Project Punjab 2006

In partnership with Oxfam...

Rehabilitation of schools

A total of 13 schools were rehabilitated during the project according to individual need.

• Eight completely new rooms and three verandas were constructed, as well as three toilet blocks, each with two toilets.
• Five additional toilets were repaired, and hand washing stations and hand pumps were installed as needed.
• Lack of a secure boundary wall was a major reason that many parents felt uncomfortable sending their daughters to school. Three of the 13 target schools had no boundary walls at all, while in four schools the walls were damaged. We therefore constructed three new walls and repaired the four that were damaged to ensure a more secure environment.
• In addition to improving the school buildings, we also provided sports kits, stationery, desks, benches, chairs, cupboards, blackboards and teacher’s resource kits.

Project Construction Committees were formed in target villages to carry out and monitor the construction work and ensure the maintenance of schools after the end of the project. Eight committees were formed and received training, each committee consisting of one teacher, two School Management Committee members and four community members.

The sports kits are very popular with girls and have led to a decrease in absenteeism. Teachers have established fixed sports periods within the school day, and the attendance of girls at school has increased. Previously, there was a perception that sports materials are only for boys, but since the kits were distributed the girls have been playing football, frisbee, badminton and skipping with increased confidence. Since girls have found that their schools can be a place to enjoy leisure time as well as study, their motivation has increased and many have convinced their friends to come to school too.

Capacity building of School Management Committees

The baseline survey showed that School Management Committees (SMCs) were not active in the target villages. Therefore, one of the aims of this project was to reform SMCs and empower them to take a lead in managing schools and monitoring the delivery of education. Initial community meetings were held to choose committee members, and all members then received three days' training on SMC roles and responsibilities, school maintenance and management and the monitoring of educational activities. Teachers were also taught about health and hygiene, and encouraged to teach children to follow hygienic practices such as washing their hands with soap after using the toilet, brushing their teeth and wearing clean school uniforms. A total of 72 SMC members participated in the training, together with teachers (28 per cent male and 72 per cent female).

Now the SMCs are holding regular monthly meetings to monitor the schools, and making decisions about the schools on behalf of the community. They are accessing SMCs funds, which hadn't been used for the last seven to eight years. SMCs have also taken the initiative to organise petitions to improve education for girls, which have been signed by members of the community. They are also taking the initiative to write about their education demands.

Capacity building of teachers

To improve the quality of education, teachers from target schools and schools in the surrounding area were given seven days' training in interactive teaching methods. The aim was to help teachers plan fun, interactive lessons that would engage children better than the more traditional rote-learning approach. This was particularly encouraged for teaching the youngest children, and when teaching languages. After the training, teachers were provided with resource kits to use in their lessons and promote interactive learning. The kits contained:

• Flash cards showing alphabets, numbers, fruits, vegetables and other everyday items.
• A magnifying glass and coloured shapes and cards.
• Puzzle games and story-telling cards.
• A comprehensive teacher's guide.

Teachers are now using the new interactive teaching methods in their classes, which are very popular with the children. Teachers have established 'resource corners' in each school, decorated with models made by the pupils, and classrooms walls have been painted with bright colours and designs. Girls now enjoy coming to class, and the schools have become an enabling environment for better learning. The kits and training have been well accepted among teachers, who say that the new interactive lessons make teaching more enjoyable as well as encouraging more girls to attend school. Teachers have recommended that the kits be provided to more schools.

Establishment of resource centre

Together with our local partners, we have established a Teacher's Resource Centre in collaboration with the District Education Department (DED) at Rajanpur – the first such centre in the history of the district.

Interactive theatre for development

Supported by Oxfam, one of our partners, organised a series of theatre and puppet shows in target schools to highlight issues related to girls' education, gender discrimination, violence against women and illiteracy.

The shows were open to the whole community and were attended by a large number of women and children. They highlighted the real picture of discrimination against women in South Punjab, opening up new avenues for discussion. After each show there was an opportunity for debate, and many women took the chance to talk about their experiences and the importance of education for girls.

Strengthening links with local government

Oxfam's project team worked in close collaboration with government officials throughout the project in order to strengthen links between government and the community.

Developing a teaching module on violence against women

Gender inequality is a major problem in the project areas. This project therefore focused on ensuring that women are engaged in decision making at all levels, and issues related to women's rights and gender violence were highlighted at every opportunity. We have ensured that women are engaged in SMCs and construction committees, and given equal opportunities in decision making during the project activities. Initially, women were hesitant to give their opinions when making decisions about the schools, but gradually their confidence in their own ability to plan and make decisions has increased. Through this experience, women will begin to influence decisions made in the family and at village level.

We have developed a standardised two-day teaching module on issues around violence against women, aimed at teaching partner organisations and members of the community. The module was finalised after receiving feedback from our colleagues, the ‘Ending Violence Against Women' team at Oxfam in Pakistan, and a pilot test in the community received a positive response.