Updated Jun 28, 2018

Idara e Taleem O Aagahi

idara e Taleem O Agahi The initiative helps out school Girls (OOSC) aged (5-16) who are not attending formal schools as result of a calamity or emergency situation, develop knowledge and skills in Urdu , English and mathematics to enter formal school in a grade appropriate to their age. The idea is to also improve learning outcomes for girls who have dropped out of school or never been to school and improve their chances of excelling at formal schooling.

http://www.itacec.org/

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Snapshot

Stage 4: Transition to Scale

Focus Areas:

Education and Curriculum

Education and CurriculumSEE LESS

Implemented In:

Pakistan

PakistanSEE LESS

1
Country Implemented In

Problem

The initiative helps out of school Girls (OOSC) aged (5-16) who are not attending formal schools as result of a calamity or emergency situation, develop knowledge and skills in Urdu , English and mathematics to enter formal school in a grade appropriate to their age. The idea is to also improve learning outcomes for girls who have dropped out of school or never been to school and improve their chances of excelling at formal schooling.

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Solution

A report released by National Consortium on terrorism in 2014 to tabulate the terrorist attacks in Pakistan was a reflection of terrorism directed towards education. According to the findings of this report from the total number of directly targeted education institutes in the world, Pakistan was ranked first In the category of most terror attacks on educational institutes from 1970-2013 . These terrorist attacks where have damaged infrastructures of the schools; the war for peace has forced people to flee their homes and are now displaced community. The resettlement of these people in their home town leaves them with a struggle to normalize their lives. Education is affected for these groups tremendously particularly for girls, leaving them behind and with no clear way to get back to conventional school systems. The total duration of program in a village is one year. Using data on enrollment and learning outcomes from the Annual Status of Education Report (ASER) and elsewhere, we works with government to identify and select most terror struck districts and tehsils where there has been large displacements in Province of KPK to take part in the programme. Villages with government schools are identified and then a household survey is conducted in the catchment areas of all government schools to identify OOSC. ??Baithaks?? or community meetings held to disseminate results of the household survey and convince the community the need to send OOSC to schools.

Target Beneficiaries

Girls who are temporary displaced Individuals; Educated community members who can work as para-teachers; community in general, improving education for vulnerable members The innovation works with primary engagement of community in recognizing the OOSC and than identifying para-teachers within the community to teach at these camps of accelerated learning. Primary 'baithaks' will be organised for information dissemination and community preparation. The innovation where will send children aged (5-16) to these accelerated learning centers. The idea is to implemented in the most affected 5 districts; with highest displacement rates in KP. To monitor progress of the project, monthly progress reports will be compiled by coordinators who monitor attendance rates progress of learning levels in the camps. Progress chart papers are made which document learning levels of students by para teachers from time to time.

Mission and Vision

VISION: To promote education as a comprehensive process for human and social transformationMISSION: To actively pursue universal access and standard setting in education as a comprehensive learning experience for human evolution and consciousness by creating contemporary education systems for all children without discrimination due to gender, class, age, religion, color and ethnicity and, endeavoring to address educational bottlenecks through timely resource mobilization and influencing of public policy.

Innovation Description

This is a 1-year program that will educate temporary displaced persons in Urdu, English, and Maths, primarily girls (5-16 years old), in Pakistan, and prepare them to enroll back to the school at appropriate school age. Organization operates since 2000 and has 5 offices in Pakistan, and has solid established partnerships with gov authorities across country.

Competitive Advantage

Based on our benchmarking of other peer-to-peer learning models, strengths of Koulu School are:- brings (Finnish) state-of-the-art pedagogical theory to practice in fragile contexts- a method for teaching that is research-based but easy for anyone to adopt- requires very little infrastructure and is quick to implement- based strongly on youth's own agency and ownership: everyone finds something to teach and in the trainings the curriculum is truly co-created, without pre-determining what is worth sharing or notIt might not be unique to Koulu but we need to mention that the magic of peer-to-peer teaching __?? the joy, the empowerment and hope it brings about in people __?? astonishes us every time and is ought to be harnessed for true impact.Also, our advantages are that we have potential to great scale, not only through FCA's own operations but its partners, and to great depth through the active research component by Demos Helsinki and Aalto University.

Milestones

Mar 2018
Date Unknown
New Country
Pakistan