracy in

district Chakwal. This initiative is linked with Girl Power Program (GPP) Pakistan,

successfully helped 2,251 dropped out girls in getting Post Primary level of education through

Allama Iqbal Open University in July 2014. As a continuation of the GPP project, Plan

International Pakistan through MIED implemented another successful program in 2015 in

District Chakwal to provide Post Middle level of education and facilitated another group of

1,350 girls and young women who acquire Post Middle level of education through

Rawalpindi Board. MIED through funding support from Plan has been implementing GPP

project through Fast Track Learning System.

b. Major Achievements of the Program

Established 50 FTLCs in 5 Tehsils of district Chakwal

In total 11,191 Community Members (male, female, young women) have been interacted

to to play their role for girls' education during the reporting period.

49 communities of 5 Tehsils of Chakwal district, more than 20,000 households were

approached for the motivation to bring back out of school girls. That is approximately

10,800 population i.e. 15% children, 20 % male, 25 % female, 10 % community leaders and

30 % of youth.

MIED field team managed 925 Visits in 211working days for mobilization and on the job

support to teachers and learners in FTLCs.

Two FTLC learners of GPP Chakwal were selected by Plan International Pakistan for

Exposure visit to Australia and USA.

1,350 learners passed Post Primary level of education through Allama Iqbal Open

University and promoted to Post-Middle level of education.

1,250 learners have been enrolled in FTLCs for Post-Middle education program. They will

be registered with Board of Intermediate and Secondary Education Rawalpindi.

SDPs of 55 Government Primary, Middle and Secondary Schools have been reviewed and

necessary guidance provided to head teachers to modify the SDPs for 2015 – 18.

Provided Skill Based Training through Low and No cost Materials to 50 FTLC teachers by

Master Trainers. As a result 1 learner has established a small shop in her village, 2 have

started establishing shops for beauty parlor, 3 have started tailoring shops and supporting

their families financially.

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Visitors at FTLCs

Teaching and learning process in FTLCs and reective sessions for teachers

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Partnership: MIED with Pakistan Poverty Alleviation Fund (PPAF)

Area: District Ghizer, Gilgit-Baltistan

Goal: The program aims at improving access to quality of education in target

schools.

Objectives:

To create favorable and conducive educational environment and to improve the

quality of education in the project schools;

To increase enrollment in the project schools of district Ghizer;

To engage SMCs in school related matters.

Status: Major portion completed and support to Community Managed Schools

continued

2. School Improvement Program (SI) District Ghizer GB

a. Background of the Project

Mountain Institute for Educational Development (MIED) initiated School Improvement

Program (SIP) in Ghizer district, generously funded by Pakistan Poverty Alleviation Fund

(PPAF) in January 2010. The aim of the program is to improve access to and quality education

in remote regions by providing better learning environment in 30 project schools in five tehsils

of Ghizer i.e. Punial, Ishkoman, Gupis, Yasin and Phander.

During the reporting period, the first quarter (from July to December 2014) the project was

implemented in 30 schools and in the later quarters (from January to June 2015) the project

support was continued in eight community managed schools.

b. Major Achievements

A total of 13 students from the project schools qualified for pre 9th class at Aga Khan

Higher Secondary Gahkuch that is considered one of the bench mark at district level.

Established computers labs with internet facility in 3 project schools for teachers and

students access to online knowledge and learning resources;.

SMC trainings were conducted for 200 SMC members and SDPs were developed. As a

result SMC members constructed school boundary walls, developed SDPs and ADPs.

Under environmental partnership, students of Community Model School Gahkuch got

membership of WWF- P's student's environmental club and took part in environmental

competition.

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One of the teacher from the project schools was awarded with Best Teacher of the year

award at GB level.

Different Activities by Students during Project Implementation

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Partnership: MIED with UNICEF

Area: District Quetta and Pishin in Baluchistan, Karachi in Sindh, Mianwali in

Punjab and Peshawar, Mardan and Mansehra in KP

Goal: Provision of Inclusive Education to all children including Afghan Refugee

children in Government Primary, Middle and Secondary Schools in 7

districts of Pakistan

Objectives:

Professional Development of teachers, PTCs and HTs;

Improving Learning Environment in Schools;

Community Mobilization, Partnerships and Networking.

Status: Completed

3. Inclusive Education for Afghan Refugee Children in Pakistan


MIED implemented the project of Inclusive Education in the selected 50 government schools

including 30 schools constructed by RAHA in 7 districts (Karachi in Sindh, Mianwali in

Punjab, Mansehra, Mardan, and Peshawar in KP, and Pishin and Quetta in Baluchistan).

Major aim of the project was to create safe, protective and inclusive learning environment for

all children including afghan refugees.. To address the issues regarding education of Afghan

Refugee Children in the regular school system in Pakistan was the integral part of this strategy

to ensure inclusive classroom practices which would ultimately lead to academic

performance of all students and particularly for the children from different and refugee

background.

Coordination and liaison with government institution remained the focus in developing

effective monitoring and support mechanism of the project. The government education

officials were also involved in monitoring of the program activities. The strategy was quite

helpful in developing a sense of ownership of the program among the stakeholders, which

will be helpful for the sustainability of the change initiatives.


The initial enrolment in the schools was 8,396 that increased to 11,810 after one year of the

project intervention. Out of the mentioned figure 28% were girl students.

During the project intervention total 2,942 Afghan Refugee Children were enrolled in 50

project schools. The enrolment of Afghan Refugee boys Children increased to 35%, while

girl children increased to 17%.

During the project intervention a 30% absenteeism reduced to 05% in all project schools.

300 teachers of 50 project schools received professional development training sessions

and 236 generic sessions on inclusive education. .

It was observed that 80% students including Afghan Refugee Children feel free to share

their views in their classes.

300 SMC/PTCs members including Afghan parents from 50 schools were provide with

professional development support on School Development Plans and on their role in

school improvement initiatives;

50 Students Representative Council (SRC) formed consisting of 7 members in each

including Afghan Refugee Students.

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PTC/SMC, SRC and Child Participation includingAfghan Refugee children and Parents

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Consultancy: For Adam Smith International under DFID funding for KESP project

Area: Khyber Pukhtunkhwah

Goal: Develop lesson plans for selected subjects in grade-6, helping teachers in

classroom teaching across the public schools in KP Province

Status: Completed : Lesson plans/Curriculum along with related teaching material

developed and sent for printing

4. Improving the Curriculum, Textbooks and Learning Material for KPK


MIED took the responsibility of developing lesson plans for grade-6 for public schools in

Khyber Pakhtunkhwa (KP) province in collaboration with Directorate of Curriculum and

Teacher Education (DCTE), Government of KP, under the consultancy with Adam Smith

International (ASI). The process of material development was planned meticulously in order

to ensure optimal learning of students in every academic day. The national curriculum

standards and Student Learning Outcomes were used as benchmark for developing the

lesson plans.

MIED constituted a team of experts as instructional designers having broad experience in

classroom teaching, teacher education and curriculum development. The core team was

headed by MIED Academic specialist to ensure the quality of lesson plans for optimal student

learning. The DCTE and ASI worked in close collaboration to ensure the effectiveness of the

material developed according to the context of schools and classrooms across KP province

During the process of material development, the team of instructional designers realized that

they have to enrich the textbook material adding further reading material for teachers to skim

through, in order to effectively prepare for the classroom. Additionally, the designers

required to develop assessment tools, criteria for success, worksheets, diagrams, puzzles,

mind maps and owcharts to make the lessons truly effective.

The experiments designed into lesson, teaching methods and activities required guidelines

for the teachers to follow. So each diagram, owchart, picture and activity also incorporated

brief guidelines for its use. The precautions were meticulously incorporated into lessons to

ensure safety of the children and validity and reliability of experimental results.

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The activities inside classroom like group-work, questioning and ice breaking exercises may

repeat across many lessons. Therefore, detailed guidelines were developed, which were

incorporated into the introduction section in order to avoid repetition.

Bringing innovative ideas and connecting every lesson with real life situations required

creativity, innovation and exceptional grip on subject content, in order to start with simple

ideas and lead student to higher level thinking skills. The creativity of ideas remaining in the

context of a student of grade 6 put the experts to real challenge, requiring them to carefully

craft each and every word.

With all these efforts, the team is optimistic to shift the teaching from predominant lecture

mode to interactive teaching and learning. However, educational change is always painfully

slow exercise, so after implementation it may take a little while before the process will have a

tangible outcome in terms of student progress.

Although there have been efforts at large scale in different provinces, developing model

lesson plans, but MIED has set a unique example of an effective and comprehensive work in

this area. Therefore, MIED believes this work on lesson plans will become a yardstick for the

future endeavors in developing teaching and learning material.

A Team of Professionals developing Lesson Plans

Partnership: MIED with PPAF

Area: Abbottabad

Goal: To create enabling Learning Environment in 3 project schools in District

Abbottabad

Status: Completed

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5. Community Physical Infrastructure Improvement (CPI) District Abbottabad KPK


MIED, in partnership with PPAF, intervened in three target UCs (Seer, Nagri Totial and

Beerwala) of district Abbottabad through its community participation approach. The targeted

UCs are located in the remotest parts of District Abbottabad. These UCs are lacking the basic

facilities like education, health and sources of communication. Provision of quality education

is a dream for the majority of the population. As a result, the local population particularly

school going children face numerous challenges in accessing schools. The existing

government schools do not fulfill the basic educational facilities including classrooms and

washrooms that required major repair.

MIED in partnership with PPAF provided basic facilities to these underprivileged UCs.

Accordingly, through CPI intervention in the particular project schools, MIED increased the

awareness and participation of the local communities in taking charge of their own

development. MIED not only helped in building the capacity of community members and

volunteers to enhance their participation but also provided them funds for repair of

classrooms, washrooms and boundary walls of the schools. The aim of the proposed project

was to bring about physical improvement in the government schools and provide them with

access to quality education for all children from the remote and disadvantaged UCs.


Repaired, renovated and constructed school building, classrooms, washrooms, assembly

ground and boundary wall of 03 project schools.

Repaired and renovated roofs, oors, walls, doors and windows of two classrooms.

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In Government Boys High School Nagri Totial and Government Boys High School Seer

Gharbi, two new classrooms have been added to the school building. Apart from the

construction and renovation of new classrooms, ceiling fans and light bulbs/tube lights

have also been installed for the classrooms along with improving electricity wiring

systems.

Re-activated and trained PTCs for effective community mobilization and on School

Development Plans (SDPs).

As a result of renovation of school buildings, enrollment increased in the project schools

particularly in Darian, Beerwala it increased with a great number.

Pre and post pictures of GGPS Darian, Berrwala-Rahi

Pre and Post Pictures of GBHS Nagri Tutial and Miyan

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Partnership: MIED – PPAF/NRSP

Area: Karachi

Goal:

Develop understanding and skills of CRPs about school development planning and its

importance to improve their schools and maximize participation;

understand and tell about different steps of school development planning;

list possible challenges/issues in school development planning and its implementation.

Status: Completed

6. MIED- PPAF CRPs Training in KarachiTOT on School Development Plan for CRPs of Baluchistan


On the request of National Rural Support Program (NRSP), South Asia Partnership Pakistan

(SAPP) and Azad Foundation Balochistan a 03 - days Training of Trainers (TOT) on School

Development Plan (SDP) was conducted at Regent Plaza Karachi from May 22 to 24, 2015 for

the Community Resource Persons. The purpose of conducting this training was to help course

participants enhance their understanding of the notion of school development plan and

reconceptualize their roles and responsibilities as community resource persons, particularly

in the context of Balochistan and learn new skills and strategies to help their schools

effectively.

The training was attended by 40 participants (all male). Further breakdown is given in the

below table:

Institution Male Female Total

National Rural Support Program (NRSP)

South Asia Partnership Pakistan (SAPP)

Azad Foundation Balochistan

Total

19

19

02

40

0

0

0

0

19

19

02

40

Capacity Building Training of CRPs




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b. Major Achievements of the Training

As it was a unique program of its nature, conducted for a diverse group of participants in

short days for workshop. However, participants' daily reections, their interest and

participation in the classroom activities, our own observations, and the final evaluation of

the training are enough evidences to claim that this course has been very helpful for the

participants in enhancing their theoretical knowledge of the concept of school

development plan, in improving their skills, and in bringing a positive change in their

attitude regarding their roles and responsibilities.

Another success of the course was that CRPs of different districts participated in the

program together, and completed it successfully. This was very helpful for the

participants in sharing their experiences and learning from each other. Throughout the

whole process, the participants remained regular, punctual, interested and enthusiastic.

This was possible because of the conducive and stress free learning environment

provided to the participants during the workshop. The activities were designed and

carried out in such a way that helped them remain interested and enthusiastic.

All the assigned tasks were completed by CPs without any delay. They wrote their

reections regularly and shared with others openly. They also made effective use of the

reading material provided to them. Sometimes they shared their views with their

colleagues in the class about the handouts they read on school development planning,

which was not only useful for them to enhance their conceptual understanding, but also

boosted their confidence and developed their presentation skills.

The training participants also shared that after attending the training, their planning

skills were improved and now they were in a better position to manage things and handle

issues. They were feeling more confident to deal with communities, organizing meetings,

analysing existing situations, identifying issues and prioritizing them, and planning to

address issues and bringing improvement in their schools.

After analyzing the post training evaluation forms it was evident that the training helped

the participants in learning many things regarding school development planning, and

this will be helpful for them when they will conduct similar kind of training for the school

staff.

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There are certain areas where none of the development organizations have ever reached.

Village Sali Harang is just one living example out of many, located in Yasin Valley in District

Ghizar - Gilgit-Baltistan, with a population of 598 people. There is only one government

school (Govt Girls Primary School Seliharang) which

was established in 1996. Now the Community is

actively engaged in school as it middle sections is

management by the local community with support

from PPAF through MIED.

A Success Story - Best School in District Ghizer, Gilgit Baltistan

When Mountain Institute of Educational Development (MIED)through PPAF IIIfunding

support started its educational intervention in the school in March 2010, there were only two

government teachers and the strength of the students was 42. Though it was a girls' school yet

there were only three girls enrolled. The teachers used to teach their students in open space

due to non-availability of the basic facilities. The community was not fully aware of female

education because of a complete ignorance and cultural barriers. Female mobility was strictly

prohibited which caused high illiteracy. Even boys could not study beyond primary level as

they thought their ultimate job was to rear livestock and work on their fields. Rather they

preferred religious education for their children which took the literacy rate further down.

MIED was the first ever organization that reached out to this marginalized community to

facilitate them take initiatives to improve their only school. MIED created awareness about

education through its extensive mobilization process.

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MIED conducted a series of consultative meetings with the community and formed a School

Management Committee (SMC) to ensure their support and active participation in the

improvement of their school. Two para-teachers were hired and capacity building sessions

were delivered to all the teachers. Two classrooms were renovated with the collaboration of

the community members and missing facilities were provided to the school.

MIED conducted trainings to the SMC members on school development plans, and leadership

& management. Resultantly, the enrolment increased from 42 to 186 (77 boys and 109 girls).

Interestingly, the chairperson of the school is a female who leads the SMC forum and visits

door to door to sensitize the mothers on children's education. The SRC was also formed and

which started taking active part in the school affairs.

It was the result of continuous efforts, rigorous community mobilization, and continuous

on-the-job support to teachers that the In-

charge Teacher of the school Mr. Rahim ud Din

received the “Best Teacher Award” in the

district Ghizer in the academic year 2013-2014.

The story does not end here; the school stood

first in the entire district and obtained the “Best

School Award” in the academic year 2014-2015.

It was the result of continuous efforts, rigorous community mobilization, and continuous

on-the-job support to teachers that the In-charge Teacher of the school Mr. Rahim ud Din

received the “Best Teacher Award” in the district Ghizer in the academic year 2013-2014.

The story does not end here; the school stood first in the entire district and obtained the

“Best School Award” in the academic year 2014-2015.

Lessons learnt

Shifting responsibilities on to community-based

organizations and the SMCs equipped with the

required knowledge and skills proved to be

highly effective and sustainable and the

communities are taking ownership of their

development programs.




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House # 294, Street 38, G-9/1, Islamabad, ICT, Pakistan

Tel: +92-51-2376379, Email: [email protected], Web: www.mied.org

MIED“ Education, Empowerment & Excellence”

Documents

Mountain Institute for Educational Development (MIED) · appear in secondary school examination with Board of Intermediate and Secondary Education Rawalpindi. Our SIP project in Ghizer