Agreement Symbol: UNHCR/PAK01/2013/PILLAR 3/0000000559/02

Project Performance Report

PROJECT PERFORMANCE REPORT

Project title: School Improvement Project in UC Kuchlak

Budget Year: 2013-2014
Situation(s): 3900-Annual Budget Excom
Operation: PAK ABC
Population Planning Group(s): Afghan PoR card holders
Goal(s): Protection Pending Solution
Cost Centre(s): 33062
Partner Code: 1205076
Submitting Partner Name: TEHREEK
Reporting Period: 15—Oct-2013 to 31- March - 2014
Date of Report: 5th April 2014

1.0 PROJECT OVERVIEW

1.1 Project statement

Baluchistan, in particular, does not have resources for education. Almost the majority population depends on
government sector education, due to which meet the modern education standard and suffers from quality
issues. Gender disparity in education is very common in Baluchistan.

Baluchistan is the largest province as per its territorial measurements; its populous is scattered and schools are
situated in such way that these are not accessible to all. Many children do not attend school just because of
long distances. Besides, poverty also does not let parents to arrange private education for them. Poor
management further aggravates the situation. In urban areas, the gaps are filled by the private sectors but in
the rural areas the masses are left on their own. In this regards, the situation of the Quetta district as Afghan
Refugees hosting area in terms of education has remained the worst.

The target Government schools under this project were of very poor condition and faced with numerous harsh
realities that hamper the delivery of quality education. These schools consisted of total 398 students and 22
teachers. Children/Students from these schools were in a worse condition in terms of building infrastructure,
untrained teachers, unavailability of clean drinking water, teacher’s absenteeism, and most importantly lack of
awareness among communities about their role and responsibilities in upbringing and educating their children.

Tehreek proposed to address these issues by undertaking a number of interventions ranging from capacity
building of teachers and PTSMCs of village residents to rehabilitation/construction in the selected schools.

Keeping in view the above situation plan, TEHREEK under the RAHA program has initiated the “School
Improvement Project” in two (2) Govt. schools of U.C Kuchlak at District Quetta through the financial support
of UNHCR. The project was launched on 15th October, 2013. The basic objective of this project was
“Improvement in school infrastructure condition and provision of basic facilities in Refugee-Affected and
Hosting Areas”, at GBMS Killi Atozai and GBPS Killi Essakhail.

The project was divided into two phases in accordance with the partner agreement by UNHCR the first phase
covers the intervention in the GBMS Killi Atozai in 2013 however the second phase covers the intervention in
GBPS Killi Alozai Kateer in 2014.

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In 2013 Tehreek initiated its intervention in GBMS Killi Atozai and GBMS Killi Essakhail in 2014 respectively.
Tehreek for this purpose hired and deployed professional staff in project area in accordance with this UNHCR
staffing table and started the project with orientation meetings among school management, education
department, community elders and notables. The MOU was signed with school management of these schools
and education department and pre-assessment of the said schools were carried out to assess the actual
situation of the school.

The PTSMCs of the schools have been established and regular follow up meetings were conducted with
PTSMCs and school teachers. The issues related to the dropouts of the students were discussed with the
communities and the enrolment of the students has been increased by involving the PTSMC and community
members. The teachers of the schools have also been trained on tools and techniques of good teaching, joyful
learning, corporal punishment etc. The students and community members were given regular awareness
sessions related to clean environment.

To make the schools more attractive and to transform the schools into an enhanced-learning platform, Tehreek
conducted co-curricular activities in the schools with the involvement of PTSMCs and school management. The
PTSMCs were awared through capacity building to dribble-down self-sustained concept in the communities and
help in improving schools infrastructure. The Communities were engaged in facilitating and monitoring the
activities and tried to identify the gaps and to become source of information at community levels. TEHREEK
staff facilitated communities at schools for playing significant role as a team for sustained development. The
efforts lead to develop improved infrastructure of schools and their effective working mechanisms in the areas.

TEHREEK through its intervention has also rehabilitated the existing infrastructure of these schools, construct
new classrooms and toilets, and provided the schools with the basic facilities like furniture, stationary for
students, learning material, learning massages etc. Most of the population of the target area belongs to low
economic status and consist of mostly afghan Refugees due to their limited earning the parents were not in a
position to send their children in private schools, the implementation of this project helps the students to have
access to quality education, attractive school environment, access to basic facilities and trained teachers and
school management. This project also help in increasing the literacy ratio in the area and supplement in
increasing the enrolment

In the “School Improvement Project” TEHREEK has achieved objective of Improvement in school infrastructure
condition and provision of basic facilities in Refugee-Affected and Hosting Areas, at GBMS Killi Atozai and GBPS
Killi Essakhail. Tehreek through this project has created and enabled environment by effectively involving
communities to self-management structures identification and developed facilities in the schools. More
efficient and integrated approach is required in the coming year to have communities more self-sustained and
have ownership of people and infrastructure as well. Integration is required in considering whole community
for human resource pooling and using their experiences for community empowerment.

1.2 Operational context

The physical condition of GBMS Killi Atozai & Essakhail were in need to be especial attention, the existing
infrastructure condition was very poor and the schools needs complete renovation, in GBMS atozai it required
2 new classrooms, as due to insufficient classrooms the students were compel to sit in open space even in
extreme cold and hot weather. The boundary walls of the schools were also in a very poor condition which was
a risk factor for students. The school were not available with the washrooms and it required 2 new washrooms
in each school. The windows were need to be repaired and the glasses of the windows and doors were broken
due to which in extreme cold weather children were facing the problem, the floor and furniture were broken
and there was no proper seating arrangement for the children and teachers.

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The key factors that affected the implementation of the project including the duration of the project affected
the smooth implementation of the project and the project duration for the GBMS killi atozai school was from
October to December 2013 and during this time period according to the weather of Quetta the temperature
gone blow minus degree Celsius which could be affected the quality of the construction of new classrooms.

1.3 Problem(s), Objective(s) and Intended Impact

Problem Description:

The host communities of villages of UC Kuchlak were facing serious problems due to poor infrastructure, lack of
basic facilities, untrained teachers, and unavailability of clean drinking water. The conditions of the identified
school were very poor and the students were not provided with any basic facilities due to which the dropouts
have been increased. The teachers were not trained and they were not aware about the basic tools of teaching,
which was also resulting in the heavy drop outs from these schools. The PTSMCs among these schools were not
established or functional due to which no monitoring tool was available and the raised problems of the
students related to the school were not been solved. The interaction between teachers and parents of students
were not built due to which most of the time the issues of the students remained unsolved. The physical
condition of the identified schools were in dire need of special attention, washrooms for students were not
available. The windows needed to be repaired and the glasses of the windows and doors were broken due to
which in extreme cold weather children were facing problems, the floor and furniture were broken and there
was no proper seating arrangement for the children and teachers, mostly the selected school buildings were
RCC, the identified schools buildings need repair and renovation work and new classrooms.
Keeping in view the above mentioned problems TEHREEK under the RAHA program has initiated the “School
Improvement Project” in two (2) Govt. schools of U.C Kuchlak at District Quetta through the financial support
of UNHCR. The project was launched on 15th October, 2013. TEHREEK has achieved the objective of
Improvement in school infrastructure condition and provision of basic facilities in Refugee-Affected and Hosting
Areas, at GBMS Killi Atozai and GBPS Killi Essakhail.

Intended Impact:

The intended impact of this project as per section 1.3 and section 6.0 of the Project Description (Annex A) was
“Access to quality education and provision of basic facilities with increased enrolment and active participation
of the students in education activities”.

Tehreek through the implementation of this project helped the students in the provision of access to quality
education, attractive school environment, access to basic facilities and trained teachers and school
management. This project also helped in increasing the literacy ratio in the area and supplement in increasing
the enrolment.

2.0 POPULATION OF CONCERN/OTHER SUPPORTED ENTITIES

2.1 Project’s Population of Concern

UC Kuchlak (Ward No. 61) is a town near Quetta. It is 30 kms away from Quetta City and is governed by Chiltan
Town, Quetta. Kuchlak is home to Ward Number 61, one of the largest wards in Quetta. It is one of the areas in
Baluchistan that have a significant number of Afghan refugees, who have not only shared natural resources
with local people but have been benefiting from all types of public facilities since their arrival.

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Kuchlak (Ward No. 61) is socially related to mostly Afghan and Pashtun community, the community mostly
follows the cultural and tribal values. The area is politically influenced by two Major political parties i.e.
Pashtunkhwa and Jamiyat Islami. The economical condition of the targeted areas is very low and the major
source of income of the people is farming, harvesting etc. the massive Afghan Refugee influx and extended
dwellings of the refugees has caused various problems and loss of opportunities for the hosting communities.
The sense of deprivation of the hosting community has increased due to resource sharing as a result of massive
refugee population.

Tehreek targeted two (2) Schools in 2 villages (Atozai & Essakhel) of UC Kuchlak the targeted schools were of
very poor condition, students and teachers were deprived of all basic facilities. These schools consisted of total
398 students and 22 teachers. The unavailability of basic facilities in the identified schools increased the
dropouts at certain level. No training was conducted for teachers. The PTSMC was not established in the
school. The toilets available in the schools were not able to be used. The infrastructure condition of the school
was very poor, the classrooms, floor, RCC, windows, doors and glasses needed repair work. The school required
toilets, clean drinking water facility, new class rooms, boundary wall and furniture items. Following schools
were focused for RAHA program intervention and the detail of the deprived schools along with the no of
students and teachers is mentioned accordingly.

S. UC
Village Name Name of School No. of Students No. of Teachers
No Name
1. Govt. Boys Middle 154
KUCHLAK

Killi Atozai 8
School
2. Govt. Boys Middle 244
Killi Essakhail 14
School
Total 398 22

2.2 Demographic Data

The report should use the same table as used in the Project Description (Annex) to provide demographic data of
the project.

Name of Population Planning Group: UC KUCHLAK

Male Female Total
Age Group
in numbers in % in numbers in % in numbers in %
0-4 289 10.3% 299 10.7% 588 21%
5-17 577 20.6% 599 21.4% 1176 42%
18-59 453 16.2% 471 16.8% 924 33%
60 and > 53 1.9% 59 2.1% 112 4%
Total: 1372 49% 1428 51% 2800 100%
Major Sites: 1. Killi Atozai

Name of Population Planning Group: UC KUCHLAK

Male Female Total
Age Group
in numbers in % in numbers in % in numbers in %
0-4 257 10.3% 267 10.7% 525 21%
5-17 515 20.6% 535 21.4% 1050 42%
18-59 405 16.2% 420 16.8% 825 33%

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60 and > 48 1.9% 53 2.1% 100 4%

Total: 1225 49% 1275 51% 2500 100%
Major Sites: 1. Killi Essakhail

3.0 IMPLEMENTATION ARRANGEMENTS

3.1 Implementation
The methodology was based on social mobilization to promote social cohesion.

1. Formation/re activation of PTSMCs

2. Meetings & Sessions
3. Teachers Training
4. Extracurricular activities in schools

1) PTSMC
With the consultation of community and school management the PTSMC members were identified.
These PTSMC are now working directly with school management and are accountable to each other;
the PTSMCs were monitoring the initiative undertaken by this project and are now responsible for
maintaining the facilities provided by the project.
PTSMC members consist of 6 persons including schools teachers and community members, from the
same community. They are now making decisions regarding priorities for interventions.

2) Meeting & Sessions

TEHREEK social mobilizers conducted regular awareness sessions on Gender sensitization and the
importance of education in the targeted areas with the community members to increase the school
enrolment and decrease the dropouts in the targeted schools as much as possible.

3) Teachers Training
The teachers of Targeted Schools provided with training on tools and techniques of teaching .i.e. good
teaching methods, joyful learning, child friendly school concept and corporal punishment.

4) Extracurricular activities in schools

Extracurricular activity like poster and debate competition and football match was conducted in schools
with the involvement and consultation of teachers and students to build the interest of students with
school.

TEHREEK focused on proper capacity building of PTSMC and teacher to enhance their capacities. For the
effective implementation of this project TEHREEK involved the tribal elders, religious leaders, UC elected
representatives and Education department during the implementation phase, the involvement of these stake
holders has supported Tehreek a lot in the successful implementation of this project.

3.2 Risk Management

A successful project depends on how the project risks are managed.

 The project faced the risk of extreme cold weather during the implementation of construction activities
as the temperature dropped to -14 degrees Celsius. It was observed that construction of new
classrooms and toilets in the slack season and extreme cold weather can be a high risk. Tehreek

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keeping in view the extreme cold weather and strong recommendation of the project engineer has
stopped the construction works at the site.

 Another risk faced by TEHREEK, was community conflict in 2nd Phase school. During the identification
phase of the second school .i.e. GBPS Killi Alozai Kateer it was decided that community will transfer the
land to the said school and upon the acceptance of the community members the school was selected for
the intervention under RAHA Program. After the project initiation it came into notice that the elder of
the community to whom this land belongs to is showing reluctance to transfer the land. In this regard
TEHREEK conducted meeting with community including elders and clearly mentioned that no work will
be initiated until the land is transferred to the school. During this meeting serious conflict among the
community was observed and it came to knowledge that the land of the said school is disputed and
cannot be transferred, this conflict could create a negative impact on the resources and ownership of
school. To manage this risk Tehreek had dropped this school and identified a new school for RAHA
intervention in UC Kuchlak under the same budget.

3.3 Coordination

During the project period TEHREEK ensured a strong coordination mechanism among key stakeholders like
School management, Community & education department, UNHCR officials to successfully implement and run
this project. During the whole project implementation the school management committee, officials of the
education department and key community members were coordinated on a regular basis. The PTSMC played a
key role in coordination with related key stakeholders of the project including community members, parents,
education department officials etc.

3.4 Review and Reporting

TEHREEK used its monitoring and evaluation system for this project. Progress of the activities monitored
against set indicators / targets for that period. The results of the monitoring indicators used for analysis of the
situation gauging the success as it is achieved along with the line and for adjustments and corrections as may
be required. The project monitored at different levels in accordance with Tehreek’s monitoring framework. All
the project activities were supported, coordinated and monitored by head office staff regularly. Community
and Parents, Teacher, School Management Committees was made responsible for operation and maintenance
of the schools. Regular field monitoring were carried out to assess the quality of the project in accordance with
the project description and workplan.

3.4 Visibility
Promotion of the project deliverables and results is crucially important at each project level with the intent to
ensure that they influence the policy decisions related to the Afghan Refugees stay in Pakistan in a positive
manner. Tehreek to assure the project visibility have installed the visibility boards in each school showing the
RAHA component.

4 RELATED INPUTS AND PROJECTS

4.1 Partner
The activities accomplished within the project period as they were planned. The Partner contributed in kind
and to this project and moreover the education department were also motivated to support the selected
schools. TEHREEK ensured through signing of MOUs with the school Management and education department
that all infrastructures should be maintained. PTSMC’s were trained to collect funds for maintaining the
improve infrastructure, TEHREEK linked the school management and PTSMC with the UC administration so that
the UC administration should allocate some fund for the maintenance of these schools in their annual UC

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budget. Present project was implemented through the participatory approach wherein the key stakeholders
were involved in the implementation of activities from planning to the final evaluation. In this process of
implementation, PTSMCs, school management, active community members and line departments were fully
involved from beginning to final evaluation.

5.0 UNHCR PROVIDED SUPORT

During the whole project period UNHCR fully supported TEHREEK for the project smooth implementation in
affective and efficient manner, UHNCR was in close coordination with TEHREEK and participated in the project
activities i.e. tender process of both schools construction work.

6.0 CONCLUSIONS/ LESSONS LEARNED

Communication and cooperation among the stakeholders had been a gap in the focused areas. Proper
mechanisms are required to be established for effective outcomes. The coordination and communication must
be very specific and to the point to avoid raising expectations of the communities. Lack of awareness and skills
among the community representatives is also realized. Community empowerment requires their awareness
raising, training and capacity building.

7.0 RECOMMENDED ACTION PLAN FOR IMPROVEMENT OR REVISION REQUIRED

Program is very appropriate and thematically justified for being sustainable after a due period of time. The
focused communities must be driven to a right based approach for creating and enabling environment.
Tehreek strongly recommend that more efficient and integrated approach is required in the following year to
have communities more self-sustained and have ownership of people and School infrastructure as well.
Integration is required in considering whole community for human resource pooling and using their
experiences for community empowerment.

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8.0 ACTUAL PROGRESS ACHIEVED TOWARDS PLANNED RESULTS

Results Chain
Population Planning Group: Afghan PoR card holders
Goal: Protection Pending Solution
Rights Group: Basic Needs and essential Services

Objective Name “Improvement in school infrastructure condition and provision of basic facilities in Refugee-Affected and Hosting Areas
Problem Description: The host communities of villages of UC Kuchlak were facing serious problems due to poor infrastructure, lack of basic facilities,
untrained teachers, and unavailability of clean drinking water. The conditions of the identified school were very poor and the students
were not provided with any basic facilities due to which the dropouts have been increased. The teachers were not trained and they
were not aware about the basic tools of teaching, which was also resulting in the heavy drop outs from these schools. The PTSMCs
among these schools were not established or functional due to which no monitoring tool was available and the raised problems of the
students related to the school were not been solved. The interaction between teachers and parents of students were not built due to
which most of the time the issues of the students remained unsolved. The physical condition of the identified schools were in dire
need of special attention, washrooms for students were not available. The windows needed to be repaired and the glasses of the
windows and doors were broken due to which in extreme cold weather children were facing problems, the floor and furniture were
broken and there was no proper seating arrangement for the children and teachers, mostly the selected school buildings were RCC,
the identified schools buildings need repair and renovation work and new classrooms.
Intended Impact: Access to quality education and provision of basic facilities with increased enrolment and active participation of the students in
education activities
Actual Impact: Improvement in School Infrastructure condition in GBMS Killi Atozai & Essakhail
 Construction of PIT Latrines
 Repair and renovation of existing class rooms
 Construction of new class rooms
 Construction of boundary walls
 Tuff tilling
 Electrification work etc
Provision of basic Facilities
 Provision of stationary Items to needy students

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 Provision of school bags and sweaters to the needy students

 Provision of Furniture
Impact Indicator(s)
Impact Indicator Name Site/Location Actual
% of PoC aged 14-17 aged enrolled in GBMS-Atozai and GBMS-Essakhail  Awareness level increased and PTSMCs are active and the
secondary education parents are holding meeting with school management.
 MOU is signed with the School Management & Education
Department.
 PTSMC activated with 2 parents and 4 teachers in each school
motivating their respective community for the increased
enrolment in these schools.
 398 number of students and 22 number of teachers is
available with the improved school infrastructure facilities.
 15 number of teachers of GBMS Killi Atozai and Essakhel are
trained.
 11 number of PTSMCs members are trained
 185 number of students are available with the school bags,
stationary and sweaters.
 The school are available with the basic furniture

<The table below is repeated for each Output> .

Output Status Update on Progress Achieved
Access to quality education by the end of the  Orientation meetings conducted with the project stakeholders.
project  MOU signed with school management and the education department.
 PTSMCs formed at GBMS- Atozai & reactivated at GBMS Essakhail with the consent of the school
management committee.
 Construction and rehabilitation work prioritized and the work carried out accordingly. School
stationary, school furniture and school uniform provided to the school and extra-curricular activities
carried out.
 Teachers training conducted among the teachers of the selected schools.

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Performance Indicator(s)
#of PoC admitted to national education system
Agreement Symbol: UNHCR/PAK01/2013/PILLAR 3/0000000559/02
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Site/Location Performance Target
GBMS Killi Atozai  Construction of 2 new rooms
with corridor
 Rehabilitation of existing school
infrastructure
 Contraction of 2 new latrines
 Installation of Tuff Tiles for 4000
sft promoting safe & clean
environment
 Provision of schools furniture
 Provision of stationary to 125
students
 Provision of school bags and
school uniform to 125 students
 1 Teachers training for school
teachers and PTSMCs
Actual progress
 Construction of 2 new class
rooms.
 Construction of 2 Pit latrines
 Repair and renovation of
existing 2 class rooms
 Raising of boundary wall
 Installation of Tuff tiles for
4380 Sft promoting safe &
clean environment
 Provision of school furniture
 Provision of school
stationary to 154 students
 Provision of school bags &
sweaters to 154 students
 Formation of PTSMCs
 Training of PTSMCs
 Session on Health & Hygiene
with community
 Signing of MoU with school
Management and Education
department
 Teachers Training
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GBMS Killi Essakhail  Construction of 2 new latrines
 Repair and renovation of existing
class rooms
 Provision of schools furniture
 Provision of stationary to needy
students
 Provision of school bags and
school uniform to needy students
 Training for school teachers and
PTSMCs
 Construction of 2 new
Latrines
 Repair and renovation of
existing 7 class rooms
 Construction of boundary
wall
 Installation of Tuff tiles for
3087 Sft promoting safe &
clean environment
 Provision of new school
furniture
 Repair and polish of existing
furniture
 Provision of school
stationary to 31 students
 Provision of school bags to
31 students
 Reactivation of PTSMCs
 Training of PTSMCs
 Signing of MoU with school
Management and Education
department
 Teachers Training
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