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Output 1: Approximately 100 teachers trained in interactive methods of teaching and non-violent disciplinary solutions
Output 2: Approximately 3,000 Out Of School (OOS) children have access to non-formal education
Output 3: Approximately 3000 children Girls/Boys adolescents & elderly community members participate/ engaged in community mobilization process
In addition, CMP has three cross cutting themes: Gender: mainstreaming; Water and sanitation (WATSAN); and 3) Disaster Risk Reduction (DRR)
*major repair and renovation to improve physical environment for teaching/learning
*teachers’ professional development
*provision of missing facilities and equipment
*provision of transport facilities wherever needed to facilitate access
*Construction of five totally flood devastated schools
*improvement of 60 schools through teachers’ training and School Management Committees
*building advocacy on the lessons learnt and missing gaps
To improve the quality of learning environment, building capacities of teachers and on bringing children from out of school in system of education in targeted locations of District Khairpur Sindh Education is the thematic area of project 140 primary schools, and 20 NFE center will be the target along with 280 teachers and 600 students
Approximately 2500 children Girls/ Boys, adolescents and elderly community members engaged in community mobilisation process
Spelling Bee competition in 120 schools at school, taluka and district levels
Maths Quiz Competition in 120 schools at school, taluka and district levels
Altogether 114 schools from three districts such as Jamshoro, Mirpurkhas and Thatta participated
Out of the five components mentioned above, IRC was engaged in two: professional development of educators and administrators, and literacy.
The training was in-class, follow-up and then in-class. Therefore, two phases of two-week in-class training workshops were conducted for teachers and in between they were given an assignment to be carried out in their own schools for four weeks. Support was provided for that assignment too. Finally after the second phase training, two weeks field support was made available. For administrators or Head Teachers, the training was conducted in two phases of four weeks each.
IRC implemented this project in Sindh only. During the project period IRC provided the following services: professional development of government Middle and Secondary school teachers and Head teachers. The project targeted to train teachers of 330- schools in 11 districts of Sindh keeping gender parity in consideration.
– To increase the resilience to disasters of vulnerable communities through capacity building, planning, mobilizing, awareness raising and improving early warning system to holistically reduce the loss of lives, livelihoods and safeguard land & infrastructure.
–The risk of destruction/damage of critical community
infrastructure and land is reduced through construction of disaster resilient infrastructure
–The risk of loss of livestock livelihoods after disasters is reduced through appropriate actions
–1200 Targeted beneficiaries have access to short term livelihood support through:
*CFW by rehabilitation community infrastructure schemes
*provision of agriculture packages
–Provision of livelihood support (Agriculture package, kitchen gardens) to 7682 families
–Livestock (Goats) support to 850 women-headed families
–Short-term training course for 120 young men &women
–Establishment of 150 Temporary learning centers (TLCs) for children
–Teachers training programme for government teachers
–Provision of stationary supplies to 3800 students
–Provision of transitional emergency shelters
–Construction of permanentlatrines
–Installation of hand-pumps
–Construction of small level community schemes through CFW
–Hygiene Promotion in flood-affected villages
–100 Outreach locations covered through mobile teams
–Arranging six mega events
–Birth registration campaign, CNIC, GBV, Early Marriages through C4D messages,
– Conditional cash grants: 13800individuals from 2000 households
– Cash for work: 8591 individuals from 1245 households
–recreational activities for children through 30 mobile teams
–02 Mobile Child friendly spaces
–Identification, documentation, family reunification, referral & follow-up on vulnerable child protection cases.
3500 beneficiaries were targeted through three modalities,
1. Food vouchers 1225 beneficiaries;
2. Conditional Cash grants 700 beneficiaries;
3. Cash for work 1575 Beneficiaries;
Component: Child Protection
Protection mechanisms (institutional and community based) are in place to prevent and respond to the violence against children in all settings in urban centre and 3 rural districts/ locations of Pakistan by 2021.
Specific Outcomes of the Project:
*Demonstrate in the field by making 20 schools in rural setting girl friendly.
*In collaboration with the government, form a Gender Working Group to advise on policy issues
*To facilitate the government to establish a Gender Unit within the Education and Literacy Department of the Government to ensure that the recommendation for Gender Equality in Education given in the Education Sector Plan are implemented.
The project is being implemented in 25 IRC and Government schools of Khairpur and an equal number in Jamshoro.
*To give awareness to these girls on Reproductive Health and Rights.
*To groom them to be able to take up professional jobs
-Non-formal education to out of school children
-Employment through vocational skills,
-Ensuring availability of PHC to all vulnerable —Improved water and sanitation services
-Raised awareness on child labour and its implications on Agriculture labourers
-Ensuring retention of school going children, and continuation of their education
-Strengthening services at the community level –CCCD
2. Selected state institutions at sub-provincial level better respond to citizens’ demand for more effective gender-sensitive state measures supporting women survivors of VAW including those from minorities and marginalized groups, with robust data/analysis systems, appropriate SOPs and enhanced knowledge base in place and operational protection of civil rights.
3. Collaborative initiatives to address and overcome VAW initiated in 3 districts reduce the state-citizen gap.
Focusing not on election day but before and after.
Develop recommendations for electoral reforms
– To increase income generation and nutrition for peasant communities through diversified livelihoods options
Identification and construction of 41 physical infrastructure schemes through a participatory process
—Vocational training for women
—Networking for employment/ self-employment
—It is a program consisting of 4 sequential batches of vocational courses lasting 6 months each in technical vocational skills like welding, fitting, fabrication, carpentry etc.
—Enhancing handicrafts and entrepreneurial skills of 800 poor women
—Setting up of 2 career counseling centre
1. Vocational and Technical skills of 630 marginalised women, unemployed youth (both girls and boys) enhanced through training, practicing, designing, products development, marketing and entrepreneurial skills
2. 225 illiterate women become economically and socially empowered, functionally literate and aware of their rights and responsibilities
3. Income of 70 % of 630 beneficiaries increased by 25 % through employment or self-employment.