Girls' Right to Education in Punjab and Gilgit-Baltistan

Project name :

Support to national capacity building to realize Girls' Right to Education in Punjab and Gilgit-Baltistan

Budget :

1M$ - 5M$

Project duration :

22-03-2021

Location :

Pakistan
The project aims at supporting the efforts of the Government of Punjab and Gilgit Baltistan in increasing access, retention and improving the quality of girls’ education through capacity building and targeted interventions at both institutional and community levels.

Objectives:

The project has the following three objectives:

  1. Increase girls’ enrolment in the primary schools in marginalized communities of District Bahawalpur and Muzaffargarh in South Punjab and District Astore and Ghanche in Gilgit-Baltistan through the mobilisation of local communities.
  2. Improve retention and quality of girls’ primary education in the marginalized communities of District Bahawalpur in South Punjab and District Astore and Ghanche in Gilgit-Baltistan through improvement in school physical and learning environment. 
  3. Improve the capacity of relevant provincial and district education officials and teacher educators in the target districts to create an enabling school environment for girl’s education.

Actions:

Key interventions of the project are to strengthen institutional capacity at multiple levels in order to improve the overall quality of education at the targeted schools. This includes activation of school management committees, improvement of teachers’ instructional strategies and support district education offices in respective areas.

Expected Results:

The ultimate goal of the project is to increase access for girls to public education institutions through mainstreaming 15,000 out of school girls to and increasing retention at the primary schools in the respective areas. Moreover, 20 non-formal basic education centers were established for better access for those living areas where there are no schools available.   

During the project implementation, over 700 teachers were equipped with necessary pedagogy skills for a multi-graded and student-centered environment to improve the quality of education, and 1,984 members of school management committees trained to activate their roles in school development. Also, the physical environment of the 248 schools improved and relevant 20 provincial and district education officials improved the capacity to create an enabling school environment.