PROJECT COMPLETION REPORT

PROJECT COMPLETION REPORT

Institute for Development Studies and Practices IDSP-Pakistan in Partnership with GEP and CIDA-Page

HUMAN RESOURCE DEVELOPMENT FOR MAINSTREAMING

GENDER AND DEVELOPMENT

FEBRUARY 2003– APRIL 2005

C-32, Railway Housing Society, Joint Road, Quetta, Pakistan.

Ph: 0092-81-2449775, 2445192, Fax: 0092-81-2441110,

Email: [email protected], Web: www.idsp.org.pk

Acknowledgements The Institute for Development Studies and Practices is in debt to Sabira Qureshi technical advisor for Gender Equity Program, for her excellent vi-sion, professional support and constant guidance to ensure that GEP, CIDA and IDSP partnership functions effectively and achieve final success. We also want to thank Ms. Rehana Shaikh [program Officer GEP] for continuing the valuable support with dedication and commitment. The extremely valu-able contribution made by Mr. Bashir Ahmad [Finance Manager GEP] to help in the financial management of the project is highly appreciated. We are in debt to Ms. Tahira Sayed Coordinator CIDA Program for the Ad-vancement of Gender Equality [PAGE] and Ms. Ruksana Gender Advisor CIDA PAGE for there extraordinary support, professional and technical ad-vice and for bridging the funding gap. It was this combination of DFID, GEP and CIDA PAGE, with IDSP contribution that the two years project of Main-streaming Gender in Development was successfully designed and imple-mented in Balochistan. IDSP Pakistan deeply acknowledges DFID for the financial and technical contribution and for taking the major lead role as partners in the MGD pro-ject. IDSP Pakistan deeply acknowledges CIDA for its financial and technical support in ensuring that the project is sufficiently funded to achieve its goals. We are thankful to British Council for support and supervision and for moni-toring process. IDSP is very please to acknowledge its team members who made the MGD project an extra ordinary success. The contribution made by Mr. Raziq Faheem as the principal co coordinator of the MGD project is of extraordi-nary quality. The professional leadership and management of learning and development at all levels of the project were of excellent level. The commit-ment of Mr. Faheem from beginning to the completion level is deeply ac-knowledged by all in IDSP and by its learners. We deeply acknowledge Mr. Ali Naqvi the project manager for his excellent skills of professionally managing the project with all partners involved. With Mr. Naqvi’s efficient support IDSP was able to ensure the relationship with all partners as well as the financial and technical management. The intellectual and academic leadership and guidance by all IDSP’s lead faculty members especially Mr. Naseem Panezai, Mr. Shahjahan Baloch, Mr. Arif Tabassum and Ms. Siama Gul are highly acknowledged, with deep appreciation from all inside and outside IDSP. IDSP is deeply in debt to its resources center management and computer training faculty who provided excellent support to the mentors and interns in learning and studying and publishing their work creating resource centers in the district campuses.

The extraordinary support of the finance and administration has been a great back up for the im-plementation of the project, IDSP is very thankful to both these sections.

IDSP is honored and highly impressed by the following associate mentor’s excellent leadership of high quality in designing, implementation, management teaching and research, documentation and mentoring, net working and monitoring. They are Ms. Noureen Lehri, Ms. Afshan Nasreem and Mr. Barkat shah from Balochistan and Ms. Zainab Khan, Ms. Musarat Nazeer and Mr. Hus-sain Ali Sina from NWFP. With great happiness IDSP acknowledge the bravery, commitment and demonstration of leader-ship abilities of the following mentors.

Name Designation

Safdar Hussain Manager Resource Center

Rashida Razi Libertarian

Amir Farooqi Publication officer

Arif Rasheed Publication officer Majid Qureshi Webpage Developer

Qurbaan Ali Program associate

Zuhaib Nasir Trainer IT [Lab In charge] Naseem Kashmeeri Trainer IT

Abid Hussian Lab In charge

Saira Arbaab Program Associate

Shahnawaz Program Associate

Mariam Ifthekhar Receptionist

Kehkshan Kazi Teaching fellow

Haji Mohmmad Hassan Cook Mohmmad Yasin Driver Mohmmad Tahir Cook Mohmmad Ismail Driver

Zafar Ahamd Cook Abdul Salam Driver

Abdul Khaliq Support staff Fateh Mohmmad Driver

Liaqat Ali Watchman Yousaf Dar Admin Officer

Khurseed Ahmad Watchman Haji Mitta Khan House Manger

Khdai Bakhsh Watchman Mohmmad Yasir Intern

Mohmmand Azeem Office Boy Mohsin Yousaf Adman Manager

Masooma Bibi Warden Mohmmad Ali Adman officer

Ghazal Rafeeque Warden Humaira Farooq Manager Finance

Naseer Ahmad Driver Shumaila Waqaar Account Officer

Bashar Khan Driver

With loving respect IDSP honors the interns, who completed their course with great commitment, dedication and in very difficult environment. The courage and determination to empower them-selves has been extraordinary and leading the way for new learning.

S#No Name District Designation

1. Shahida Yousaf sibi Associate mentor 2. Feroza Bibi sibi Associate mentor 3. Shazia Hameed sibi Associate mentor 4. Sadaf Akbar Khuzdar Associate mentor 5. Farkhanda Aslam Khuzdar Associate mentor 6. Rubina Zaheri Khuzdar Associate mentor 7. Sumeria Mahboob Khuzdar Associate mentor 8. Nargis Killasaifullah Associate mentor 9. Ambreen Naz Quetta Associate mentor 10. Zakira Ali Quetta Associate mentor 11. Fahmeeda Panazai Pishin Associate mentor 12. Naseema Panazai Pishin Associate mentor 13. Arifa Shamoozai Pishin Associate mentor 14. Alyia Kousar Lasbella Associate mentor 15. Shahbana Lasbella Associate mentor 16. Sana Naz Lasbella Associate mentor 17. Dawood Khan Killasaifullah Associate mentor 18. AurangZab, Quetta Associate mentor 19. Wadood Pishin Associate mentor

S#NO NAME FATHER NAME UNION COUNCIL DISTRICT

1. Shahida parveen Mollah Buksh Union council 4 Sibi

2. Kalsoom Hameed Abdul Hameed Union council Dahdar

Sibi

3. Naz bibi Abdul Majeed Union council 4 Sibi

4. Shahida Hassan Hassan Ali Union council 1 Sibi

5. Bibi Zulekha Muhammad Suleman Union council 1 Sibi

6. Razia Dad Muhmmad Railway Colony sibi Sibi

7. Khair bibi Haji Khan Union council 4 Sibi

8. Asiya sadiq Sadiq Ali Union council 4 Sibi

9. Amina Abdul sattar Sp colony sibi Sibi

10. Razia Aziz Aziz Governor house sibi

Sibi

11. Abida perven Muhhamd Akbar Gor-age

Allah Abad Sibi

12. Noor Jahhan Qadir Buksh Depal Sibi

13. Atyia Sarwar Muhmmad Sarwar Sibi

14. Sajida Khair Muhmmad

Khair Muhammad Sibi

15. Abida Bibi Karim Dad Depal Sibi

16. Sana Mushtaq Mushtaq Sibi

Farida Rashid Depal Sibi

17. Shaista Tunio Mashkaf Sibi

18. Saleema Mashkaf Sibi

19. Asiya Juma Khan Sibi 20. Sabiha Malik Dad Sibi

21. Khair Bibi Qadir Sibi

22. Dilbahar Qamar Abbas Quetta

23. Asiya Mullah Buksh Quetta

24. Fehmida Abdual shakoor Union council 62 Quetta

25. Rubina Ghulam dastageer Union council 62 Quetta

26. Habiba Ali Muhmmad Union council 15 Quetta

27. Bas bibi Ewaz Ali Union council 16 Quetta

28. Saeeda Wali shah Union council 59 Quetta

29. Jaweria Nasirudin Union council 33 Quetta

30. Kiran Nafeese Ahmad Quetta

31. Shazia Abdul wahid Union council 52 Quetta

32. Amna Nadir Khan Union council 52 Quetta

33. Astila Ashk Naz Kasi Road Quetta

34. Nagina Romeo Chasma achozai Quetta

35. Sabiha Khair Mohammad Chasma achozai Quetta

36. Bushra Zahoor Ahmad Huda Quetta

37. Bas Bibi Hussain Ali Marya Abad Quetta

38. Sabira Riaz Mohmmad kuchlak Quetta

39. Hafeeza Mohmmad Rafeeq Spiny Road Quetta

40. fiza Khuda Buksh Hazara Town Quetta

41. iffat Muhmmad Raza Marya Abad Quetta

42. Noor Khatoon Shafi Mohammad Hub Lasbella

43. Nasreen Mohmmad Shairoo Uthal Lasbella

44. Zahida Hussain Mohmmad Hussain Uthal Lasbella

45. Faiza Rind Yar Mohammad Hub Lasbella

46. Nida Mumataz Hussain Mumtaz Uthal Lasbella

47. Zainab Mohammad Ramzan Hub Lasbella

48. Heleema Shaikh Mohammad Hussan Uthal Lasbella

49. Shabana Shoukat Shoukat Ali Hub Lasbella

50. Saiqa Anwer Mohammad Anwer Uthal Lasbella

51. Saira Saleem Abdul salaam Uthal Lasbella

52. Nargis Ali Ali Mohammad Uthal Lasbella

53. Noor Bano Mohammad Mousa Uthal Lasbella

54. Saima Wali Wali Mohammad Uthal Lasbella

55. Majeeda Ali Muhammad Uthal Lasbella

56. Sajida Shiekh Muhmmad shiekh uthal Lasbella

57. Zareena Hayat Hayat muhmmad Lasbella

58. Sugra kousar Muhmmad Musa Lasbella

59. Yasmeen Seher Salah ud Din Lasbella

60. Zareena Hayat Uthal Lasbella

61. Nagina Panezai Muhmmad Ayuab Bostan Pishin

62. Palwasha Panezai Wali Muhmmad Bostan Pishin

63. Sakina Yousaf Muhammad Yousaf Bostan Pishin

64. Surya Baloch Hasim baloch pishin Pishin

65. Sadiqa Ali Muhmmad Ali Chokal Pishin

66. NorJhan Nazar Muhmmad Machan Pishin

67. Bakhatzamina Nazir Ali Bostan Pishin

69. Khalida Rozi Khan Machan Pishin

70. Sadeea Fathay Muhammad Khan

Machan Pishin

71. Shazia Meher Muhmmad Akram Teacher colony Pishin

72. Asia Akram Muhmmad Akram Pishin Bazar Pishin

73. Alia Ali Khan Pishin Bazar Pishin

74. Sumera Khan Khan Muhmmad - Pishin

75. Asima Muhmmad ramzan - Pishin

76. Surya Abdul Haq Lizzo Khuzdar

77. Asiya Abdul Aziz FaizaAbad Khuzdar

78. Shahbana Abdul Kahliq FaizaAbad Khuzdar

79. Sahib Kahtoon Noor ul Haq Lizzo Khuzdar

80. Sakina Hassan Shah Kathan Khuzdar

81. Farzana Abdul Gahfoor Lizzo Khuzdar

82. Razia Sher Muhmmad Faiza Abad Khuzdar

83. Azra Muhmmad Akram kathan Khuzdar

84. Rukhsana Abdul Salam Lizzo Khuzdar

85. Fatima Nasir Ahmad Kathan Khuzdar

86. kalsoom Muhmad Rahim Guzgi Khuzdar

87. Mah Jabeen Qadir Buksh lizzo Khuzdar

88. Shabnam Muhmmad Ishaq Khattan Khuzdar

89. Naeed Muhmmad Hassan Faiz Abad Khuzdar

90. Rukhsana Muhmmad Noor Faiza Abad Khuzdar

91. Nazia Barkat Mashi Lizzo Khuzdar

92. Rubina Mushtaq Mashi Lizzo Khuzdar

93. Murvary bibi Abduallah Shah Civial colony Khuzdar

97. Bakhtzamina Muhammad Ashraf Killa Saifullah

98. ShaziaBano Muhammad Anwar Killa Saifullah

99. BiBi Jamila Kotay Khan Killa Saifullah

100. Khatima Zain ullah Killa Saifullah

101. Zarina Amanullah K illa Saifullah

102. Rahila Ahmed Bashir Ahmad Killa Saifullah

103. Shahida Aman Amanullah Killa Saifullah

104. Kafia Mohibullah Mohibullah Killa Saifullah

105. Rukhsana Sawali Khan Killa Saifullah

106. Ayisha Noor Allah Noor Killa Saifullah

107. Amina Abdullah Abdullah Khan Killa Saifullah

96. Shumila Rafiq Muhammad rafiq Killa Saifullah

95. Chand Bibi Manzoor Ahmad Killa Saifullah

94. Bakhatnama Muhmmad Ashraf Killa Saifullah

IDSP is in debt to the family’s friends of the mentors and interns who supported their daughters, and sisters, to take on this course and gave them an opportunity to develop their self, their com-munities and families, as well as experience the processes of decision making in public life. It has been the greatest of all contribution to MGD project, to communities, to districts, and to IDSP. We deeply acknowledge the advisors and all our support and partner organization in enabling IDSP in the meaningful implementation of its course on MGD. These are Dr. Riffat Hassan, Mr. Wasif Rizvi, Kousar S. Khan, Abbas Hussain, Mr. Fazal Noor, Ms. Sabeeha Sayed, Ms. Yasmin Zaidi, Dr. Aslam Abdullah, Dr. Mustafa Marochi, Munir Fasheh, Routh Peterson, Elahi Baksh, Mr. Munir Badini, Arbab Jahngeer Kasi, and Maria Rashid

District Representatives and government officials We are thankful to the local district government, all stakeholders, social institutions, government and non government org,

We highly appreciate the logistical, technical and moral support of the following organizations during the designing, implementation and consolidation of the project. ROZAN Islamabad, ASR Lahore, Himmat Society Lahore, Raasta Development Consultants Ka-rachi, Kavish Development Foundation Islamabad, WWF Quetta, Giddan Quetta, Aurat Founda-tion Quetta, SANGAT Pakistan Chapter, Mubariza Pakistan, HARD Khuzdar, Wang Bella, BNGOF, Reflective Learning Centers Quetta, Tanzeem-e-Nou Hazara Quetta, and Tanzeem-e-Huda Quetta. We are indebted to Raasta Development Consultants for conducting the third party evaluation in most profound, professional nl and unbiased manner. We acknowledge the professional ap-proach of Ms. Simi Kamal, Ms. Munezeh Seyed and their team for the evaluation.

Name Designation/ Department

Ms. Rukhsna Ahmad Ali Member districts Council

Agah Talib Hussain Nazim Mominabad Chiltan Town Quetta

Rahim Kakar Nazim District Quetta City

Ms. Anees Jan Member Chiltan Town, Quetta

Mr. Abdul Ahad Kakar Nazim Chashma Achozai, Quetta

Sardar Aisf District Niab Nazim, Killasaifullah

Dr. Gohar Ejaz District Nazim, Pishin

Ms. Ambareen Durani Social Officers, Pishin

Ms. Galima Bibi Member district council, Pishin

Mir Hiarbiar Domki Nazim Sibi

Abdul Rauf Baloch Distirct Coordination Officer

Sher Mohmmad Zarqoon EDO community Development, Sibi

Mr. Akbar Khan DCO, Sibi

Mariam Zamani Member District Council

Sardar Alsam Bizinjo District Nazim, Khuzdar

Mr. Munir Gichki TMO, Khuzdar

Dr. Umar Babar DCO, Khuzdar

Jam Kamal Alyani District Nazim Bella

Ms. Sughra Naz Member District Council, Bela

Ms. Naseema Rind Member District Council, Bela

Mr. Yousaf Rind Member District Council, Bela

Cl Nadeem Basheer MD, LIDA. Bela

IDSP acknowledge the film team of Himmat Society specially Ms. Muniza Hashim and Mr. Adeel Hashmi who made the documentary of the project and helped IDSP in the documentation of the project. Our great appreciation for Zara Shahid Hussian and Ali Naqvi for their valuable inputs in the design and process of making the documentary. It has been virtually impossible to conduct the program without the continuous support of all the support staff that provided restless logistical and administrative support and catered the team members in best hospitable manner.

Regards Quratulain Bakhteari, Director IDSP Pakistan

1 The First Learning Cohort, Associate Mentors 1 1.1 Courses on basic themes designed and delivered: (Sep-Oct, 2004) 1 1.2 Independent courses designed and delivered (Nov-Dec, 2004) 2 1.3 Community Development plans Reviewed (Nov-Dec 2004) 2 1.4 Establishment of Libraries at district campuses. (Oct-Dec, 2004) 2 1.5 Trainings Received: (Oct-Dec, 2004) 2 1.5.1 Training on the establishment of Libraries 2 1.5.2 Training on the Counseling skills 2 1.5.3 Training on Community Development Plans 2 1.5.4 Training on Creative Writing Skills 2 1.5.5 Two days Session on “Role of Women in Islamic renaissance” 2 1.6 Initiatives regarding community development (Dec 2004-Feb, 2005) 3 1.7 Publications of newsletters: (Oct-Nov, 2004) 3 1.8 Induction of the male associate mentors: (Jan-Feb, 2005) 3 1.9 Assessment process initiated (Feb-April,2005) 3 2.1 Consultations with NWFP learners and other institutions: 3 2.2 Participation in the community Development plans 3 2.4 Courses launched at SWAT and BANNU (Jan-Feb, 2005) 4 2.5 Proposals development: (Jan,2005) 4 3 Third learning cohort, IDSP...... 5 3.1 Review of the project: (Oct, 2004) 5 3.2 Publications: (Jan-2005) 5 3.3 Activating the MUBRZA network (Jan, 2005) 5 3.4 Lessons shared in the conference on “Gender and Governance” 5 3.5 Trainings on the analysis of social relations frameworks: 5 3.6 Researches conducted on the project: 5 3.7 Documentary 5 3.8 Third Party Evaluation 5 3.9 Future plans 6 3.10 Translations: 6 3. 11 Exchange visits to NWFP: 6 4.1 Generative course on theory and practice 6 4.2 Family development as part of the course: 6 4.3 Session on Basic skills conducted: 6 4.4 Conduction of Graduation: 6

Table of Contents

Analysis of achieved results against LFA 7 B.1 Unexpected Changes Which Enabled In The Program: 13 B.2 Changes that enable the program 13 B.2.1 The internship tenure of the NWFP mentors extended: 13 B.2.2 increasing the number of interns of fourth cohort: 13 B.2.3 Making Documentary film Web page development of the MGD program: 13 B.2.4 Assessment of IDSP and development of viable institutional mechanism in IDSP: 14 B.2.5 Inclusion of male mentors in second phase: 14 B.2.6 Establishment of district based gender resource centers: 14 B.3 Project Publicity 14 B.4 Achievements/unanticipated results of project activities. 15 B.5 Challenges faced and tackled 15 B.6 Lessons Learnt: 16 B.7 Organizational development 17 B.8 Follow up Actions: 18 B.9 Over all Impacts of the project: 20 B.10 Mainstreaming Levels: 22 Self: 22 Family: 22 Community: 22 Government/Project level 22 B.11 Venues for sustainability: 23 B.12 Feedback on your interaction with the British Council/Gender Equality Project: 23 List of Annexure 24

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Page 1 Final Report Human Resource Development for Gender & Development Mainstreaming in Balochsitan

1 : T H E F I R S T L E A R N I N G C O H O R T

1 The First Learning Cohort, Associate mentors This is one of the central cohort, consists of 16 young women professional, who leads the HRD process in the relevant 6-distrcts.

1.1 Courses on basic themes designed and delivered: (Sep-Oct, 2004) The General theoretical areas in this particular stage were as follows. Integrations of the major conceptual and sensitization modules with the field practice assignments:

1.2 Independent courses designed and delivered (Nov-Dec, 2004) In this particular phase, the associate mentors and Interns become focus to create innovative spaces for the development of communities. They have delivered modules and supervised the field practices. CCB formation is one of the main focuses of practice beside that independent initiatives in the field of education and family development are also carried out. [Annex: 2] ,

Theory Practice

• Education • Culture • Gender and Islam • Development • Mentoring • Gender basic con-

cepts Self growth

• Family development • Re-claiming the local wisdom, art and folk litera-

ture. • Analysis of the challenges faced by the joint fam-

ily system. • Transcription of verbal history. • Practice of mentoring at schools and families. Annex: 1

Theory Practice

• Understanding the Political struc-tures

• Woman and governance • Community development. • Local government system • Awami Razakar Board • CCB formation and functions • Woman participation in develop-

ment

• Analysis of the issues faces by com-munities

• Contacting the woman councilors and taking their case studies.

• Critical analysis of the role of NGOs in community development.

• Identification of woman/man members for CCBs formation

• Development of the Proposals of CCBs

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1.3 Community Development plans Reviewed (Nov-Dec 2004) The associate mentors visited IDSP. They shared the progress of their respective districts with IDSP faculty and Director, in which the future action plans were specially focused. Director IDSP, Dr Quratulain Bakhteari, took two days sessions on the expected interventions for the development of communities.

1.4 Establishment of Libraries at district campuses. (Oct-Dec, 2004) The associate mentors took the leadership in the creation and development of resource center and libraries in each of the districts. They have collected books donations from different persons, organizations and families in the community. These resource centers are properly in the use in most of the districts. [Annex: 3]

1.5 Trainings Received: (Oct-Dec, 2004) The Associate mentors have explored different opportunities of learning and training outside and inside IDSP.

1.5.1 Training on the establishment of Libraries • Basic Concept of Library science • Resource Management • Library Policies • Term and References of Librarian • Record Keeping • Classification and Cataloging

[Annex: 3]

1.5.2 Training on the Counseling skills IDSP nominated Miss Shahida Yousaf one of the Associate mentor District Sibi in the Five days counseling train organized by ROZAN Islamabad. This training was then replicated in District Sibi. 1.5.3 Training on Community Development Plans The 16-Associate Mentors participated in the two days session on community development planning and management. IDSP faculty members facilitated the courses.

1.5.4 Training on Creative Writing Skills Workshop on the creative writing skills was also conducted at IDSP campus for the focused 16 associate mentors of the various districts. This was aimed to boost their intellectual and creative capacity. [Annex: 4]

1.5.5 Two days Session on “Role of Women in Islamic renaissance” The associate mentors participated in the one day on the subject cited above with Dr.. Aslam Abdullah, a Muslim scholar, professor and intellectual in the United States. They also remain as active participants in one day seminar titled

The Interns analysis shows that woman has been given an eminent role in the pre-development tribal society. She has been given the leadership role usually in the internal and some time in the exter-nal affairs leader-ship. She has been involved in the major deci-sions of political and economic nature.

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“challenges Muslim face in the 21st century”.

1.6 Initiatives regarding community development (Dec 2004-Feb, 2005) The interns developed particular community development action plans. In some of the areas like Lasbella, Khuzdar and Pishin they have initiated projects, programs, CCBs formation and joint ventures with other projects of the IDSP. [Annex: 5]

1.7 Publications of newsletters: (Oct-Nov, 2004) After mentioned trainings cited above, associate mentors designed, compose edited and published their district newsletters with the help of their interns and close coordination by focal persons (mentors) of each district. The first addition of district newsletter were initiated and published by IDSP cohort. [Annex 6]

1.8 Induction of the male associate mentors: (Jan-Feb, 2005) Four male mentors were engaged for two months short contact according to the needs of each district. Followings areas assigned to the male mentors:

Interns Assessment Compilation and Documentation Manual Development Centre Establishment

Coordination and networking: [Annex: 7]

1.9 Assessment process initiated (Feb-April,2005) The Associate mentors have completed the process of assessment of each individual intern. [Annex: 2]

2 : T H E S E C O N D C O H O R T , 3 M E N T O R S F R O M N W F P

This cohort is aimed to learn institutional development through the project several operations and to incorporate their insights in this mentoring based course. In the last quarters of the project, they have been engaged in establishing their basis at district SWAT and BANU, in the province, NWFP.

2.1 Consultations with NWFP learners and other institutions: In order to develop the basis at NWFP specific districts, they launch a formal campaign for consulting the IDSP learners of the previous courses. They gave them specific assignments regarding the institutional basis development and conduction of the theory and practice based learning courses.

2.2 Participation in the community Development plans They remain at IDSP for one month and once again participated in the training opportunities especially in the area of community participation and

Chagai (the Cry) is an outstanding means of expres-sion in the tribal Pashtoon espe-cially in the Kakar’s areas. It is an open resis-tance to the in-justice decisions regarding woman life, respect and property. The local woman cre-ates these songs at the eve of the Marriage. They sing with the loud and shouting voice, claiming their right and respect.

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development.

2.3 Courses launched at SWAT and BANNU (Jan-Feb, 2005) They devised need based customized short courses for the selected group of trainees. 45 learners [men and women] participated in the course, 15 in Banu and 30 in Swat respectively. [Annex: 9]

2.4 Proposals development: (Jan,2005) For the inception of a human resource development, institute at NWFP. They developed and submitted the proposal to local and international donors for support and funding. The Banu chapter got a project of half a million to develop a cadre of women professional in Banu. They have recently initiated a course, spanned over five months. [Annex: 10]

“Through the Self Module I came to realize that, The common people have no trust on the Institutions, because their track record has been very haz-ardous to the mass interests. Main cause of this mistrust is the insufficiency of the democratic institutions, which do not play the desired role. Similarly I came to know that, Democratization should not be stopped in a country, because the weakest de-mocracy is better than the best dictatorship, and Democratic proc-ess could not be taken as a re-sponsibility of the state machinery and institutions, but it is applica-ble to the behav-ior of a common person, to have a democratic soci-ety one have to begin it from the self and family level”. Intern, Asma Gul

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3 : T h i r d l e a r n i n g c o h o r t , I D S P

3.1 Review of the project: (Oct, 2004) The faculty members have carried out an extensive project review. This was aimed to appropriate the mode of training courses at various districts, and to assess the program operations in the context of project targets and vision. [Annex: 11]

3.2 Publications: (Jan-2005) Some of the publications are going to be completed in the recent quarter of the year, which includes, Case studies, courses Manuals, Demonstrations, The questions posed and asked in the courses, and Development of the Academic Prospectus of IDSP.

3.3 Activating the MUBRZA network (Jan, 2005) The relevant faculty members strived to activate the network members’ persons and organization at provincial level. 3.4 Lessons shared in the conference on “Gender and Governance” (Jan, 2005) In the regional conference under the title of “Gender and Governance” conducted by ROZAN Islamabad, IDSP Director and faculty members participated and shared the lessons and learning through program MGD and others. [Annex: 12] 3.5 Trainings on the analysis of social relations frameworks: (Jan, 2005) MUBARZA secretariat, ROZAN organized the training in which IDSP faculty members and Director participated in this training opportunity. Trainer was the gender mainstreaming expert, Naila Kabir. 3.6 Researches conducted on the project: (August2004-Feb2005) IDSP faculty members conducted two studies regarding the program, MGD.

1. Impact Assessment study: Assessment of the program impacts on IDSP programs, projects, policies and conceptual frameworks.

2. Analysis of the women leadership emerged through program mainstreaming gender in development.

[Annex 13]

3.7 Documentary IDSP has engaged professionals so that to devise a comprehensive documentary on the several aspects of the project. [Annex: 14]

3.8 Third Party Evaluation In order to assess the quality and success of this innovative venture, IDSP

“The module on Islam and Gender has carved very fundamental im-plications on my thoughts as a woman activist. It has explained the relationship of God, human and universe. It has increased my understanding regarding Islam as one of the latest creeds, which seeks a society based on justice, equity and tolerance. The Islamic teachings are simply applicable on the human behaviors be-cause Quran gives very simple principles for liv-ing in the world. But, when I look at the present situation of the Muslim countries of the world; they live in miserable condition having no authority over their resources and territories. It is because, the Muslims have delegated the power of reason-ing, research and spirituality to the specific class of the society, who decides and chooses for them and they follow obediently”. Intern, Zakira Ali

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engaged two professionals to assess the various aspects of the project and devise the future strategy. [Annex: 15] 3.9 Future plans The faculty members and relevant associate mentors have worked out the concrete action plans of the interns at their respective communities. IDSP is intended to appropriate its priorities and human resource for the creation and development of spaces at the communities of the six districts. [Annex: 16]

3.10 Translations: The translations are carried out from English into Urdu. Most of the translated material is in the context of gender and Islam. [Annex: 17]

3. 11 Exchange visits to NWFP: In order to understand the possibilities of the future intervention at NWFP, the two faculty members of IDSP visited the said districts, they met with the course participants and support group members.

4 : T H E F O U R T H L E A R N I N G C O H O R T : 9 0 I N T E R N S

This cohort consists of 88 young women who has sustained for 10 months with fractional drop outs.

4.1 Generative course on theory and practice The Interns, mentors and lead faculty members have sustained viable learning environment in the districts, while integrating the self, family and community. [Annex: 18]

4.2 Family development as part of the course: The course was stemmed in the development of self via the development of family and community. The Interns community and family members were engaged in the process of learning.

4.3 Session on Basic skills conducted: Along with the conceptual sessions, the specific sessions were conducted on the IT, basic skills, documentation and reporting and analysis skills.

4.4 Conduction of Graduation: Along with the civil society organizations, district local government representatives, parents, teachers and political activists, the interns, associate mentors, lead teachers and team leader participated in the graduation ceremonies of each district. The Interns and associate mentors were awarded certificates and souvenirs.

I used to think that, Develop-ment means to develop oneself, to become con-cerned about the self, this assump-tion was leading my efforts and dreams, I used to dream for having a nuclear family, with joys and pleasures. But this module has challenged the perceptions of becoming good for myself. I think the real develop-ment is not only the material de-velopment. I think develop-ment should lead us towards collec-tivism and integ-rity rather than individualism. Asma Gul

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A N A L Y S I S O F A C H I E V E D R E S U L T S A G A I N S T L F A

Narrative Summary Results Means of Verifications

1-Goal Building human re-source capital through rigorous process in per-spective of female com-munity workers in Ba-lochistan.

110 women professionals and activists Developed in the six

districts.

Knowledge based actions gen-erated and compiled

HR Profile [Annex: 20]

Third party evaluation.

[Annex: 21]

Mentors/interns files, re-ports and dairies. [Annex

22]

Out Come •1 A cadre developed with sound understand-ing of gender and devel-opment

•2 Leadership created for people centred and low cost development at grassroots level.

•3 Vision based Commu-nity development action plans developed

•1 A cadre of 110 women

trained in gender and envel-opment is available.

•2 Mobilization of 110 young women for change in the

family and community level is carried out.

•3 Developed community plans and district development

visions with the collabora-tion of district government

•4 District based learning spaces established

Case studies of Action generated, community

based dialogues, mobili-zation and sensitization

of the communities.

Book Published on the outstanding case studies (Janib-e-Manzil) [Annex:

23]

Issue paper produced on Family development.

Proposals developed by

Interns and associate

Out Put Developed cadre of 90 In-terns, 20 associate men-tors, in the 6-distrcts of Ba-lochistan

•1 110 women got profession-als training in gender, devel-opment and local govern-ance; they are now working with different organization in their districts.

•2 Interns and mentors Fami-lies sensitized and mobi-lized for female education.

•3 More opportunities created for girls

Mentors and Interns profiles, Dairies, training mod-ules, academic ar-chive, photographs, videos, third party evaluation report, documentary etc. The evaluation report [Annex: 24]

I came to know that, poverty is not from the di-vine, but it is the outcome of a particular unjust system. The peo-ple do not react and remains si-lent. They are contributing in the favor of power structure; I think that, the shocking poverty, what I guessed tomorrow, is due to the contempo-rary economic and educational institutions. Intern, Sana Naz

8


Activities [Phase 1] • Inception of the pro-

ject • Reorganization of the

within IDSP.

• Selecting Four associ-ate mentors from NWFP

• Setting up of the cam-pus

• Selection of interns • 30 orientation Seminar

in different location for selection of 20 In-terns

• Hiring and selection of 20 interns as potential mentors from Ba-lochistan

• One year rigorous training based on the-ory, Reflection and Practice.

• Assessment of interns to become graduate Mentors.

• The premise of the project of the pro-gram devised within organizational port-folios. IDSP faculty got trainings in dif-ferent related themes. [gender, Self, etc]

• Team carried clear role and responsi-bilities. -12 Intern Scheme mentors contacted

• 4 associate mentors finalized and 3 re-mained. They have been performed both programmatic and academic responsi-bilities

• -Well equipped cam-pus established with residential fa-cilities

• Applications re-ceived 1510 Ap-peared in Tests and interviews 180

• Short listed women 40

• Selected for Pre-course assessment 25

• Final selection with clear ToRs of 20 Interns carried out

• 20 Interns completed one year with 5 months theory,7 months practice and 1- month assess-ment and compila-tion.

• 20 Interns qualified as associate men-tors

• ToRs of each team mem-ber

• [Annex: 25] • Selection Report is

available Annex: 26]

• ToRs [Annex 25] • Invoices and summary

report of the establish-ment of the hostel and campus are available.

• Advertisements. • Applications. Tests

[Annex: 27] • First Quarterly Reports.

[Annex: 28] • Selection process re-

ports. Profile of selected interns.

• Intern’s profiles, [Annex: 29] course modules and reports. [Annex: 30]Learning assignments and diaries [Ann: 20]

• Assessment documenta-tions. Presentations of the interns. [Annex: 31]

• Grand Graduation cere-mony event report [Annex: 32]

• documentary [Annex: 33]


This course has influence the ways of my thinking, be-cause we see that, man is very proud of the develop-ments in science and technology, we discovered the hidden world of science and reasoning and we conquer the moon and other planets. I have become very cautious about the misshape in the utilization of the so-called technology in this arena. Re-cent develop-ment shows that, technology has the power of dragging the man, I some times ponder, whether this is an act of power or powerless-ness, whether technology can give meaning to the life or not?

Sadaf Akbar

9


Activities [Phase 2] • Initiations of interns

[2nd cohort] selec-tion in six identified Districts

• Selection of 50 ven-ues of 6 districts.

• Selection of 80+ in-terns [2ndcohort] in selected districts.

• Nine month training course for the se-lected interns

• Focus interactions with communities on contextual issues.

• Family development initiatives carried out

• Developing the com-munity development plans.

• Presentation of com-munity plans to the panel

• Orientation given to 2370 women, applications re-ceived 317 , test and in-terviews conducted 315

• Venues identified are Schools, elementary col-leges, language centres, NGOs/CBOs networks, CCBs

• Short listed candidates 126 and finally selected 80 interns from six dis-tricts. 10 additional in-terns have been then in-cluded to manage the fluctuation

• 88 Interns completed the course with all its theory and practice segments

• 16 Associate mentors completed the second phase.

• 30 Communities mobi-lized on different issues of education, learning, cultural practices. Relig-ion etc.

• The 90 [with two drop out] Interns and mentors launched focused courses and discourses for family development.

• Each district developed 3-4 community develop-ment plans with collabo-ration of Local govern-ment.

• Each district presented the emerging community development plans to the penal, local government and with district Nazim in the Graduation cere-mony.

• Applications and men-tors reports. [Annex: 2]

• Site reports. • Panellist comments,

interns profiles [Annex: 31]

• Community appraisal reports.

• Intern’s selection process reports, third quarterly project pro-gress report. [Annex: 34]

• Third and Fourth Quarter Report [Annex: 35]

• Field report of associ-ate metros and In-terns. Diaries, commu-nity development plans document. [Ann: 20]

• Issue paper on family development.

• Assignment/reports developed by Interns Associate mentors. Supervision reports. [Annex: 36]

• Course Manual [Annex: 37]

• Assessment sheets available.

• Community plans de-veloped.

• Compilation reports of the 6 districts. [Ann: 2]

• Comments of the pe-nal [Expert’s opin-ions.] [Ann: 31]


“In our daily lives, we live ac-cording to the others standards, we follow a life style which leads us towards the vanity, I think Literature is the only source giving a meaning and direction to our passions and lives”. Intern Nargis Ali

10


Activities [Phase 3] • District Based

Graduation cere-mony.

• Process projects on focus themes in tar-get communities for two - three years

• Follow up of Commu-nity Plans

• 88 Interns from the six • district were graduated • 2- Projects including

women CCBs in each district formed and mo-bilized. Some of these CCBs materialized their community plans and got project from the donors

• District campuses de-veloped strategies for the inception and sus-tainability of the plans.

• Certificates, photo-graphs, videos. [Annex: 38]

• Concept notes, pro-posals submitted, CCBs registered Feasibility reports. [Annex: 39]

• Follow up plans de-vised by district based teams of as-sociate mentors. .

2-Goal • Strengthening insti-

tutional capacity of IDSP in gender and development.

• Over all programs, pro-jects, conceptual frame-works, policies and pro-cedures greatly influ-enced and changed with respect to the programs extensive learning proc-ess

• Impact assessment study report, [Ann: 13] FGDs transcribed, documentary, [Ann: 14] third party evalua-tion report. [Ann: 21]

• The initiatives, inno-vations and off-shoots of The Pro-gramme are im-parted as regular contents in IDSP’s courses, programs, policies and proc-ess.

• The experiences cater the position of Action Researches and reference mate-rial for Core courses and Publication.

• Potential women (interns and men-tors) emerged as potential teachers and Resource Per-son for IDSP, Gov-ernments, and civil society organiza-tion.

• Gender constitutes as a cross cutting Theme in IDSP regular Courses

• Gender got one of the basic emphases in IDSP’s policies

• The over all academic portfolios have diversi-fied and practices are contextualized genera-tively. Many publication came out from interns learning/practices

• 16 associate mentors and 88 Interns are avail-able as faculty mem-bers, project staff; com-munity based social ac-tivists and researchers to the government, NGOs and IDSP main campus.

• Course modules, pro-gram documents, [Ann: 30]Impact As-sessment study of Program regarding IDSP as a learning cohort. [Ann: 13]

• Courses schedules, course Manual [Annex: 40]

• Policy Manual [Annex: 41]

• Course Manual [Ann: 40]

• Material, Published • Profile of the associ-

ate mentors and in-terns involved in vari-ous civil society or-ganizations, IDSP project and govern-ment institutions. [Ann: 24]


This course has helped me in un-derstanding the significance of our perceptions and trends towards particular inter-pretation of de-velopment, em-powerment and happiness. I think that, Develop-ment does not mean only a ma-terial develop-ment; neither is it subjected to the modernity. It is a process of facili-tation, which the people decide for themselves. I think collectivism and tolerance is the real develop-ment, which we learn from our traditions, Relig-ion and indige-nous cultural val-ues. Intern, Summaira Mehboob

11


Out Put • Enhancement in the

capacity of IDSP’s core group.

• 110 young profes-sionals capacitated in the field of commu-nity development

• Capacitated 16 associ-ate metros as members

of faculty and core group for new program-

matic interventions. • Extensive process of Human resource devel-opment carried out for

two years.

• Assessment report of the MGD HR. Fourth project progress re-

port, MGD. • Researches and docu-

ments of project.

Activities • Developed course

modules on different thematic areas.

• Development of Course reading Packets for both in-terns and mentors.

• Translation of material.

• Books Purchas-ing

• Institutional capaci-ties in project focus activities enhanced.

• A course of internal faculty researches on gender and de-velopment

• 16 various modules de-veloped,

• Material on Gender, de-velopment, Islam, Patriar-chy and Modernity, searched, and translated.

• Inclusion of almost 2000 books, periodicals and reports on the relevant themes of the program.

• Explored diverse modali-ties of project manage-ment.

• Identified innovative as-pect of HRD through gen-erative mode of courses.

• Capacity building of IDSP faculty members carried out regarding, Gender, Patriarchy, Self growth and project management concepts and skills. iden-tified and engaged 15 resource organization, 20 resource persons

• Course Manual, Course plans and reports [Ann: 40] • Reading packets, list of books available at dis-trict campuses and main campuses. [Annex: 42] • Translated Material[Ann:17] • Training modules, visit reports and photo-graphs. [Annex: 43] • Research abstracts, and other research docu-ments. • Reports, modules and videos [Annex: 44]

3-Goal • Exposed/Demystify gender gapes while fo-cussing the relationship between family and community.

• Engaged families as active learning partners in the learning and educa-tional process. Gender stereotypes and socio-cultural pathologies un-packed through generative courses on gender and de-velopment in the six dis-tricts with special context to community development. •

• Assignment report/ documents regarding family development • Community develop-ment action plans. [Annex: 45] • Interns reflections and diaries. [Ann: 20] • Case studies pub-lished, “Janib-Manzil. [Ann: 23]


Today, I first time came to know that I have an influential role as a woman activist. I used to terrified from the activism of life. Workings at communities have exposed me to the adversities of the practical life. I faced differ-ent kinds of peo-ple who look into the woman with different views. I have become more confident and proactive through the field assignments.

Intern, Ambreen Naz

12


Out Come • Increased tolerance

and sustainability towards holistic com-munity Development particularly in Gen-der Development

• Cadre of 110 criti-cally [with few dropouts] con-scious and techni-cally sound, women develop-ment profession-als, activists and thinkers emerged

• As development professionals/activists

• Third Party Evaluation report. [Ann: 21]

• Documentary of the pro-gram [Ann: 14]

• Interns and associate mentors archive/ profile [Annex: 46]

• Out Put • Emergence of the

effective gender sen-sitive community de-velopment plan.

• Increased coordina-tion with local govern-ment, line depart-ments and civil society organization for vision based and gender sensitized community development planning and implementation.

• Community action plans developed.

• Documentary of the pro-gram

• Interns and associate men-tors archive/ profile,

• Third Party Evaluation re-port

• Activities • 8-Awareness Dia-

logues/seminars on focused issues for per Districts

• Three district based Forums conducted per year in focus communities.

• Publication and pro-motions

• Two newsletters per district

• One publication on case studies

• One research journal

• Gender related basic

issues, myths and taboos are probalma-tized with public

• Women mobility myths are broken; they can easily com-municate and ex-press their point of view, feelings and emotions.

• Diversified the proc-ess of HRD and sen-sitized the wider loop of civil society for a vision based devel-opment of HR and community develop-ment.

• Dialogues/Seminars re-ports, photographs. [Ann: 43]

• Quarterly Reports [Ann: 34]

• [Annex: 47] • Magazines, journals, pub-

lication of case studies, Janib-e-Manzil.

• Publication of Newsletter, academic profile, case studies and the book on “The questions posed”. [Annex: 48]


“Usually we are not good think-ers, because there is always an immense transac-tion of different thoughts into our mind. Though we have the capacity to think creatively but we cannot concentrate. An-other significant aspect of this workshop was the fact, that, one can not learn only through readings and writings, but there are some other possibilities of learning from our self, through exploring our minds and souls”. Intern, Shania

13


B.1 Unexpected Changes Which Enabled Program:

Time period of the project extended by two and half months: The mode of program was very evolving. One of the major set back during the program was the unexpected sectarian assaults in Quetta, which deeply affected the course in the first phase of the program. This led a delay of two and half months, and thus the first cohort graduated two and half month later than the devised plan. [Annex: 49]

B.2 Changes that enable the program

B.2.1 The internship tenure of the NWFP mentors extended: This cohort has greatly contributed and has experienced the process of institutional development. At the end of their internship, they gave a detail presentation to IDSP faculty. One of the major need in their capacity building was identified that they have to experience the establishment of learning spaces at districts and they have stem the basis of HRD institution while operating from IDSP’s systems. Their internship was extended for one year and they carried out both of the deliverables of district based learning space establishment and initiating HRD process in NWFP. Recently the Banu Chapter got a project of half a million from Action Aid to carryout their activities and create basis for sustainability and continuation.

B.2.2 increasing the number of interns of fourth cohort: The proposal highlights the development and capacity building of 100 girls i.e. 20 interns as first cohort while 80 intern as fourth cohort of the program. Going into the practice, we received a highly encouraging response from the communities, local governments and particularly from the young girls. Instead of dropping potential girls from the program IDSP decided to engage a total of 90 girls [with 10 additional] in the cadre of fourth cohort. This addition satisfied the thrust of empowerment of a minimum number of young girls from very conservative backgrounds and on the other hand, it covered the fluctuation of interns in different districts.

B.2.3 Making Documentary film Web page development of the MGD program: The project in all aspects generated innovative dimensions. These innovations range tremendous breakthroughs in the lives of young girls while ensuring their contribution in mainstreaming women issues in families, communities and district governments. To capture the diversity of good practices, breakthroughs and actions, IDSP tended to consider two different initiatives to expend the presence of the project through web page and to capture good practices

Yesterday exer-cises on telling the stories were very effective, because it helped me to actualize me sorrows and deprivations. I felt very reluctant to share my story openly, but the environment was friendly and all the other friends shared their sto-ries. When I shared the very critical aspects of my life I felt that, a burdened on my heart and soul has been disappeared. I also felt that, I am not that much deprived as the other are, there are some of the friends who have encountered the life realties with utmost courage, I learnt from them and I will be hav-ing a realistic confrontation with the life and its issues.

Intern, Shahbana Ahmad

14


through documentary film. In this relation, IDSP has proposed amendments which suggested the inclusion of documentary film and the development of web page of the program in the revisited budget. B.2.4 Assessment of IDSP and development of viable institutional mechanism in IDSP: IDSP as an institute and its people as cohort were fundamental pillars of the program. IDSP took this project that simultaneously built its institutional capacity as a gender sensitive HRD institution. In this regard, IDSP had its retreat where all the programs and institutional practices have been thoroughly reviewed and revisited. Retreat consequently proposed the emergence of new programmatic structure which could engage and integrate the diversity and complexity of different programs within one institutional umbrella. Furthermore, IDSP received a small project from CIDA initiate process of strategic planning and streamline the overall academic an organizational portfolios. [Annex: 50]

B.2.5 Inclusion of male mentors in second phase: There was a proposed space for few men in the proposal during the first phase. But keeping cultural and tribal sensitivities in view the idea of the inclusion of male interns was dropped. At the same time IDSP compensated the need of young males in its other regular courses and programs to be capacitated and sensitized on the same grounds. During the second phase the idea has been revisited. IDSP therefore engaged few of its learners as associate mentors in four districts i.e. Khuzdar, Pishin, Quetta, and Killa Saifullah. They have performed well as associate mentors with mentors of first cohort in said districts [Ann: 07]

B.2.6 Establishment of district based gender resource centers: There was a proposal for district based training and capacity building venues in the contract. The practice on the same time provided thoughtful and expended basis for gender and development at district levels. Initially the idea was to develop small libraries in district campuses but in some district governments and local communities provided buildings and other necessary support to the mentors to establish basis in the districts. Meanwhile IDSP, found other sources of support and assistance. Gender resource center have been established in the districts. [Ann: 51]

B.3 Project Publicity The project has a wide scope in all the subject districts including Quetta. Its strategy was to keep the local families, communities and civil society organizations, local government and govt line departments as regular stakeholders of the learning process. The interns, associate mentors conducted various debates, dialogues, surveys, researches, courses and role plays in the local communities. It has brought the

The behaviorist mode of imperial-ism… Yesterday, I came to know that, Imperialism is applicable only in the military and economic per-spective; rather it is a way of think-ing and acting. I have come to know that, those who believes in the ups and down of human race, that, is cast sys-tem, racism, rich and poor, literate and illiterates, etc are actually the practical form of an individual im-perialism. I knew that, there are two factors in-volved in the im-perialist and rac-ist behaviors, one is the class and the other is the contradiction. Both of these factors from the human attitudes” Intern, Shahida

15


people nearer to the program and now utmost demand from male and female of the districts is coming to conduct the same kind of courses for them. The two newsletters published and edited by each district in the first and second phase of the program, were the main source of program projection in the literate spheres of the districts. The interns and associate mentors have carried exposure visits to other provinces, districts and communities; this has given a formal projection to the program. Due to these visits we received offers from other provinces to replicate the program in the particular areas. [Ann: 47] B.4 Achievements/unanticipated results of project activities. First phase of the program was consisting of tightly scheduled learning process. The mid term program evaluation figured out the need of the generative and spontaneous course for the second phase of the program. The associate mentors took the lead role and IDSP faculty remained on the advisory role. This developed a systematic trajectory of the HRD process. Family development is imparted as one of the core integral part of HRD courses and other efforts. The four mainstreaming levels evolved were not anticipated by IDSP; though it contributed greatly and catered the self, family, community and government level. • The district government and local communities including political groups

responded in a very positive way. This encouraged us to create bases and have permanent presence in some of the districts.

B.5 Challenges Encountered One of the major challenges in the first phase was ensure the participation of the 20 female interns in the residential part of the course. This difficulty was tackled while inviting the parents and guardians of the interns. • The Interns mobility issues for the practice stage were gradually handled,

while linking the course contents to need of family development. • In the second phase challenges are appeared regarding the extensive role

of the associate mentors in the establishment of the district campuses and management of a full fledge theory and practice based courses. This was a major challenge, which was settled after various reflective discourses and mid term review of the program.

• One of the district (Killa Saifullah) where IDSP terminated the internship of two mentors and it affected the pace of work. The focal person for the said district took serious efforts for reviving the spirit of the associate mentors for initiating the course. It was challenging but finally the course started and 15 potential interns in the district were selected and graduated.

• Law and order situation in Quetta and generally in Balochistan drastically changed. Quetta suffered more then four weeks of curfew in July 2003 and March2004 and affected the pace of the program. This caused the delay in the program activities which have been further compensated by getting no cost extension.

• The second phase was started two months late and it was a challenge for

During the prac-tice, I have found that, the there was an obvious connection amongst the dif-ferent thematic areas. I see that, the power struc-ture is functioning in the diverse forms and differ-ent forms of power structure support each other. Similarly, all the existing power structures are hostile to the woman liberation and expression. Though I studied different modules but it was a con-nected phenome-non.

Robina Zehri

16


IDSP to manage the activities accordingly but the second phase courses were completed in accordance to the revised plan.

• There have been continuous challenges from the other NGOs, who offer high salaries to the associate mentors and interns. Only two interns from district Killa Saifullah were influenced while all the rest of the interns/mentors stay with the program.

• Another major challenge to the cohort of 80 Interns was a continuous fluctuation of the dropouts. This challenge was reduced gradually and the number of the interns have been increased which covered the fluctuation.

• One of the most dangerous challenges is the propaganda of the religious scholars in Friday’s prayers. They have referred this training as one of the curse for the communities. The associate mentors of some of the districts have received warnings in written from the religious groups and organizations. This risk was minimized after having reasonable dialogues with the said groups and individuals. Meanwhile the mentors formed support groups comprising of the like minded people in their districts. One other thing that defuse the issue was the understanding regarding Islam and women, which made the interns confident to argue with people instead of getting apologetic about it.

• It was one of the huge challenges to capture the diversity and develop unified frameworks. This challenge is almost met with the work outing the basic learning objectives and principles of the process of human resource development.

• Support from local government could not attain in some of the districts, alternative strategies were set to engage the local government.

B.6 Lessons learnt: The young people have great potential to develop, sustain and create

innovative ventures.

The local communities are live, organic and flexible; they need to be engaged with a due wisdom of knowing the traditional pace of development and human relationship.

The course contents especially regarding the self growth, gender basic sensitization, mentoring and Gender and Islam have greatly changed the perception of the learners, these contents were also imparted in the development studies course with another group of male and female.

It was envisaged that IDSP will institutionalized the lesson of the MGD course. In this relation, diverse themes and modules which cover self, Gender and Violence, mentoring, family development etc have been replicated in IDSP regular six development course.

The course created diverse spaces in the institute to invite different perspectives and diversify theoretical and intellectual portfolios. With this reference, the themes, methodology and frame work also strengthened the entire portfolio of HRD in IDSP.

IDSP develop a very interaction with these highly professional national

Through the case study of M.K Gan-dhi, I came to know that, I a person is strong enough spiritu-ally, than no any power can force him/her to re-place from the firm attitude. The firm commitment brings fearless-ness, and fear-lessness comes with the practice. I think Islam and other religions give us the teach-ings to become committed to the right and just cause.

Intern, Zakira Ali

17


and international levels intellectual and academic resource, which provided opportunities academic exposures to IDSP.

A huge amount of relevant material has been developed during these trainings and courses. These materials have been used in the regular course and the learners of all badges are benefiting from it.

The image of IDSP as an institution of human resource development has been strengthened. During this period, many national and international organization contacted IDSP to build their organizations and human resource. In this regard training sessions on different themes have been carried with MCI, WESS, Concern, Oxfam Afghanistan, action Aid and their partner organizations.

IDSP established district based campuses with the help of the women professionals, thinkers and activities emerged through the program. It is focusing the necessities of HRD with special reference to Gender, development and Islam.

Capacity building of the like minded organization in the district is also one of the main focuses of the district based campuses.

The two year extensive experiences of mainstreaming gender in development have been shared with various organizations and groups of motivated people.

Extensive sharing with ROZAN Islamabad, AKS-Islamabad, MUBARZA net work, and presentation of the program lessons in the regional conference on “Gender and Governance”.

B.7 Organizational development In order to gauge the project over all impact on the institution as a learning cohort, an assessment study was carried out by two faculty members of the institute [Ann: 13]. The study reveals that the program has strong impacts on the other initiatives, ventures and over all institutional policies, procedures and core values. That is the academic modules that were developed for MGD are practiced in the other projects of the institute, such as Tawana Pakistan Project, Reflective Learning Centers, Education Policy and planning and Information Learning Center-Khuzdar.

The study also indicates that Conceptual framework of the institute has been diversified, with the new contents and learning approaches. It also carved great impacts on the publications while making it more diverse but gender sensitive.

The issue of justice has been raised in the several internal forums especially regarding the support staff and maternal and parental leaves for the spouses etc. Institute has taken stand on the particular cases of violence and injustice to women outward.

This evidence also shows that, the processes have induced the core values of IDSP for becoming more vigilant and gender sensitized. The analysis of the retreat also clarifies this statement.

“My parents were keenly interested to decide my des-tiny with my cousin. Rather it was an engage-ment decided in our childhood, when I came to know it was look-ing very awful to me. Because I had never thought about him, I resisted many times, but now I became able to help my family members, in order to actual-ize the situation”.

18


The program has induced IDSP towards a continuous process of decentralization in terms of trust and responsibilities on the young male and female.

The analysis of the internal assessment of the program first phase has led IDSP towards an innovative modality of conducting courses. The process has become decentralized and organized measures are taken for delegating the responsibility of human resource development to the newly graduated associate mentors. The program on mainstreaming gender has been influenced by other projects and experiences at IDSP [Annex: 53]. Like the initiative of Reflective Learning center (RLC) has been a focal reference point in the discourse with interns, they have been there for two-three times. In return the program MGD has also carved its impacts on the RLC. Because the themes and modules on religion, education, gender, self and mentoring have been exercised with them.

The program has directly widened IDSP out reach on local, provincial, national and international levels. It has also provided spaces to the five faculty members for attending courses on gender and development of national and international caliber.

IDSP has developed earned good image both on public and non governmental levels. Tow of IDSP leading members recently visited the US and they introduced their work with people and organizations there. In the relation, few organizations contacted IDSP to have training session for them on the topic related to gender/women and Islam etc. Meanwhile IDSP has presented the lessons and processes of MGD in regional and international conference in Pakistan, Bangladesh and in the United States.

The women participation has gradually increased; the participation reflects two basic aspects. One is the opportunities of trainings, learning and academic development and the other is the women participation in the over all process of decision making. As a learning cohort, IDSP did not provide sufficient space to the support staff to participate in the extensive process of learning on various themes relevant to their life and livelihood.

Government of Balochistan announced 4 acres land to IDSP for its campus in Quetta. The chief Minister made this announcement in an inauguration ceremony in Khuzdar. And IDSP is the first nongovernmental organization getting such support both from provincial and local governments.

B.8 Follow up Actions: Action plans for future: The program has developed strong basis of institutional development in the six districts. Four districts, including Pishin, Quetta, Khuzdar and Lasbella are in the position to sustain. The female activists and mentors have taken leadership role in the development of district based campuses. Formation of women CCBs is one of the common sustaining factors for all the districts. They have developed

It is always seen that, the mother becomes weak when the baby is growing up. This is a simple logic but traditionally it is believed that the mother should be weak. I talked to my sis-ter in law and mother, that, the weakness of mother is not a natural process but it is more a problem of diet and intake. When the baby grows up, it needs more intake from his/her mother breast, in this case the mother needs an equiva-lent food which could prevent hazardous im-pacts on mother heath. This was not an intellectual debate but we do not ponder on the issues like this in a logical way. Summaira.

19


proposals with the support of the relevant faculty members and have submitted to various funding agencies and donors, like GSDF, NED, ADB, etc. Their interns are also in the loop, in the four campuses the interns daily come and learns IT skills and talks on various readings and issues. The Interns worked out particular practice areas after the completion of course, Following areas are identified with concrete action plan in all the 6 districts.

The conference on the gender mainstreaming It is intended to share the experiences of the project with a wide range audiences and got support from donors, government agencies to scale up the project. It further engages intellectual and practitioners in a stimulating discourse which will provide diverse perspectives of viewing, perceiving, analyzing and approaching gender issues through diverse ways and building on the potentials and strengths the project enabled. Proposal and coordination with donors for sustainability: Different proposal have been developed by IDSP for project multiplication in different areas but with much clear emphases on gender and governance. These proposals have been sent to many funding organization including “National Endowment Fund”, “Japan Fund “word Bank, Ministry of women Development etc. some of these proposals are getting positive response from relevant institutions.

Areas of intervention and practice Districts

CCBs Development Lasbella (developed) Quetta (Developed) Pishin, Khuzdar, Sibi, Killa Saifullah(Process)

Courses for woman councilors Lasbella, Quetta, Pishin, Khuzdar

IT courses conduction Lasbella, Quetta, Khuzdar

Family development All six districts

Transforming the role of Teacher as mentor

Pishin, Khuzdar

Skills center establishment for women

Pishin, Quetta, Sibi

Capacity building of local govt Lasbella, Quetta, Killa Saifullah,

Collaboration with Improving Educa-tion Policy and Planning program

Lasbella, Quetta, Khuzdar, Sibi, Pishin

Teachers trainings and curriculum development

Khuzdar, Sibi, Quetta

Community development in develop-ment planning and policies

Khuzdar

Reproductive health, rescuing the woman through awareness

Khuzdar, Sibi, Quetta.

The contempo-rary notions of development are created by the Western version of modernity. The concepts, princi-ples, strategies and over all sce-nario of leading development sus-tains the domina-tion of the said power elites. Im-plication of the neo-liberal econ-omy, free trade, widespread con-sumerism, and other strategies of the interna-tional trade and financial institu-tions have formed a world, where the majority of population lives miserably.

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Strategic planning of IDSP: On the basis of retreat, IDSP suggested a consultative process for institutional restructuring and strategic planning. CIDA Page provided a project of 0.5 Million to carryout the process of organizational appraisal, consultations and restructuring vis-à-vis changing local and global scenarios. IDSP has finalized a group of facilitators and the process is expected to be winded up with a defined strategic plan in next two months. Engagement of the interns in development projects: [Annex 24]

B.9 Over all Impacts of the project: • Confidence raising, impacts on family and community, the social status is

altered

• The role of young women as leader of social change is recognized, their mobility is increased and therefore the mobility of the girls of the same age in the communities is increasing.

• Local government is sensitized on gender issues and in certain cases concrete measures have been taken by the local governments on issues related to gender.

• Professional image of young girls emerged and their participation in district level development activities has increased.

• Local government, community. NGOs and families are motivated, mobilized on issues identified during the process of learning by the interns. The stakeholders are also taking collective measures to address these issues within their jurisdiction.

• Balochistan has for the very first time experienced a mobilization campaigns solely managed by the local community girls with out any direct perceivable in kind benefit for the communities.

• The capacity of interns has been established to organized community seminars, debates, dialogues and to manage the logistical operations at all levels.

• District profile, dairies, field notes and community reports are being collected, refined brought into an understandable information package. This extensive exercise has helped in reconstruction of history in the districts from civil society.

• The mentors and interns mobilized District Khuzdar, has allocated Rs. 500,000/- to include women portion in the district mela [festival]. Women were not traditionally part of the process.

• Khuzdar, Interns has identified certain health issues, an organization has been contacted. They are going to establish a BHU in the vicinity.

• Khuzdar, all the lady councillors were contacted and organized. There access to an already established resource centre for them was ensured.

During the theo-retical period we get through a thorough module on the Political institutions and its processes. When I get to field I encoun-tered with a very different situa-tion, i.e. Rood Malazai is a se-verely drought stricken area, where the popu-lation is living in extremely miser-able conditions of livelihood. We found no vigi-lance of the peo-ple regarding political parties and there was no presence of the so-called nation-alist and religious political parties representatives. On the other hand we observe that, there was a contentious situa-tion in the District government, the opposition in the district govern-ment does not let the ruling sect to pass the budget. I think these the very concrete examples of po-litical crisis what we studied in the last theoretical phase.

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• Killa Saifullah, the local government was contacted for the provision of water in the focus area by the interns. The local government has instructed PHE to provide a water supply scheme to the community.

• Pishin, the nexus between water scarcity and women health was identified. The local government has promised to visit the effected area in the context.

• Quetta, women MPA and local Nazim, has informally started taking advice from the interns. In development planning and community mobilization, these girls are consulted.

• The mentors of NWFP facilitated courses in Swat and Banu during their engagements with IDSP. They further developed linkages with I NGOs to extract support for their intervention in NWFP. Currently, they have been provided a project 0.5 Million to develop a cadre of women professional in district Banu and create basis for sustainability of their interventions in NWFP.

• Quetta and Bela, the issue of sanitation was identified and immediate action was taken to handle the issue from the local government.

• The Nazims and women councillors have highly encouraged and welcome the whole process. They are considering these initiatives in building their capacities in identifying real issues and designing appropriate action for those issues accordingly.

• One of the researchers from the institute of Development Studies Sussex UK is engaged with interns and mentors. She is selected the project of MGD for her Master’s dissertation.

• IDSP as an organization, become more open and responsive to gender related themes and issues. This is one of the achievement at institutional level that an overall acceptance and sensitivity has been increased both at personal and institutional level in IDSP. Ms. Noureen. Ms. Afshan and Mr. Barkat are now part of the senior faculty and has published material on gender development.

• The director of IDSP, Dr. Quratulain Bakhteari has been nominated for the “on thousand women for peace Nobel Prize”. This is a great achievement for her ground breaking work for young people particularly for women.

• IDSP got an international recognition for addressing gender issues through innovative approaches. The team Leader, Dr. Quratulain Bakhteari and the principle coordinator Mr. Raziq Faheem have been selected as scholars for an exchange program of the University of Louisville to visit US and study the Islamic life there under the project of “Islamic life in the US”. These nominations have been mainly happened because of the work of MGD. IDSP has been invited to conduct sessions with Oxfam Afghanistan and Fullers Institute USA, to have sessions with them on theme related to gender, religion and development.

The literature, discovered by the Pishin group con-tains the voice of the voiceless woman who keeps warm slo-gans for their emancipation. The interns of Hazara commu-nity have discov-ered the folk tales of their indige-nous geography

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B.10 Mainstreaming Levels:

Self: • The tendency of expression of feelings through fiction, drawings, sculptures,

poems, prose and embroidery. • The interns have produced the essays, critical reflections and passages as

assignments of the course theoretical and practice stages. • The learning relationship between the associate mentors and interns remain

very dynamic and trustworthy. • Case studies from all the districts are there, which shows the struggle of

young interns for continuing the course in the harsh opposite circumstances posed by their parents and relatives. They have transformed the situation after consistent struggle.

Family: • Behavioral changes at most of the families occurred regarding the role of

women which consequently increased their mobility and acceptance in the professional spheres.

• The interns through their assignments explored the history of the family and focused gender relationships which somehow created new sense of belonging and association. Similarly, the cultural taboos of gender discriminations have been modified.

• Family members have also been indirectly engaged in the processes and they started contribution in courses and interventions.

• Trust of parents, brothers, and over all elders has been developed through the family and self relevant practice assignments.

Community: • The contents of theory and practices has emerged the unconditional trust

and support from the family and community level. • Communities offer space for conducting the same kind of learning

discourses for male students, political activists, and employees. • Groups of interns have initiated knowledge based discourses, which has

developed community trust and learning tendencies. • Community members at some of the districts are mobilized to contribute in

the establishment of a library at district level. • Some of the group of Interns have outlines and identified the expected

community development plans with different priorities.

Government/Project level • In almost all districts and also form the provincial government the program

got very enthusiastic response from the Chief Minister, Governor of Balochistan, provincial ministers, Districts and Tehsil Nazims and Naib Nazims, families of the mentors and general communities.

• Chief Minister along with provincial ministers, senators and MPA visited Khuzdar center. He met with interns and mentors and spent three hours in

The practicing local governance is very confront-ing to the woman participation. The woman represen-tatives are told to raise or bow hand in case of their presence. Some times they con-duct meetings during the night times which is I think not encour-aging for the woman participa-tion. Some times the broth-ers and husbands keep them at home and decide the district desti-nies while having seats their seats. They used diffi-cult terms of Eng-lish and Urdu, How an illiterate house wife can contribute. The issues in the Lo-cal government regarding woman participation are mainly structural I.e. the structure and approach is not friendly to the cultural and in-digenous reali-ties. Interns group of Pishin

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Naib Nazim Killa Saifullah took interest in the establishment of the campus in the said district. He provided a government building for the district campus and extended his support during the entire process of establishment.

The Nazim of Pishin and Lasbella offers government buildings for the district campuses. They extended all possible support to the young mentors.

DCO Sibi inaugurated the course in Sibi. He recognized the importance of the program and ap-preciated the efforts of the young mentors in the engaging the young interns and communi-ties skillfully.

DCO of Killa Saifullah organized orientation session in the district and requested IDSP to start an-other space in Tehsil Killa Saifullah.

B.11 Venues for sustainability: This was one of IDSP’s core initiatives which rendered highly valuable results for Institute in terms of Human resource, diversifying conceptual and practical outlook and stemming its physi-cal outreach in the six districts of Balochistan. Since the basic idea was to invest on human po-tentials which will sustain on its own dynamism and creativity. One of the strategies to maintain the dynamism is to engage the district based human resource in other program and projects of IDSP where they used their previous learning in the courses in a designed program and project. The relevant faculty members and district based other supportive groups are helping them in the registration of CCBs. This will easily help them to sustain in the districts for focused work on Hu-man resource development, capacity building and over all community development. Some of the interns are engaged with other organizations after the completion of the course. They worked as messenger of IDSP courses in the relevant organization from the demands of capacity building courses is arising, this will be one of the core sustainable mean. The experiment in the six district of Balochistan has great worth it was a remarkable process of the development of tribal women, while making a space gradually and steadily. IDSP has de-veloped a framework to multiply the lessons and innovation of the project and scale up it by in-creasing effect and benefit of the project to additional 2000 women both in Balochistan and NWFP. The proposal has been sent to many donors and some of them are getting significant consideration.

B.12 Feedback on interaction with the British Council/Gender Equality Project: After the submission of ht first quarterly report to GEP, we received a detailed feed back from the GEP team. It was very encouraging and educational for IDSP faculty when Ms Sabira Qureshi and Mr Bashir Khan highlighted gapes in the project progress reports and in the financial man-agement of the program. This relationship was very learning full for IDSP at the eve of every re-port deliverables. The GEP team and the British Council in general was extremely supportive in helping IDSP to streamline financial and operational activities. Ms Rehana Sheikh helped in or-der to reallocate the unexpended amount. This interaction further helped IDSP to maintain the professional sprit of the project by sharing its partners’ networks, organizing training for IDSP staff and providing continues feedback on programmatic and financial reporting.

Final Report Human Resource Development for Gender & Development Mainstreaming in Balochsitan Page 23

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Annexes Number Title

(1) Thematic areas and plans

(2) Reports of district (3) Library establishment Report (4) Schedule of session

(5) Community development plans

(6) News letter (7) Male associate mentor profile

(8) Presentation of NWFP

(9) Report of Swat course

(10) NWFP proposal (11) Review schedule

(12) Process of educational development in traditional societies

(13) Impact Assessment study

(14) Documentary

(15) Third Party Evaluation Detail (16) District community development plans

(17) Translations

(18) District plan & proposal (19) Graduation ceremony plan

(20) Interns & mentors file

(21) Third party evaluation report first draft (22) Interns and associate mentors dairies

(23) Janib manzil (24) Interns status chart (25) ToRs of interns and mentors

(26) Intern Selection report (27) Test and advertisement (28) Quarterly reports

(29) Interns profile

(30) Course module & reports

(31) Schedule & formats panellist comments

(32) Schedule of graduation ceremony

(33) Documentary

(34) Project progress report third


List of Annexure

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(35) Project progress report third, fourth (36) Supervision reports (37) Course manual (38) Course certificate (39) CCB registration paper (40) Course prospectus and manual (41) IDSP policy manual (42) Book record (43) Photograph (44) Rozan training report (45) Compiled report of interns (46) Interns profile (47) News clips (48) Question booklet (49) re-appropriation and no cost extension (50) Strategic planning paper (51) Establishment of resource centres (52) Retreat report (53) Conference proposal


PROJECT COMPLETION REPORT

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