Idara-e-Taleem-o-Aagahi’s (ITA) Update : Response to the Earthquake
ITA is a member of the Education and Protection
Clusters established in
Strategy
Developed for ITA’s work
The strategy adopted by ITA combines both relief and rehabilitation
work simultaneously
It is concurrently working on protection and education as the two are
overlapping.
Education is an entry point to address several needs, the most dominant
being protection (managing trauma, stress, loss at multiple levels, health care and disabilities)
Education and learning are therapeutic as both individual and
collective experiences, going beyond the subject based approaches to more
holistic non-compartmentalised reflections
on : survival, spirituality and human creativity.
Addressing comprehensive learning needs of communities : age range 2-45
years and beyond..
Partnerships at the heart of ITA’s work at local, national and
international levels
ITA is working with, and
through local communities so eager to participate in their own regeneration
and reconstruction as well as livelihoods
ITA is working with the government to help in institutional
strengthening through local level planning and public policy responsive to an
emergency … a challenge and an opportunity to rethink systems for the
future.
The work in AJK will entail a transient presence for technical support
and facilitation for as long as it is required by the AJK government and its
people.
Two districts selected: Muzzafarabad and Bagh
All hiring will be done locally to provide livelihoods to local people,
who are highly educated and committed.
Stages:
Assessment: :Relief shelter, food ;
MoUs; Education/Protection service delivery
Partners thus far :
Ministry of Social Welfare and Special Education, MoE, UNICEF;
Save the Children UK ; Hassan Mujtaba; OUP;
Volunteer Educators /trainers.. ITACEC
Fundraiser planned in
Generous
Support required from all concerned payable
to “ Idara-e-Taleem-o-Aagahi”
www.itacec.org
Survey : Needs Assessment
Two forms designed and one
translated for the Education Cluster:
The survey is underway in Muzafarabad and Bagh districts
by ITA and community survey teams.
One survey has been completed
for 222 families in tehsil Muzafarabad
& another 250 forms have been filled for a community in Bagh tehsil. Early
results will be shared by Monday.
Needs assessment through
three focused visits to Muzaffarabad and Bagh districts in AJK
Slides from the National Plan of Action of the
Government of
Establishment of Offices by ITA
Two offices have been set up in
a very modest manner:
- Muzzafarabad Address
Focal
Person: Mir Faisal Hamid
Near
Black Fort, Shukat Lines
Muzafarabad
058810-43210
0335-810191
- Beer Pani - Bagh
Focal
Person: Mr.Ijaz Khan
S/O
M. Roshan Khan
Beer
Pani, Tehsil & Dist Bagh
Phone:
49348-7, 97
Relief Goods Distributed in both districts
·
60 Tents; 60 Tarpulins ; 170 quilts ; 165 Sleeping Bags
·
Basic Food to 100
families
·
Winter
Clothes
·
Over 350 tents on
the way including , 600 blankets and warm clothes shipped from
Tents received for education activities From UNICEF
36 small ones and 05 big ones
(promised)
Tents distributed to two
locations near Garhi Dupatta :
16 set up already in Akharayala
Parthama for education purposes
(Mr. Hassan Mujtaba, Mr.
Farooq Jamil, Mr. Iqbal Deane (USA) and many Philanthropists supporting the
efforts).
Schools set up
Three set up with 8 tents each already with enrolment
of 150 near Garhi Dupatta
Akharayala Parthama.
Government teachers reported back to work in these tents with pleasure and
spirit. Children celebrated the return of education.
Learning Materials for children
The first consignment
distributed to the tents already set up. This includes:
200 sets of school bags
/stationery boxes
1200 exercise books OUP
200 slates and chalks sets
TRC Pehla Taleemi Basta 05
Kits
Alif Laila 10
Kits
Primary Learning Kits NEEQ 2
Oxford University Press
Library Materials (supplied free of cost by OUP) 8 cartons
AV aids/washing lines
Floor Mats 15 (Size 9 ‘x 12’)
15
First Aid Kits 5
Human Resources Mobilized
Trainers 6
trainers identified (more to be finalized)
School Improvement Team 6
Special Needs Specialist 1
Ed. Public Policy Planning 2
Human Rights RPs 2-3 in Muzaffarabad
Training in Trauma Management 3 key personnel from ITA by HRDN 3 more for t training on 2nd
November
List of Volunteers/ Teacher Trainers
in Bagh :
Mohammad Farooq
SST Biology
R/O Village Beer Pani Tehsil
& Distt Bagh
Phone # 49348, 49374- 129
Mrs. Nazir Jan
SST Biology
R/O Village Beer Pani Tehsil
& Distt Bagh
Phone # 49348, 49374- 97
Mohammad Sarfaraz Khan
S/o Mir Ahmed khan
R/O Village Beer Pani Tehsil
& Distt Bagh
Phone # 8720-49348-49374-197
Mohammad Azam Khan
R/O Village Beer Pani Tehsil
& Distt Bagh
Dilbhar
S/O Mohammod Yosif
Naka
R/O Village Beer Pani Tehsil
& Distt Bagh
Mohammad Jehangir Khan
Jabber
R/O Village Beer Pani Tehsil
& Distt Bagh
Phone # 49348, 49374- 1o7
Sadique Baig
Akhrali
R/O Village Beer Pani Tehsil
& Distt Bagh
Phone # 49348, 49374- 30
Aurang zeb Chunghtai
DPE
S/O Mirzaman Khan,
R/O Village Beer Pani
Mahallah Nakar,
Tehsil & Distt Bagh
Phone # 37-17-195
Prof. latif Khan
Muhallah Thandi Kasi
R/O Village Beer Pani Tehsil
& Distt Bagh
Shar Afsar
S/O Mir Alum Khan
Mori, Village Beer Pani
Tehsil & Distt Bagh
Phone # 49348, 49374- 172
Nadir Shaikh
S/O shah walli
Jabber: R/O Village Beer Pani
Tehsil & Distt Bagh
Manzoor Khan
Village Beer Pani, Dosa Tehsil & Distt Bagh
Phone # 49348, 49374- 129
Manzoor Hussain
Jaber / Kala Pani
R/OVillage Beerpani, Distt.
Bagh
Zubaida Ishaq
Indrort, Rerh Ban
Bagh, AJK
District and Villages Identified for
ITA’s possible work :
District Tehsil Muzafarabad
- Akharayala (
- Parthama (
- Noor Gran (Govt.
primary School)
- Pijja
- Shar Bandi
- Ningroor
- Hundi (
- Serola
- Paish
- Chamen Kotli Azeem Khan (
- Chamen Kotli Nawab Khan (Govt./
- Narran Shareef
- Mastala (
- Banu Mahala
- Gundi
- Sangrh Abbasi (
- Qamar Pandi (
- Jothla Dara (
- Patian
Tehsil HatiianLthis could be delayed due to early Snows)
- Chinari
- Kathai
- Hernai
- Karthama
- Lesla
- Lami Patian
- Karali Hurla
- Dhong
- Selmia
- Serbala
- Patr
District & Tehsil
Bagh:
1.
Beer Pani (Govt.
girls Collage/ Govt. Sec. School/ Govt. Girls Middle School/ Primary School -
Read Foundation School / Safa Model School)
2.
Sandrot
3.
Kaja
4.
Charian
5.
Rerh Ban
6.
Saden Gali
Two MOUs Designed for signing with :
- the AJK Government (Depts. Of Social Welfare and Education)
- local Communities in each area that ITA is working in l
Hired Personnel in Bagh
1. Mr. Mahmood Farooq
SST Biology
R/O village Beer Pani ( kalar), Tahsil & Distt Bagh
Phone: 49348- 49374-129
Teacher
2. Mrs. Nazir Jan
SSt Biology,
R/O village Beer Pani ( kalar), Tahsil & Distt Bagh
Phone# 97
FSC, BA, B.Ed
List of Persons
for finalization of positions
Mrs. Farruk Mir
Lawyer
Muzzafarabad
Assistant Coordinator, Trainers)
Mr.Ijaz Khan
S/O M. Roshan Khan
Beer Pani, Tehsil & Dist Bagh
Education: F.A
Phone: 49348-7, 97
Iram Gull ( Assistant)
D/O Gull Ahmad
Beer Pani, Tahsil & Distt Bagh
Education: F.A
Phone: 49348-7, 89
Nusrat Farooq ( Coordinator)
D/O M. Farooq
Beer Pani ( kalar), Tahsil & Distt Bagh
Education: F.A
Phone: 49348-7, 129
B.A B.Ed
Naseem Akhtar( Coordinator)
Beer Pani (kalar), Tahsil & Distt Bagh
B.A B.Ed
ITA’s core team working on the Earthquake
Baela Raza Jamil
Beena Raza
Saima Hasrat
Fawad Virk
Fouzia Butt
Fakhra Gakhar
baela@itacec.org, itacec2000@yahoo.com
beena@itacec.org, been.raza@gmail.com
Idara-e-Taleem-o-Aagahi
House # 2-A (UF), Street # 40,
F-6/1,
051-9218959
0333-5360630
Idara-e-Taleem-o-Aagahi (ITA)
2nd Floor, Cricket House
042-7535270-1
0300-8439829
Annex:
Project Title:
“Enabling
Relief through Safe Places, Education & Life Skills Support”
Goal :
To assist the people and government of AJK in relief and
rehabilitation work through inclusive education and learning.
Objectives:
In the next 18 months
to :
1. Provide
relief and rehabilitation to four clusters and two camps immediately in AJK
(Muzzafarabad and Bagh) through enriched learning and education programs
2. Design
an integrated relief, safe play, life skills/health and inclusive education
program through a consultative process with local beneficiaries and
government/civil administration
3. Undertake area specific household survey to
ascertain emergency needs for a transparent relief package. (Survey already
underway)
4. Organize and register local youth groups for
implementation of the program interventions with complete technical support by
ITA teams
5. Provide
training support to teachers and youth animators in education, care and
lifeskills
6. Provide
institutional strengthening and planning support to the Government of AJK
(relevant departments)
7. Monitor
the interventions through a database and monitoring system for easy updates and
well integrated information system linked to the macro relief efforts for
AJK
Education &
Learning Needs Matrix - All programs will be designed to strengthen and reconnect to
the Formal Education Systems; its planning, reconstruction and strengthening .
Where no formal systems existed the programs will create a basis for new
learning opportunities ensuring protection and healing through Education
|
The Basic Education strategy constitutes |
|
·
Safe play
areas for children – the play areas must be free from hazards and fit in with
the rest of the community.. inclusive education/health/trauma support. ·
Establish formal
and non formal education/learning activities to enhance children’s sense of
safety, stability and to strengthen their life skills and coping mechanisms. ·
Education
and recreation initiatives promote and enable equal participation for girls,
boys and by children with disabilities. ·
Create
adult-supervised recreational activities for children that promote safety and
positive social integration. ·
Provision
of integrated literacy and skills program for livelihood gains |
Beneficiaries: 5,000 (age groups 2-45
specifically & all ages) Indirect 40,000
Funding total requirements: US $ 500,000 (35% setting up costs due to terrain and no
previous establishment of ITA in AJK)
Methodology
1. Assessment at household level and one general
area/survey (already developed and in operation) - Two forms developed to ensure households
needs and identity are clearly established for transparency and
accountability (annex)
2. Institutional linkages and formal MoU with
the Civil Administration/Government as well as local communities on nature and
scope of work
3. Identification of local educated youth (girls
and boys) to become the implementation agency/partners and ITA will provide the
necessary technical know how and monitoring support .. The local committee comprising of youth will
be registered with Social Welfare Department.
4. Interventions on relief, protection/education
/special needs will be designed locally with the community and the respective
departments of education.
Areas
Selected for Action
- Parthama/ Akhariyala (20 kilometers from Muzaffarabad,
near Garhi Dupatta) (annex map)
- Birpani and Surral
near Sudden Gali in Bagh District
(two more
clusters to be decided in both districts)
Camps to be selected in collaboration
with AJK Govt. UNICEF & Save the Children UK
The
programming must be consultative, flexible and sensitive to age, gender and
local context. Special needs will be
responded to as per need of the area.
Programming
Possibilities by age group
|
Age Group 0-5 : An
ECCD program for early childhood care and development |
|
The Program: I. An
early stimulation and care program located in flexible environments..
ensuring -
Safe Play Areas; - Care and - Health, Nutrition , Special needs
rehabilitation where required .. referrals as well - Make shift Shelter../safe place For each area the program
must cater for 25 to 75 children. Teacher –Student Ratio 1:25 II. Materials
: Early Learning/ Play ; Fantasy and
learning corners in open learning environments : TRC materials ; Alif
Laila Kits ; SCF Recreational materials First aid kits III. Assessment : Individual Assessment
Portfolios/files to document health
and learning milestones IV. HR &Training
: Local teachers /youth and
mothers if available hired for Gender preference : Women Training provided for
three days at local sites Training manuals to be
prepared through a two day intensive session using an eclectic mix of
materials already available .. ensuring linkages if needed to special
needs Resource persons from
ITA, government and non-government organizations |
|
Age Goup 6-11 Primary – Basic Education Program - Child Friendly Schools/learning
program |
|
The Program : I. A
catch up program for formal school goers which is child friendly and with a
back to school orientation A non-formal basic
education program for those who did not formally go to school – For Both groups : Safe
Play Areas; Child Friendly Program: An Enrichment Program through health,
reading and life skills clubs
-
Psycho
Social Care – coping with trauma through a balanced Life Skills/ILFE approach
-
Assessment
of learning levels and special needs
if any -
Textbooks
and learning materials access to all target students Assessment
/Exams -
Examination of Class III, V through mobile
examination teams at agreed camp sites
II- Non-Formal Basic education
program for those who have not been to school -
Assessment of learning levels.. previous
learning experiences, Quranic literacy -
Psycho Social care – Life Skills -
Health
& Special Needs issues II. Materials: formal textbooks;
repackaged NFBE materials; School in a Box; Supplementary Reading Materials
for Reading Aloud and improving learning levels .. Balanced Language Program
approaches ; life skills materials; first aid kits; basic equipment and
stationery materials; III. Assessment : Individual Assessment Portfolios to
document milestones Assessment
- Examination of Class III, V through mobile examination teams at agreed camp
sites IV. HR &Training
: Local govt. teachers if
any /youth and mothers if available hired for Gender preference : Women For each school with 100
or 150/175 children there must be
survivor government teachers 3 -4 and two to three para teachers with a focus
on education and life skills support. It is assumed that government teachers
will be paid by the DoE as they are still on government payrolls, whilst para
teachers will be paid by the project.
Training provided through
flexible agreed durations at local
sites/clusters with an initial emphasis on psychosocial needs of both
children and teachers/parents Training materials to be prepared through a two –three day
intensive session using an eclectic mix of materials already available:
Resource persons from government and non-government organizations |
|
Age Goup 12-18 + : 2 Groups : |
|
I. Program
- Catch up group For those who have been in schools: I. Catching Up & Reconnecting with
Formal Education Program -
Psycho
Social Care – coping with trauma through a balanced Life Skills/ILFE approach
-
Assessment
of learning levels and special needs -
Textbooks
and learning materials access to all target students -
All
practicals for science, computer science and home economics to be waived for
2005-2006 where this is not possible Assessment /Exams -
Examination of Class IV & VII through
mobile examination or local designated teams at agreed camp/area sites -
Examination of VIII, IX, X,XI, XII through
declared exam centres with mobile teams and for those in -
Chakwal & other NWFP, It is important to discuss assessment of class IX upwards with
IBCC, Federal BISE and Federal Directorate of Education (FDE) . this can be
coordinated through the MoE and/or with Chairman IBCC II. For those who have never been to any formal
learning program, functional Literacy and vocational skills for livelihoods and empowerment - Assessment of level through a combined
instrument for trauma and psychosocial
care..special needs - A
functional literacy materials package – 6 months to 1 year with vocational skills to address
livelihood needs III. Materials: Individual
Assessment Portfolios/files to
document health and learning milestones Group II . Literacy materials already in use in Vocational
equipment worked out through various rapid assessment options and linkage to
micro credit Assessment
Milestone Portfolios … samples with ITA IV. HR & Training Formal Learning Levels: - Survivor
teachers be given first option of work as therapy & livelihood - Local hiring of graduate teachers .. BA at least - Gender Preferences : Mixed - Trainers from local and
outside areas with skills in psycho social care / life skills, content and
assessment systems … FDE trainers also to be formally involved at this level
through their Training Dept and MoE Training in trauma management;
use of textbooks & engagement with assessment systems and formal
departmental arrangements Duration : 1 year to 18 months for both programs
until government and/ or communities are
ready to take over.. Literacy and Vocational :Ages 12 + 35 who
have never been to schools but need livelihoods and life coping strategies. The functional literacy
program will be a mix of literacy and
numeracy skills defined broadly as well as vocational skills for
entrepreneurship. Health, recreation and lifeskills will be added for this
age group to enable them to reconnect with their situation and become
productive once again. This will be a one year program and mid way linkages
will be sought with the micro-credit agencies who are providing support to
the affected areas; Bait ul Maal, Pakistan Poverty Alleviation Fund, Khushali
Bank etc. Local teachers with some vocational skills .. mobile training
teams with a combination of literacy and vocational trainers. For each group
of 50-60 learners three teachers will
be hired to cover literacy/numeracy, vocational and lifeskills/health special
ed. program Gender – mixed as required for girls and boys
Assessment :
Individual Assessment Portfolios will be prepared at the beginning to assess
learning and health baselines. The portfolios will contain learning and achievement milestones as well
as medical history. Textbooks :
Series from AIOU /Punjab NFE and supplementary readers together with
vocational learning materials. Special vocational equipment as per needs |
Institutional Linkages and close
inter-cluster /inter departmental interaction
a. The
training sub-group is already working on the materials and approaches. There is
a rich source of comparative materials ready for adaptation and selection
b. Linkages
to other clusters: The protection cluster is already working on gender, special
needs; protection issues which again can be linked… and interfaced with. The same applies to the health and nutrition
cluster interface…
c. It
is important to work with the Departments of Education and local stakeholders
for preferences, options and linkages to reconstruction…
d. MOE
will be budgeting massively in PSDP 2006-2007 for Reconstruction and
Rehabilitation of the service delivery and education departments strengthening
(GDP 4% ) . The planning wing of MoE must be kept fully in the loop for
program, strategic approaches, costing, budgets together with the respective
depts of education in NWFP and AJK. … MoE will need this help for putting a PC
I for this specific budget lines and interventions i
The Role of Idara-e-Taleem-o-Aagahi (ITA):
The ITA will ensure:
-
implementation of the agreed activities
-
proper warehousing and distribution of supplies,
-
monitoring of the use of supplies provided by SCF
-
proper and timely disbursement of funds advanced by SCF
-
a statement of expenditure, substantiated with original
vouchers, as soon as possible after completion of activities, but not later
than three months after date of payment,
-
the possibility of SCF
-
a final report on the implementation of this intervention
Rehabilitation
of Schools
School in a
Box (UNICEF and Variations) and other
adaptations of this will be adjusted to local needs and supplies will be
provided so that the learning (including textbooks), recreational, psycho
social and primary health/hygiene needs of the children and youth can be
fulfilled.
A list of
potential items will be prepared, cleared with local partners, SCF
Core areas of work required include :
Perform an assessment of the situation
of the Education Sector in the affected area to form the baseline data,
identify needs and make monitoring of the project possible.
·
Three assessment forms have been
developed and translated.
Household level data (urdu) to assess loss/damage and disability
·
Area level for facility
assessment
·
Education Assessment : A software
has been developed to enter the data. Data collection is already underway
·
Needs survey and design of an integrated relief,
safe play, life skills/health and inclusive education program
·
Programme implementation using local youth
groups, local teachers with ITA technical support..
·
Provision of training support to teachers and
youth animators in education (formal –non-formal), care and life skills
·
Institutional strengthening of and planning
with local/AJK government
·
To monitor
interventions through a database and monitoring system for easy updates
and well integrated information system linked to the macro relief efforts for
AJK
1.
Provide supply for creating temporary learning spaces, and
making learning, teaching, and recreational activities possible
School in a
Box and adaptations of this concept adjusted to local needs and supplies will
be provided so that the learning (including textbooks), recreational, psycho
social and primary health/hygiene needs of the children and youth can be
fulfilled.
A list of
potential items will be prepared, cleared with local partners, SCF
2.
Provide awareness on safe
drinking water, hygiene and primary health care in and around schools
In
collaboration with the local community, and with know how of the WES teams this
requirement will be implemented. ITA has a full fledged primary health care
programe which includes training and lesson plans on good hygiene practices.
These will be implemented through teachers and child to child approaches
3.
Provide psychosocial support for teachers and students to
accelerate resumption of educational activities in schools.
As part of the
education cluster (teacher sub-group) and the protection cluster there is a
great deal of material available. There has been concurrence on agreeing to a
certain minimum level of information and practices which will be imparted to
teachers through mobile and cluster based training teams to ensure that the
teachers and students can fully engage in therapy and healing processes through
education. Reading Aloud, creative writing, drama will be used as options for
meaningful interaction.
Local animators
will be used for this work who will be trained and sensitized in issues
pertaining to emergencies and disasters.
Education-
Disability Checklist…
General
Principles
|
·
Ensure temporary schools provide for minimal accessibility
levels
·
Ensure reconstruction plans for schools provide for minimal
accessibility levels.
·
Ensure and monitor attendance of disabled children.
·
Make special effort to make educational and training
opportunities as inclusive as possible.
·
Integrate non-discrimination and protection messages
(including on the rights of the disabled) into emergency (and regular) school
curricula.