Introduction and Implementation of Innovation within the ... · PDF fileIntroduction and...

Introduction and

Implementation of Innovation

within the Education Sector in

Balochistan

2006 to 2009

IDP Norway / Provincial Education Department Balochistan

©IDP Norway 2010

© IDP Norway / Watterdal (2008)

2

Acronyms

ADD Attention Deficit Disorder

ADHD Attention Deficit Hyperactive Disorder

CFS Child-Friendly Schools

CRC Convention on the Rights of the Child

DGSE Directorate General of Special Education

DPI Disabled People International

EFA Education for All

FCE Federal College of Education

FDE Federal Directorate of Education

HIV Human Immunodeficiency Virus

ICF International Classification of Functioning

IDP Norway International Development Partner - Norway

IE Inclusive Education

ILFE Inclusive, Learning-Friendly Environments

MDG Millennium Development Goals

MLE Multilingual Education

MOE Ministry of Education

MOSWSE Ministry of Social Welfare and Special Education

PTA Parent-Teacher Association

UNESCO United Nations Educational, Scientific and Cultural Organisation

UNICEF United Nations Children's Fund

WHO World Health Organisation

3

List of Content

Report Pages

Introduction

5

Activities Planned and Implemented

1. Awareness Programmes

2. Capacity Building for Education Planners

3. Training of Headmasters and Teachers

4. School / Child Mapping

5. Development and Distribution of Materials

7

12

13

22

28

Challenges

1. Administrative and Institutional

2. Attitudinal Barriers

3. Physical Barriers

4. Curricula, Schools, Staff, and Teaching-Learning Processes

5. Political / Security

30

31

31

33

35

Strengths and Opportunities

36

Recommendations and Conclusions

38

Attachments

Attachment No. 1

Feasibility Study on Education for All in an Inclusive Setting in Pakistan

42

Attachment No. 2

Education Sector Reform, EFA and Equal Opportunities for Quality

Education in Balochistan – Article by Munir A. Badini

67

Attachment No. 3

Islamabad Declaration on Inclusive Education

69

Attachment No. 4

What About Me? DVD

72

4

Attachment No. 5

School Mapping on Nutrition and Health in Balochistan – Article by Wajid

Iqbal and Terje Magnussønn Watterdal

73

Attachment No. 6

Balochistan Focus Group

77

Attachment No. 7

Pre-Programme Questionnaire

78

Attachment No. 8

What is the Purpose of Education? Article by the Balochistan Focus Group

on Inclusive Education

79

Attachment No. 9

Post-Programme Questionnaire

81

Attachment No. 10

School Mapping on Nutrition, Health and Attendance

82

Attachment No. 11

Child Mapping on the Educational Status in Malozai Village

283

Sample Presentations

Sample Presentation No. 1

Education for All in an Inclusive and Child-Friendly Setting in Balochistan

284


1st

Reintroduction to Inclusive Education

295


Attention Deficit Disorder (ADD) and Attention Deficit-Hyperactive

Disorder (ADHD)

301


Learning to Read and Write – Including Reading and Writing Difficulties

308


Inclusive and Child-Friendly Teaching Methodologies

331


2nd

Reintroduction to Inclusive Education

338


Revisiting Inclusive and Child-Friendly Education

343

5

Report Action Research

Action Research on the:

Introduction and Implementation of Innovation

within the Education Sector in Balochistan

2006 to 2009

Introduction

50% of school-aged children in Balochistan are out of school or have not completed their

primary education. Girls are severely under-represented in education. The statistics are

incomplete but it is estimated that less than 40% of girls’ age 6 to 12 in Balochistan are

enrolled in school. In some rural districts of Balochistan the enrolment rates are even

poorer. However, the literacy rate of the population in Balochistan is growing and is

estimated to be between 40 and 50%.

In 2003 the Ministry of Social Welfare and Special Education and the Ministry of Education

commissioned IDP Norway to make a Feasibility Study on inclusive education in Pakistan

(See Attachment No. 1)1.

One of the areas that were visited was Balochistan. In a government school for girls in

Quetta the extreme drop-out rates among young girls during their primary education was

obvious as there were more than 120 young girls in the Nursery Class while only 15 girls

were enrolled in Grade 5. The teachers in the schools explained that the extreme drop-out

rates were a result of traditional beliefs that girls should stay home when they start

approaching puberty – although extreme poverty and a heavy work load for older girls in the

home (i.e. taking care of younger siblings and older relatives) and the lack of relevance and

1 The study was financed by Braillo Norway and IDP Norway

6

quality of the education the girls would receive are probably also to blame. According to the

then Provincial Secretary of Education2 Balochistan is plagued with extreme high drop-out

rates of up to 60 to 70% of girls in primary school (See Attachment No. 2). When the

researchers3 presented the findings to the Provincial Secretary and later to senior officials in

the Ministry of Social Welfare and Special Education in Islamabad the then Minister insisted

that when inclusive education was to be introduced in Pakistan the Province of Balochistan

should be among the first to benefit from this new paradigm.

This marked the beginning of more than six years of collaboration between the Provincial

Department of Education of Balochistan and IDP Norway. In 2006 funding was awarded by

the Government of Norway to the Balochistan Department of Education and IDP Norway for

an action research project: Introduction and Implementation of Innovation within the

Education Sector in Balochistan.

Terje Magnussønn Watterdal

Senior Partner / IDP Norway

2 Mr. Munir A. Badini was Secretary of Education for the Province of Balochistan at the time (he was later

replaced but came back as Secretary for another period in 2006) 3 Prof. Miriam Donath Skjørten (University of Oslo/IDP Norway) and Terje Magnussønn Watterdal (Braillo

Norway/IDP Norway)

7

Activities Planned and Implemented

1. Awareness Programmes

a. Introduction to Inclusive and Child-Friendly Education

The idea and philosophy of inclusive and child-friendly education was introduced

to successive Provincial Secretaries of Education4, Additional Secretaries, Heads

of Departments and other key education officials in the Province of Balochistan

starting in 2003.5

Senior Balochistan education officials participated in the National Conference on

Inclusive and Child-Friendly Education in Islamabad in April 2005. This

Conference was co-hosted by the Ministry of Social Welfare and Special

Education, the Ministry of Education, Braillo Norway and IDP Norway.6

The then Additional Secretary of Education7 represented Balochistan during the

proceedings that culminated with the signing of the Islamabad Declaration on

Inclusive Education (See Attachment No. 3) by the Federal Secretary of Education

and the Federal Secretary of Social Welfare and Special Education.

What is Inclusive Education?

The following definitions and explanations of inclusive and child-friendly

education were introduced during meetings, workshops and seminars between

2006 and 2009:

Inclusive Schools and Communities:

The key characteristics of inclusive schools and communities:

� Inclusive schools welcome all children in the community regardless of their

gender, abilities, disabilities, HIV and health status, as well as their social,

economic, ethnic, religious or linguistic background.

� Inclusive communities and schools embrace diversity not merely tolerate it.

4 The Secretaries of Education were changed frequently between 2006 and 2009.

5 In connection with the Feasibility Study on Inclusive Education (MoSWSE, MoE, Braillo Norway and IDP

Norway) 6 With funding from Braillo Norway and IDP Norway

7 Mr. Habibullah

8

� Children learn at their own pace and according to their own abilities to

achieve optimal academic, social, emotional and physical development.

� Children with disabilities and other special or individual learning needs as well

as their parents and teachers have free access to school and community

based as well as external support systems, all to ensure that their individual

needs are responded to effectively.

� Children and parents are actively involved in the teaching-learning process,

the knowledge and skills children carry with them from home is therefore

valued, and recognised.

� Curricula, assessments and examinations are flexible and child-centred,

encouraging children to learn and to develop self-esteem and confidence.8

Child-Friendly Schools:

Child-Friendly Schools (CFS) will look different from country to country, district to

district, and from school to school, but they are all based on the same six

dimensions:9

1. Rights-Based, Inclusive and Child Seeking

2. Effective – Focusing on the intellectual, social, emotional and physical

development of all children

3. Healthy, Safe and Protective

4. Gender Responsive

5. Community Based and Family Focused

6. Child-Friendly Systems and Policies – Child-Friendly Assessment and

Evaluation Systems, Curricula and Support Systems

It is important to reiterate that no school can be child-friendly unless it is

inclusive, and no school can be inclusive unless it is child-friendly.

During all the awareness programmes it was stressed that schools and education

systems do not become inclusive and child-friendly overnight, and that the move

towards inclusion will take years. New challenges will emerge, and additional

groups of children who are vulnerable to exclusion and marginalisation are being

8 Watterdal, T. (2008). “Embracing Change.” p 2.

9 UNICEF introduced a new set of 3 dimensions in 2009; (1) Child-Centred; (2) Democratic and Participatory,

and; (3) Inclusive. For Pakistan it was decided to continue promoting the 6 dimensions as these were seen to

better reflect and explain the concept of Child-Friendly Schools. In October 2010 these were revised in

connection with a High Level Consultative Meeting on Inclusive and Child-Friendly Education and the new 4

dimensions were introduced for Pakistan; (1) Inclusive; (2) Effective; (3) Healthy, Safe and Protective, and; (4)

Participatory.

9

identified as schools and communities become more sensitive to the many

barriers to learning, development and participation that exist. It is therefore

important that all the main stakeholders work systematically towards the

common goal of developing inclusive communities in general and inclusive

schools, as well as inclusive health and rehabilitation services in particular.

The principle of inclusive and child-friendly education was generally well received

among key government stakeholders in Balochistan.

b. Selection of 4 Pilot Schools for Inclusive Education / Situation in the

Schools

The Provincial Education Department selected 2 girls’-schools and 2 boys’-schools

as pilot schools for the project. All the 4 schools are located in middle to low

income areas in and around Quetta. It was decided not to select any pilot schools

in other parts of Balochistan mainly for logistical reasons.10

Boys’ School No. 1 (Urban area of Quetta)

The boys were having their exams, sitting quietly in rows inside and outside their

classrooms while we were filming in their schools.

10

The decision was made by Mr. Habilbullah, the then Additional Secretary for Education in Balochistan in

consultation with IDP Norway in mid 2006.


10

Boys’ School No. 2 (In a small village in the outskirts of Quetta)

When one of the 3 teachers in the school is sick or do not come to work for other

reasons the children take over the class and teach their friends with great pride

and joy.

Girls’ School No. 1 (Urban area of Quetta)

After the first few workshops the teachers started to decorate the classrooms to

make the environment more stimulating and learning-friendly.



11

Girls’ School No. 2 (In the outskirts of Quetta)

All the four schools were crowded and in dire need of repair. Some constructions

were being done in Girls’ School No. 1 and in Boys’ School No. 2.

All 4 schools had access to fresh drinking water. The girls would bring empty

bottles from home to fill with water, while the boys would drink from one and

the same cup that was attached to the water container or tap (See Attachment

No. 4 – DVD). The boys on Boys’ School No. 1 had on cup without a handle that

they could drink from. Even if the water may have been clean at the beginning of

the school day, after hundreds of boys had dipped their hands into the water to

fill the cup, it would have been severely polluted by all the germs and dirt on their

hands by the end of the day. We were not able to determine how much this

affects the generally poor health condition of the boys in schools. Most of the

boys experienced frequent stomach infections and diarrhoea and therefore often

missed school and were generally undernourished (See Attachment No. 5). None

of the teachers or education planners had noticed this, or had realised the

potentially harmful effect this would have on the health and physical (and

cognitive) development of the boys until they saw the DVD we made in 2008 (See

Attachment No. 4).

Both the boys’ and the girls’ schools that were located in the centre of Quetta

were equipped with furniture. While the boys’ and girls’ schools located in the

outskirts of the city were furnished with mats rather than chairs, benches and

tables. This was not necessarily a disadvantage, as the furniture we saw in the


12

schools was not age appropriate, and would therefore be quite uncomfortable to

use. The fact that children age 5 to 11 would be enrolled in Nursery Classes

(Boys’ School No. 2 – Malozai Village – Quetta) makes standard furnishing of

classrooms difficult (as there are children of all sizes and ages in most of the

classes). Mats may therefore offer a better and flexible solution. However most

of the mats were more rags than mats, which is unacceptable, especially during

the colder spring and autumn seasons when (children in this part of Balochistan

have school holidays during the cold winter months).

Many of the classrooms, especially in Boys’ School No. 2 were dark and mouldy.

This is both unhealthy (as some fungus can lead to serious respiratory illnesses)

and bad for the eyes. Children with low vision would have difficulties seeing and

children who are deaf or hard of hearing (hearing impairment) would have

difficulties benefitting from total communication (lip reading and signing).

2. Capacity Building for Education Planners

A series of workshops and meetings were held between 2006 and 2009. IDP Norway

brought in resource persons from the University of Manchester11

and the University of

Oslo12

to highlight the importance of a comprehensive paradigm shift towards inclusive

education in order for Pakistan in general and Balochistan in particular to achieve the

goals of Education for All (EFA) and the Millennium Development Goals.

Balochistan was represented at the High Level Round Table Discussion on Inclusive

Education in Islamabad in 2007 featuring prominent national and international speakers.

The Round Table was co-hosted by the Federal Ministry of Education, the Provincial

Education Department of Balochistan and IDP Norway.

As a result of these initiatives a Focus Group for Inclusive Education in Balochistan was

established in early 2008 (See Attachment No. 6) with the goal of driving forward the

transition from a segregated13

to an inclusive education system.

11

Prof. Mel Ainscow 12

Prof. Miriam Donath Skjørten 13

Children in a segregated education system are often placed in different schools based on a clinical and

psychological assessment of their intellectual, social, emotional and physical abilities. These schools are often

referred to as either “special schools” or “normal schools.” In a segregated education system most children

with disabilities and children with social-emotional difficulties are placed in “special schools” with “special

teachers” and often with “special curricula” while other children are enrolled in “normal schools.” Based on

more than two hundred years of experience, a segregated education system, with “special” and “normal”

schools does not meet the needs of individual children, whether these children have a disability or not and

thereby does not fulfil the rights children have according to the UN Convention of the Rights of the Child (CRC)

and the recent UN Convention on the Rights of Persons with Disabilities.

13

The first activity organised by the Focus Group was a computer and internet course for

the members of the group to ease communication between the Focus Group in

Balochistan and the Focus- and Support Groups in Islamabad and Norway. However,

due to transfers and redeployments of key members of the Focus Group it ceased to

function within a few short months.

The awareness programmes towards key members of the Provincial Education

Departments continued throughout 2008 and 2009. Visits to Indonesia and Norway

were planned for 200714

and 200815

but were not implemented due to last minute

administrative and financial barriers.

The following resource materials were used to in the awareness and capacity building

initiatives among education planners:

• Embracing Diversity – Toolkit for Creating Inclusive, Learning-Friendly Environments

(in English language)

• EENET Asia Newsletters (in English language)

• The Compendium (Bilingual in English and Urdu)

• The Glossary (in English language)

• What about Me! A DVD on the right to Education (in English language)

• Mother Tongue-Based Multi-Lingual Education – DVD (in English and Urdu)

• Handouts (in English and Urdu)

3. Training of Headmasters and Teachers

Headmasters and teachers from the 4 selected pilot schools have participated in

quarterly workshops between 2007 and 2009 among others on:

• Education for All (EFA)

• Inclusive Education (IE) and Child-Friendly Schools (CFS)

• Child Development (equally focusing on cognitive, social, emotional and physical

development)

14

Senior representatives from the Balochistan Provincial Department of Education were supposed to join the

Director General and the Director for Training from the Federal Directorate of Education (FDE) to Indonesia in

2007 – However due to administrative and financial barriers the delegation from FDE travelled to Indonesia

alone together with representatives from IDP Norway. 15

The Additional Secretary of the Balochistan Provincial Education Department received the invitation too late

from the Norwegian organisers to be able to join the Partner Meeting in Oslo in August 2008. The Federal

Directorate of Education (FDE) and IDP Norway therefore had to make the presentation on behalf of

Balochistan during the meeting in Norway.

14

• Convention on the Rights of the Child (CRC)

• Inclusive and child-friendly teaching and learning methodologies

Before the first workshop we distributed Pre-Programme Questionnaires (See

Attachment No. 7) among the 20 participants (headmasters, teachers and district

education officials) measuring the attitudes towards children with special educational

needs (in Urdu).

The participants responded to questionnaire as follows:

100% agreed with the statement: All children have an equal right to quality

education

100% agreed with the statement: Children with and without disabilities should

play, learn and grow up together

While

80% agreed with the statement: Children with disabilities should go to special

schools

75% agreed with the statement: Schools have the right to refuse to accept

children that are not as smart as others –

they will just be a burden for the other

children

This directly contradicts the second statement that they had all agreed with. However

this pattern of response has been common in all target countries we have used this

questionnaire.

85% agreed with the statement: It is normal for children to call each other

names, taunt and bully each other – it

happens all the time – children should just

get used to it

While “only”

35% agreed with the statement: If a boy is very naughty it is acceptable to

beat him

This indicates that the tolerance level for bullying in schools is much too high and shows

a lack of understanding by headmasters and teachers on how teasing and bulling

adversely affects the development (cognitive, social and emotional) of children.

At the same time it shows that the campaign against corporal punishment in schools has

been somewhat successful – at least superficially.

15

However, we do know from interviews done more than one year later16

with children in

another part of Quetta that 100% of the boys and girls were being beaten at home by

their parents and older siblings! It therefore shows that much remains to be done to

protect children against violence and abuse both in homes and schools.

75% agreed with the statement: Children who cannot see very well can hear

better than other children

60% agreed with the statement: Deaf children are always well behaved

This is another common response pattern that indicates sympathy for children (persons)

with disabilities (which is positive as sympathy will often lead to empathy). However, it

also confirms the myth that children with disabilities are “special” and not just regular

kids born with an impairment, with the same basic needs, strengths and weaknesses as

all other children.

80% agreed with the statement: Children who can’t see very well [low vision]

must be careful about using their sight – they

should save it and therefore learn Braille

Most people believe this myth, although we know based on research that children with

low vision should use and train their residual vision. However, if their condition is such

that they will gradually loose the vision (based on a thorough medication assessment)

and become blind they should also learn Braille. This is therefore a slightly ambiguous

statement that ideally needs further elaboration.

45% agreed with the statement: We should not expect anything from children

with disabilities

65% agreed with the statement: Children with developmental impairment

should not have to walk or take a public bus

to school – someone should drive them

55% agreed with the statement: Children with physical impairment should not

have to participate in physical education

This was a much more positive response that expected, although the view of a small

majority was that we should have limited expectations when it comes to the ability of

children with disabilities to participate in school activities. It again indicates that most of

us perceive children with disabilities to be more “different” than they really are. Again it

proves the point made in the International Classification of Functioning (ICF) that defines

disability as; “the outcome of the interaction between a person with impairment and the

environmental and attitudinal barriers s/he may face.” 17

16

In connection with the filming of a DVD on violence against children (child abuse) 17

Disabled People International (2005). “DPI Position Paper on the Definition of Disability”. page on URL:

http://v1.dpi.org/lang-en/resources/details.php?page=74 (15. November 2007)

16

10% agreed with the statement: Children should learn how to read and write

before they start school

In most countries a majority of the respondents would agree with this statement

(including a majority of the participants in similar workshops in the pilot schools in

Islamabad). It is very good that the headmasters and teachers in Balochistan did not! As

it reading and writing is too often taught at a much too early age. However the response

from the participants may be a result of a generally low literacy rate in Balochistan (less

than 50%) a majority of children would therefore be first-generation that no one could

possibly expect to have prior knowledge of reading and writing when they start school.

90% agreed with the statement: Children that are HIV positive should not be

allowed to play and go to school with non-

infected children – It’s too dangerous

25% agreed with the statement: Children that are using drugs should be

encouraged to stay in school – they should be

offered rehabilitation

These are two very sensitive issues, and the response from the participants reflected

that. The prevalence of HIV among children in Balochistan is still extremely low and

teachers have little or no knowledge about the means of transmission, while the number

of children (ever very young children) who are using drugs is quite high. However none

of these issues are talked about as drugs (and sexual relations before and/or outside of

marriage) is prohibited both by law as well as by faith. Unfortunately this “denial” often

prevents the delivery of effective drug prevention education programmes in schools.

Workshop in Quetta / Participants from the 4 Pilot Schools and the District Education Offices


17

Teacher Training Design (60 hours – Series of Workshops between 2007 and 2009):

a. Introduction to the Convention on the Rights of the Child (1 hour).

b. Introduction to concept of Education for All (EFA), Inclusive Education (IE) and

Child-Friendly Schools (3 hours) (See Sample Presentation No. 1)

c. Discussions (2 hours)

d. Group Work on the purpose of education (3 hours)

e. Discussions – Agreement on a Formal Statement (3 hours) (See also Attachment

No. 8):

Presentation of Group Work during Workshop in Quetta

The headmasters and teachers of the four pilot schools were asked to discuss the

purpose of education using questions such as:

“Why do we send our children to school?”, “What do we want to achieve with

education?” Their answers follow below:

1. Foster unity, respect and understanding among people – bringing honour and

dignity to the nation.

2. Create awareness among all children about the rights and responsibilities of

citizenship – develop respect for the freedom of expression and human rights

among future generations.


18

3. Help all children develop their full academic, social, emotional and physical

potential – improving their own welfare as well as the welfare of their families

and communities.

4. Help children to become good human beings, serving their communities,

country and humanity – develop enlightened citizens.

5. Prepare children for life – being able to successfully face challenges, conquer

obstacles and provide leadership to others.

6. Provide good professionals for the country, actively participating in the

sustainable development of Pakistan.

7. Build character and develop self-confidence in all children

8. Help children become law abiding and responsible citizens – learning how to

distinguish between right and wrong – develop self-discipline, punctuality,

independence and self-reliance.

9. Help children develop healthy and clean lifestyles.

10. Help children to become good Muslims – raising awareness about sound

Islamic teachings and principles. While children with other religious

backgrounds should learn to follow the teachings and principles of their faiths.

We [headmasters and teachers in the four pilot schools] all agreed that with the

way we teach our children today, with the current curriculum, and the way we

assess children through rigid exams, we will never be able to achieve the true

purpose of education.

Implementation of inclusive and child-friendly education will help our schools to

better respond to the individual needs of children, their families and communities,

as well as help us to educate a future generation of Pakistani children that can

help to build our nation.

It is of great importance that all children are given equal rights to access quality

education in their home towns and communities, regardless of their gender,

abilities, disabilities and backgrounds.

Based on the evaluation of what the participants felt was the “purpose of

education” (See Attachment No. 8) as well as the pre-programme questionnaire

the following topics were discussed during the next workshops:

f. 1st

Reintroduction to Inclusive Education and Child-Friendly Schools (CFS) (1 hour)

(See Sample Presentation No. 2)

g. Child Development – Focusing equally on the cognitive, social, emotional and

physical development of children (5 hours)

19

h. Introduction to disabilities (total 6 hours)

i. Hearing impairment (1 hour)

ii. Visual impairment (1 hour)

iii. Physical impairment (1 hour)

iv. Developmental impairment (1 hour)

v. Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive

Disorder (ADHD) (1 hour) (See Sample Presentation No. 3)

vi. Multiple impairments (1 hour)

i. Learning to read and write (including reading and writing difficulties or Dyslexia)

(6 hours) (See Sample Presentation No. 4)

j. Introduction to inclusive and child-friendly teaching methodologies (3 hours) (See

Sample Presentation No. 5)

k. Introduction to how these methodologies can be used effectively when children

with diverse abilities and backgrounds in an inclusive setting (including children of

belonging to vastly different age groups – which is common in most schools in

Balochistan) (3 hours)

l. 2nd

Reintroduction to Inclusive Education and Child-Friendly Schools (1 hour) (See

Sample Presentation No. 6)

m. Subject integration and project-based learning (3 hours)

n. Independent learning strategies (2 hours)

o. Revisiting the Convention on the Rights of the Child (CRC) – How does effect to

work of teachers, interaction with children and cooperation with parents and

communities (6 hours)

p. Revisiting Inclusive and Child-Friendly Education (6 hours) (See Sample

Presentation No. 7)

q. Strengths, Weaknesses, Opportunities and Threats (SWOT) Analysis of the

situation in the schools (6 hours)

20

At the end of the workshops 16 participants filled in the post-programme

questionnaire (more than 2 years after the first workshop) with the following results:

100% still agreed with the

statement:

All children have an equal right to quality

education

100% still agreed with the

statement:

Children with and without disabilities should

play, learn and grow up together

While

12.5% agreed with the statement: Children with disabilities should go to special

schools

none agreed with the statement: Schools have the right to refuse to accept

children that are not as smart as others –

they will just be a burden for the other

children

These results were a huge improvement from the results from the pre-programme

questionnaire and show a considerable improvement in the understanding of the

concept of inclusive education and the importance of welcoming children with diverse

abilities into ordinary schools without any form of discrimination.

6.25% agreed with the statement: It is normal for children to call each other

names, taunt and bully each other – it is

normal – children should just get used to it

While “only”

none agreed with the statement: If a boy is very naughty it is acceptable to

beat him

Again, this proves a vast improvement among headmasters and teachers towards

corporal punishment as well as a growing understanding that bullying in schools (by

teachers or peers) adversely affects the development (cognitive, social and emotional) of

children and should therefore not be tolerated.

Even if the level of corporal punishment and bullying in schools is being reduced parents

(including parents who are also teachers) continue to beat their children at home. The

acceptance of violence against children remain much to high in most homes and

communities in Balochistan as documented while interviewing children on the streets of

Quetta in a 2009 in connection with the filming of a series of DVDs raising awareness on

different aspects of child-rights.18

12,5% agreed with the statement: Children with visual impairment can hear

better than sighted children

18

These DVDs will be published in 2010

21

6,25% agreed with the statement: Deaf children are always well behaved

The message that children with disabilities are just like all other kids, with the same basic

needs, strengths and weaknesses as all other children seems to have been accepted and

understood by the headmasters and teachers in the pilot schools.

18,75% agreed with the statement: Children who can’t see very well [low vision]

must be careful about using their sight – they

should save it and not wear it out, otherwise

it may disappear

Some of the ambiguity of the statement in the pre-programme questionnaire has been

removed. After completing the teacher trainings most of the headmasters and teachers

now realise that it is important for children with low vision to use and train their residual

vision.

6,25% agreed with the statement: We should not expect anything from children

with disabilities

12,5% agreed with the statement: Children with developmental impairment

should not have to walk or take a public bus

to school – someone should drive them

None agreed with the statement: Children with physical impairment should not

have to participate in physical education

Again this proves that the participants now realise that children with disabilities are

“normal” children and much less “special” than they previously though. They have

understood the essence of the definition of “disabilities” in the Classification of

Functioning (ICF) which defines disability as; “the outcome of the interaction between a

person with impairment and the environmental and attitudinal barriers s/he may face.” 19

None agreed with the statement: Children should learn how to read and write

before they start school

All the participants now understand more about the importance of a holistic view of

child-development and that reading and writing should not be forced at a too early age.

62,5% agreed with the statement: Children that are infected with the HIV virus

should be encouraged to learn and play

together with other children

75% agreed with the statement: Children that are using drugs should be

encouraged to stay in school – they should be

offered rehabilitation

19

Disabled People International (2005). “DPI Position Paper on the Definition of Disability”.

22

These are two issues (HIV and drugs) were not discussed at all during the training, but a

realisation that even sensitive issues need to be tacked wisely in schools, with

consideration of what is “in the best interest of the child” seems to have had a strong

affect on the attitudes of the headmasters and teachers in the 4 pilot schools.

Future trainings should include sessions on drug and HIV prevention education, as well as

on prevention of Hepatitis B and C which is endemic in Pakistan and South Asia.

4. School / Child Mapping

When visiting Boys’ School No. 2 (in Malozai Village in the outskirts of Quetta) it becomes

evident that many of the children have quite severe skin infections which could

potentially be both disfiguring and disabling. In an effort to create awareness about the

importance of both nutrition and hygiene education it was decided by the project

partners to perform a thorough school/child mapping programme.

The Balochistan Provincial Education Department and IDP Norway decided to measure

the Body Mass Index (BMI) of the children in the school, as well a map their food and

hygiene habits (See Attachment No. 5 and No. 10), as well as the educational status of

the families of older children (in 4th

and 5th

grade) (See Attachment No. 11).

Most of the families in the village were from a low to middle income backgrounds. The

village population was almost exclusively Pashtu speaking. Women in this part of

Pakistan, especially in rural and semi-rural settings like the Malozai Village, are mainly

working within the boundary walls of the home. The families are large, so there are

many mouths to feed on each small to middle income, the older boys are therefore often

working to help support their families, either instead of going to school, or early morning

before they go to school and/or after they come home from school in the afternoon.

It was difficult to find out exactly how many children there were in each family, because

the boys were very reluctant to discuss any information about the female members of

their families with strangers, as this is considered impolite in Pashtu culture. So when we

evaluated the information the boys in 4th

and 5th

grade had given us we found out that

there were 40% girls and 60% boys in the village. These number are of cause not correct,

the boys had simply not been willing admit how many sisters they actually had.20

However, what we did find out was that 82% of the girls (of the sisters the boys in the

school admitted they had) had never gone to school (See Attachment No. 11). The few

20

This was later confirmed by Mr. Jawed Iqbal, the Director of the Provincial Bureau of Curriculum when we

presented the findings to him at the end of our mission.

23

girls who did go to school had to travel to the next village because there is no school for

girls in their village, or they would receive some education at the local Madrassah. The

average number of children per family was 7.6 (based on the data received by the boys

in the school) and if we count the girls the boys did not admit to have (if there were 50%

girls and 50% boys in the village) we estimate that each family had more than 9 children.

The boys were also asked if they knew of any boys in the village that did not go to school

and they all did.

Working children in the streets of Quetta

These were some of the reasons the boys gave when we asked why their friends did not

come to school:

• They went to school for a little while but had to drop-out so that they could work

• They went to school for a little while but dropped out because they didn’t like

school

• They never went to school because that had to work

• They never went to school because they have a disability

197 boys who came to school the days we were in their school to measure their Body

Mass Indexes (BMI) and to interview the children. We had bought two scales (to ensure

that we would get the right weight) and some measurements in the marked the day


24

before. We asked some of the older boys to help us, they were happy to do and to

practice their math and writing skills.

We started with the children in the Nursery Class (which is not a particularly descriptive

name for a class of 61 boys with ages ranging from 6 to 11 and sharing one teacher with

43 boys in 1st

grade).

The four older boys, who acted as our helpers through the days we were in the school

made sure that the boys lined up properly and behaved well while waiting.

Boys lining up to be weighed, measured and interviewed

Age of children enrolled in the school:

Grade Number of

Children

Youngest Boy

in the Class

Oldest Boy in

the Class

Average Age

Nursery 61 5 years 11 years 7 years

1st

Grade / Prep 43 6 years 11 years 7.9 years

2nd

Grade 35 7 years 12 years 8.3 years

3rd


4th


5th



25

The age range among the children in the different grades was staggering, with up to 7

year difference between the youngest and oldest boy in some of the classes. The age

difference is both caused by children starting school much too late as well as by

exceptionally high repetition rates. How much the lack of nutrition and poor health has

affected the extremely high drop-out and repetition rates is not evident from the data

we were able to collect. However, the fact that 25% of the boys in the school are

underweight as a result of malnourishment, and untreated stomach and skin infections,

must have influenced their ability to succeed in school.

Body Mass Index (BMI)

The measurement of BMI in the school revealed the following results:

• 24% of the children were underweight (with more than 47% of these children being

extremely underweight with results below 1 percentile)

• 76% of the children were within the normal range

• None of the children were overweight

The prevalence of children who were underweight varied from 20% in Nursery Class to

almost 30% among boys in 2nd

Grade (See Attachments No. 5 and No. 10).

The Body Mass Index (BMI) reveals only part of the problem with under- and/or mal-

nutrition as it merely measures the relationship between height and weight. If we look

at the height measurement compared to a normal growth (height) development among

the ethnic Pashtu population it proves an even more severe effect of the lack of proper

malnutrition among the children in the village. These numbers reveal that:

• 17% of the 7 year old boys had a height that fell below the fifth percentile for height

for age on a growth reference curve that reflects normal growth within the Pashtu

population. These children are therefore defined as growth-stunted.

• Among the 12 year old boys stunting (less than “normal” height growth) had

increased to affect a staggering 56% of the children in the school.

When one low to middle income earner have to support a wife and an average of 9

children it will lead to food shortages within the family – especially in areas where

families are not able to raise their own poultry or life-stock or grow much of their own

food. The need for responsible parenting programmes is therefore evident; where

fathers and mothers must learn how to manage the size of their families according to

their income levels and ability to feed and educate their children.

Food intake

The children were interviewed regarding what they would eat during their two or three

daily meals. Most children said they had breakfast before coming to school. What

26

children in this part of Pakistan would normally eat for breakfast is bread, tea and ghee

(clarified butter). We soon gave up on this part of the study as the children were fiercely

defensive of their parents ability to support and feed their families, and therefore made

up stories about having milk, eggs and meat with their breakfast, even if they showed

visible signs of being under-nourished (See Attachments No. 5 and No. 10).

Children interview about their food and hygiene habits

Similar tales were told about the second and third meals (lunch and dinner) have similar

composition. However, what we do know is that in most households meat (if it is

available at all) is cooked only on Fridays. The children also reported buying biscuits,

cakes, candy, apples, cucumbers, and popsicles from local vendors. We didn’t observe

any vendors with fruit and vegetables but we do know that the children were given a few

Rupees by their parents and that they mainly bought candy, biscuits and popsicles, all

with little or no nutritional value.

In spite of the flawed (contaminated) results of this part of the study it shows that under-

and mal-nutrition is both linked to poverty as well as lack of knowledge and awareness

among parents about the importance of nutrition for the development (cognitive, social,

emotional and physical) of their children. This again raises the need for increased focus

on responsible parenting programmes to make the size of families more manageable for

parents – both when providing food and education.

The second day we were in the school we spent 20 to 30 minutes in each of the classes

distributing milk, bread, a banana and an apple to all the children. While we distributed

the lunch snack we discussed the importance of good nutrition for their development;

the role of calcium and potassium in the development of health teeth and a strong and

solid bone-structure, the role of vitamins for their growth and for the strengthening of


27

their immune system, as well as the importance of carbohydrates (from food sources

who slowly transforms it in to sugar) energy and the ability to concentrate and learn.

We also spoke to the children about the importance of washing their hands properly

before they eat as well as after they have gone to the toilet. All the children promised to

buy an apple21

instead of candy the next time they get a few rupees from their parents.

Health

One of the reasons why we decided to do this study at the school in Malozai Village was

that we had observed that many of the children in the school had visible skin infections

in their faces as well as on their hands and feet.

When the medical doctor22

we brought along with us to the schools interviewed and

examined the children he found that most of the students had skin lesions. Most

common were Eczema, Impetigo, Scabies, Coetaneous Leishmaniasis (parasitic infection),

Pityriasis Alba, Dermatophytosis (fungal infection), but the children also suffered from a

number of other disfiguring skin conditions. Most of these are relatively easy to prevent

or to treat, but may lead to permanent disfigurations or in rare cases be even fatal if left

untreated (See Attachments No. 5 and No. 10).

Checking for visible signs of the boys having been vaccinated

21

Apples grows in Balochistan (Ziarat) and are available during the autumn and winter seasons for roughly the

same prise as biscuits and popsicles. Bananas are also available for a few rupees during the spring, summer and

autumns season. 22

Dr. Wajid Iqbal from the Khyber Medical University in Peshawar.


28

We also checked if the children had been vaccinated with BCG (based on their

vaccination scars) and most – but not all – of the boys on the school showed visible signs

(on their upper arm/shoulder) of having been vaccinated when they were younger. We

have no information about other vaccinations the boys may have received.

Most of the children did not seem to have washed or brushed their teeth in quite a

while. The toilet facilities in the school were poor and we observed that the boys

urinated and defecated inside and outside along the boundary walls of the schools and

that none of the boys seemed to wash their hands afterwards, even though there was a

water tap (but no soap) outside on the school grounds near the toilet facilities.

This highlights the need for increased focus on hygiene education in schools (for teachers

and children) and for the parents – we discussed and basic health and nutrition on the

second day we were in the school with all the children and their teachers, but much

more needs to be done as much can be achieved with relatively small efforts and

resources.

5. Development and Distribution of Materials

The intervention in the schools is based on teaching-learning materials developed by IDP

Norway or by UNESCO in collaboration with IDP Norway specifically for the Asian region:

• Embracing Diversity – Toolkit for Creating Inclusive, Learning-Friendly Environments

(ILFE). This has now been translated into Urdu and adapted to suit conditions and

situations in school in Pakistan by the Curriculum Wing of the Federal Ministry of

Education. The ILFE Toolkits were distributed to all the schools and all the District

Education Offices where the pilot initiative is implemented. The ILFE Toolkit has

been developed by UNESCO with support of IDP Norway.

• The Compendium – A reader-friendly collection of national and international

commitments to ensure that all children have equal access to education, care and

protection in an inclusive setting. The Compendium was developed by IDP Norway in

collaboration with UNESCO and the Federal Directorate of Education (FDE) and is

available in a bilingual version with both English and Urdu.

• Glossary – List of concepts and terminologies related to; education; barriers to

learning, development and participation; disabilities, and; disabling health conditions.

The Glossary was developed by IDP Norway in collaboration with the Federal

Directorate of Education (FDE) and Sightsavers International.

29

• EENET Asia Newsletters – Success stories about inclusive and child-friendly education

from throughout Asia. EENET Asia Newsletters are being published in multiple

languages in collaboration between IDP Norway, UNESCO, UNICEF and a number of

other national and international stakeholders.

• What about Me? An awareness DVD about the right to education – filmed in Quetta

in 2008 and produced by IDP Norway and the Provincial Education Department.

• Mother-Tongue Based Multilingual Education – An awareness DVD about the right to

education in a language that children can speak and understand. The Urdu version of

the DVD23

was produced by IDP Norway in collaboration with UNESCO in 2007/2008.

• Handouts on (some in English and some in Urdu translation) –All developed by IDP

Norway for the project in Balochistan (See Sample Presentations 1 through 7):

o Education for All (EFA)

o Inclusive Education (IE)

o Child-Friendly Schools (CFS)

o Disabilities – Hearing Impairment, Visual Impairment, Developmental

Impairment, Physical Impairment and Multiple Impairments

o Attention Deficit Disorder (ADD) / Attention Deficit-Hyperactive Disorder

(ADHD)

o Learning to Read and Write – Including information on children with reading

and writing difficulties (e.g. Dyslexia)

o Inclusive and Child-Friendly Teaching methodologies

o Child Development

o Independent Learning Strategies

o Project-Based Learning

23

The original DVD was produced by UNESCO Bangkok (Regional Office for Asia & Pacific) in 2006

30

Challenges

1. Administrative and Institutional

• It took several months before the Provincial Education Department in Balochistan

was able to open a separate account for the project as required by the Programme

Secretariat of the Planning & Development Division in Islamabad (who has the overall

responsibility for the administration of the institutional cooperation programme

between Pakistan and Norway. When the account had finally been opened it was

restricted to receive funds for the Provincial Education Department only so that all

transfer of funds for the Norwegian partner would have to be transferred directly

from the Programme Secretariat to IDP Norway based on a written request from the

Provincial Education Department in Balochistan. The seemingly conflicting

regulations and requirements between the Federal and Provincial Government

regarding disbursement of funds delayed several of the transfers, both for the

Pakistani and the Norwegian partners, to such extent that it delayed the

implementation of key project activities.

• The communication from the Secretariat to the Provincial Education Department was

usually in form of letters. These seemed both to be sent off late and due to slow mail

in general and slow distribution of mail within the Provincial Education Department

in Balochistan letters often arrived too late for the necessary action to be taken.

According to the then Additional Secretary of Education of Balochistan24

this

prevented him from participating in the Partner Meeting in Oslo in August 2008.

• The most effective tool of communication between the Pakistan-Norwegian project

partners were personal meetings and mobile phone conversations, which is either

very expensive (personal meetings) or leaves no paper-trails and only a minimum of

institutional memory (mobile phone conversations). Attempts were made to

introduce the use e-mail but this was not successful until the middle of 2010 when

Mr. Muhammed Saqib Aziz and Mr. Saleem Sadiq took over as Secretary and

Additional Secretary of the Provincial Department of Education.

• The frequent change in personnel within the Provincial Education Department in

Balochistan is another major barrier that has presented the project partners with

serious challenges and has hindered the effective and smooth implementation of the

project. Secretaries of Education were changed several times a year, which lead to

the same awareness programmes and initiatives having to be repeated at every new

24

Mr. Habibullah

31

visit. Other key partners were also replaced during critical phases of the project,

both the initial Additional Secretary of Education and the Director of the Provincial

Bureau of Curriculum was replaced in 2008. These changes created vacuums that

took time (or was difficult) to fill.

• All the senior partners in the Provincial Education Department have both been

extremely competent and most supportive of the idea and philosophy of inclusive

education. However, since all the key staff members are overworked and have little

support in form of staff and colleagues that can replace them in meetings and with

performing their daily tasks, much was left undone and activities were only

revitalised during and immediately after personal visits from IDP Norway resource

persons. This is another factor that has contributed to the partly slow progress of

implementation.

All these factors have contributed to reduce the effectiveness and sustainability of the

initiative jointly taken by the Provincial Department of Education and IDP Norway.

However, after very recent reforms introduced by the newly appointed Secretary and

Additional Secretary25

both partners are confident that the implementation can become

successful in future, if a Phase II of the cooperation is approved by the Steering

Committee and the Programme Secretariat in Islamabad.

2. Attitudinal Barriers

There were no major attitudinal barriers from key government stakeholders in

Balochistan or from the headmasters and teachers in the schools.

The improvement of attitudes among headmasters, teachers and district education

officers documented from the pre-programme to the post-programme questionnaires is

prove of a generally positive attitude towards change and towards implementing a more

inclusive- and child-friendly education system in their schools.

3. Physical Barriers

The schools are generally crowded, especially the boys’ school in Malozai and the girls’

school in Pashtunabad. Construction work is being done in some of the schools.

However these are not done in accordance with Universal Design Principles so that the

schools also in future will remain inaccessible for children with physical impairments,

25

This was presented to the Norwegian partners during a meeting in Islamabad with the new Secretary and the

Additional Secretary in October 2010.

32

especially for those depending on a wheelchair for mobility, as well as difficult to move

around in for children with visual impairment who depend on strong contrast colours

and good light conditions (for children with low vision) and standardised door handles,

steps in stair cases, simple tactile markings on floors and walls to ease mobility for those

who are blind. Such features would also have brought benefits for all other children and

teachers without increasing the costs for construction noticeably, hence the importance

of constructing schools and all other public buildings according to Universal Design

Principles.

New toilets under construction – Unfortunately still not accessible for children with physical impairment

The lack of a separate school for girls in Malozai Village has prevented 82% of the girls

(maybe even more as not all of the girls in the village are counted) from going to school.

The lack of girls’ schools in many villages as well as the distance to the school from where

girls live is a major barrier that prevents girls from fulfilling their right to an education.

The lack of availability of female teachers, especially in rural areas is another factor that

contributes to the current under-representation of girls in education in Balochistan.

Before a girls’ school in build, the current school should be opened up for girls, either in a

separate morning shift (before the boys start school) or an afternoon shift (after the boys

have completed their classes), depending on what would best suit the girls and their

families (as co-education is not culturally acceptable in most parts of Balochistan).


33

4. Curricula, Schools, Staff, and Teaching-Learning Processes

• Many schools do not have any operational funds at all. Salaries for teachers and staff

are being paid directly by the government. Some irregular funding for construction

and maintenance is made available; however these funds are rarely operated and

managed by the schools themselves, so schools and communities have little or no

influence and therefore a limited feeling of ownership of school development.

• The headmasters and teachers are not familiar with, or have never seen the

curriculum. They are therefore forced to teach based on the school books they have

available in their schools, which are often dated and irrelevant to the lives and

circumstances of the children in their schools. Schoolbooks are being developed

centrally without any consideration the local cultures, traditions and needs.

• When teachers as well as provincial education officials are being invited to discuss

the curriculum, they feel that their input is not taken into consideration (however

this is about to change as curriculum development in future will be the responsibility

of provincial education departments).

• Many of the children in the schools in Balochistan have limited understanding of the

language of used in schools. Urdu and English are mostly used as language of

instruction while many of the children speak Baloch, Pashtu and a host other

minority languages at home. Children would therefore learn to pronounce the

letters they read but have little or no ability to decode and understand what they are

reading. Mother-tongue based multilingual education (MLE) programmes should

therefore be considered, even if this is a politically sensitive issue in parts of Pakistan.

• When we interviewed the children in the boys’ school in Malozai Village about their

dreams and aspiration for the future we discovered that they had little or no idea

about what they would like to do when they became adults. When we asked them

which profession they would choose, they looked puzzled, and were only able to

mention three; teacher, doctor, and pilot. These were some of the professions they

had encountered from time to time; teachers in school; a doctor when they got sick,

and; pilots because the school is located next to the helicopter airport of the Pakistan

Armed Forces.

It was our impression that none of the children realised that their education one day

could help them to get a career of their own choice. This indicates the extreme

detachment between the education system and working life. The fathers of most of

children in school were shopkeepers and repairmen and worked in Quetta. This will

be the likely career of many of the boys as they will follow in their fathers’ footsteps.

34

However, none of the children seemed to realise that an education may help them to

choose another profession; or to become a better shopkeeper or repairman, maybe

even an economist or an engineer.

• There is a shortage of teachers in many schools throughout Balochistan (especially in

rural and semi-rural areas). Every time we visited the boys’ school in Malozai Village

children were teaching one or several of the classes because of a general lack of

teachers and because the teachers were frequently absent from work.

• All the teachers we observed had a reasonably good relationship with their students.

However, some of the teachers struggle to find the right balance between positive

discipline, and public embarrassment and ridicule.

Girl being punished Boy being punished

These two children were being punished for misbehaving (talking too much in class

and being unruly).

The punishment they received; sitting alone (girl) in front of the class and not being

permitted to leave the classroom during intermission (boy) was much better than the

traditional corporal punishment they would have received in the past, however it

lasted too long as the punishment was for the entire school day (girl) and the entire

week (boy). It therefore borders on public humiliation and ridicule as the other

© IDP Norway / Watterdal (2009) © IDP Norway / Watterdal (2009)

35

children in the class were giggling and pointing at the two unfortunate children

without the teachers intervening on their behalf.

5. Political / Security

The security situation in Balochistan has at times created barriers for the implementation

of the programme. At times ethnic, sectarian and political conflicts made it difficult to

have meetings, visit schools and organise workshops.

36

Strengths and Opportunities

Systems and Policies

• The Constitution of the Islamic Republic of Pakistan guarantees equal rights to education

for all without any form of discrimination.

• Islamabad Declaration of Inclusive Education (2005) creates a basis for implementation

of inclusive- and child-friendly education initiatives in Pakistan.

• The National Education Policy (2009) gives the necessary legal support for the

implementation of inclusive- and child-friendly education.

• The unanimous approval (and signing) of the Islamabad Commitment on Inclusive- and

Child-Friendly Education (2010) by the Federal Minister of Education and all the

Provincial Secretaries of Education (including the Secretary of Education from

Balochistan).

• Establishment of new administrative structures within the Provincial Education

Department in Balochistan which will improve the possibilities to implement new and

innovative education paradigms (e.g. inclusive and child-friendly education and mother

tongue-based multilingual education programmes).

• Strong support for inclusive- and child-friendly education from major bi-lateral and multi-

lateral donors (including UNESCO and UNESCO).

• All key non-government stakeholders support the introduction of inclusive- and child-

friendly education in regular schools (transforming the system from a segregated to an

inclusive education system).

• Curricula will in future be developed in a more decentralised manner – which creates

opportunities for a developing a more relevant and effective education system (design

and delivery).

Attitudes

• The Provincial Education Department is positive towards and supportive of change (e.g.

implementation of inclusive- and child-friendly education).

• The Headmasters and teachers are positive towards the idea of inclusive- and child-

friendly education.

37

• Improved attitudes towards children with disabilities among key stakeholders.26

• Some schools have developed a low or even zero tolerance of corporal punishment.27

• Schools are beginning to realise that they have to change the way they teach –

introduction of more inclusive and child-friendly teaching methodologies – to help

children learn and develop (See Attachment No. 4) to fulfil their legal and moral

obligation to provide quality education for all.

• Children are eager to learn to improve their lives.

• Many parents are making great sacrifices to enrol and keep their children in school.

Education is free in Pakistan but there are hidden costs of education, including costs for

note books, stationary, and uniforms as well as the loss of income from working children!

Physical Infrastructure

• Most schools are in need of expansion and/or repair. This will enable the

implementation of Universal Design Principles throughout Balochistan without any major

additional costs (as schools will have to be upgraded anyway) which will help schools to

become more accessible for children with special educational needs.

• Although many schools are crowded, others are under-utilised. This means that many

schools (especially in rural areas) have the capacity to handle increased enrolment of

students as a result of successful inclusive- and child-friendly education programmes.

26

With reference to the results of the Pre- and Post-Programme Questionnaires 27

With reference to the results of the Pre- and Post-Programme Questionnaires

38

Recommendations and Conclusions

For an institutional cooperation programme to succeed it is important that both institutions

have reached a certain level of competence and maturity. Over the past few years we have

faced enormous challenges but also achieved some successes. Minds and lives have been

changes due to our small but still somewhat effective intervention. Major multilateral

donors (especially UNESCO and UNICEF) have benefitted from the seeds that this project, as

well as the project in Islamabad, has planted. The recent Islamabad Commitment on

Inclusive and Child-Friendly Education that was signed by the Federal Minister of Education

and all the Secretaries of Education in the Provinces and areas of Pakistan is a result of,

among others; the efforts of the project in Balochistan, as well as the effective collaboration

between the Federal Directorate of Education (FDE), IDP Norway and Sightsavers in

Islamabad. These initiatives have, no doubt, also contributed to the successful passing of

the National Education Policy (2009). Seeds of inclusiveness and child-friendliness have

been planted, watered, and are now being harvested by the children of Pakistan.

This collaboration has been a challenge among other because of the extremely frequent

personnel changes in the Provincial Education Department of Balochistan. The fact that

competent senior staff members are both overworked and overstretched has slowed down

the pace of implementation. However the intervention has proven to be a major catalyst for

change in Pakistan.

Ideally, cooperation with an institution like the Provincial Education Department should have

been a long term capacity building initiative and not a relatively “short” cooperation with a

time limit of three years. This is why, in-spite of all the challenges we have faced over the

past few years that we now strongly recommend a continuation of the cooperation. One of

the reasons why we think that a continuation would be advisable is the recent positive

changes that have taken place. These bears well for the future possibilities of success for a

continuation of the current Norwegian-Pakistan institutional cooperation programme.

The current 2.7 % of the Gross National Product (GNP) that is being spent on education is by

far not enough to provide all the children of Pakistan equal access to quality education.

With a continuation of the current spending-policy, Pakistan will never be able to reach the

goal of Education for All (EFA) and the Millennium Development Goals (MDG) that it has

signed up to and committed to in national and international forums. Spending on education

must therefore increase dramatically in the years to come, also considering the vast

population growth in Pakistan and the expected doubling of the population within the next

30 to 35 years.

39

We therefore recommend the following innovations, programmes and initiatives:

1. Continue the collaboration between the Provincial Education Department of Balochistan

and IDP Norway beyond 2010 (Phase II). This recommendation is based on the latest

positive development in the Provincial Education Department, including the

appointment of a new Secretary and the establishment of a new unit that would be

responsible for innovate projects and international collaboration.

2. Revitalise the Provincial Focus Group (6 to 8 key government stakeholders) under the

leadership of the Secretary of Education.

3. Appoint a single Focal Point for inclusive and child-friendly education with 2 designated

deputies (all three should be members of the Focus Group).

4. Strengthen the linkages to the project in Islamabad under the leadership of the Federal

College of Education (FCE), the Federal Directorate of Education (FDE) and IDP Norway.

5. Develop school clusters for inclusive- and child-friendly education in order to optimise

the use of existing human and technical resources.

6. Continue training and upgrading of teachers – as the trainings in the past has shown

considerable improvements of attitudes as well as on the development of empathy

towards groups of children vulnerable to exclusion and marginalisation (see the result of

the pre- and post- programme questionnaires above).

7. Send education planners, headmasters and teachers for training and internships and in

Indonesia (to the Provinces of South-Sumatra, West Java and West Sumatra) and Norway

(Summer School at the University of Oslo) starting in 2011.

8. Use the new published Urdu version of “Embracing Diversity – Toolkit for Creating

Inclusive, Learning-Friendly Environments” in all teacher training and education

programmes (both in- and pre-service) in Balochistan.

9. Distribute the Awareness DVDs that have developed / produced during the past four

years to key government and non-government stakeholders throughout Balochistan.

10. Revitalise different forms of community participation in education (e.g. PTAs). These

could be developed into School Shuras (Councils) to create linkages to traditional forms

of village management and thereby increase the ownership of communities towards

schools. These councils need to be participatory of all the different groups that are

40

represented in the community, including children and youth as well as other groups

often excluded from decision making processes (democracy education).

(This initiative was planned for the first phase but not implemented mainly due to

administrative and financial constrains).

11. Provide some funds for school operations to be managed by School Councils (Shuras).

12. Continue child-mapping throughout Quetta and Balochistan, identifying children who are

out of school, making medical and learning assessments, and finding school placement.

13. Implement the newly developed and approved (2010) National Standards for Inclusive

and Child-Friendly Schools in Pakistan. These were signed by the Federal Minister of

Education and the secretaries of education in all the Provinces and Areas of Pakistan in a

high level meeting in Islamabad (11.2010).

14. Introduce health and nutrition education in schools, including drug prevention education

in schools. Schools should measure the Body Mass Index (BMI) of all their students and

observe their health and nutrition situation as follows:

a. Start to measure the Body Mass Index (BMI) of children in schools. This can be

done without any major investments. The only equipment needed is a simple

scale. The measurement for height can be painted on the wall and be part of the

classroom decoration. The regular measuring of BMI can easily be incorporated

into mathematics and science classes and thus become a helpful tool in making

these subjects more practical and fun. It can also become a regular activity that

will help teachers make their classes more participatory. At the same time

children will learn to see the practical benefits of mathematics and science which

are otherwise seen as rather abstract.

b. If a child has a low BMI teachers and school administrators need to contact the

parents. The teachers should discuss this problem with the parents and find out

why, as a low BMI can also be the result of sudden growth spurts! These teacher-

parent meetings can be used as important tools in creating awareness about the

importance of nutrition, locally available and affordable nutritious food and

family planning, as well as of the dangers of malnourishment to the physical,

social, emotional and cognitive (intellectual) development of children. If BMI is

monitored over time by teachers and parents it may help prevent stunted growth

among the children as well as other serious effects of malnourishment.

c. Schools should introduce basic health education programmes. Children should

be taught about the importance of washing their hands after going to the toilet

and before taking food. To invest in a bar of soap for each class or even for each

child is a small investment that most schools (and parents) can afford. The costs

41

of treating stomach and skin infections resulting from poor hygiene are certainly

much higher. Practical health education can easily be incorporated into science,

language or religious classes and thus also become another important tool in

making the school more inclusive and child-friendly.

d. Nutrition education could be introduced to help children and parents understand

the importance of a balanced diet. This should be part of basic science education

or even language and religious education. Poverty is something that schools,

children and even parents can do relatively little about short term. But how to

optimise the use of scarce financial and food resources can be taught in schools.

Children need to learn to take more responsibility for their own growth and

development. If they are given some small pocket money by their parents to

spend on snacks they can learn how they should spend money more wisely on

tasty seasonal locally available fruits and other food items.

e. Teachers should observe the health condition of the children in their classes. If

they see that children are developing skin rashes and infections, or seem lethargic

and show a sudden lack of concentration, they should talk to the children and try

to find out why. It is important to realise that practical solutions to these

problems do not always have to be difficult or expensive, and that by responding

to them in the initial stages will reduce the long term costs and consequences.

15. Introduce child-rights-education in schools to educate children, parents and teachers

about the rights all children have to education, cared ands protection.

16. Introduce Mother Tongue-based Multilingual Education programmes to ensure that as

many children as possible will be able to learn and become literate in their mother

tongue (including Sign language) before they gradually learn national and international

languages.

17. Improve access for girls to education, either by; constructing schools in villages and areas

where there are no schools (or where these schools are situated far away from where

the girls live), or by; creating separate shifts for girls in existing schools, in the morning

(before the boys come to school) or in the afternoon (after the boys have finished their

classes) – as coeducation is not culturally acceptable in most parts of Balochistan.

18. Ensure that all new schools, classrooms, toilet (sanitation) as well as play and sport

facilities are constructed in accordance with Universal Design Principles to make schools

more accessible for children with disabilities.

19. Develop new and innovative teaching and learning materials relevant to the needs of

children with diverse abilities and backgrounds in Balochistan.

20. Develop effective awareness materials promoting inclusive- and child-friendly education.

42

Attachments No. 1

Feasibility Study

on Education for All in an Inclusive Setting in

Pakistan

Islamabad, 25th

September to 8th

October 2003

Ministry of Education

Ministry of Women Development, Social Welfare and Special

Education

in co-operation with IDP International Development Partners

and Braillo Norway

43

Content

Recommendations, Suggestions and Conclusions

1 related to:

• Introduction

Pages 3 to 4

• Executive Summery

Page 5

• Federal Board and Working Team for Preparation and Implementation of

Inclusive Education in Pakistan

Pages 6 to 8

• Primary Schools

Pages 9 to 15

• Re-Orientation, Upgrading and Education Programmes

Pages 16 to 19

• Educational Support System related to Children with Special Needs

Pages 20 to 24

Lists of Abbreviation and Terminology Pages 25 to 27

Attachments:

• No. 1 Terms of Reference and Schedule for the Feasibility Study

• No. 2 Proposed Composition of and Tasks for the Federal Board

and Working Team for Preparation and Implementation

of Inclusive Education in Pakistan

• No. 3 Suggestions for Questioners as preparation for awareness,

Re-orientation, upgrading and education programmes

• No. 4 Copies of newspaper articles from the Pakistan Observes

and the Dawn from Friday, 3rd

October on the use of

language of instruction in the Province of Balochistan

1 Based on meetings and discussion with persons and institutions concerned

44


An Introduction

In August 2003 the Ministry of Education, the Ministry of Women Development,

Social Welfare and Special Education and the IDP International Development

Partners [Braillo Norway] agreed to perform a Feasibility Study on Education for All

in an Inclusive Setting in Pakistan [See Attachment No. 1].

The work started on 25th

September and was completed on 8th

October 2003. The

Study is a result of discussions with higher officials and representatives from:

• Ministry of Education [Islamabad and Quetta]

• Ministry of Women Development, Social Welfare and Special Education

[Islamabad]

• Higher Education Commission [HEC][Islamabad]

• Allama Iqbal Open University [Islamabad]

• Royal Norwegian Embassy [Islamabad]

and observations made during visits to:

• National Institute of Special Education [NISE]

• National Library for Special Education

• Al-Maktoom National Special Education Centre for Visually Handicapped Children

• Federal Government Primary Schools in Islamabad [two schools]

• Provincial Government Primary Schools in Quetta [two schools]

• Special school for children with motor impairments2 [Quetta]

Furthermore, some of the conclusions we have drawn have been influenced by

results of international research as well as by experiences we have made in other

countries throughout South and Southeast Asia, East Africa and Europe.

We have only visited four primary schools, all in or near major population centres

and do therefore not claim to have gained a full overview of the situation in primary

school throughout the country. However, we presume that the schools we have

visited are representative of schools in municipal and suburban areas. We

understand from our discussions with the Director General of Education, the

Director General of Special Education and Secretary of Education in the Province of

2 Often referred to as physical impairments

45

Balochistan that conditions in rural schools are even more challenging that what we

found in the four schools we visited.

Our recommendations focus on improvement of the quality of education for all

children through a comprehensive re-orientation and upgrading of human resources

without making huge investments in infrastructure. We therefore assume that the

recommendations will also be valid with necessary modifications for schools in rural

areas.

Islamabad, 8

th October 2003

Terje Magnussønn Watterdal Prof. Miriam Donath Skjørten

IDP/Braillo Norway IDP/University of Oslo

46


An Executive Summery

The following recommendations, suggestions and conclusions are mainly focusing

on primary schools, teacher education and the development of a more

comprehensive and efficient support system related to children with special needs:

⇒ The establishment of a Federal Board and Working Team for Preparation and

Implementation of Inclusive Education

⇒ Related to primary schools

• Introduction of new teaching methods in the classroom

• Improvement of interaction and communication in the classroom

• Development of a more inclusive and learning friendly school environment [a

further development of the child friendly school concept]

⇒ Related to Re-Orientation, Upgrading and Education Programmes

• Establishment of a Curriculum Committee

• Everyone involved in re-orientation and upgrading of teachers should have a

common frame of understanding on inclusion and special needs education.

This will be achieved through:

o Coordination workshops for leading academic staff in the above

mentioned institutions with emphasis on continues upgrading and revision

of curricula

o Workshops for lecturers within each institution

o Workshops for itinerant teachers

o Cross-institutional workshops for co-operating institutions

• Development of awareness programmes for stakeholders as well as the

community at large

⇒ Development of a more comprehensive Educational Support System related to

Children with Special Needs

• Development of professional itinerant teacher services

• Production of books and other material in Braille

• Establishment of a National Technical Resource Unit for maintenance and

repair of equipment and devices

• Development of an idea bank [related to communication, classroom activities, arts

and crafts, etc. for children in inclusive classes]

• Promotion of team and group among children in regular schools

47

Recommendations, Suggestions and Conclusions related to a

Federal Board and Working Team for Preparation and

Implementation of Inclusive Education in Pakistan [Starting in Islamabad

Federal Capital Territory]

A large number of initiatives and projects related to child friendly schools,

integration, mainstreaming, inclusion, education for all, the development of services

centres [low vision, orientation and mobility, etc] are already being implemented or are

under planning by departments, offices and institutions under the two ministries

concerned3. Therefore, to prevent duplication of programmes as well as the

implementation of activities and programmes that may counteract each other there

seem to be a strong need for a federal co-ordination unit.

⇒ We therefore propose that a Federal Board and Working Team for Preparation

and Implementation of Inclusive Education should be established [See

Attachment No. 2]

Based on experience in other countries4 working teams for preparation and

implementation of inclusive education have played a vital role in the

development of holistic planning, implementation and monitoring processes for

educational reforms.

Working Teams have proven successful in securing local funding and creating a

strong feeling of ownership among the institutions and communities involved.

This has increased the sustainability of the development towards educational

change.

We have often observed a tendency in Working Teams to be overly optimistic about

the possible pace of change.

⇒ We therefore propose for the Working Team to be monitored closely by a

Federal Board in co-operation with international and national resource persons

to ensure the quality and sustainability of the process towards inclusion.

⇒ The Working Team should be responsible for the following tasks [See also

Attachment No. 2]:

3 The Ministry of Education and the Ministry of Women Development, Social Welfare and Special Education 4 Most prominently in Indonesia and Uganda

48

• Re-evaluate existing plans for all projects and programmes related to inclusive

education, integrated education, mainstreaming and education for all.

The plans for a project on inclusion of children with disabilities in regular

schools5 developed by the Directorate General of Special Education should

ideally be re-evaluated by the Working Team. This would strengthen the

feeling of ownership within both ministries involved and thus secure the

sustainability of the programme.

It is important that the Working Team investigates the possibilities of

including children with other special needs6 in the activities and programmes

covered by the project. Potential drop-outs should be one of the main target

groups for any project on inclusion, since the number of children dropping out

of school every year is clearly much too high to be caused by poverty alone.

• Facilitate development of plans for awareness, re-orientation, upgrading and

education programmes [See Recommendations, Suggestions and Conclusions

related to Teacher Re-Orientation, Upgrading and Education]

Furthermore, it is important that the Working Team as well as the Federal

Board attach themselves to a pool of resource persons from both government

and non-government institutions and organisations active in the field of

education, special needs education, health and rehabilitation. All the

resource persons attached to the Working Team should develop a common

understanding of all issues related to inclusion and special needs education to

prevent confusion on philosophy and terminology.

It is important that both the Federal Board as well as the Working Team

maintain a manageable size.

5 According to our information this project is mainly focusing on children with visual impairment, hearing impairment, physical impairment and mild developmental impairments rather than all children with special needs [incl. children with other permanent special needs as well as children with temporary special needs] 6 Including children with reading and writing difficulties [about 8 to 10% of all children suffer from dyslexia], children suffering from abuse and lack of attention, lack of nutrition all factors that may cause children to drop out of school

49

Recommendations, Suggestions and Conclusions related to

Primary Schools7 [Grade 1 to 5]

Everyone we spoke with stressed the need for re-orientation, upgrading and in-

service training programmes for head masters and teachers in primary schools.

⇒ We therefore propose:

• Development of comprehensive programmes for re-orientation and

upgrading of teachers in primary schools in the Islamabad Federal Capital

Territory and the Province of Balochistan [starting with the potential pilot schools

for inclusive education]

• Resource persons within the affiliated institutions [The Allama Iqbal Open

University, IDP International Development Partners, NISE National Institute of Special

Education and the training units within the Ministry of Education] should develop these

programmes in close co-operation with the Working Team.

• Upgrading should be based on contemporary understanding of learning and

teaching as well as on input from headmasters and teachers in the schools

concerned [Information should also be collected from schools that are not yet

participating in the programme]. Information about the needs in the field should

be collected through the distribution of questioners [See Attachment No. 3].

These questioners should be administered in accordance with scientific

practices and answered individually by headmasters and teaching staff in the

potential pilot schools during information meetings starting in the selected

schools.

• The awareness, re-orientation and upgrading programmes should focus on:

o The philosophy of inclusive education

o Inclusive education in a Pakistani context [reflecting the diverse cultures,

traditions and religions represented in the community]

o Interaction and communication

o Classroom management

o How to teach children with different needs and abilities in one classroom

7 Based on visits to a rural as well as an inner city primary school in the Islamabad Federal Capital Territory as well as discussions with persons involved in teacher upgrading and education and in the Curriculum Wing of the Federal Ministry of Education

50

o How to teach Urdu, English, mathematics and other subject matters in an

inclusive classroom setting [differentiated teaching]

o Detection of children with special needs in the classroom

o Introduction to the media of sign language and Braille as well as basic

techniques within orientation and mobility and activities of daily living

according to the needs in each class

• The awareness, re-orientation and upgrading programmes should ideally take

place during school holidays [winter, spring and summer] and last for 1 to 4 weeks

depending on length of the school holiday. It may be better with several

shorter than one long workshop. Some workshops should be mandatory

other could be voluntary.

The Secretary of Education in the Province of Balochistan expressed his concern

about the mechanical teaching of children in schools throughout his province. He

felt that children started losing their creativity and curiosity from the day they

entered school. Signs of this development could be observed in all the schools we

visited [both in the Islamabad and Quetta]. Children in pre-school school and in 1st

grade

seemed to be quite lively while children in 2nd

, 3rd

and 4th

grade seemed to have

gradually lost some of their spirit. However, when initiating active communication

with the children, despite the obvious language barriers, they responded quickly and

some of the spirit they seemed to have lost began to return.

We were also able to briefly observe the children while being taught reading and

writing in Urdu as well as English. In spite of their enthusiasm many of the children

seemed unable to fully relate to and follow the teaching process. Children in 4th

grade were reading quite complicated sentences and doing advanced grammar,

however their comprehension of spoken English was quite limited. Furthermore they

seemed unable to verbally express themselves in English language.

This issue was among others brought up in a discussion with a senior official in the

Curriculum Wing [Ministry of Education] and the Higher Education Commission.

Concern was expressed about the large number of children in schools throughout

Pakistan that are taught most subject matters in languages other than their mother

tongue and how this could influence their academic and social development [The issue

of language of instruction was debated in the Balochistan Assembly on Thursday 2nd

October - See

Attachment No. 3]


• Introduction of new ways of communication and interaction in the classroom.

51

Interaction and communication among the children in the class and between

the children and the teacher is vital for the promotion of active learning as

well as academic and social development [not merely questions and answers, but

discussion and participation].

• The children should be allowed more time during their first school years to

develop a rich language as well as develop understanding of concepts leading

towards skills in mathematics.

• For the pilot schools the curricula for the first three years of primary school

should be seen as one unit to be completed within three years. This flexibility

would give children and teachers more time to build a solid foundation for

future learning and development rather than rush from one curriculum to the

other.

These changes should be based on continuous evaluation and monitoring

based on the principles of action research and innovation.

This issue was discussed with the Curriculum Wing in the Ministry of

Education. They assured us that it would be possible to implement such

innovations in the pilot schools without any changes to the curriculum since

there are no national exams for the children until after 5th

grade.

• Review the methods of teaching reading and writing both in Urdu and English

[starting in the pilot schools]. A change in methodology should be research

based8 and not introduced until the teachers in the pilot schools have

received a thorough re-orientation and upgrading.

According to the Curriculum Wing [Ministry of Education] changes to the

approach and methodology will not require changes to the Curricula.

• The pilot schools must receive regular support from itinerant resource

teachers [specialised on developmental disabilities, hearing impairment, visual

impairment, reading and writing difficulties, motor impairments, etc.]. The task of an

Itinerant teacher is primarily to assist and upgrade the class teachers on

teaching children with specific special needs. When necessary the itinerant

teacher will also help children to learn Braille, orientation and mobility, sign

language, activities of daily living, etc.

8 International as well as national research

52

Re-orientation and upgrading workshops should be given to all the itinerant

teachers before they start visiting schools [See Recommendations,

Suggestions and Conclusions for the further Development of an Educational

Support System related to Children with Special Needs]

The facilities in the schools we visited in Islamabad were quite impressive. The

schools and classrooms were freshly painted in white and blue and the walls were

decorated with posters and some drawings. One of the schools was participating in

the Child Friendly School Project which is implemented in co-operation with UNICEF9.

The facilities in the two schools we visited in Quetta were quite modest. The girl

school in Dehwar Colony10

had up to 115 children in one class. The little girls in pre-

school and 1st

grade were sitting tightly together on the floor with no space to move

around. From a health as well as educational point of view, sitting so close with little

possibility to move is not good for such young bodies that have a natural need for

much movement. Some classes were taught under a roof outside, however in spite

of the extreme space conditions the atmosphere in the school was good much due to

the spirit of the headmaster and teachers.

The boy school on Yet Road11

in Quetta was slightly less crowded. However, the

facilities were darker and gloomier which affected the atmosphere in the school. The

boys in the pre-school class were sitting in rows on mats in a very dark and slightly

untidy room. It was little in that room that could be described as child friendly.


• The process of creating a more inclusive and learning friendly school

environment12

in the schools that are a part of the Child Friendly School

Project should build on the changes that have already taken place and should

be implemented in co-operation with those responsible for that project.

9 FG Boys School in Sihala [Rural part of the Islamabad Federal Capital Territory] 10 Government Girls Primary School Dehwar Colony in Questa, Balochistan had 450 pupils and 17 teachers or assistant teachers 11 Government Boys Primary School Yet Road in Quetta, Balochistan 12 The term “Inclusive and Learning Friendly School Environment” was introduced at a UNESCO workshop in Chiang Mai in July 2002. Four participants from Pakistan participated in the workshop [from UNICEF as well as from two Pakistani NGOs]. The Thai schools involved in the UNESCO workshop hosted another workshop in Thailand in 2003 where 2 government delegated from Pakistan participated [one of the delegates is Chief Co-ordinator of Planning in the Ministry of Education and has been proposed as member of the Federal Board as well as one of three Chairpersons of the Working Team]

53

However, it is important that change in the physical school environment and

improvement of educational material is also reflected in educational approach

and methodology.

• Some of the changes that have been made in the child friendly schools should

be introduced in all the pilot schools to create a more learning friendly

environment which would provide better opportunities for implementation of

inclusion.

The development of an inclusive and learning friendly school environment

may stimulate creativity as well as improve academic and social development

among the children. Changes should ideally be implemented in co-operation

with the Child Friendly School Project and if possible with UNESCO who are

co-ordination or facilitating similar programmes throughout South and

Southeast Asia.

• The development of a more inclusive and learning friendly school

environment should be made in co-operation between the Working Team,

provincial, division and sub-division school authorities, headmasters and

teachers in the schools as well as Parent-Teachers Associations [PTA] under

guidance of national and international resource persons affiliated with the

Working Team.

It is of vital important that the creation of a more inclusive and learning

friendly school environment should reflects the cultures, traditions, beliefs

and religions of the communities involved. The schools will therefore look

different mirroring the natural and social environment surrounding the

schools.

• In some of the classrooms the desks and benches could possibly be taken out

to create a less constrictive learning environment. Many of the children were

either too big or too small for their desks and benches. They had little

freedom of movement and would therefore benefit from sitting on mats on

the floor instead.

• Most of the classrooms were quite neatly organised. Posters and some

children drawing were hanging on the walls. However, it would be better if all

the children could have their drawings displayed. This would create a

stronger feeling of belonging to the school and the classroom. Children

should start doing group drawings and be allowed to express themselves

more freely through the media of drawing and colours.

54

• The premises of both the schools in Islamabad were full of flowers and the

lawns were nicely kept. As the Area Education Officer in Sihala suggested the

schools could plant vegetables and herbs between the flowers and include

planting and gardening in class activities. Children can learn reading and

writing, Urdu, English, mathematics and other subject matters through

gardening.

The class sizes in the schools we visited varied from 25 to 115. In the large classes in

the girl school in Dehwar Colony in Quetta there were two teachers in each class.

However, we are not quite sure if they worked as a team or if one of the teachers

was class teachers and the other an assistant. If this is the case we recommend that

teachers should start working in teams. We noticed that all classes we visited had

children with special needs13

both detected and undetected.

In spite of the presence of children with special needs these schools are not inclusive

or even integrated. There seem to be little or no differentiated education and many

if not most of the children with special needs would probably drop out school during

the first years of primary school14

. One girl had repeated 1st

grade four times, she is

in many ways unfortunately destined to drop out of school unless she is allowed to

advance to the next grade. Many of boys and girls we observed15

were much older

than their classmates. Some of these children were Afghan refugees16

and their age

seemed to be unknown both to their teachers and the school administration.

To be much older, taller and have much longer life experience than the other children

is often not conducive the development of a good and healthy self esteem.

Even with the introduction of new and improved methods to teach children and with

different classroom management it is very difficult to teach 115 children in a small

classroom. However, with traditional methods it is impossible! We therefore hope

that class sizes will be reduced and that more space will be made available to these

schools as soon as possible. In the meantime we should assist the headmasters and

class teachers in these schools to offer their children the best education possible with

the facilities available.

13 Children with learning difficulties [some of the children had had to repeat several classes], difficulties with reading and writing, refugee children, etc. 14 The class sizes decreased dramatically between pre-school and 5th grade [from 115 to 25]. 15 This seemed more common in the schools we visited in Quetta, Balochistan than in Islamabad 16 Especially in the boys school on Yet Road in Quetta

55

Recommendations, Suggestions and Conclusions related to Re-

Orientation, Upgrading and Education Programmes

To introduce sustainable changes in schools comprehensive re-orientation and

upgrading must be offered to area education officers, school inspectors,

headmasters, teachers, special teachers as well as lecturers and other resource

persons involved in teacher education on all levels. Medical and paramedical staff

directly and indirectly affiliated with the school system should also be included in the

re-orientation and upgrading programmes.

⇒ We therefore suggest comprehensive re-orientation and upgrading programmes

for lectures and other resource persons involved in teacher training and

affiliated with the school system [both in Allama Iqbal Open University, NISE, in other

training departments and institutes within the ministries concerned as well as for medical and

paramedical personnel working with infants and children]

It is important that teachers and teacher students understand that barriers to

learning can be temporary as well as permanent. These barriers can be caused

by aspects within the child, but also by culture and other environmental factors.

This include the way teachers relate to children, how they teach, organise

classroom activities as well as the relevance of the content taught as well as the

teaching and learning material used.

All teachers should know something about what may cause barriers to learning

and be able to detect such barriers from the ordinary classroom and if possible

adjust the teaching to the child’s needs. In other word, aspects of special needs

education should be taught on all levels within teacher education.

To provide sustainable re-orientation and upgrading programmes in the future it is

important that the curricula of institutions involved in teacher training should be

analysed and if necessary adjusted in accordance with contemporary approaches to

special needs education as well as education in general. The revised curricula should

provide a wider scope of subjects than merely visual impairment, hearing

impairment, developmental disabilities and motor impairments.

⇒ We therefore suggest that the Federal Board appoints a Curriculum Committee

This committee should include representatives from:

• Allama Iqbal Open University

• NISE

• National Education Foundation

56

• other training departments and/or institution under the ministries concerned

The committee should work under guidance of IDP and in consultation with HEC.

The committee must be a fast working so that the adjusted curricula are

available as soon as possible.

⇒ Re-orientation can be a painful process and should be implemented step by step

and over time. This will first of all call for an re-orientation of all those involved

in teacher upgrading, training and education [This means all those involved in regular

and special teacher education at universities, open universities, NISE, trainers within the

Ministry of Education and the Ministry of Women Development, Social Welfare and Special

Education, the National Education Foundation17

as well as other projects and agencies assisting

in teacher upgrading such as the National Library of Special Education, NGOs, UNICEF (with

emphasis on activities related to Child Friendly Schools) etc.]

To avoid confusion it is important that everyone involved in the re-orientation

and upgrading of teachers have a common frame of understanding. This can be

achieved through:

1. Coordination workshops for leading academic staff in the above mentioned

institutions with emphasis on continues upgrading and revision of curricula

2. Workshops for lecturers within each institution

3. Workshops for itinerant teachers

4. Cross-institutional workshops for co-operating institutions

In the past, special educators determined teaching methods based on a medical

diagnosis. Today one recognises that variations in learning styles and processes are

not mainly depending on a common medical diagnosis. This change of paradigm [focusing on learning rather than on a diagnosis of a sensory loss or disturbances in cognitive

processing] calls for new understanding and different criteria for the choices of

teaching approaches and methods.

In an era of striving to move towards inclusive schools we find it counter productive

that institutions, such as NISE and the National Library of Special Education function

as separate institution. Special education or special needs education should ideally

be functioning academically as well as administratively under the same umbrella as

education. The disciplines of education and special needs education should provide

mutual enrichment to each other moving hand in hand towards a more child,

learning friendly and inclusive school. Visiting the field we have also seen the

disadvantages of primary education as well as upgrading of teachers being provided

and administered by two separate ministries.

17 Supported by the Norwegian Government

57

Today one acknowledges the vital importance of the establishment and

development of interaction and communication. Good interaction and

communication has greater impact on development than the severity of

impairment. Communication and dialogue [which is a different from learning vocabulary,

reading and writing] is the basis for all active learning and the development of

alternative problem solving abilities. Unfortunately we have seen little

communication and dialogue among children and between children and teachers as

well as little place for children’s initiatives in the ordinary as well as the special

schools we have visited.

⇒ We found a need for discussions, re-orientation and upgrading related to the

following specific areas:

• Child oriented and child friendly classroom management that promotes

creativity and independent thinking

• Issues regarding language and learning to read and write

• Learning quantity concepts and arithmetic

• Differences between integration and mainstreaming on one hand and

inclusion on the other hand as well as the concept of Education for All

• Differentiated learning/teaching in an inclusive classroom and the promotion

of children taking initiative

• Classroom and school management in inclusive classrooms and schools where

all learners get the opportunity to succeed

⇒ The topics recommended for upgrading will therefore be:

• Introduction to concepts such as:

o Special need education – special education

o Special educational needs – barriers to learning and development

o Political correct vocabulary such as:

� ordinary or regular school [instead of normal school]

� children with developmental disabilities [instead of the mentally retarded or

the MRs]

• Holistic understanding of child development and learning

• Inclusion [what is inclusion and how does it differ from integration]

• Diversity and enrichment

• Interaction, communication and dialogue in the classroom

• Language, reading and writing and mathematic

• Detection of children with barriers to learning in the regular classroom

• Classroom management in inclusive classrooms

• Team work [among teachers and among children]

• Subject integration into relevant topics based on given curricula

58

• Cultural activities [music, movement, arts and crafts] as tools for learning and

development

• The importance of physical education and movement activities in the

classroom

It is important to mention that we did not have the opportunity to see and study the

curricula for teacher as well as special teacher education. However, we predict that

a re-orientation will call for changes in various curricula for teacher and special

teacher education. Regarding basic teacher education, we are not implying that one

should add new subjects to the curricula but rather revise content and teaching

methods.

In addition to re-orientation and upgrading of teacher trainers one will also have to

develop and produce awareness material and initiate awareness activities for

parents, children, schools and the community at large. This must go hand in hand

with the upgrading programmes and must therefore be done in close cooperation

with the institutions engaged in the upgrading.

⇒ We would like to emphasise the need for a closer cooperation and partnership

between the Open University and NISE. These two institutions should in co-

operation conduct research and contribute to the development within the field

of inclusive and special needs education.

59

Recommendations, Suggestions and Conclusions for the further

Development of an Educational Support System related to

Children with Special Needs

Production of Books and other Material in Braille

We visited the National Braille Press located at the Al-Maktoom National Special

Education Centre for Visually Handicapped Children in Islamabad. Most of the

existing equipment was donated by the Norwegian Association of the Blind and

Partially Sighted [NABP] during the late 1980s and early 1990s. Currently part of the

equipment is out of order. No spare parts seem to be available and none of the staff

members have been trained properly to maintain or repair the machines. The

current production level is therefore minimal.

⇒ We therefore suggest a substantial upgrading of the National Braille Press.

• Modern computerised production machines should be supplied to ensure that

all children with visual impairment depending on Braille both in special

schools as well as integrated schools throughout Pakistan have up-to-date

school books in all subject matters. This will include children that are blind

and some children with low vision that fully or partly depend on Braille as

medium for reading and writing.

• Furthermore, sufficient production capacity should be developed to supply

books for children who are currently out of school and who are expected to

be enrolled in ordinary schools through pilot implementation of inclusive

education throughout Pakistan.

• Ideally all adults and children depending on Braille should also have access to

other literature, in Urdu, English as well as the two regional languages used as

medium of instruction in schools in the Northwest Frontier Province as well as

the Province of Sindh.

• Small Braille printers should be installed in the Allama Iqbal Open University,

NISE as well as in the National Library for Special Education18

mainly for

internal use

18 These printers should be the property of the National Braille Press but given on loan to these institutions

60

• A series of workshops should be held for the staff in the National Braille Press

to develop a production of high quality books in Braille. These workshops

would need professional support from international experts.

The Braille production unit in Lahore19

as well as a number of smaller non-

governmental production units in Karachi should be invited to participate in

some of these workshops.

• The National Braille Press should be headed by a person with comprehensive

experience in the printing profession to ensure an efficient production and

optimal utilisation of personnel and equipment.

• To ensure that high quality books in Braille are printed for regular schools,

special schools, universities and libraries the National Braille Press should be

governed by a board with members from the Allama Iqbal Open University,

NISA, Al-Maktoom, the National Library for Special Education as well as

representatives from the two ministries concerned.

Books for older children should be printed in full as well as contracted Braille. Many

children in classes were contracted Braille is used [usually starting in 3rd

or 4th

grade] will

never develop sufficient skills in contracted Braille to read fluently and would

therefore benefit from being allowed to continue reading full Braille. Furthermore,

children with visual impairment in regular schools with irregular support from Braille

instructors will benefit from not having to learn contracted Braille so will their

teachers and parents.


• Contracted Braille should therefore be taught as an optional subject matter

to children with visual impairment [both in regular and special schools]. These

classes should be offered to children when they have reached a certain level

of reading and writing skills in Braille rather than based on their age.

National Technical Resource Unit [NTRU]

19 The Braille production unit in Lahore belongs to the Government of the Province of Punjab

61

The use of foreign engineers or private Pakistani contractors for maintenance and

repair will, based on past experiences in other countries in South and Southeast

Asia20

be both costly and inefficient.


• We therefore propose the establishment of a Federal Technical Resource Unit

responsible for:

o maintenance and repair of production equipment

o training of production staff in basic daily maintenance, storage

o ordering of spare parts

o assembly of computers

o and later the co-ordinated purchase of supplementary equipment

• After a few years of experience resource persons within NTRU may in co-

operation with technical universities, other technical institutions in

cooperation with special teachers become instrumental in research and

development of teaching and learning devices as well as software

development.

Low Vision Services

The Al-Maktoom National Special Education Centre for Visually Handicapped

Children in Islamabad has developed plans for the establishment of a Low Vision

Unit or Centre. When the final approval for these plans is granted by both ministries

concerned the Low Vision Unit or Centre will be developed in co-operation with

Sight Savers International. Experts from Sight Savers International in Pakistan have

already developed a number of devices for children with low vision that are used in

schools throughout Pakistan.

In co-operation with the Norwegian Association of the Blind and Partially Sighted

[NABP] the National Institute of Special Education [NISE] distributed assessment kits

to a large number of schools throughout Pakistan and teachers in the schools were

trained21

.


20 Most notably in Indonesia but also in Bangladesh, India and the Philippines 21 This programme was successfully implemented during the mid 1990s

62

• Conducting a survey to evaluate the utilisation of the kits and the training of

teachers

• Programme related to children with low vision should if possible be

developed in co-operation with Sight Savers International.

However, to prevent overlapping and duplications the Working Team should

be involved in the further planning process and assist the Low Vision Unit or

Centre in monitoring and evaluating the programme.

• To secure the quality and sustainability of services for children with low vision

government and non-government eye health care experts should offer

services for children with low vision in co-operation with specialist on

education of children with low vision.

These services should if possible be offered to the children in their schools or

in another non-clinical environment.

Many children with developmental disabilities have low vision. It is therefore

of great importance for the success of the functional assessment of the

children concerned that teachers specialised on developmental disabilities are

working in close cooperation with the low vision unit

Communication devices for children with motor impairments

Visiting the special school for children with motor impairments in Quetta we have

seen a great need to increase the awareness of the importance of interaction and

communication. We have already proposed re-orientation and upgrading regarding

interaction and communication.

⇒ We would like to propose:

• An idea bank for making communication available for as many children as

possible through e.g.:

o different types of communication boards

o manual [signs] communication for children who do not have a hearing

impairment, but cannot express themselves verbally

63

• An idea bank with simple drawings for simple support devices for children

with cerebral palsy

Special Schools

Due to shortage of time we have only been able to visit two special schools, the Al-

Maktoom National Special Education Centre for Visually Handicapped Children in

Islamabad and a special school for children with motor impairments [cerebral palsy,

polio, etc.] in Quetta in Balochistan. However, we assume that these two schools are

somewhat representative for special schools throughout the country.

After a re-orientation and upgrading of their teachers, special teachers and other

relevant personnel the special schools will be able to offer resource persons to a pool

of itinerant teachers offering support related to children with special needs in regular

schools.

64

List of Abbreviations

ADL Activities of Daily Living

HEC Higher Education Commission

IDP International Development Partners for Education and

Rehabilitation [Braillo Norway]

NISE National Institute of Special Education [under the Ministry

of Women Development, Social Welfare and Special Education]

O&M Orientation and Mobility

PTA Parents-Teachers Association

65

List of Terminologies22

Activities of Daily Living

= Most commonly used to describe activities promoting self car and

independence in daily life

Barriers to Learning and Development

= Barriers that affects and influences the development and learning of children.

These barriers can originate be from within the child and/or from the social

and physical environment [in the schools, communities and the society at

large]

Children with Developmental Disabilities

= Formally referred to as children with mental retardation

Children with Hearing Impairment

= Children who are deaf or hard of hearing

Children with Motor Impairment

= Formally referred to as children physical impairment [incl. children with

cerebral palsy and polio]

Children with Visual Impairment

= Children that are blind or have low vision and

Inclusion

= Children with and without special needs study together in regular schools.

Optimal academic, social and physical development of each individual child

Integration and Mainstreaming

= Integrating children with disabilities in regular schools [Children have to adjust to

the school system instead of a schools system that provides learning opportunities

adjusted to the learning needs of each individual child. Integration and mainstreaming will

therefore merely benefit a small minority of children with special needs]

22 More comprehensive and scientific explanation of these terminologies will be given to the Working Team during the preparation of a national Terminology and Concept List in English as well as Urdu

66

Orientation and Mobility

= Most commonly used to describe techniques for persons with visual

impairment [both for persons that are blind or have low vision] to orientate

themselves independently inside as well as outside and move around with

help of white cane or a sighted guide

Special Education

= Education of children with disabilities [children with permanent special needs]

Special Needs Education

= Education of children with permanent [incl. children with disabilities] and

temporary special needs

67

Attachment No. 2

Education Sector Reform, EFA and Equal

Opportunities for Quality Education in Balochistan

Munir A. Badini

The Province of Balochistan spreads over an area of 347,190 square kilometres and cover 44% of

the area of Pakistan while, but has only 5% of the total population of the country. It is therefore

obvious that people are scattered over a large area and live in many smaller settlements. The

road network and infrastructure is not in good shape. Social indicators of the province are not

encouraging.

There are not enough primary schools in Balochistan so many children do not have access to

Education. The province is facing a problem of high drop-out rates. There are few schools in

remote areas and the drop-out rate on primary level is therefore up to 60 or 70%. Compared to

the number of primary schools the number of middle schools are much less - it poses a challenging

task to bridge the large gap between primary and middle schools. After passing grade 5 [end of

primary level] many students do not have easy access to middle schools - therefore many children

particularly girls leave education after primary level.

Just a few years ago the education of girls was prohibited and against tribal norms, but with the

opening of roads and other communications links the centuries old ice had started melting. Today

the people of Balochistan realise the need for education and efforts are in hand to bring the

Province at par with the rest of Pakistan.

In 2001-02 the Education Sector Reform (ESR) Program was launched in Pakistan to modernise the

education sector and to achieve the Millennium Development Goals (MDG) which includes:

a. Universal Primary Education by the year 2015;

b. Provision of infrastructure like

c. Upgrading of Primary Schools to Middle Level

d. Construction of new schools;

e. Provision of additional classrooms, buildings, boundary walls, toilets - almost all missing

facilities - reading writing material, training of teachers, strengthening of Education

Management Information System [EMIS], access and quality issues, addressing matters of

higher education and to make it more compatible with the needs of the society.

In Balochistan the Education Sector Reform Program was launched keeping in view the peculiar

condition of the province where due to long distances and scattered population, the bulk of its

population had remained deprived of basic educational facilities. Especially the literacy-rate

among girls remained discouragingly low. The teachers were not trained and quality had suffered

badly during the last two decades. A redundant curriculum had been imposed which had failed to

link education with life and its needs.

68

Balochistan receives only 8% of the total ESR funding [because of its small population] which is not

enough, considering the huge challenges faced by the education sector in the province. Since the

education sector in Balochistan is facing multiple problems the Federal Government as well as

donors has focused particularly on the province. Technical education was only available to a few

as Balochistan had inherited an old tribal system less exposed to interventions and modernization

from the outside. The tribes scattered in the width and breadth of the province mostly lived a

pastoralist and semi-pastoralist nomadic life.

The Federal Government has also established TEVATA [Technical Education, Vocation and

Entrepreneurship Training Authority] and providing assistance for expansion of technical

education in the province in order to reduce the menace of unemployment and poverty. Beside

technical education the Federal Government is also providing assistance to students for admission

in quality higher secondary and tertiary educational institutes of the country while some 7

community cadet colleges are being established in the Province with the assistance of the Federal

Government. The Federal Government has now finalised a new curriculum with the consultation

of the provinces and new curriculum will soon be introduced throughout the country including

Balochistan. It has also launched a project to introduce formal education in Deeni Madaris [Islamic

schools] from 2001-2007. This project could unfortunately not achieve its targets properly. The

Federal Government is therefore planning to revise the project plan [PC1] hopefully with the

proposed revision the project will achieve the desired results.

United Nation agencies particularly UNICEF, UNESCO and WFP are playing a commendable role in

providing incentives and access for girls to education in the province. Under the World Food

Program [WFP] oil was distributed in the girls' schools of eight focused Districts of the Province to

attract the girls towards schools. USAID, CIDA [Canadian International Development Agency], JIBC

[Japan Bank for International Cooperation] and ADB [Asian Development Bank] are also

contributing a lot to achieve the six EFA goals. IDP Norway is also providing assistance for an

innovation and research project on inclusive and child-friendly education.

These are just some of the initiatives that have been introduced through in Balochistan. Much

remain to be done before all children in the province have access to quality education but

progress has been made. Implementation of a sector wide approach - a comprehensive and

holistic approach to education reform - is what the province needs and continue to strive for.

Mr. Munir Ahmed Badini is the Secretary of Education at the Department of Education of the

Province of Balochistan.

See: http://www.idp-europe.org/eenet-asia/eenet-asia-4-EN/page12.php

69

Attachment No. 3

Islamabad Declaration on Inclusive Education

Allah says in The Holy Qur’an:

�� ا��ن �� أ

We have indeed created human being in the best of moulds. [Sūrah 95: Ayeh 4];

�� ( ا��'��وات وا-رض +��*() و%�'رآ� �& �� %�رآ� وإ�� ا��

Thy have created the heavens and the earth. In just Proportions, and has given you

shapes, and made your shapes Beautiful: and to Him is the final Goal [Sūrah 64:

Ayeh 3];

/�ةوإذ :�ل ر+78 ��3456 إ�)� 01�2 �� ا-رض ��

Behold, thy Lord said to the angels: “I will create a vice regent on earth. [Sūrah 2:

Ayeh 30]

We recognise that all children have equal right to freedom of expression, quality

education and have access to a safe and healthy environment; in accordance with

the Constitution of the Islamic Republic of Pakistan [1973]; to have full rights and

obligations as citizens as confirmed in; the UN Declaration of Human Rights [1948],

reinforced by the UN Convention on the Rights of the Child [1989], World

70

Declaration on Education for All [1990], UN Standard Rules on Equalization of

Opportunities for Persons with Disabilities [1993], Salamanca Statement and

Framework for Action [1994], Dakar Framework for Action [2000], UN Millennium

Development Goals [2001] and the National Policy for Persons with Disabilities

[2002] guarantee the rights of all children, both with and without disabilities, to

obtain quality education adapted to their individual needs, abilities and aspirations

and full and equal participation in all other aspects of life.

Therefore we, the participants at the National Consultation on Inclusive Education

held in Islamabad, Pakistan on 27th

April 2005 urge the federal, provincial and

district governments, education institutions, schools, parents, religious institutions,

non-governmental organisations, organisations of/for persons with disabilities,

donor community, business community and the society at large to:

1. Ensure that all children regardless of gender, abilities, disabilities and

socio-economic, cultural, and ethnic backgrounds:

a. are treated with dignity and respect;

b. have equal access to education, health services, work and all other

aspects of life;

c. are enabled to develop their full academic, physical, emotional and

social potential;

d. have access to learning material in appropriate media and technical

devices; and

e. develop confidence in their own abilities, skills and future

prospects.

2. Design federal and provincial policies, Plans of Action and provide

sufficient resources to match with the development and comprehensive

implementation of inclusive education in all public and private schools

throughout Pakistan.

3. Develop and implement a co-ordinated mechanism between all federal,

provincial and district governments, institutions under the Ministry of

Education, the Ministry of Social Welfare and Special Education and the

Higher Education Commission [HEC]. All efforts should be made in line

with the National Plan of Action [NPA].

4. Develop inclusive, child- and learning friendly environments on all levels of

the mainstream public and private education system [from pre-primary to

tertiary education] throughout Pakistan.

71

5. Eliminate barriers to learning, participation and development;

a. at all levels of the mainstream public and private education system

[from pre-primary to tertiary education] throughout Pakistan; and

b. in all public areas [i.e. parks, shopping centres and public transport].

6. Create, develop, support and strengthen structures to meet the needs and

develop the unique abilities of all children through extensive co-operation

amongst all ministries, institutions and organisations concerned.

7. Ensure that all teachers and school administrators in pre- and in-service

education and training, learn to embrace and encourage the diversity of

needs and abilities of children, among others through;

a. development and implementation of flexible curricula and

evaluation systems;

b. use of technology to improve teaching and learning process;

c. networking of resource persons within the social, medical,

vocational and other relevant fields; and

d. introduction of “Embracing Diversity – UNESCO/ UNICEF Toolkit on

Creating Inclusive, Learning-Friendly Environments”.

8. Continuously promoting and raising awareness about the concept of

inclusive education through teacher education and training, human

resource development within the government and non-government

sector, advocacy, research forums, mass media, etc.

9. Develop mechanisms to secure efficient co-ordination of all efforts related

to education among the Ministry of Education, Ministry of Social Welfare

and Special Education, Ministry of Finance, Ministry of Information and

Broadcasting, and other line ministries in order to implement the idea of

inclusion in public and private sector schools.

10. Incorporate inclusive education into all laws, policies and plans [incl. EFA

Plans, EMIS, etc.] related to education, health, etc.

11. Actively engage and involve children, parents, teachers, professionals,

community and religious leaders, civil society organisations [incl.

charitable foundations, welfare organisations, etc.], business community

and philanthropists in all aspects of school development, policy,

management and support to children.

Islamabad, 27th

April 2005

73

Attachment No. 5

School Mapping on Nutrition and Health in

Balochistan

By Wajid Iqbal and Terje Magnussønn Watterdal

The boy’s school in Malozai village has been selected as one of four government primary schools

to participate in a pilot programme on inclusive education. The programme is the result of

collaboration between the Education Department of the Government of Balochistan and IDP

Norway, and funded by the Norwegian Government. The school is located on the outskirts of

Quetta, the capital city of the Province of Balochistan in Pakistan. The population of the village is

exclusively Pashtu. The income of the families in the village is meagre and there are many mouths

to feed as families are large in this part of Pakistan. It was difficult to find out exactly how many

children there were in each family, because the boys were very reluctant to discuss any

information about the female members of their families with strangers, as this is considered

impolite in Pashtu culture.

We conducted a study to map the nutrition and health status of the children in school. We

avoided sampling to make sure that the results were as accurate as possible. Therefore all 197

children who came to school on the two days we spent in the village, were measured, weighed

and interviewed individually. Answers and data were recorded on individual questionnaires. The

interviews were held in Pashtu, the mother-tongue of all the children in the school, and not in

Urdu (the national language) to avoid any misunderstanding. Some of the older boys helped to

measure the height and weight of their friends. Together with the age of the children these data

helped us to calculate the Body Mass Index (BMI) for each student in the school. The age

correlated BMI graph you will find on the poster in the middle of the newsletter was used.

The measurement of BMI in the school revealed the following results:

• 24% of the children were underweight (with more than 47% of these children being

extremely underweight with results below 1 percentile)

• 76% of the children were within the normal range

• None of the children were overweight

The prevalence of children who were underweight varied from 20% in Nursery Class to almost 30%

among boys in 2nd Grade.

The lack of nutrition has also affected the growth (height) of the boys in the school. We found

that 17% of the 7 year old boys had a height that fell below the fifth percentile for height for age

on a growth reference curve that reflects normal growth within the Pashtu population. These

children are therefore defined as growth-stunted. Among the 12 year old boys stunting (less than

“normal” height growth) had increased to affect 56% of the children.

74

Few boys seemed to be able to progress to 5th grade and complete their primary education. Many

dropped out after nursery Class, or first and second grade, or they had to continue to repeat

fourth grade until they gave up and dropped out of school.

Grade Number of

Children Youngest Boy Oldest Boy Average Age

Nursery 61 5 years 11 years 7 years

1st

Grade / Prep 43 6 years 11 years 7.9 years

2nd


3rd


4th


5th


The age range among the children in the different grades was therefore enormous: The age

difference is caused by children starting school quite late as well as by exceptionally high

repetition rates. How much the lack of nutrition and poor health has affected drop-out and

repetition rates is not evident from the data we were able to collect. However, the fact that 25%

of the boys in the school are underweight as a result of malnourishment, and untreated stomach

and skin infections, must have influenced their ability to succeed in school.

The vast age-span of children in the different classes is not ideal for the social, emotional,

intellectual or physical development of the children. We observed that most of the older boys

acted dominant and aggressive towards the younger boys, while the boys in the higher grades

teased the older boys who were “stuck” in the lower grades. The general level of violence and

bullying among the boys in the school was high. The school has only three teachers, who are

struggling to teach between 60 and 70 children in two separate classes at the same time. The boys

are therefore often left to cater for themselves. They usually arrive long before their teachers and

take on the responsibility of their teachers when they are sick or unable (or unwilling) to come to

work. In spite of the dire conditions in the school most of the boys said they were happy to be in

school. But they also seemed to envy their friends who had dropped out and were helping their

fathers and older brothers in nearby markets, but none of them envied the boys who had to

collect garbage or scrap metal for a living.

The students were asked to describe what they ate during their two or three daily meals. Most

children said they had breakfast before coming to school. What children in this part of Pakistan

would normally eat for breakfast is bread, tea and ghee (clarified butter). We soon gave up on this

part of the study as the children were fiercely defensive of their parents ability to support and

feed their families, and therefore made up stories about having milk, eggs and meat with their

breakfast, even if they showed visible signs of being under-nourished.

Similar tales were told about the second and third meals (lunch and dinner) have similar

composition. However, what we do know is that in most households meat (if it is available at all)

is cooked only on Fridays. The children also reported buying biscuits, cakes, candy, apples,

cucumbers, and popsicles from local vendors. We didn’t observe any vendors with fruit and

vegetables but we do know that the children were given a few Rupees by their parents and that

they mainly bought candy, biscuits and popsicles, all with little or no nutritional value.

75

The children told us that the village has ground water supply and that almost all the houses have

access to water. The school has a water connection but there was no water in the toilets and a

purified drinking water tank was not available in the school. We observed that children were

passing stool and urinate out in the open around the school premises, and few if any of the

children washed their hands after going to the toilet.

Most of the students had skin lesions. Most common were Eczema, Impetigo, Scabies, Coetaneous

Leishmaniasis (parasitic infection), Pityriasis Alba, Dermatophytosis (fungal infection), but the

children also suffered from a number of other disfiguring skin conditions. Most of these are

relatively easy to prevent or to treat, but may lead to permanent disfigurations or in rare cases be

even fatal if left untreated.

So what can we, as education planners, teachers, and parents do?

1. We need to start to measure the Body Mass Index (BMI) of children in schools. This can be

done without any major investments. The only equipment needed is a simple scale. The

measurement for height can be painted on the wall and be part of the classroom

decoration. The regular measuring of BMI can easily be incorporated into mathematics

and science classes and thus become a helpful tool in making these subjects more practical

and fun. It can also become a regular activity that will help teachers make their classes

more participatory. At the same time children will learn to see the practical benefits of

mathematics and science which are otherwise seen as rather abstract.

2. If a child has a low BMI teachers and school administrators need to contact the parents.

The teachers should discuss this problem with the parents and find out why, as a low BMI

can also be the result of sudden growth spurts! These teacher-parent meetings can be

used as important tools in creating awareness about the importance of nutrition, locally

available and affordable nutritious food and family planning, as well as of the dangers of

malnourishment to the physical, social, emotional and cognitive (intellectual) development

of children. If BMI is monitored over time by teachers and parents it may help prevent

stunted growth among the children as well as other serious effects of malnourishment.

3. Schools should introduce basic health education programmes. Children should be taught

about the importance of washing their hands after going to the toilet and before taking

food. To invest in a bar of soap for each class or even for each child is a small investment

that most schools (and parents) can afford. The costs of treating stomach and skin

infections resulting from poor hygiene are certainly much higher. Practical health

education can easily be incorporated into science, language or religious classes and thus

also become another important tool in making the school more inclusive and child-friendly.

4. Nutrition education could be introduced to help children (and parents) understand the

importance of a balanced diet. This should be part of basic science education or even

language and religious education. Poverty is something that schools, children and even

parents can do relatively little about short term. But how to optimise the use of scarce

financial and food resources can be taught in schools. Children need to learn to take more

responsibility for their own growth and development. If they are given some small pocket

money by their parents to spend on snacks they can learn how they should spend money

more wisely on tasty seasonal locally available fruits and other food items.

76

5. Teachers should observe the health condition of the children in their classes. If they see

that children are developing skin rashes and infections, or seem lethargic and show a

sudden lack of concentration, they should talk to the children and try to find out why. It is

important to realise that practical solutions to these problems do not always have to be

difficult or expensive, and that by responding to them in the initial stages will reduce the

long term costs and consequences.

These are just some of the activities that can be introduced in schools to reduce the barriers that

poor nutrition and health create for millions of children in Pakistan and throughout Asia. We need

more practical ideas on how to start practical health and nutrition education programmes in

schools so please send us your thoughts and ideas by email. Remember that schools are not

inclusive and child-friendly unless they respond effectively to the nutrition and health issues that

exist among their students and other children in their communities.

Mr. Wajid Iqbal has just completed his final year (MBBS) at the Khyber Medical University in

Peshawar in the Northwest Frontier Province of Pakistan.

Mr. Terje Magnussønn Watterdal is a Senior Partner with IDP Norway, an international consultant

on inclusive and child-friendly education for several governments in South and Southeast Asia and

a member of the EENET Asia Editorial Team.


77

Attachment No. 6

Balochistan Focus Group / 28.01.2008

Balochistan Focus Group

1. Capt. (Retired) Muhammad Younes Durrani

Secretary of Education

2. Abdullah Jan

Additional Secretary

Department of Education

3. Sadullah Tokheai

Focal Person / Director of Bureau of Curriculum

4. Abdul Waheed Khan

Under Secretary of Development

5. Muhammad Mehmood Atique

Additional Director of Schools

Islamabad Support Group

6. Prof. Muhammad Rafique Tahir

Director of Training and Colleges

Federal Directorate of Education (FDE)

7. Ms. Hina Sharfuddin

Administrative Assistant (part time)

IDP Norway

Norwegian Focus & Support Group

8. Terje Magnussønn Watterdal

Senior Partner

IDP Norway

78

Attachment No. 7

Pre-Programme Questionnaire

These are statements from your colleagues in schools throughout Asia. Some of these we agree

with, others not. We would like to know what you think about these statements. Please indicate

with an X if you Agree or Disagree, or if you are Not Sure

Statements Agree Disagree Not Sure

All children have an equal right to quality education

Children with and without disabilities should play, learn and

grow up together

It is normal for children to call each other names, taunt and

bully each other – it happens all the time - children should just

get used to it

Children who can not see very well can hear better than other

children

We should test the IQ of children before they are enrolled in

our schools

Children learn better if they do group works, teaching and

explaining things to each other

We should not expect anything from children with disabilities

Children who have difficulties with reading and writing are less

intelligent than other children

Deaf children are always well behaved

If a boy is very naughty it is acceptable to beat him

Children with disabilities should go to special schools

Children who can’t see very well [low vision] must be careful

about using their sight – they should save it and therefore

learn Braille

Children of illiterate parents are just as smart as other children

Children with developmental impairment should not have to

walk or take a public bus to school – someone should drive

them

Children with physical impairment should not have to

participate in physical education

Children should learn how to read and write before they start

school

All deaf children have the right to learn sign language

Children that are HIV positive should not be allowed to play

and go to school with non-infected children – It’s too

dangerous

Children that are using drugs should be encouraged to stay in

school – they should be offered rehabilitation

Schools have the right to refuse to accept children that are not

as smart as others – they will just be a burden for the other

children

79

Attachment No. 8

What is the Purpose of Education?

Balochistan Focus Group on Inclusive Education

In mid 2007 the Department of Education in the Province of Balochistan, Pakistan and IDP Norway

launched the idea of inclusive education in 4 primary schools in and around Quetta. Two schools

for boys and two schools for girls were selected. One of the schools is in a small village in the

outskirts of Quetta, while the others are in the centre of the city.

The headmasters and teachers of the four pilot schools were asked to discuss the purpose of

education using questions such as “Why do we send our children to school?”, “What do we want

to achieve with education?” Their answers follow below:

1. Foster unity, respect and understanding among people - bringing honour and dignity to the

nation.

2. Create awareness among all children about the rights and responsibilities of citizenship -

develop respect for the freedom of expression and human rights among future

generations.

3. Help all children develop their full academic, social, emotional and physical potential -

improving their own welfare as well as the welfare of their families and communities.

4. Help children to become good human beings, serving their communities, country and

humanity - develop enlightened citizens.

5. Prepare children for life - being able to successfully face challenges, conquer obstacles and

provide leadership to others.

6. Provide good professionals for the country, actively participating in the sustainable

development of Pakistan.

7. Build character and develop self-confidence in all children

8. Help children become law abiding and responsible citizens - learning how to distinguish

between right and wrong - develop self-discipline, punctuality, independence and self-

reliance.

9. Help children develop healthy and clean lifestyles.

10. Help children to become good Muslims - raising awareness about sound Islamic teachings

and principles. While children with other religious backgrounds should learn to follow the

teachings and principles of their faiths.

We [headmasters and teachers in the four pilot schools] all agreed that with the way we teach our

children today, with the current curriculum, and the way we assess children through rigid exams,

we will never be able to achieve the true purpose of education.

Implementation of inclusive and child-friendly education will help our schools to better respond to

the individual needs of children, their families and communities, as well as help us to educate a

future generation of Pakistani children that can help to build our nation. It is of great importance

that all children are given equal rights to access quality education in their home towns and

communities, regardless of their gender, abilities, disabilities and backgrounds.

80

The steps we have taken in Quetta may be small, but we have started on our journey Towards

Inclusion and towards achieving the true purpose of education for our children.

Balochistan Focus Group on Inclusive Education, Department of Education,


81

Attachment No. 9

Post-Programme Questionnaire

These are statements from your colleagues in schools throughout Asia. Some of these we agree

with, others not. We would like to know what you think about these statements. Please indicate

with an X if you Agree or Disagree, or if you are Not Sure

Statements Agree Disagree Not Sure

All children have an equal right to quality education

Children with and without disabilities should play, learn and

grow up together

It is normal for children to call each other names, taunt and

bully each other – it is normal – children should just get used to

it

Children with visual impairment can hear better than sighted

children

Children learn better if they do group works, teaching and

explaining things to each other

We should not expect anything from children with disabilities

Children who have difficulties with reading and writing are less

intelligent than other children

Deaf children are always well behaved

If a boy is very naughty it is acceptable to beat him

Children with disabilities should go to special schools

Children who can’t see very well [low vision] must be careful

about using their sight – they should save it and not wear it out,

otherwise it may disappear

Children of illiterate parents are just as smart as other children

Children with developmental impairment should not have to

walk or take a public bus to school – someone should drive

them

Children with physical impairment should not have to

participate in physical education

Children should learn how to read and write before they start

school

All deaf children have the right to learn sign language

Children that are infected with the HIV virus should be

encouraged to learn and play together with other children

Children that are using drugs should be encouraged to stay in

school – they should be offered rehabilitation

Schools have the right to refuse to accept children that are not

as smart as others – they will just be a burden for the other

children

82

Attachment No. 10

School mapping on: Nutrition, Health, Attendance

Name: Najeeb

Age: 9 years

Class: 2

Height: 130

Weight: 24

BMI: 14.20

Comments

First Meal/Breakfast: Blk Tea, Bread - Ghee

Yes� No� Time: 6 am Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Second Meal: Bread – Egg – Pulus – VCJ - Meat

Yes� No� Time: 2 pm Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Third Meal

Yes� No� Time: Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Snack And Others : Crisps

Overall Consumption of Macro-nutrients, fruits & Vegetables

Proteins Insufficient � Sufficient � Over-consumption �

Fats Insufficient � Sufficient � Over-consumption �

Carbohydrates Insufficient � Sufficient � Over-consumption �

Fruits & Vegetables Insufficient � Sufficient � Over-consumption �

Drinking Water Sources:

Domestic: Ground Water � Surface Water �

School : Ground Water � Surface Water �

Health Status:

Episodes Of III-Health In Last Three Months: None � Once � Twice � More �

Number Of School Days Missed Due To III-Health In Last Three Months: None � One � Two to Three � Four to Six � More �

Comments

Access to Health Services/Treatment During Last Episode (s) of III-Health: Self Medication � Doctor/Health Worker � Traditional Medical Practitioner � None �

Immunization/Presence of BCG Scar: Yes � No �

83


Name: Shah Muhammad

Age: 12 years

Class: 2

Height: 141

Weight: 30

BMI: 15.00

Comments

First Meal/Breakfast: Milk Tea - Bread


Second Meal:


Third Meal











Health Status:



Comments



84


Name: Omen

Age: 10 years

Class: 2

Height: 131

Weight: 22

BMI: 12.82

Comments

First Meal/Breakfast: Blk Tea - Bread


Second Meal:


Third Meal


Snack And Others : Apple - Crisps









Health Status:



Comments



85


Name: Wareem

Age: 11 years

Class: 2

Height: 131

Weight: 30

BMI: 17.5

Comments



Second Meal:


Third Meal


Snack And Others : Apple - Lollies









Health Status:



Comments



86


Name: Zain

Age: 10 years

Class: 2

Height: 141

Weight: 31

BMI: 15.6

Comments

First Meal/Breakfast: Blk Tea – Egg - Bread


Second Meal:


Third Meal


Snack And Others : Candy - Apples









Health Status:



Comments



87


Name: Mehboob Shah

Age: 9 years

Class: 2

Height: 124

Weight: 24

BMI: 15.60

Comments

First Meal/Breakfast: Blk Tea – Bread - Ghee


Second Meal:


Third Meal


Snack And Others : Apples









Health Status:



Comments



88


Name: Hameed

Age: 8 years

Class: 2

Height: 129

Weight: 28

BMI: 16.82

Comments



Second Meal:


Third Meal


Snack And Others : Apples – Crisps – Ice lollies - Biscuits









Health Status:



Comments



89


Name: Hajat-ullah

Age: 7 years

Class: 2

Height: 110

Weight: 21

BMI: 17.35

Comments



Second Meal:


Third Meal


Snack And Others : Biscuits









Health Status:



Comments



90


Name: Sabir

Age: 7 years

Class: 2

Height: 116

Weight: 21

BMI: 15.60

Comments



Second Meal:


Third Meal


Snack And Others : Aplles - Cake









Health Status:



Comments



91


Name: Noor Ali

Age: 8 years

Class: 2

Height: 122

Weight: 19

BMI: 12.8

Comments



Second Meal:


Third Meal


Snack And Others : Aplles – Candy – Cakes - Crisps









Health Status:



Comments



92


Name: Hameed Rahman

Age: 8 years

Class: 2

Height: 124

Weight: 22

BMI: 14.3

Comments

First Meal/Breakfast: Milk Tea – Bread - Ghee


Second Meal:


Third Meal


Snack And Others : Aplles - Candy









Health Status:



Comments



93


Name: Najin

Age: 7 years

Class: 2

Height: 122

Weight: 20

BMI: 13.43

Comments



Second Meal:


Third Meal


Snack And Others : Cucumbers – Ice lollies - Candy









Health Status:



Comments



94


Name: Gavaid

Age: 7 years

Class: 2

Height: 129

Weight: 25

BMI: 15.00

Comments



Second Meal:


Third Meal


Snack And Others : Apples - Crisps









Health Status:



Comments



95


Name: Najeeb

Age: 8 years

Class: 2

Height: 116

Weight: 20

BMI: 14.86

Comments


Yes� No� Time: 7:30 am Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Second Meal:


Third Meal


Snack And Others : Apples - Cake









Health Status:



Comments



96


Name: Fajel

Age: 9 years

Class: 2

Height: 132

Weight: 30

BMI: 17.2

Comments

First Meal/Breakfast: Blk Tea Only


Second Meal:


Third Meal


Snack And Others : Apples - Candy









Health Status:



Comments



97


Name: Amin

Age: 7 years

Class: 2

Height: 122

Weight: 22

BMI: 14.8

Comments

First Meal/Breakfast: Blk – Bread - Ghee


Second Meal:


Third Meal











Health Status:



Comments



98


Name: Samad

Age: 9 years

Class: 2

Height: 140

Weight: 31

BMI: 15.81

Comments

First Meal/Breakfast: Blk – Bread – Ghee - Egg


Second Meal:


Third Meal


Snack And Others : Candy - Apples









Health Status:



Comments



99


Name: Rooj-ud-Din

Age: 7 years

Class: 2

Height: 120

Weight: 21

BMI: 14.6

Comments

First Meal/Breakfast: Blk Tea – Bread – Ghee - Egg


Second Meal:


Third Meal











Health Status:



Comments



100


Name: Jar Muhammad

Age: 7 years

Class: 2

Height: 110

Weight: 15

BMI: 12.4

Comments

First Meal/Breakfast: Blk Tea – Bread – Ghee


Second Meal:


Third Meal


Snack And Others : Apples – Ice lollies









Health Status:



Comments



101


Name: Mir Aslan

Age: 8 years

Class: 2

Height: 132

Weight: 20

BMI: 11.5

Comments



Second Meal:


Third Meal


Snack And Others : Apples – Candy









Health Status:



Comments



102


Name: M. Rasool

Age: 7 years

Class: 2

Height: 120

Weight: 20

BMI: 13.9

Comments



Second Meal:


Third Meal


Snack And Others : Apples – Candy - Cake









Health Status:



Comments



103


Name: Ali Khan

Age: 9 years

Class: 2

Height: 131

Weight: 21

BMI: 12.23

Comments

First Meal/Breakfast: Milk Tea – Bread – Ghee

Yes� No� Time: 6:30am Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Second Meal:


Third Meal


Snack And Others : Apples – Candy - Banana









Health Status:



Comments



104


Name: Najeeb -ullah

Age: 9 years

Class: 2

Height: 132

Weight: 25

BMI: 14.34

Comments

First Meal/Breakfast: Blk Tea – Bread – Egg


Second Meal:


Third Meal


Snack And Others : Candies









Health Status:



Comments



105


Name: Muna

Age: 8 years

Class: 2

Height: 126

Weight: 24

BMI: 15.1

Comments

First Meal/Breakfast: Blk Tea – Bread


Second Meal:


Third Meal


Snack And Others : Apple - Candy









Health Status:



Comments



106


Name: Samad

Age: 8 years

Class: 2

Height: 120

Weight: 20

BMI: 13.88

Comments

First Meal/Breakfast: Blk Tea – Bread - Egg

Yes� No� Time: 8 am Proteins� Fats � Carbohydrates� Fruits & Vegetables�

Second Meal:


Third Meal


Snack And Others : Bread - Banana









Health Status:



Comments



107


Name: Noor Shah

Age: 9 years

Class: 2

Height: 130

Weight: 25

BMI: 14.8

Comments

First Meal/Breakfast: Blk Tea – Bread - Apple

Yes� No� Time: 6:30am Proteins� Fats � Carbohydrates� Fruits & Vegetables�

Second Meal:


Third Meal


Snack And Others : Apple - Cake









Health Status:



Comments



108


Name: Zavak

Age: 8 years

Class: 2

Height: 130

Weight: 25

BMI: 14.8

Comments



Second Meal:


Third Meal


Snack And Others : Apple - Candy









Health Status:



Comments



109


Name: Akhtav

Age: 8 years

Class: 2

Height: 124

Weight: 25

BMI: 15.00

Comments



Second Meal:


Third Meal


Snack And Others : Cake









Health Status:



Comments



111


Name: Amin

Age: 7 years

Class: 2

Height: 125

Weight: 20

BMI: 12.8

Comments

First Meal/Breakfast: Blk Tea – Paratha


Second Meal:


Third Meal


Snack And Others : Candy - Apple









Health Status:



Comments



112


Name: Wali Kha

Age: 9 years

Class: 2

Height: 129

Weight: 27

BMI: 16.22

Comments



Second Meal:


Third Meal


Snack And Others : Candy - Apple









Health Status:



Comments



113


Name: Nareem

Age: 8 years

Class: 2

Height: 124

Weight: 20

BMI: 13

Comments

First Meal/Breakfast: Milk Tea – Bread - Egg


Second Meal:


Third Meal


Snack And Others : Apple









Health Status:



Comments



114


Name: Asghav

Age: 7 years

Class: 2

Height: 124

Weight: 25

BMI: 16.26

Comments



Second Meal:


Third Meal


Snack And Others : Apple - Biscuits









Health Status:



Comments



115


Name: Hidajat

Age: 8 years

Class: 2

Height: 128

Weight: 23

BMI: 15.20

Comments



Second Meal:


Third Meal


Snack And Others : Apple - Cucumber









Health Status:



Comments



116


Name: Muna Khan

Age: 10 years

Class: 2

Height: 123

Weight: 20

BMI: 13.22

Comments



Second Meal:


Third Meal


Snack And Others : Apple - Craper









Health Status:



Comments



117


Name: Ajab Khan

Age: 8 years

Class: 2

Height: 125

Weight: 20

BMI: 12.8

Comments



Second Meal:


Third Meal











Health Status:



Comments



118


Name: Naseen

Age: 6 years

Class: Prep

Height: 114

Weight: 21

BMI: 16.16

Comments

First Meal/Breakfast: Blk Tea – Paratha – Egg


Second Meal:


Third Meal











Health Status:



Comments



119


Name: Dilawar

Age: 8 years

Class: Prep

Height: 140

Weight: 30

BMI: 15.30

Comments

First Meal/Breakfast: Blk Tea – Roti – Ghee - Sugar


Second Meal:


Third Meal











Health Status:



Comments



120


Name: Sami

Age: 6 years

Class: Prep

Height: 112

Weight: 19

BMI: 15.14

Comments

First Meal/Breakfast: Blk Tea – Roti – Ghee - Sugar


Second Meal:


Third Meal











Health Status:



Comments



121


Name: Habib

Age: 7 years

Class: Prep

Height: 120

Weight: 20

BMI: 13.9

Comments



Second Meal:


Third Meal











Health Status:



Comments



122


Name: Lal - Muhammad

Age: 8 years

Class: Prep

Height: 119

Weight: 21

BMI: 14.82

Comments

First Meal/Breakfast: Blk Tea – Bread – Ghee - Sugar


Second Meal:


Third Meal


Snack And Others : Biscuits - Fruits









Health Status:



Comments



123


Name: Jar

Age: 7 years

Class: Prep

Height: 124

Weight: 22

BMI: 14.30

Comments



Second Meal:


Third Meal


Snack And Others : Biscuits - Apples









Health Status:



Comments



124


Name: Haroon

Age: 8 years

Class: Prep

Height: 120

Weight: 20

BMI: 13.9

Comments



Second Meal:


Third Meal











Health Status:



Comments



125


Name: Hasvat

Age: 7 years

Class: Prep

Height: 120

Weight: 20

BMI: 13.9

Comments



Second Meal:


Third Meal











Health Status:



Comments



126


Name: Shah - Muhammad

Age: 10 years

Class: Prep

Height: 128

Weight: 28

BMI: 17.00

Comments



Second Meal:


Third Meal











Health Status:



Comments



127


Name: Khayal

Age: 8 years

Class: Prep

Height: 124

Weight: 24

BMI: 15.60

Comments



Second Meal:


Third Meal


Snack And Others : Biscuits – Fruits









Health Status:



Comments



128


Name: Yosuf

Age: 7 years

Class: Prep

Height: 113

Weight: 18

BMI: 14.09

Comments



Second Meal:


Third Meal


Snack And Others : Biscuits – Candy









Health Status:



Comments



129


Name: Bismillah

Age: 9 years

Class: Prep

Height: 126

Weight: 24

BMI: 15.1

Comments



Second Meal:


Third Meal











Health Status:



Comments



130


Name: Asad

Age: 8 years

Class: Prep

Height: 124

Weight: 21

BMI: 13.65

Comments

First Meal/Breakfast: Blk Tea – Bread – Sugar


Second Meal:


Third Meal











Health Status:



Comments



131


Name: Sadiq

Age: 8 years

Class: Prep

Height: 122

Weight: 20

BMI: 13.43

Comments

First Meal/Breakfast: Milk Tea – Bread


Second Meal:


Third Meal











Health Status:



Comments



132


Name: Hameef

Age: 9 years

Class: Prep

Height: 128

Weight: 24

BMI: 14.64

Comments



Second Meal:


Third Meal











Health Status:



Comments



133


Name: Khalid

Age: 7 years

Class: Prep

Height: 124

Weight: 20

BMI: 13.00

Comments



Second Meal:


Third Meal


Snack And Others : Apples - Bread









Health Status:



Comments



134


Name: Said Rahman

Age: 8 years

Class: Prep

Height: 124

Weight: 20

BMI: 13.00

Comments

First Meal/Breakfast: Milk Tea – Bread - Sugar


Second Meal:


Third Meal











Health Status:



Comments



135


Name: Asoom

Age: 7 years

Class: Prep

Height: 124

Weight: 24

BMI: 15.60

Comments

First Meal/Breakfast: Blk Tea – Bread - Eggs


Second Meal:


Third Meal











Health Status:



Comments



136


Name: Yonus

Age: 7 years

Class: Prep

Height: 126

Weight: 24

BMI: 15.11

Comments

First Meal/Breakfast: Milk Tea – Paratha


Second Meal:


Third Meal











Health Status:



Comments



137


Name: Hashim

Age: 7 years

Class: Prep

Height: 119

Weight: 20

BMI: 14.12

Comments



Second Meal:


Third Meal











Health Status:



Comments



138


Name: Nageeb

Age: 8 years

Class: Prep

Height: 124

Weight: 20

BMI: 13.00

Comments



Second Meal:


Third Meal











Health Status:



Comments



139


Name: Sado Khan

Age: 9 years

Class: Prep

Height: 144

Weight: 33

BMI: 15.9

Comments



Second Meal:


Third Meal











Health Status:



Comments



140


Name: Naimah

Age: 9 years

Class: Prep

Height: 132

Weight: 23

BMI: 13.2

Comments

First Meal/Breakfast: Blk Tea – Paratha - Egg


Second Meal:


Third Meal











Health Status:



Comments



141


Name: Tehamjiv

Age: 8 years

Class: Prep

Height: 123

Weight: 23

BMI: 15.2

Comments



Second Meal:


Third Meal


Snack And Others : Ice lolly – Biscuits









Health Status:



Comments



142


Name: Sama – ullah

Age: 8 years

Class: Prep

Height: 124

Weight: 24

BMI: 15.6

Comments



Second Meal:


Third Meal


Snack And Others : Ice lolly – Cake









Health Status:



Comments



143


Name: Omar

Age: 8 years

Class: Prep

Height: 120

Weight: 20

BMI: 13.9

Comments



Second Meal:


Third Meal











Health Status:



Comments



144


Name: Rauf

Age: 7 years

Class: Prep

Height: 129

Weight: 20

BMI: 12.00

Comments

First Meal/Breakfast: Milk Tea – Paratha - Egg


Second Meal:


Third Meal


Snack And Others : Cake – fruits









Health Status:



Comments



145


Name: Akbar

Age: 9 years

Class: Prep

Height: 133

Weight: 24

BMI: 13.56

Comments



Second Meal:


Third Meal











Health Status:



Comments



146


Name: Ahmad

Age: 9 years

Class: Prep

Height: 139

Weight: 30

BMI: 15.52

Comments



Second Meal:


Third Meal


Snack And Others : Cake – Apples









Health Status:



Comments



147


Name: Abdullah

Age: 10 years

Class: Prep

Height: 139

Weight: 30

BMI: 15.52

Comments



Second Meal:


Third Meal


Snack And Others : Cake – candies - Apples









Health Status:



Comments



148


Name: Sabiv

Age: 8 years

Class: Prep

Height: 144

Weight: 26

BMI: 12.53

Comments



Second Meal:


Third Meal


Snack And Others : Cake – Ice cream









Health Status:



Comments



149


Name: Mustafa

Age: 7 years

Class: Prep

Height: 123

Weight: 22

BMI: 14.54

Comments



Second Meal:


Third Meal


Snack And Others : Biscuits – fruits









Health Status:



Comments



150


Name: Omen Shah

Age: 7 years

Class: Prep

Height: 109

Weight: 20

BMI: 16.83

Comments



Second Meal:


Third Meal


Snack And Others : Apples – Ice lolly - Candies









Health Status:



Comments



151


Name: Naeem

Age: 8 years

Class: Prep

Height: 128

Weight: 22

BMI: 13.42

Comments



Second Meal:


Third Meal











Health Status:



Comments



152


Name: Shaeef

Age: 7 years

Class: Prep

Height: 126

Weight: 24

BMI: 15.1

Comments Father owns a groups shop

First Meal/Breakfast: Blk Tea – Biscuits


Second Meal:


Third Meal


Snack And Others : Biscuits - Apples - candy









Health Status:



Comments



153


Name: Isat

Age: 8 years

Class: Prep

Height: 130

Weight: 25

BMI: 14.8

Comments Father owns a workshop

First Meal/Breakfast: Milk Tea – Biscuits


Second Meal:


Third Meal


Snack And Others : Apples – candy – Ice lolly









Health Status:



Comments



154


Name: Majeed

Age: 9 years

Class: Prep

Height: 132

Weight: 28

BMI: 16.0

Comments



Second Meal:


Third Meal











Health Status:



Comments



* The teacher commented that most children come to school with empty stoomatch.

155


Name: Nek Muhammad

Age: 10 years

Class: Prep

Height: 141

Weight: 31

BMI: 15.6

Comments



Second Meal:


Third Meal


Snack And Others : Apples – Ice lolly









Health Status:



Comments



156


Name: Bismillah

Age: 11 years

Class: Prep

Height: 146

Weight: 31

BMI: 14.54

Comments



Second Meal:


Third Meal


Snack And Others : Biscuits - Cijerettes









Health Status:



Comments



157


Name: Abrav

Age: 6 years

Class: Prep

Height: 110

Weight: 19

BMI: 15.70

Comments



Second Meal:


Third Meal


Snack And Others : Apples - Candy









Health Status:



Comments



158


Name: Nabi

Age: 7 years

Class: Prep

Height: 120

Weight: 20

BMI: 13.9

Comments



Second Meal:


Third Meal


Snack And Others : Cake – Mangoes - Apples - Candy









Health Status:



Comments



159


Name: Tahiv

Age: 7 years

Class: Prep

Height: 114

Weight: 20

BMI: 15.4

Comments



Second Meal:


Third Meal


Snack And Others : Mangoes - Apples – Ice lolly









Health Status:



Comments



160


Name: Yosuf

Age: 9 years

Class: Prep

Height: 129

Weight: 25

BMI: 15.02

Comments



Second Meal:


Third Meal


Snack And Others : Fruits









Health Status:



Comments



161


Name: Shahjeb

Age: 5 years

Class: Nursery

Height: 107

Weight: 20

BMI: 17.468

Comments



Second Meal:


Third Meal











Health Status:



Comments



162


Name: Ashraf

Age: 5 years

Class: Nursery

Height: 106

Weight: 19

BMI: 16.9

Comments



Second Meal:


Third Meal











Health Status:



Comments



163


Name: Taheer

Age: 6 years

Class: Nursery

Height: 113

Weight: 19

BMI: 18.874

Comments

First Meal/Breakfast: Milk Tea – Bread – Egg


Second Meal:


Third Meal











Health Status:



Comments



164


Name: Mansoor

Age: 8 years

Class: Nursery

Height: 144

Weight: 30

BMI: 14.46

Comments



Second Meal:


Third Meal











Health Status:



Comments



165


Name: Ahmad Tam

Age: 7 years

Class: Nursery

Height: 125

Weight: 23

BMI: 14.72

Comments



Second Meal:


Third Meal











Health Status:



Comments



166


Name: Baid - ullah

Age: 8 years

Class: Nursery

Height: 140

Weight: 29

BMI: 14.80

Comments

First Meal/Breakfast: Egg – Fried - Paratha


Second Meal:


Third Meal











Health Status:



Comments



167


Name: Qul Khan

Age: 8 years

Class: Nursery

Height: 131

Weight: 27

BMI: 15.72

Comments



Second Meal:


Third Meal


Snack And Others : Mango – Biscuits - Crisps









Health Status:



Comments



168


Name: Turab

Age: 11 years

Class: Nursery

Height: 142

Weight: 32

BMI: 15.87

Comments



Second Meal:


Third Meal











Health Status:



Comments



169


Name: Yosuf

Age: 7 years

Class: Nursery

Height: 120

Weight: 21

BMI: 14.60

Comments



Second Meal:


Third Meal











Health Status:



Comments



170


Name: Ismail

Age: 7 years

Class: Nursery

Height: 124

Weight: 21

BMI: 13.67

Comments

First Meal/Breakfast: Fried – Egg – Paratha


Second Meal:


Third Meal











Health Status:



Comments



171


Name: Ali Tan

Age: 7 years

Class: Nursery

Height: 124

Weight: 21

BMI: 13.65

Comments



Second Meal:


Third Meal











Health Status:



Comments



172


Name: Kamran

Age: 8 years

Class: Nursery

Height: 127

Weight: 22

BMI: 13.64

Comments



Second Meal:


Third Meal











Health Status:



Comments



173


Name: Rasa

Age: 6 years

Class: Nursery

Height: 121

Weight: 24

BMI: 16.40

Comments



Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



174


Name: Muhammad Hanar

Age: 9 years

Class: Nursery

Height: 141

Weight: 30

BMI: 15.08

Comments



Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



175


Name: Mahmood Khan

Age: 6 years

Class: Nursery

Height: 109

Weight: 20

BMI: 16.83

Comments



Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



176


Name: Amir

Age: 5 years

Class: Nursery

Height: 111

Weight: 14

BMI: 15.42

Comments

First Meal/Breakfast: Milk – Bread – Ghee


Second Meal:


Third Meal











Health Status:



Comments



177


Name: Naseeb

Age: 7 years

Class:

Height: 115

Weight: 20

BMI: 15.12

Comments



Second Meal:


Third Meal











Health Status:



Comments



178


Name: Asis Rahman

Age: 9 years

Class: Nursery

Height: 128

Weight: 25

BMI: 15.25

Comments

First Meal/Breakfast: Tea without milk – Bread – Ghee


Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



179


Name: Aim-ud-Dim

Age: 7 years

Class: Nursery

Height: 128

Weight: 25

BMI: 15.02

Comments



Second Meal:


Third Meal











Health Status:



Comments



180


Name: Ajub

Age: 10 years

Class: Nursery

Height: 128

Weight: 35

BMI: 16.87

Comments

First Meal/Breakfast: Milk Tea – Paratha – Fried Loaf


Second Meal:


Third Meal


Snack And Others : Crisps - Apples









Health Status:



Comments



181


Name: Muhammad Amin

Age: 7 years

Class: Nursery

Height: 123

Weight: 22

BMI: 14.54

Comments

First Meal/Breakfast: Blk Tea – Bread - Vegetables


Second Meal:


Third Meal


Snack And Others : Crisps – Fruits









Health Status:



Comments



182


Name: Tomma Khan

Age: 9 years

Class: Nursery

Height: 139

Weight: 29

BMI: 15.00

Comments

First Meal/Breakfast: Milk Tea – Bread – Egg


Second Meal:


Third Meal











Health Status:



Comments



183


Name: Rahmat

Age: 6 years

Class: Nursery

Height: 119

Weight: 19

BMI: 13.41

Comments

First Meal/Breakfast: Bread – Tea - Egg


Second Meal:


Third Meal











Health Status:



Comments



184


Name: Attum Nabih

Age: 7 years

Class: Nursery

Height: 121

Weight: 24

BMI: 16.40

Comments

First Meal/Breakfast: Bread – Ghee


Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



185


Name: Sabor

Age: 6 years

Class: Nursery

Height: 110

Weight: 19

BMI: 15.70

Comments

First Meal/Breakfast: Bread – Ghee


Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



186


Name: Raheem-ud-din

Age: 9 years

Class: Nursery

Height: 132

Weight: 29

BMI: 16.64

Comments

First Meal/Breakfast: Blk Tea - Bread – Ghee


Second Meal:


Third Meal











Health Status:



Comments



187


Name: Qul Khan

Age: 6 years

Class: Nursery

Height: 119

Weight: 20

BMI: 14.12

Comments

First Meal/Breakfast: Blk Tea - Bread – Ghee


Second Meal:


Third Meal


Snack And Others : Apples – Candies









Health Status:



Comments



188


Name: Qadeer

Age: 6 years

Class: Nursery

Height: 121

Weight: 20

BMI: 13.66

Comments

First Meal/Breakfast: Milk Tea - Bread – Ghee


Second Meal:


Third Meal











Health Status:



Comments



189


Name: Qul Zaman

Age: 8 years

Class: Nursery

Height: 121

Weight: 25

BMI: 17.07

Comments

First Meal/Breakfast: Blk Tea - Bread


Second Meal:


Third Meal











Health Status:



Comments



190


Name: Sami-ullah

Age: 6 years

Class: Nursery

Height: 109

Weight: 19

BMI: 16

Comments



Second Meal:


Third Meal











Health Status:



Comments



191


Name: Naseet-ullah

Age: 8 years

Class: Nursery

Height: 120

Weight: 22

BMI: 15.27

Comments



Second Meal:


Third Meal











Health Status:



Comments



192


Name: Asmal

Age: 7 years

Class: Nursery

Height: 110

Weight: 19

BMI: 15.70

Comments



Second Meal:


Third Meal











Health Status:



Comments



193


Name: Wali Khan

Age: 8 years

Class: Nursery

Height: 124

Weight: 20

BMI: 13.00

Comments



Second Meal:


Third Meal











Health Status:



Comments



194


Name: Noor Khan

Age: 7 years

Class: Nursery

Height: 115

Weight: 20

BMI: 15.122

Comments



Second Meal:


Third Meal


Snack And Others : Cake - Apples









Health Status:



Comments



195


Name: Aram

Age: 8 years

Class: Nursery

Height: 123

Weight: 22

BMI: 14.54

Comments



Second Meal:


Third Meal











Health Status:



Comments



196


Name: Arif

Age: 7 years

Class: Nursery

Height: 116

Weight: 20

BMI: 14.86

Comments

First Meal/Breakfast: Milk Tea – Paratha – Egg


Second Meal:


Third Meal











Health Status:



Comments



197


Name: Fais

Age: 6 years

Class: Nursery

Height: 106

Weight: 18

BMI: 16.02

Comments



Second Meal:


Third Meal











Health Status:



Comments



198


Name: Meraj

Age: 7 years

Class: Nursery

Height: 116

Weight: 19

BMI: 14.12

Comments



Second Meal:


Third Meal











Health Status:



Comments



199


Name: Ageeb

Age: 7 years

Class: Nursery

Height: 108

Weight: 20

BMI: 17.14

Comments



Second Meal:


Third Meal











Health Status:



Comments



200


Name: Nek Muhammad

Age: 6 years

Class: Nursery

Height: 106

Weight: 20

BMI: 17.8

Comments



Second Meal:


Third Meal











Health Status:



Comments



201


Name: Rooh-ullah

Age: 6 years

Class: Nursery

Height: 109

Weight: 21

BMI: 17.67

Comments



Second Meal:


Third Meal











Health Status:



Comments



202


Name: Izat

Age: 6 years

Class: Nursery

Height: 110

Weight: 19

BMI: 15.70

Comments



Second Meal:


Third Meal











Health Status:



Comments



203


Name: Aqeel

Age: 7 years

Class: Nursery

Height: 124

Weight: 20

BMI: 13

Comments



Second Meal:


Third Meal











Health Status:



Comments



204


Name: Allah-ud-Din

Age: 6 years

Class: Nursery

Height: 116

Weight: 21

BMI: 15.60

Comments



Second Meal:


Third Meal











Health Status:



Comments



205


Name: Murad

Age: 7 years

Class: Nursery

Height: 124

Weight: 27

BMI: 17.56

Comments Father owns a shop, and cow

First Meal/Breakfast: Milk Tea – Bread – Ghee - Egg


Second Meal:


Third Meal


Snack And Others : Apples – Cake









Health Status:



Comments



206


Name: Aleem

Age: 8 years

Class: Nursery

Height: 123

Weight: 25

BMI: 16.52

Comments



Second Meal:


Third Meal











Health Status:



Comments



207


Name: Isat

Age: 7 years

Class: Nursery

Height: 123

Weight: 23

BMI: 15.20

Comments



Second Meal:


Third Meal











Health Status:



Comments



208


Name: Aseem

Age: 6 years

Class: Nursery

Height: 116

Weight: 16

BMI: 11.90

Comments



Second Meal:


Third Meal


Snack And Others : Cake - Crisps









Health Status:



Comments



209


Name: Amal

Age: 5 years

Class: Nursery

Height: 110

Weight: 18

BMI: 14.87

Comments



Second Meal:


Third Meal











Health Status:



Comments



210


Name: Akram

Age: 7 years

Class: Nursery

Height: 112

Weight: 20

BMI: 15.94

Comments



Second Meal:


Third Meal


Snack And Others :









Health Status:



Comments



211


Name: Sabir

Age: 8 years

Class: Nursery

Height: 128

Weight: 20

BMI: 12.20

Comments



Second Meal:


Third Meal











Health Status:



Comments



212


Name: Abdul Wali

Age: 7 years

Class: Nursery

Height: 115

Weight: 20

BMI: 15.12

Comments



Second Meal:


Third Meal


Snack And Others : Cake – fruits









Health Status:



Comments



213


Name: Ramsam

Age: 8 years

Class: Nursery

Height: 124

Weight: 24

BMI: 15.60

Comments

First Meal/Breakfast: Blk Tea – Bread – Yogurt – Ghee


Second Meal:


Third Meal











Health Status:



Comments


214



Name: Israr

Age: 6 years

Class: Nursery

Height: 117

Weight: 19

BMI: 13.87

Comments



Second Meal:


Third Meal











Health Status:



Comments

Access to Health Services/Treatment During Last Episode (s) of III-Health:

215

Self Medication � Doctor/Health Worker � Traditional Medical Practitioner � None �



Name: Akram

Age: 7 years

Class: Nursery

Height: 117

Weight: 19

BMI: 13.87

Comments



Second Meal:


Third Meal











Health Status:



Comments

216




Name: Rafi-ullah

Age: 6 years

Class: Nursery

Height: 108

Weight: 18

BMI: 10.817

Comments



Second Meal:


Third Meal











Health Status:



217

Comments




Name: Habeeb-ullah

Age: 7 years

Class: Nursery

Height: 108

Weight: 19

BMI: 16.29

Comments



Second Meal:


Third Meal











Health Status:


218


Comments




Name: Zahir

Age: 7 years

Class: Nursery

Height: 107

Weight: 15

BMI: 13.10

Comments



Second Meal:


Third Meal


Snack And Others : Cake – Apples









219

Health Status:



Comments




Name: Iehad khan

Age: 8 years

Class: Nursery

Height: 124

Weight: 12

BMI: 13.65

Comments



Second Meal:


Third Meal


Snack And Others :








220


Health Status:



Comments




Name: Kaleem

Age: 7 years

Class: Nursery

Height: 125

Weight: 24

BMI: 15.36

Comments



Second Meal:


Third Meal








221




Health Status:



Comments




Name: Wali Tam

Age: 6 years

Class: Nursery

Height: 117

Weight: 18

BMI: 13.15

Comments



Second Meal:


Third Meal







222





Health Status:



Comments




Name: Amir Khan

Age: 13 years

Class: 5th

Height: 152

Weight: 45

BMI: 17.8

Comments


Yes� No� Time: 6:30 Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Second Meal: Bread – Meat – Pulus – Vegetables - Salad


Third Meal

Yes� No� Time:10 pm Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Snack And Others : Fruits and Vejetable



223






School : Ground Water � Surface Water � No supply

Health Status:



Comments Cold




Name: Sadiq-ullah

Age: 13 years

Class: 5th

Height: 152

Weight: 52

BMI: 22.50

Comments son of shopkeeper. (owns a grocery shop)



Second Meal: Bread – Meat – Vegetables


Third Meal




224








Health Status:



Comments Cold




Name: Abdul Rasiv

Age: 13 years

Class: 5th

Height: 137

Weight: 28

BMI: 14.91

Comments

First Meal/Breakfast: Milk Tea – Bread – Ghee – Butter


Second Meal: Bread – Meal – Vegetables - Pulses - Salad

Yes� No� Time: 1:30 pm Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Third Meal



225








School : Ground Water � Surface Water � No supply

Health Status:



Comments Cold




Name: Soma-ullah

Age: 12 years

Class: 5th

Height: 144

Weight: 33

BMI: 15.91

Comments



Second Meal: Bread – Meal – Vegetables - Pulses


Third Meal


226

Snack And Others : Fruits - Biscuits








School : Ground Water � Surface Water � School water supply is not working anymore

Health Status:



Comments Feurs




Name: Arsal

Age: 12 years

Class: 5th

Height: 150

Weight: 36

BMI: 16

Comments



Second Meal: Bread – Meal – Potatos - Cucumbers - Tomatoes


Third Meal

227


Snack And Others : Fruits - Biscuits









Health Status:



Comments Git oilments




Name: Hajat Khan

Age: 12 years

Class: 5th

Height: 135

Weight: 28

BMI: 15.36

Comments



Second Meal: Bread – Meat – Veg - salad

228


Third Meal











Health Status:



Comments




Name: Amir Khan

Age: 14 years

Class: 5th

Height: 160

Weight: 45

BMI: 17.57

Comments



229

Second Meal: Bread – Pulses – veg – Salad


Third Meal


Snack And Others : Fruits – Vegetables









Health Status:



Comments Chest injection




Name: Said Rahman

Age: 12 years

Class: 5th

Height: 141

Weight: 31

BMI: 15.6

Comments


230


Second Meal: Bread – Pulses – Veg


Third Meal


Snack And Others : Fruits – Vegetables









Health Status:



Comments




Name: Tahir

Age: 12 years

Class: 5th

Height: 137

Weight: 25

BMI: 13.32

Comments

231



Second Meal: Bread – Pulses – Vegetable


Third Meal











Health Status:



Comments Feur




Name: Arra-ullah

Age: 12 years

Class: 3rd

Height: Weight: BMI:

232

142 34 16.86

Comments



Second Meal: Bread – Pulses – Vegetable – Meat – Salad


Third Meal











Health Status:



Comments Feur




Name: Abdul Nabih

Age: Class:

233

11 years 3rd

Height: 138

Weight: 30

BMI: 15.75

Comments



Second Meal: Bread – Pulses – Vegetable – Meat – Salad – Fruits


Third Meal











Health Status:


Number Of School Days Missed Due To III-Health In Last Three Months: None � One � Two to Three � Four to Six � More � (20)

Comments Feur




Name:

234

Nasir

Age: 11 years

Class: 3rd

Height: 139

Weight: 31

BMI: 16

Comments



Second Meal: Bread – Pulses – Vegetable – Salad


Third Meal











Health Status:







235

Name: Sadeeq

Age: 12 years

Class: 3rd

Height: 142

Weight: 30

BMI: 14.87

Comments





Third Meal











Health Status:



Comments Respiratory Track injection



236


Name: Hakeem-ullah

Age: 10 years

Class: 3rd

Height: 133

Weight: 25

BMI: 14.13

Comments



Second Meal: Bread – Pulses – Vegetable – Salad - Egg


Third Meal











Health Status:



Comments Cold, git oilments



237


Name: Yosuf

Age: 9 years

Class: 3rd

Height: 134

Weight: 31

BMI: 17.26

Comments



Second Meal: Bread – Pulses – Vegetable – Salad - Meat


Third Meal











Health Status:



Comments feurs



238


Name: Abdullah

Age: 10 years

Class: 3rd

Height: 144

Weight: 31

BMI: 14.95

Comments





Third Meal











Health Status:



Comments



239


Name: Naeem

Age: 15 years

Class: 3rd

Height: 153

Weight: 39

BMI: 16.66

Comments



Second Meal: Bread – Meat – Vegetable – Salad


Third Meal


Snack And Others : Candies - Fruits









Health Status:


Number Of School Days Missed Due To III-Health In Last Three Months: None � One � Two to Three � Four to Six� More �

Comments


240



Name: Ranjeem Khan

Age: 13 years

Class: 3rd

Height: 144

Weight: 31

BMI: 14.95

Comments

First Meal/Breakfast: Blk Tea – Bread - Ghee - egg


Second Meal: Bread – Meat – Vegetable – Salad


Third Meal


Snack And Others : Candies - Fruits









Health Status:



Comments


241




Name: Nasir

Age: 13 years

Class: 3rd

Height: 137

Weight: 35

BMI: 18.65

Comments





Third Meal


Snack And Others : Ice - Lollies









Health Status:




242




Name: Rafi

Age: 9 years

Class: 3rd

Height: 130

Weight: 25

BMI: 14.8

Comments



Second Meal: Bread – Pulses – Vegetable – Meat


Third Meal


Snack And Others : Cake – cucumber – Fruits









Health Status:



243





Name: Amir

Age: 8 years

Class: 3rd

Height: 127

Weight: 25

BMI: 15.50

Comments

First Meal/Breakfast: Milk Tea – Parachi


Second Meal: Bread – Pulses – Vegetable – Meat


Third Meal











Health Status:


244


Comments




Name: Ashraf

Age: 9 years

Class: 3rd

Height: 123

Weight: 25

BMI: 16.52

Comments

First Meal/Breakfast: Paratha Milk Tea – Egg




Third Meal











245

Health Status:



Comments




Name: Naseer

Age: 11 years

Class: 3rd

Height: 131

Weight: 31

BMI: 18.00

Comments

First Meal/Breakfast: Black Tea –Bread - Sugar


Second Meal: Bread – Pulses – Vegetable – Meat - Salad


Third Meal


Snack And Others : Mellons - Apples








246


Health Status:



Comments




Name: Inajat

Age: 12 years

Class: 3rd

Height: 146

Weight: 40

BMI: 18.76

Comments

First Meal/Breakfast: Black Tea –Bread


Second Meal: Bread – Pulses – Vegetable – Meat - Salad

Yes� No� Time: 1:30pm Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Third Meal








247




Health Status:



Comments Feur




Name: Rahmat-ullah

Age: 12 years

Class: 3rd

Height: 163

Weight: 41

BMI: 15.43

Comments



Second Meal: Bread – Pulses – Vegetable – Salad - Meat


Third Meal







248





Health Status:



Comments Cold




Name: Ismat

Age: 11 years

Class: 3rd

Height: 132

Weight: 30

BMI: 17.21

Comments

First Meal/Breakfast: Black Tea – Bread - Ghee




Third Meal


Snack And Others :



249







Health Status:



Comments




Name: Malick

Age: 10 years

Class: 3rd

Height: 130

Weight: 25

BMI: 14.8

Comments



Second Meal: Bread – Pulses – Vegetable – Salad - Egg


Third Meal


Snack And Others : Candy


250








Health Status:



Comments Feur – Git oilments




Name: Nabil

Age: 10 years

Class: 3rd

Height: 132

Weight: 30

BMI: 17.28

Comments

First Meal/Breakfast: Black Tea – Bread - Ghee - Sugar


Second Meal: Bread – Pulses – Vegetable – Salad – Meat


Third Meal



251









Health Status:



Comments Feur (typlord)



252


Name: Najeeb

Age: 10 years

Class: 3rd

Height: 137

Weight: 26

BMI: 13.85

Comments

First Meal/Breakfast: Black Tea – Bread - Biscuits




Third Meal


Snack And Others : Ice – lolly - Fruits









Health Status:



Comments Feur Headache



253


Name: Naseeb

Age: 12 years

Class: 4th

Height: 146

Weight: 37

BMI: 17.35

Comments

First Meal/Breakfast: Black Tea – Bread - Biscuits


Second Meal:


Third Meal


Snack And Others : Fruits - Candy









Health Status:



Comments



254


Name: Hassan

Age: 12 years

Class: 4th

Height: 140

Weight: 28

BMI: 14.28

Comments

First Meal/Breakfast: Black Tea – Bread


Second Meal:


Third Meal











Health Status:



Comments Constipation



255


Name: Aslam

Age: 11 years

Class: 4th

Height: 136

Weight: 28

BMI: 15.13

Comments



Second Meal:


Third Meal


Snack And Others : Mangoes









Health Status:



Comments Typhoid



256


Name: Nek Muhammad

Age: 11 years

Class: 4th

Height: 142

Weight: 30

BMI: 14.87

Comments



Second Meal: Bread – Veg – Pulses - Meat


Third Meal











Health Status:



Comments


257



Name: Mehboob

Age: 10 years

Class: 4th

Height: 136

Weight: 24

BMI: 15.67

Comments

First Meal/Breakfast: Black Tea – Paratha


Second Meal: Bread – Veg – Pulses – Salad


Third Meal


Snack And Others : Mellonn









Health Status:



Comments


258




Name: Raheem

Age: 11 years

Class: 4th

Height: 141

Weight: 35

BMI: 17.60

Comments



Second Meal: Bread – Veg – Pulses – Salad


Third Meal


Snack And Others : Mellonn - Cucumber









Health Status:



Comments Feur

259




Name: Mati-ullah

Age: 15 years

Class: 4th

Height: 170

Weight: 44

BMI: 15.22

Comments

First Meal/Breakfast: Black Tea – Bread - Egg


Second Meal: Bread – Veg – Pulses – Salad – Egg - Meat


Third Meal


Snack And Others : Apples - Cucumber









Health Status:



260

Comments Feur (missed school for 15 days)




Name: Sabit

Age: 8 years

Class: 4th

Height: 110

Weight: 24

BMI: 19.83

Comments



Second Meal: Bread – Veg – Pulses – Salad – Meat


Third Meal


Snack And Others : Cake - Apples - Crisps









Health Status:


261






Name: Arif

Age: 13 years

Class: 4th

Height: 143

Weight: 30

BMI: 14.67

Comments



Second Meal: Bread – Veg – Salad – Meat


Third Meal


Snack And Others : Biscuits - Cake - Apples









262

Health Status:



Comments Feur




Name: Nasar Khan

Age: 10 years

Class: 4th

Height: 140

Weight: 34

BMI: 17.34

Comments



Second Meal: Bread – Veg – Salad – Egg – Pulses


Third Meal


Snack And Others : Crisps – Ice lollies








263


Health Status:



Comments Feur




Name: Asif

Age: 14 years

Class: 4th

Height: 141

Weight: 40

BMI: 20.12

Comments



Second Meal: Bread – Veg – Salad – Egg – Pulses


Third Meal








264




Health Status:



Comments




Name: Haleem

Age: 14 years

Class: 4th

Height: 163

Weight: 47

BMI: 17.70

Comments



Second Meal: Bread – Veg – Meat – Pulses


Third Meal


Snack And Others : Apples - Cake - Cucumber





265





Health Status:



Comments Feur




Name: Paind Khan

Age: 13 years

Class: 4th

Height: 150

Weight: 43

BMI: 14.11

Comments



Second Meal: Bread – Veg – Meat – Pulses - Salad


Third Meal


Snack And Others : Apples - Cake - Mangoes - Candy



266







Health Status:



Comments Feur – Tooth ache – ear ache




Name: Noor

Age: 10 years

Class: 4th

Height: 130

Weight: 28

BMI: 16.56

Comments




Yes� No� Time:1:30pm Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Third Meal




267








Health Status:



Comments Feur – Cold (10 days missed)




Name: Zahir

Age: 10 years

Class: 4th

Height: 128

Weight: 28

BMI: 17.08

Comments




Yes� No� Time:1:30pm Proteins� Fats� Carbohydrates� Fruits & Vegetables�

Third Meal


Snack And Others : Mangoes - Apples

268









Health Status:



Comments Sour Throat




Name: Alam

Age: 14 years

Class: 4th

Height: 139

Weight: 31

BMI: 16.04

Comments





Third Meal


269

Snack And Others : Apples – crisps – Ice lolly









Health Status:



Comments Feur




Name: Mustofa

Age: 9 years

Class: 4th

Height: 128

Weight: 28

BMI: 17.08

Comments



Second Meal: Bread – Veg – Meat


Third Meal

270


Snack And Others : Cake - Apples









Health Status:



Comments Feur




Name: Sultan

Age: 9 years

Class: 4th

Height: 127

Weight: 26

BMI: 16.12

Comments




271


Third Meal


Snack And Others : Apples – Crisps









Health Status:



Comments Feur, headache



272


Name: Abdul Raheem

Age: 13 years

Class: 4th

Height: 152

Weight: 46

BMI: 19.40

Comments





Third Meal


Snack And Others : Apples – Cucumber









Health Status:



Comments Feur



273


Name: Noor Muhammad

Age: 11 years

Class: 4th

Height: 130

Weight: 24

BMI: 14.20

Comments



Second Meal: Bread – Veg – Egg – Pulses - Salad


Third Meal


Snack And Others : Fruits – Ice lolly









Health Status:



Comments Feur



274


Name: All-ud-Din

Age: 12 years

Class: 4th

Height: 139

Weight: 30

BMI: 15.52

Comments



Second Meal: Bread – Veg – Pulses – Salad - Meat


Third Meal


Snack And Others : Biscuits – Candy









Health Status:



Comments



275


Name: Ghour

Age: 11 years

Class: 4th

Height: 136

Weight: 31

BMI: 16.76

Comments





Third Meal


Snack And Others : Biscuits – Apples









Health Status:



Comments



276


Name: Ismail

Age: 13 years

Class: 4th

Height: 149

Weight: 34

BMI: 15.31

Comments

First Meal/Breakfast: Black Tea – Bread – Ghee - Egg




Third Meal


Snack And Others : Apples – Mangoes - Guava









Health Status:


Number Of School Days Missed Due To III-Health In Last Three Months: None � One � Two to Three � Four to Six � More � (one month)

Comments Juimdiced Child – Addmitted in hop



277


Name: Abdullah

Age: 12 years

Class: 4th

Height: 162

Weight: 40

BMI: 15.25

Comments

First Meal/Breakfast: Black Tea – Bread – Egg




Third Meal


Snack And Others : Apples – Cucumber – Candy – Ice lolly









Health Status:



Comments Cold



278


Name: Allah Noor

Age: 12 years

Class: 4th

Height: 154

Weight: 42

BMI: 17.70

Comments

First Meal/Breakfast: Black Tea – Bread – Ghee


Second Meal: Bread – Veg – Pulses – Meat


Third Meal


Snack And Others : Apples – Cucumber – Candy









Health Status:



Comments Feur – Headache - Vomittiy



279


Name: Ras Muhammad

Age: 12 years

Class: 4th

Height: 127

Weight: 27

BMI: 16.74

Comments



Second Meal: Bread – Veg – Pulses – Meat - Egg


Third Meal


Snack And Others : Apples – Cucumbers









Health Status:



Comments Headache - Feurs



280


Name: Ashraf

Age: 11 years

Class: 4th

Height: 143

Weight: 32

BMI: 15.65

Comments



Second Meal: Bread – Veg – Pulses – Meat - Egg


Third Meal


Snack And Others : Biscuits - Lollies









Health Status:



Comments Headache - Feurs



281


Name: Alta Muhammad

Age: 9 years

Class: 4th

Height: 130

Weight: 28

BMI: 16.56

Comments



Second Meal: Bread – Veg – Pulses


Third Meal


Snack And Others : Crisps – Candy – Ice lolly









Health Status:



Comments Headache - Feurs – Git oilments



282


Name: Omer

Age: 13 years

Class: 4th

Height: 140

Weight: 40

BMI: 20.40

Comments



Second Meal: Bread – Veg – Pulses


Third Meal


Snack And Others : Mangoes – Cake









Health Status:



Comments Feur



283

Attachment No. 11

Child-Mapping

Boy's School in Malozai Village - Quetta

Family Total Number of Children Boys Girls

Member in the Families not in not in

Age Bro Sis Boys % Girls % Total School % School %

Abdul Haleem 15 2 5 3 38 5 63 8 0 0 5 100

Abdul Rahim 13 4 3 5 63 3 38 8 0 0 3 100

Abdul Rahim 12 4 3 5 63 3 38 8 1 25 3 100

Abdullah 12 1 0 2 100 0 0 2 0 0

Allah Noor 13 6 2 7 78 2 22 9 1 17 2 100

Allah-u-Din 12 4 3 5 63 3 38 8 0 0 3 100

Alam Khan 14 3 2 4 67 2 33 6 1 33 2 100

Aslam Khan 11 5 0 6 100 0 0 6 0 0

Atta Mohammad 11 5 4 6 60 4 40 10 0 0 4 100

Fazal Rehman 12 3 3 4 57 3 43 7 0 0 3 100

Ghous Din 11 4 8 5 38 8 62 13 0 0 8 100

Hasan Khan 10 2 0 3 100 0 0 3 0 0

Ismail Khan 13 4 4 5 56 4 44 9 0 0 4 100

Mateh Ullah 18 3 3 4 57 3 43 7 0 0 3 100

Mohammad Arif 12 5 2 6 75 2 25 8 0 0 2 100

Mohammad Ashraf 11 4 8 5 38 8 62 13 0 0 8 100

Mohammad Mehboob 11 4 4 5 56 4 44 9 0 0 4 100

Mohammad Umar 13 3 7 4 36 7 64 11 1 33 7 100

Mustafa Khan 10 5 0 6 100 0 0 6 0 0

Naik Mohammad 10 3 1 4 80 1 20 5 0 0 1 100

Naseeb Ullah 13 3 2 4 67 2 33 6 0 0 2 100

Nazar Khan 11 3 1 4 80 1 20 5 0 0 1 100

Noor Mohammad 13 4 4 5 56 4 44 9 0 0 4 100

Paind Khan 15 4 3 5 63 3 38 8 0 0 2 67

Raz Mohammad 12 5 1 6 86 1 14 7 0 0 0 0

Sabit Ullah 12 2 5 3 38 5 63 8 0 0 5 100

Sultan Mohammad 11 6 3 7 70 3 30 10 0 0 3 100

Zahir Khan 11 0 4 1 20 4 80 5 0 0 3 75

342

Totals 12,2 129 60 85 40 214 4 3,1 82 96

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