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This Annual Workplan is made possible by the support of the American people through the United States Agency for International
Development (USAID). The contents are the sole responsibility of the International Relief and Development and do not necessarily reflect
the views of USAID or the U.S. Government.
SINDH COMMUNITY MOBILIZATION
PROGRAM
Document Type: Year III Annual Work Plan
Date: November 30, 2015
For the Period: October 1, 2015 – September 30, 2016
USAID Contract No. AID-391-C-13-00006
Project Ending: August 6, 2018
Date: November 30, 2015
CMP is made possible by the support of the American People through the U.S. Agency for International Development (USAID). CMP is implemented by
International Relief and Development (IRD) under Contract Award No: AID-391-C-13-00006.
This Annual Work Plan was produced for review by USAID. The contents are the sole responsibility of the International Relief and Development and do not
necessarily reflect the views of USAID or the U.S. Government.
Acronyms
A/E Architect and Engineering
BHU Basic Health Unit
CCCD Child-Centered Community Development
CMAP Continuous Monitoring and Assessment Process
CM Community Mobilizer
CMP Community Mobilization Program
COP Chief of Party
CPSC Community Parent School Coalition
CSO Civil Society Organization
CSR Corporate Social Responsibility
DM District Manager
DCOP Deputy Chief of Party
DEO District Education Officer
DOH Department of Health
DRR Disaster Risk Reduction
ELD Education and Literacy Department
EMO Education Management Organization
GOS Government of Sindh
GPI Gender Parity Index
GUC Grants Under Contract
HANDS Health and Nutrition Development Society
HMC Health Management Committee
IEC Information Education Content
IRC Indus Resource Center
IRD International Relief and Development
KAP Knowledge, Attitudes, and Practices
KPI Key Performance Indicator
LHV Lady Health Visitor
LHW Lady Health Worker
LQAS Low Quality Assurance Sampling
M&E Monitoring and Evaluation
MOU
NA
Memorandum of Understanding
Nutrition Associate
PAG Project Advisory Group
PBMS Performance-Based Management System
PCP Pakistan Center for Philanthropy
PERRP Pakistan Earthquake Reconstruction and Recovery Program
PMIU Project Management and Implementation Unit
PPHI People’s Primary Health Care Initiative
PPP Public-Private Partnership
PRA Participatory Rural Appraisal
RCC Releasing Confidence and Creativity Program
RSU Reform Support Unit
SAM Severe Acute Malnutrition
SBEP Sindh Basic Education Program
SEDPC Sindh Education Development Partner’s Coordination
SEF Sindh Education Foundation
SEMIS Sindh Education Management Information System
SHNC School Hygiene and Nutrition Committee
SHNS School Hygiene and Nutrition Supervisors
SIP School Improvement Plan
SMC School Management Committee
SMP Social Mobilization Plan
TA Technical Assistance
TOT Training of Trainers
TTP Tehreek Taliban Pakistan
UC Union Council
WATSAN Water and Sanitation
WHO World Health Organization
USAID | SINDH COMMUNITY MOBILIZATION PROGRAM, YEAR III WORK PLAN
SINDH COMMUNITY MOBILIZATION PROGRAM| TABLE OF CONTENTS
Table of Contents
1. Program Summary .................................................................................................... 1
2. Executive Summary ................................................................................................... 2
3. Background ................................................................................................................. 6
4. Operational Environment ......................................................................................... 8
5. Target Areas .............................................................................................................. 14
6. Methodology ............................................................................................................. 15
7. Program Activities by Component ......................................................................... 19
8. Cross-Cutting Themes ............................................................................................. 37
9. Partners ..................................................................................................................... 40
10. Coordination of Program Activities ....................................................................... 41
11. Monitoring and Evaluation ...................................................................................... 42
12. Project Management ................................................................................................ 44
Annex 1: Year Three Work plan (October 2015 to September 2016) ........................ 49
Annex 2: Five Year Work plan ......................................................................................... 56
Annex 3: Results Framework .......................................................................................... 63
Annex 4: Training Plan ..................................................................................................... 64
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1. Program Summary
On September 21, 2011, the United States Agency for International Development (USAID) signed an
Activity Agreement with the Government of Sindh (GOS) to implement the Sindh Basic Education
Program (SBEP). This initiative is one of several donor interventions that support the Government’s
broader Sindh Education Reform Program (SERP) agenda. SBEP is focused on increasing and sustaining
student enrollment in primary, middle, and higher secondary schools. SBEP centers on the seven
Provincial Districts of Dadu, Jacobabad, Kashmore, Khairpur, Larkana, Qambar-Shahdadkot, and Sukkur
and five Karachi City Towns of Bin Qasim, Gadap, Kemari, Lyari, and Orangi.
SBEP is comprised of seven component parts: 1) Construction of schools in the areas affected by the
2010 floods; 2) Support to GOS policy reforms to merge, consolidate, and upgrade schools through
construction of schools; 3) Improvement in early grade reading in primary schools; 4) Community
mobilization with a focus on increasing girls’ enrollment and improving the nutritional status of children;
5) Technical Assistance (TA) to the GOS’s Education and Literacy Department (ELD), 6) Architecture
and Engineering (A/E) support for school construction; and 7) Monitoring and Evaluation (M & E).
The Sindh Community Mobilization Program (CMP) is a five-year, USD 22.9 million program that
commenced in August 2013 and forms a cornerstone of SBEP. CMP has four key objectives, which are
separated into four components: 1) Increase communities’ involvement in the GOS reform of merging,
consolidating, and upgrading schools; 2) Improve community and district administrations’ coordination
for increased girls’ enrollment; 3) Improve child nutrition in selected communities and government
schools through research that informs innovation and good practice; and 4) Pilot component: Launch of
the Education Management Organization (EMO) system.
In addition, CMP has three cross-cutting themes that will significantly add value to these objectives; 1)
Gender mainstreaming of program activities; 2) Water and Sanitation (WATSAN): Improved facilities,
knowledge and practice; and 3) Disaster Risk Reduction (DRR): Improved awareness, knowledge,
preparation, and practice.
The program tracks and supports the construction, merging, consolidation, and upgrading schedule of
SBEP. CMP also works with neighboring schools that fall within designated areas around new schools
being built under SBEP and align with the specific criteria set by USAID for CMP activities. CMP inclusive
community activities are designed to make these educational improvements sustainable by increasing
community support for their local schools and advocacy for better educational provisions generally.
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2. Executive Summary
This document represents the Year III Work Plan for Sindh Community Mobilization Program (CMP).
This work plan derives from the experiences garnered from CMP’s implementation activities piloted in
Year I and refined and broadened in scope during Year II. These activities are directly linked to the
implementation of CMP’s parent program, the Sindh Basic Education Program (SBEP), which is
coordinated by the GOS’s Project Management and Implementation Unit (PMIU). CMP derives its
objectives and targets from SBEP and its activities track and support its progress.
The end of CMP’s second year of program activities, which witnessed peaks in frequency and outreach
in program schools, provides International Relief and Development (IRD) and its partners (Health and
Nutrition Development Society-HANDS, Indus Resource Centre-IRC, and Tulane University) the
opportunity to reflect, learn, and move forward with regard to Year III project planning. As part of
developing this work plan, the CMP team participated in a comprehensive review workshop. During this
workshop, the team reflected on the project’s implementation to date, which included successes, best
practices, lessons learned and challenges faced, and planned this year’s targets accordingly.
To develop this plan, the CMP team reviewed the community mobilization strategy that was
implemented in Year II, as well as the community mobilization model being employed since Year I.
The team also decided to continue implementing its strategy and activities derived from the community
mobilization baseline study, community-based model, findings of the health and nutrition practices
survey, nutrition plan developed on the basis of this survey findings, and implementation of activities
derived from gender analysis conducted during Year 1. This gender analysis was conducted in the
communities surrounding SBEP’s 120 schools to be re-constructed and 302 neighboring schools in the
surrounding communities.1,2,3 Reports were developed from the results of the community mobilization
baseline study and gender analysis undertaken at different levels of community participation. These
reports also considered status and involvement of School Management Committees (SMCs) in school
functioning and status of other social services, such as health and disaster management. The reports
strove to provide a comprehensive analysis of different societal dynamics regarding government service
delivery in target districts. Based on this review, CMP decided to continue implementing and building on
the community-based activities of Year II in Year II, as well.
The focus of Year III activities includes strengthening the SMCs through specialized trainings, facilitating
the development and implementation of social mobilization plans (SMPs) and school improvement plans
1 CMP. Community Mobilization Baseline Report. 2014 2 CMP. Gender Analysis Report. 2014 3 Please note that although there are 400 SBEP-targeted schools, only communities/SMCs for 399 schools were surveyed due
to security issues. For more information, please refer to the CMP Community Mobilization Baseline Report.
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(SIPs), and the active planning of community-focused events, such as celebration of enrollment
campaigns, groundbreaking ceremonies, annual school days, Memorandum of Understanding (MOU)
signing ceremonies, and community recognition days at school/Union Council (UC)/Taluka/district
levels. CMP will continue conducting stakeholder analysis, and need based restructuring, strengthening
and sustaining of SMC subcommitttees. CMP will also organize pre-construction joint coordination
meeting, school based kick off meeting before the start of construction and ongoing meetings and
coordination between communities, school and A/E contractor, Halcrow, during the construction
process. In Year III, program team will facilitate SBEP by organizing the program’s first school opening/s,
which will be grand celebrations after the completion of the school’s construction process.
Furthermore, this work plan focuses on outreach and raising awareness among district-based Education
and Literacy Department (ELD) officials, SMCs, school management, and communities living in proximity
of SBEP construction school sites, to increase buy-in and preempt misconceptions regarding the
merging, consolidation, and upgrading of schools.
This Year III Work Plan also outlines activities, including meetings to improve coordination and establish
linkages between school, community, district administration, and other stakeholders, especially for
increasing girls’ enrollment. CMP’s activities under component two will include SMCs’ diagnosis for
functionality and girls’ access, stakeholder analysis including group discussions, community mapping and
PRAs, SMCs’ self-assessment for functionality and girls’ access. Under activities to reactivate SMCs,
refresher trainings of SMCs on development and implementation of Social Mobilization Plans (SMPs) and
School Improvement Plans (SIPs) will be conducted. SMC exchange visits at District, Taluka and UC
level are also part of Year III Work Plan. Trainings of SMC and SMC subcommittees on Financial
Management and Participatory M&E will also be conducted in Year III in program areas. Community
recognition days will also be celebrated. Cluster based enrollment campaign will be organized at UC
level. Enrollment campaign, including school level walks will also be integrated with annual school days.
Enrollment walks will be a regular program feature after annual school day. Joint planning workshops of
SMCs with district ELD management will also be organized. Training manual will also be developed on
Participatory M&E. The team will continue its integration of Public Private Partnership (PPP) with the
social mobilization and school improvement plans.
The process initiated in Year II for providing small grants to neighboring schools for implementing the
school need based activities specified in SIP, will reach its peak in Year III. SMC subcommittees formed
on Financial and Grants Management and having received training on Financial and Grants Management
will be eligible to receive the grant. CMP plans on releasing small grants to SMCs of neighboring schools,
specified in work plan. IRD looks forward to training SMCs on Grants Management in Year III. Progress
reporting and monitoring of grants implementation process will be an ongoing activity in Year
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III. Technical assistance will be provided to SMCs on an ongoing basis during grants implementation
process.
In Year I, CMP carried out a baseline health and nutrition practice survey through Tulane University in
approximately 1,200 households in CMP target communities. The survey revealed significant nutritional
problems in CMP’s service area, including stunting, wasting, and scant use of preventive services. Based
on the findings of this survey, which are documented in the Sindh Health and Nutrition Practices Survey
Report, a Sindh Hygiene and Nutrition Practices Plan was developed, and subsequently approved by
USAID. The Hygiene and Nutrition Practices Plan includes an enhanced nutrition screening and referrals
program for CMP target schools, and is in line with USAID’s Multi-Sectoral Nutrition Strategy 2014-
2025, as well as the GOS Inter-Sectoral Nutrition Strategy. CMP will continue implementing the
nutrition plan in Year III, as well.
As part of the Hygiene and Nutrition Practices Plan, the CMP team will continue identifying health
facilities to be linked with target schools in Year III. The team will also continue coordination with
development sector organizations working in the health and nutrition sector, GOS’s Department of
Health (DOH), and GOS’s nutrition cell for exploring possibilities of mutual collaboration. The mapping
of organizations working on health and nutrition at district and provincial levels in Year II, and their
participation in the June 2015 nutrition conference titled Child Nutrition in Sindh: Challenges and
Opportunities served as an effective approach platform for exploring possibilities of mutual collaboration
and partnership for enhancing access to health care services and improving nutrition status of children.
CMP will continue building on the mapping matrix database and exploring possibilities of mutual
collaboration and partnerships with nutrition sector stakeholders, in Year III. The program will continue
facilitating SMCs in formation of SHNCs. SHNCs will be trained on health screening in Year III.
In Year III, a PRA study will also be conducted to explore the types/options of food availability over the
course of the year in CMP target districts. CMP will continue identifying and setting up health corners in
all program schools. Annual health screening will be conducted to identify malnourished children.
District and Provincial level networking meetings and coordination with nutrition sector stakeholders
will be focused at for establishing support mechanisms at district and provincial levels. The program will
celebrate community recognition days, health days and events on health and hygiene. IEC will be
developed for an awareness campaign. It will draw information from the findings of PRA study and
formative action research that will be conducted by the Agha Khan University.
This Year III Work Plan also outlines CMP’s efforts towards supporting the GOS for the pilot of
Education Management Organizations (EMO) policy reform to outsource the management of public
schools to capable private sector organizations; to provide technical, as well as legal assistance to the
GOS; to explore public-private partnerships (PPPs) opportunities to support SBEP targeted schools
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through long term relationships. This work plan also outlines social and mobilization efforts of CMP
subcommittees and building capacity of GOS into development and implementation of EMO policy
reforms based on the 2010 PPP Act.
This work plan also includes activities related to the cross-cutting DRR, Gender, and WATSAN. It
includes new activities, including Disaster Risk Reduction (DRR) awareness/preparedness sessions with
school children.
To date, CMP has received eight school packages from the PMIU, totaling 52 new construction schools
in Dadu, Khairpur, Larkana, and Sukkur Districts and Karachi. In addition, the associated district based
ELDs have endorsed 119 neighboring schools, which were identified by CMP in Year I and II.
Component-based interventions have been initiated in these schools. The PMIU has projected that 48
schools will be identified and included in construction packages to be received in Year III. Based on the
schools identified, CMP projects identifying an additional 96 neighboring schools, according to the school
selection criteria. Further information regarding CMP’s targeted 421 schools and communities is
included in section five of this work plan.
This document also addresses recommendations from the baseline studies and gender analysis, results
from the Year II activities, and progress on the EMO system. It includes sections on CMP’s strategic
approach, methodology, program activities, approach to project management, M&E outline, gender
analysis, and training plan. The team developed a timeline for implementation in Year III based on the
schools’ schedules, seasonal calendars, national holidays, and a realistic conception of effective and timely
completion of tasks.
This Year III Work Plan will cover a twelve month (October 1, 2015 – September 30, 2016) time period
in synchronization with the U.S. Government (USG) fiscal calendar. CMP will have a total of five fiscal
year (FY) implementation periods. Subsequent annual work plans will be submitted no later than 30 days
after the end of the previous fiscal cycle.
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3. Background
During this five-year program, CMP will work to support the GOS and ELD to implement localized
community mobilization methodologies, maximize stakeholder participation, and facilitate demand-
driven, gender-sensitive and child-centered interventions that increase and sustain girls’ enrollment and
engage the private sector in effective school management. In partnership with the HANDS, IRC, and
Tulane University, the program will implement activities in close collaboration with target communities,
ELD and DOH throughout Sindh Province. The program will also coordinate with the SBEP and its
PMIU, as well as with district education officers (DEOs) and USAID. Below is a framework to illustrate
the flow of current SBEP activities into which CMP will be integrated:
The project will contribute to USAID/Pakistan’s Education Results Framework DO4: Improved Capacity
of Pakistan’s Institutions to Prepare Students for Learning and Work and to the framework’s IR3:
Improved Accountability in Education through the following sub-IRs:
IR3.1: Improved Civil Society Engagement and Advocacy
IR3.2: Improved Capacity at Provincial and District Level Education Department.
The program is expected to achieve the following results, as shown in Table 1.
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Table 1: CMP Targets.
Up to 120 communities engaged in school consolidation and construction
Up to 280 communities (not benefitting from new school construction) engaged in school
improvement planning and implementation of small grants
8,000 community members trained and developing SIPs in both construction and neighboring
schools
100 district officers trained and observed to be working with communities in school
management and operations
10-15 private sector organizations contracted to support over 120 government schools
Up to 10,000 girls (new enrollments) enrolled in target schools in all grades
60% target schools observed to be implementing a range of improved health practices
including health and hygiene promotion and active nutrition screening programs
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4. Operational Environment
Sindh Community Mobilization Program’s (CMP) Community Mobilization Baseline Report points to the
fact that, though Sindh Basic Education Program (SBEP) schools have the potential, they do not occupy
center stage within the life of their village communities.4 There are a number of documented problems
in the public education system in Sindh that perpetuate this lack of priority on education. Some are:
poor learning outcomes; high levels of teacher absenteeism; “shelterless” schools; low enrollment,
especially among girls; a disproportionate number of male teachers, particularly at the primary level; too
many small, unviable, and non-functioning schools; too few middle schools; and too few schools at all
levels in remote areas. Other issues affecting the quality of education are dysfunctional or inactive
SMCs.5 Powerful teachers’ unions are also perceived to be obstructing the Government of Sindh’s
(GOs) education reform agenda. Private schools that charge small fees are increasingly seen by poor
families as better options. This is especially true in Karachi and Sukkur. Though unregulated, these low-
cost schools reportedly produce better learning outcomes and more satisfied parents, attract higher
levels of girls’ enrollment, and offer smaller classes and better facilities. Teachers are recruited locally,
have fewer credentials, and are paid less; more of the faculty is women who have better attendance than
their public sector counterparts. The private school option is less available in remote rural areas, as low-
cost private schools tend to be established in locations where enrollment is relatively high, offering a
better business proposition for the school owner.4
Mobilizing Communities: Community engagement in seven districts of northern Sindh and five towns
of Karachi, aimed at the communities embracing GOS reform and encouraging ownership of new and
renovated local schools, is hampered by the admittedly poor quality of public education and distrust of
government initiatives. The CMP team believes that communities are more responsive to the A/E firms
and contractors when they take part in structured and detailed meetings prior to the start of the
construction work. In rural areas, land tenure and allocation are the most contentious issues for school
construction and rehabilitation projects. It also requires proactive and careful planning. In order to
address such issues, it is important to bring A/E firms, contractors, and communities together during site
selection, school design, and construction. Important topics for discussion include: the location of a
transitional site as well as the new school; design, safety, and Disaster Risk Reduction (DRR) issues;
storage of materials and protection from vandalism; drinking-water contamination and disposal of grey
water; provision, quantity, and location of distinct latrines for boys and girls; the height of boundary
walls; ventilation and windows; and the feasibility of using low-cost, renewable power. Other issues
4 CMP. Community Mobilization Baseline Report. 2014 5 Sindh Education Management Information System District Education Profiles in 2011 counted 13,282 schools and 11,199
SMCs in CMP seven districts and five towns in Karachi City. The discrepancy between the number of schools and
number of SMCs was greatest in Kashmore: 586. It is worth noting that schools with more than one level may have multiple
SMCs.
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emerge with the consolidation of smaller schools. This is often the case when parents learn their
children will have to travel a longer distance to a larger school in a less familiar setting.
Mobilization and coordination efforts are complicated by entrenched political, ethnic, and tribal divides
within communities, and by safety and security issues that restrict the movement of project staff and
local residents. The greatest challenge for community mobilization programs is sustainability and impact.
Community engagement is labor-intensive, time-consuming, and sensitive work.
SMCs are one way to help increase community engagement in target areas as these provide basic
community support structures. However, as mentioned above, in most cases, these entities are often
dysfunctional or inactive. The SMCs’ vision and representative base is extremely limited, as is the range
and scope of activities in which these operate.6 Though SMCs tend to be stronger in urban areas than in
rural settings, across the board, they need to be better represented, supported, and connected to the
GOS. For example, findings presented in CMP’s Community Mobilization Report show that although
over 99% of the schools have functioning SMCs, less than 20% report having regular communication
with their district education administration. Communication and representation within their
communities are similarly weak. Less than half of the SMC executive committees regularly communicate
their decisions to their general bodies or hold elections, as required by GOS protocol.7 Additionally,
communication between SMCs is weak with no initial sense or idea of common purpose that could
eventually lead to collective advocacy for school based needs and educational reforms at grass roots
level. Only 5% of the 400 analyzed SMCs reported their communication with other SMCs.
Drawing on the results from CMP’s community mobilization baseline study, the CMP team has
developed and begun to implement strategies dedicated to empowering communities to address the
identified weaknesses and gaps, while leveraging their strengths. CMP’s dual “top down – bottom up”
approach is the basis of these strategies, whereby CMP will identify community needs through
assessments that are matched by the decision-making practices of provincial and district level education
officials with the power to respond. The assessment results reveal ways in which SMCs need to be
strengthened in order to address key problems in the communities of the targeted districts, including
school performance monitoring, high levels of teacher absenteeism, and low enrollment and attendance
rates of school children, especially girls.
Mainstreaming Gender: As part of developing an approach that ensures long-lasting community
engagement, gender mainstreaming has been integrated in all CMP activities. In the beginning of the year
I, CMP conducted a gender analysis, which calculated the Gender Parity Index (GPI) and considered the
role of men and women at various levels. Results from this analysis are presented in the Gender Analysis
6 CMP. Community Mobilization Baseline Report. 2014 7 Ibid.
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Report, which documents differences in gender roles, activities, needs, and opportunities in the context
of Sindh within CMP targeted areas. 8 Specifically, as a subset of the Community Mobilization Baseline
Report, this document analyses the gender context of the communities of SBEP’s 400 targeted schools
and their surrounding village communities. 9
The overall findings reveal that women have limited awareness and knowledge of and access to the
SMCs. They also lack understanding of their role in ensuring that SMCs are accountable to their
communities. Given women’s role as critical interlocutors in social development, their unfamiliarity
regarding some of the basic components of the educational system in Sindh contributes to the low
enrollment rates of all children, particularly girls. Strengthening the capacity of the SMCs, so that these
are better equipped to operate, represent, support, and connect with their communities, counterparts,
and the GOS is an integral step towards formally establishing the women’s place within Sindh’s
education system. Another is ensuring that gender is mainstreamed in every aspect of the SMCs, from
general body meetings, and, activities, to executive committee membership, among many others.
The report also addresses the key role that women have in ensuring consistent enrollment and
attendance of children in schools. Findings show that one reason why boys and girls stay home and do
not attend school is due to household or income generating work.10 Additionally, it has been found that
children with mothers who have completed primary school education are more likely to continue their
education, as opposed to those whose mothers have not completed primary school. Moreover, women
are also the link to increasing knowledge and awareness of basic health, nutrition, and hygiene.
Based on these findings, CMP works to mainstream gender themes and goals into all of its activities. To
guide this integration, CMP will develop a comprehensive gender strategy. The strategy will provide
guidance on how to enhance women’s participation in community structures to empower them to
formally establish their role in communities, particularly in the SMCs. Lastly, this strategy will help to
ensure that the other three CLINs and the other two cross-cutting themes integrate gender. The goal is
to help increase and sustain girls’ enrollment in school. CMP’s dual “top down – bottom up” approach
will be the basis of this strategy.
Coordinating Efforts to Increase Girls’ Enrollment: A myriad of non-governmental organizations
(NGOs) and donor programs have offered incentives such as stipends and free textbooks to increase
girls’ attendance. These efforts have had questionable success, as they do not confront the underlying
issue of the low value associated with educating girls in traditional communities. Patriarchal attitudes are
accompanied with low literacy rates and segregated lifestyles for women and adolescent girls.
Additionally, those parents who want to educate their daughters are reluctant to allow them to attend
8 CMP. Gender Analysis Report. 2014 9 Ibid 10 Ibid
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school due to insecure travel routes, unwillingness to expose their daughters to male teachers, and
reputational hazards of co-education schools.11 Mobilizing communities in large numbers to voice their
support for increasing girls’ enrollment in outdoor campaigns, like enrollment walks and participation in
school events requires intensive engagement with SMCs, school management entities, and communities.
Improving Nutritional and Hygienic Status in Targeted Communities: Findings presented in CMP’s
Sindh Nutrition and Health Practices Survey Planning Report show that there are significant nutritional
issues in CMP’s service area. Of the 1,200 households surveyed, 25% of the children were stunted (low
height for age) and 17% were wasted (low weight for height). A number of factors can explain these
results. Household food insecurity was a serious problem. About 38% of the households had
experienced this dynamic in the previous year. Additionally, significant percentages of children reported
not eating essential foods – 23% had had no dairy products and 17% had had no non-dairy animal source
foods in the week prior.12
Hygiene and sanitation are other areas of concern, as poor practices can lead to intestinal infections and
jeopardize growth and development. Regular hand washing is also a problem. About 38% of household
members did not always wash their hands with soap before eating, 25% did not do so after going to the
bathroom, and another 23% did not do so after cleaning their child’s rear end. For the 31% of the
sample’s households, which got their drinking water from wells, most of that water was untreated.
Respondents generally displayed a lack of knowledge regarding how to control intestinal parasites, with
only a fifth of mothers knowing to administer de-worming pills to their children every six months.13
Although use of health care facilities was fairly high in the sample population, there was very little use of
preventive services, such as growth monitoring, vitamin A supplements, nutrition counseling, or
deworming medications. Moreover, while three fourths of mothers knew a community health worker,
43% indicated that they did not have any health-related discussions with this individual. A mother’s
educational attainment is a key determinant of the health outcomes for her children and fully two thirds
of the sampled mothers never attended school. Additionally, findings showed that schools are not
adequately linked to the basic healthcare system, where health problems of the school children, like
malnutrition, could be identified and mitigated. There is a very low level of basic health awareness and a
need for linkages between the schools and basic health units (BHUs) to be created to address and
bridge the gaps identified. The lack of trained health care staff in schools, the absence of BHUs in some
villages, and understaffed, ill-equipped BHUs affect the success of school-based nutrition programs.
Education and public awareness are critical elements of nutrition programs. Often they do not easily
11 Males are overwhelmingly the predominant gender for teachers in all levels of schooling: across the province, iMAPP
calculated the number of female teachers as 1,775, compared to 9,086 male teachers. 12 CMP. Sindh Nutrition and Health Practices Survey Planning Report. 2014 13 Ibid.
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reach rural poor and illiterate mothers. The women who need this information are more likely to have
malnourished children.14
Based on the results of the report, the CMP has developed a hygiene and nutrition practices plan to
guide activities toward improving the nutrition and health status of the targeted communities. Activities
outlined in the plan include: an enhanced health screening and referral program at CMP-targeted
schools; an awareness program to increase knowledge about the importance of personal hygiene and
sanitation; and promotion of healthy school conditions, comprised of sanitary latrines and hand-washing
facilities to help reduce the risk of infections. Coordination between community and school-based health
workers e.g., Lady Health Visitors (LHVs)/Lady Health Workers (LHWs), through the School Hygiene
and Nutrition Committees (SHNCs), could also be leveraged for generating and utilizing resources for
improving health and nutrition outcomes.
Engaging Private Sector to Improve Education in Sindh: In 2010, the GOS passed the PPP Act,
which provides the legal framework for public-private partnerships (PPPs). Since then the ELD has
expressed its policy intentions to use the 2010 PPP Act to outsource the management of public sector
schools to Education Management Organizations (EMOs). In Year II, CMP worked to provide legal
opinion on the feasibility of implementing EMOs under the 2010 PPP Act. The ELD GOS Notification of
the Policy for Sindh Education Management Organizations on March 12, 2015 was a major policy
development in Public Private Partnership (PPPs) for education in the Sindh Province. Budgetary
allocations of PKR 200 million and 500 million in FY-2014/15 and FY-2015/16 respectively by GOS for
EMOs for managing program construction schools is a major step forward towards ensuring financial
viability to pilot on EMOs through PPPs for education.
CMP is also pleased to report that GOS received 39 shortlisting applications from potential EMOs in
response to the EOI for EMOs advertised by ELD, GOS on May 13, 2015. The ELD GOS has
constituted a Technical and Financial Evaluation Committee (TFEC), which is a decision-making body
with senior representation of ELD, Finance Department, GOS and its PPP Unit, and PPP Node of ELD
GOS. CMP provided TA to the TFEC for processes involved in technical and financial evaluation of the
39 applications received in response of the EOI. The TFEC, after a thorough evaluation process,
prequalified 20 organizations out of the total 39. This is a very encouraging outcome of CMP efforts to
assist GOS in establishing a pool of potential EMOs to implement the policy reform of EMOs. CMP will
continue providing legal technical assistance to the GOS in Year III in order to fast-track the
development of the EMO System so that outsourcing of the schools’ management to EMOs could be
possible.
CMP is pushing for linkages with private and corporate donors to form long lasting partnerships to
support efforts implemented by the social services sector. The Government’s goal is to leverage these
14 CMP. Sindh Nutrition and Health Practices Survey Planning Report. 2014
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partnerships to achieve its development targets, including of outsourcing management of schools to
EMOs. Increasingly, PPPs are being considered and pursued for as a viable option for sustainability of
development programs. CMP will continue working in Year III to identify local, national, and
international corporations that would be interested in long-short term relationship with the ELD to
support the SBEP targeted schools, along with generation of resources through local communities, to
promote concepts of community ownership of their schools and education.
Addressing Disaster Risk: Among the target districts, the greatest implementation challenges are in
Kashmore, due to intense tribal divisions, high-security risks, and frequent flooding that impedes access.
Larkana, Qambar-Shadadkot, and Jacobabad have also experienced severe flood damage and thereafter
registered the worst rankings in the Child Wellbeing Index.15 Poor infrastructure and chronic flooding in
Jacobabad threatens mobilization activities, while implementation plans in Orangi and Lyari must adjust
to volatile ethnic mixes, high levels of crime, and eruptions of sectarian and factional violence. Lack of
effective DRR support mechanisms at all levels, ranging from early-warning systems on natural calamities
like floods for timely evacuation of people, to support structures before, during, and after disasters
further complicate CMP’s work in the disaster prone, flood affected districts of CMP. Further, Karachi,
the capital of Sindh, which is adjacent to the sea is at high risk and has almost no capacity to respond to
coastal flooding.
15 UNICEF. Situation Analysis of Women and Children in Pakistan. June 2012. Reviewed on 09/28/14 at
http://www.unicef.org/pakistan/National_Report.pdf
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5. Target Areas
The CMP program areas in Sindh Province are: Dadu,
Jacobabad, Kashmore, Khairpur, Larkana, Qambar-
Shahdadkot, and Sukkur Districts, and neighborhoods within
the five Towns of Karachi: Bin Qasim, Gadap, Kemari, Lyari,
and Orangi. IRD has established a project headquarters in
Karachi and a field office in Sukkur.
The CMP team, in coordination with the PMIU, selected
Khairpur, Sukkur, Larkana, Dadu, and Karachi as the
targeted geographic areas for school construction in Years I
and II. To date, CMP has received eight construction school
packages from the PMIU: two packages for Khairpur (13
boys and two co-educational schools); two for Sukkur (four
girls, two boys, and seven co-educational schools); two for
Larkana (five girls, two boys, and six co-educational
schools); one for Karachi (three boys and two co-
educational schools); and one for Dadu (two girls, two boys, and two co-educational schools). These
packages comprise 52 new construction schools (11 girls, 22 boys, and 19 co-educational schools). In
addition, the respective ELDs have endorsed 119 neighboring schools, which were identified and
targeted by CMP in Years I and II. These schools represent 28 girls, 49 boys, and 42 co-educational
schools. Component-based interventions have been initiated in these schools.
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6. Methodology
Based on the successes, challenges, best practices, and lessons learned from the program’s second year,
the team redesigned some activities and incorporated others into the Year III Work Plan, so that
relationships and momentum from prior programmatic years can be better leveraged. These
adjustments also aligned with the SBEP’s ongoing and upcoming activities.
CMP’s methodology continues to focus on mobilizing and engaging local communities around school-
based educational reform, as well as establishing and broadening linkages with and between
communities, schools, and district administrations. The strategy is to inform, mobilize, and empower
communities. Furthermore, the strategy guides the development and integration of community-based
platforms that ensure a collective voice at school and community levels. This approach will seek to
engage district-level structures by involving the appropriate education departments and administration in
program activities. During Year III, CMP will continue to collaborate and coordinate its activities with
the ELD. The team will provide support to the ELD at the provincial level, as it prepares to launch the
EMO system.
The three baseline studies carried out by CMP guide the activities and methodology to be employed in
Year III. As in Year II, CMP’s methodology will contribute to the timely and effective completion of
project activities, based on the timelines presented in Annexes 1 and 2. Furthermore, CMP activities will
also contribute to component specific integrated objectives.
The CMP team remains committed to building a sustainable platform for broad community and private-
sector engagement in school management and resource mobilization for public schools in Sindh. The
team will leverage its collective experience in Pakistan, deep understanding of the local context in each
district and town, potential sources of in-kind support for education, lessons learned during program
implementation and best practices and lessons learned from other previous programs of the same
nature, and or geographical location, and relationships with diverse stakeholders established in Years I
and II. The team will apply a collaborative and holistic approach, which rests on the following pillars:
Community Mobilization: As mentioned above, the CMP team considered existing community
mobilization strategies and models that have proven sound, as well as the model piloted in Year I. Based
on the team’s analysis, the community-based model piloted from Year I and broadened in scope in Year
II was observed to be highly effective in ensuring community involvement and participation. As such, the
team will continue to utilize this model in Year III and build on the community-based, grassroots
activities. During Year III, the CMP team will expand its targeted areas while continuing to inform,
mobilize, and involve local communities in project activities. CMP shall encourage parents, local elders,
school staff and community members, among others to continue their participation in MOU signing
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ceremonies. IRD’s CMP team will also expand efforts to broaden and strengthen community
participation in SMCs by facilitating communities in forming new SMC subcommittees and ensuring
cluster-based participation in relevant trainings. As part of this effort, CMP will guide SMCs and
communities in developing and implementing SMPs and SIPs. The team will help to deepen coordination
with and linkages between schools, communities, district governments, and other stakeholders through
collective involvement at meetings and events. CMP will be engaged in capacity building and discussions
on school and community-based improvements. In turn, the targeted communities will better
understand their problems, be more empowered to voice their demands, and share feedback. The CMP
team will continue facilitating community events (e.g., enrollment campaigns, Annual School Days, and
Community Recognition Days) at the school/UC/Taluka/district levels to promote its goals and
objectives. This work plan also includes new community mobilization activities, such as holding of DRR
awareness sessions with school children under the aegis of trained subcommittee members.
Capacity Building Model: CMP’s capacity building model considers capacity building as the anchor of
its activities. Through trainings, coaching, and mentoring, CMP leverages its team’s expertise to develop
the leadership qualities and management capabilities of SMC executive committees, subcommittees, and
other community members. In Year III, the IRD CMP team will continue to train Community Mobilizers
(CMs) and Nutrition Associates (NAs) as master trainers. In turn, the CMs and NAs will train
community leaders, district education managers, and other stakeholders. Through the Training of
Trainers (TOTs) and a cascading approach, the trainings will be systematically trickled down, so that the
messages and understandings critical to CMP’s work travel throughout the community. For example, the
trained SMC subcommittees will conduct trainings at the grassroots level.
As capacity building is an ongoing, gradual process, CMP’s training initiatives in Year III will build on the
strong foundation established in its initial program years. For instance, our SMC subcommittee trainings
will be an ongoing activity in Year III. However, the skills developed from previous trainings will be
polished through joint-planning workshops with district education management. For newer target
communities, CMP will hold capacity building sessions that address those corresponding SMCs’ ability to
organize subcommittees and elaborate SMPs and SIPs. Refresher trainings will, of course, be conducted.
In addition to the cluster-based training sessions, skilled field staff will provide ongoing support
supervision and mentoring to the SMC subcommittees to ensure proper cascading and dissemination of
lessons. For example, field staff delivered training and facilitated SMCs during development and
implementation of SMPs and SIPs.
As in Year II, CMs will organize and facilitate a series of quarterly joint review and planning workshops
for District ELD management and communities in Year III. This will assist in realistic review and planning
of CMP activities, through participation of, and feedback and inputs from all stakeholders. CMP will
continue conducting these trainings on a quarterly basis in Year III. The ELD’s district management will
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participate in these trainings designed to address the barriers to increase girls’ enrollment and school
improvement planning.
CMP will conduct daylong trainings for district education management on GOS policy regarding the
consolidation, merging, and upgrading of schools in Year III, so that they understand and deliver this
critical information on the school construction process to the communities. CMP will also facilitate a
series of district-level trainings aligned with the following education management tiers: 1) district officers
and DEOs, 2) assistant district officers, and 3) supervisors. CMP, in consultation with the GOS, will
arrange information sessions to share the GOS PPP/EMO framework with private sector organizations,
philanthropists, foundations, and NGOs to deepen understanding of the ELD’s PPP/EMO initiative and
generate interest among potential partners. In this way, CMP will broaden its capacity building network.
It will also focus on developing awareness of District ELD, school management and communities
regarding outsourcing of constructed schools to EMOs, as an initiative supporting the GOS policy.
CMP will train School Management Committees in Year III. The purpose will be to build capacity of
SMCs to run the SMCs business effectively and engage communities to increase girls’ education and
resolve other school level issues.
CMP will also explore need based and skill based trainings and capacity building programs at National,
Regional and International level to equip the IRD staff. The training and capacity building programs will
enhance the skills of the CMP staff and transfer to knowledge and skills to other CMP staff both IRD and
sub-contractors (IRC and HANDS).
Private-Sector Engagement Framework: This framework supports sustained partnership with EMOs
and is applied across all activities, from the social mobilization structure to the development of new and
transparent mechanisms. The GOS has affirmed a policy commitment to outsource the management of
SBEP schools to reputable organizations based on the 2010 PPP Act. This intention is reflected in the
notice issued by GOS to establish the Project Advisory Group (PAG). Budgetary allocation of PKR 200
million and PKR 500 million in respective provincial budgets for FY 2014-15 and FY 2015-16, as well as
the approval of PKR 184 million for furniture for SBEP schools in Khairpur, Larakana, and Sukkur is
amply evident of the GOS support for EMOs. CMP played pivotal role to secure these funds from the
GOS. This allocation will assist SBEP efforts in the provisioning of child-friendly furniture to students in
SBEP schools at par with other more affluent schools in Sindh.
The government has also notified a PPP Node in the ELD-GOS to provide institutional support with
regard to policy reform. CMP will continue providing support to the GOS in the implementation of
EMOs per the guidelines provided by the SBEP Steering Committee. In an attempt to stimulate
development outputs, CMP will continue identifying and reaching out to private sector organizations to
promote long-term relationships and PPPs with target schools. This will also help in creating a healthy
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public-private/social-community relationship, which builds confidence and goodwill. Most importantly,
the arrangement will ensure long-term success by engaging a coalition of partners in the planning,
implementation, and achievement of program goals.
Selection of Neighboring Schools: In consultation with USAID, the PMIU, and its implementing
partners, CMP developed selection criteria for neighboring schools, as shown in Table 2. CMP will
continue selecting neighbouring schools upon receiving notification of construction schools in Year III, in
consonance with the selection criteria.
Table 2: SELECTION CRITERIA FOR NEIGHBORING SCHOOLS:
Schools included in the list and presented to the Steering Committee, but not approved for
construction
Schools should be in the same UC, as the corresponding construction school. If not within
this jurisdiction then CMP should source schools outside the UC, but within a 5km radius of
the new construction school
Priority will be given to schools according to the following order:
- Primary/Middle/Secondary
- Girls/Co-Education/Boys
School should be in close proximity with new construction school
Number of enrolled students should be more than 100
At least three teachers should be available at the school
School should not be assisted by any other development organization / donor-funded
program
School should not be included in the list of totally damaged schools by DEO (should not have
major structural damage)
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7. Program Activities by Component
To finalize the Year III Work Plan, the CMP team had consultative meetings with partner organizations,
COR, the PMIU, the Reform Support Unit (RSU), and other key government stakeholders to ensure the
document is developed in line with USAID and GOS requirements. Additionally, IRD considered the
school-year cycle, major holidays, and seasonal factors. The timeline for Year III activities is provided in
Annex 1. In order to demonstrate how Year III activities are linked with the overall project
implementation timeline, the Five-Year Work Plan is included in Annex 2.
Component 1: Increase Community Involvement in the GOS Reform of Merging,
Consolidating, and Upgrading Schools
Inauguration Ceremony of SBEP Reconstructed School Opening
Months 4-12: CMP, in coordination with USAID and the PMIU, will organize opening ceremonies for
schools in Khairpur and Sukkur Districts in November and December for the first 13 schools
completed. The grand school opening ceremonies will be held at sites of newly
constructed/reconstructed SBEP schools. The old school building is demolished and reconstructed in
case of availability of specified ample space needed for reconstruction in existing school premises. In
case of non-availability of space in existing school, community member/s donate a plot for construction
of new school building. Senior GOS and ELD officials, members of the national and provincial assemblies,
representatives from USAID and SBEP, community members, and district officials of ELD will be invited
to attend the ceremonies and inaugurate the schools. The main purpose of the opening ceremonies is to
mark the occasion of the schools’ completion and ensure coordination between key community
stakeholders, including EMOs and school management. The following objectives can be achieved through
inaugural ceremonies in the target districts:
To recognize the efforts of stakeholders who worked to complete the schools’
reconstruction/new construction through integrated efforts;
To reinforce the objectives of SBEP and envisage educational reforms by providing information
to different stakeholders, including in GOS, USAID, the community, as well as other donors and
the media;
To sensitize the aforementioned stakeholders to the importance of engagement through
integrated efforts in pursuit of project objectives and sustainable educational reforms.
Groundbreaking Ceremony
Months 1 – 12: CMP, in coordination with USAID, the PMIU, and A/E contractors, will organize
groundbreaking ceremonies for the reconstruction of schools in Dadu in October 2015, Qambar-
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Shahdadkot in March 2016, Kashmore and Jacobabad in September 2016. The grand groundbreaking
ceremonies will be held at sites of new SBEP’s reconstruction schools. Senior GOS and ELD officials,
members of the national and provincial assemblies, USAID and SBEP representatives, community
members, district officials of ELD, and A/E contractors will be invited to attend and reinforce their
commitment to education in Sindh. At these events, stakeholders will express their support before the
school construction process begins and, through other activities, that support will be sustained through
construction and post-construction. These ceremonies pave the way toward the signing of MOUs
between communities and A/E contractors. Participants at groundbreaking ceremonies are treated to an
enthusiastic series of role-playing skits, which underline the importance of education for all children,
particularly for girls. The highlight of the event is a traditional dancing performance by the students of
the school with Sindhi folk music, which receives applause from the audience. The events receive wide
local, national, and even print media coverage.
Pre-Construction Meeting for Package Schools
Months 1 – 12: After the groundbreaking ceremonies and prior to the start of school construction,
CMP, the PMIU, USAID, GOS, and Halcrow (the construction contractor), will hold coordinating
meetings with the ELD, DEOs, and the associated head teachers of the construction school. During
these meetings, CMP and Halcrow will brief the participants on SBEP’s objectives, methodology, and
activities. CMP also intends to emphasize the support it provides by mobilizing SMCs and communities
being relocated temporarily during construction and ensures effective coordination between the
contractor, school, and target community. In addition, Halcrow representatives will explain the various
stages of the construction process. CMP plans to organize pre-construction coordinating meetings in
Dadu, Qambar-Shahdadkot, and Jacobabad Districts for notified construction schools’ packages to be
received in Year III.
MOU Signing Ceremonies
Months 1 – 12: As a result of productive discussions with target communities and the A/E construction
contractor, Halcrow, CMP will organize and facilitate MOU signing ceremonies for SMCs, community
stakeholders, and the construction contractor. The MOUs will ensure community participation and
ownership of the school construction process. In coordination with the PMIU, CMP will mobilize the
local communities to attend these signing ceremonies. MOUs are witnessed by CMP staff and are valid
until construction is complete.
In Year III, CMP will organize MOU signing ceremonies for Dadu (for package II schools), Qambar-
Shahdadkot, Jacobabad, and Karachi, as per schedule of notified construction schools.
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Component 2: Improve Community and District Government Coordination for
Increased Girls’ Enrollment
Orientation Workshop on Intel International Science and Engineering Fair (ISEF) for CMP Targeted
Schools
Month 7-10: CMP team facilitated Intel in Year 2, in organizing orientation workshops in Sukkur, Khairpur
and Larkana Districts and Karachi Towns, for the students of Grade 9 – 12 and science teachers of CMP
targeted schools. Intel trainers conducted these workshops to orient students and teachers on how to
develop the science projects under guidance of their teachers and send these projects for their prospective
selection and participation in Intel’s ISEF and other Science related national and international level events.
These workshops will be organized in select schools of Dadu, Qambar- Shahdadkot, Jacobabad and
Kashmore Districts.
Conduct SMCs’ Self-Assessments for Functionality and Girls’ Access
Months 1 – 12: The CMs will facilitate self-assessment exercises with SMCs to determine whether the
SMCs use appropriate management tools such as registers to document meeting minutes and ledgers
that accurately reflect income and expenses. The CMP team will assess the participation, frequency,
engagement, and coordination of SMCs and SMC subcommittees as regards community mobilization,
specific tasks to improve school functioning, and overall CMP and SBEP school initiatives.
Importantly, the roles of SMCs also include serving as a bridge and becoming an integrated part of the
SMC-Community-School-District Government edifice. As part of this process, the CMP team will
review baseline data related to trends in girls’ enrollment and conduct systematic evaluations of data
with reference to the GPI in program target areas. CMP will collect information regarding school
attendance twice annually (in August and December). Also, CMs will use mobile phones to collect
monthly data related to girls’ school attendance and verify information provided by head teachers. The
CMP team and USAID will be able to access these figures in real time. As a result of the data collected,
CMP will be positioned to make recommendations to the RSU and PMIU regarding trends in girls’
enrollment and suggest strategies that strengthen the voice of parents, women, and marginalized groups.
Reactivate SMCs and their Activities
Develop an Action Plan for Forming, Sustaining, and Strengthening SMCs/Subcommittees
Months 1 – 12: CMP will use its tested action plan that has been implemented since Year I to inform its
work with regard to forming, sustaining, and strengthening SMCs. This process will include capacity
building, as well as broadening the scope and functions of SMCs through restructuring. To support the
SMCs’ efforts to continue to develop, reform and implement their plans, the Community Mobilizers
(CMs) will hold meetings with the SMCs and the target communities on the construction of new
schools. During these meetings, the CMs will discuss the reasons for broadening the SMCs to include
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subcommittees that address key issues in the community (e.g., social mobilization, M&E, and
mainstreaming gender across WATSAN, DRR, and financial management). Again, each subcommittee
will consist of five members, including one member from the SMC executive committee (office
incumbents). The other four members will come from the SMCs’ general body. Through these meetings,
the CMs will gain consensus from the SMC executive committee and other community stakeholders on
the action plan. SMC members and CMP will then identify potential community leaders to join the
subcommittees. IRD recognizes that SMC members may, on occasion, resign and that new SMC
members may be required to fill those vacant roles. As such, throughout Year III, the CMP team will
facilitate the recruitment of new members as necessary, upon approval, via an endorsement letter from
the district education and literacy department and RSU. Roles and responsibilities will be outlined clearly
for all members, as well as the criteria for becoming a member and maintaining membership. All
members will receive training and a program orientation.
The CMP team will also work with the SMCs to develop an action plan to implement their respective
SIPs. Based on those action plans, CMP will identify areas where training is needed to activate, or
reactivate and strengthen the SMCs, so that these become self-sufficient entities. CMP will conduct
trainings and employ tools to guide this effort. CMP will obtain approval from the designated DEOs
before proceeding with any training curriculum. The following is a list of possible trainings in this regard.
Developing and implementing SMPs and SIPs;
Mainstreaming gender, WATSAN, and DRR;
Creating strategies to improve girls’ enrollment in school;
Financial record keeping and small grants management; and
Participatory M&E.
At the district level, CMP will organize workshops on different topics that include recruitment and
training of SMC leaders. Other topics for consideration are: the development of SIPs that incorporate
comprehensive budgets; ranking activities by priority; potential funding sources; conflict resolution;
childhood nutrition; improving school attendance; advocacy; child protection; and the role of schools in
DRR, and maintaining of WATSAN facilities. The team will enlist GOS district supervisors as trainers.
Develop Training Manual for SMC on Monitoring
Months 6-7: CMP’s M&E Unit will develop training manual for SMC subcommittees on monitoring. The
team will draw from existing manuals and materials that have proven effective. Other best practices will
also be used as appropriate. The training manuals will cover the definition and basic concepts of M&E,
and the tools and techniques for Monitoring. The manual will include sections on effective monitoring
and documentation, school systems, and the practical application of basic concepts and monitoring tools.
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Training of SMCs and Subcommittee Members on Monitoring
Month 7– 12: The CMP team will conduct cascading trainings on monitoring, beginning with the TOTs to
the CMP field teams. In turn, as master trainers, the CMs will train the SMC subcommittee members in
a targeted school at each targeted UC. As with other trainings, the CMs will mentor and support the
subcommittee members.
Training of SMCs’ Executive Committee Members on How to Develop and Implement SMPs and
SIPs with Integration of the PPP Component
Months 5 – 12: The CMs will conduct day long trainings for SMC Executive Committee members on
How to Develop and Implement SMPs and SIPs, with integration of PPP. As with the other trainings, the
CMs will conduct these trainings in target schools at designated UCs.16 The CMs will assess the activities
identified by SMCs Executive Committees’ members for SMPs and SIPs and share findings with
participants.
The SMCs will integrate the PPP activities in the SMPs and SIPs. The PPP Program Manager will develop
training manuals and CMP field teams will train the SMP and SIP subcommittees in identifying, cultivating,
and utilizing potential PPPs in target schools. This step is likely to bring long-term sustainability to CMP’s
efforts regarding school-based management and instill a sense of PPP program ownership in SMCs and
the broader community.
Refresher Training of SMC Sub- committees on How to Develop and Implement SMPs and SIPs
Months 5 – 12: The CMs will conduct day long refresher trainings for SMC subcommittees on their
respective topics. As with the other trainings, the CMs will conduct refresher trainings in target school
at designated UCs.17 The CMs will assess the activities of SMCs subcommittees and share findings with
participants.
The SMC subcommittees will integrate the PPP activities in the SMPs and SIPs. The PPP Program
Manager will develop training manuals and CMP field teams will train the SMP and SIP subcommittees in
identifying, cultivating, and utilizing potential PPPs in target schools. This step is likely to bring long-term
sustainability to CMP’s efforts regarding school-based management and instill a sense of PPP program
ownership in SMCs and the broader community.
16 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one
of the targeted schools. 17 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one
of the targeted schools.
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Training of SMCs’ Executive Committee Members on Gender, WATSAN and DRR (cross-cutting)
Months 5 – 12: The CMs will conduct day long trainings for SMC Executive Committee members on
Gender, WATSAN and DRR as program’s cross-cutting themes.
As with the other trainings, the CMs will conduct these trainings in target schools at designated UCs.18
The CMs will assess the activities identified by SMCs Executive Committees’ members for SMPs and SIPs
and share findings with participants.
Refresher Training of SMCs’ Sub-committee Members on Gender, WATSAN and DRR (cross-
cutting)
Months 5 – 12: The CMs will conduct day long trainings for SMC subcommittee members on Gender,
WATSAN and DRR as program’s cross-cutting themes.
As with the other trainings, the CMs will conduct these trainings in target schools at designated UCs.19
The CMs will assess the activities identified by SMCs’ subcommitee’ members for SMPs and SIPs and
share findings with participants.
DRR Sessions for School Children and SMC Sub-committees (cross-cutting)
Month 8–10: In Year III, the CMP field teams will deliver orientation sessions to SMCs, schools, and
teachers of construction and neighboring schools in conducting these awareness sessions with the
school children in the program targeted areas. In Year III, SMC subcommittees will deliver awareness
sessions on DRR-flood-heavy rains to targeted communities in flood prone districts.
Celebration of Annual School Days and Organizing of Enrolment Walk at School Level (merged
with CLIN – 2) in CMP Targeted Schools
Month 6 – 8: The CMs will facilitate SMCs and schools’ management in organizing Annual School Days in
all notified reconstruction schools. CMP community mobilization teams closely coordinate with and
facilitate SMCs and school/s’ management in organizing these events. As part of the preparations for the
celebration, the CMP team and the schools scan exam results and attendance registers to identify
students with academic achievements and good school attendance. The first three boy and girl students
of grades one to ten receive trophies as recognition and appreciation of their academic performance,
and the ten students with the best attendance in each grade receive certificates of appreciation for
18 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one
of the targeted schools. 19 CM will implement these cluster-based trainings at the UC level in CMP targeted districts. Each training will be held at one
of the targeted schools.
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regular attendance. All students receive a USAID baseball cap inscribed with the message: “Let’s go to
school” and “We Are Creating A Roshan (Enlightened) Pakistan.” Students participate in activities such
as role plays, speech contests, art competitions and dancing performances on folk songs
The Annual School Days had never been held in any of the targeted schools before proved to be an
overwhelming success during Year I and II. Students and proud parents participated in these events,
alongside the schools’ respective district education officials. They generated a large number of
prospective community candidates for CMP’s upcoming SMC training programs, as well as community
activities like village “enrollment walks” to encourage more parents to send their” children to school.
CMP is pleased to report that many of the schools signaled their intention to make annual school days a
regular feature of the school calendar. The events provide an opportunity to publicize CMP’s ongoing
and upcoming activities including SMC trainings and school improvement and community mobilization
plan activities.
In Year III, CMP will continue organizing enrollment walks and campaign at school level during and after
the annual school day event in the targeted districts. During Year 1 and II, the CMP teams successfully
piloted these walks integrated with the annual school days in the CMP targeted areas. The school level
walks are one of several activities related to CMP’s strategy for increasing girls’ enrollment. Students
from schools, community members including parents and district level government officials participated
during the enrollment campaigns launched by communities. These enrollment campaigns resulted in
significant increase of enrollment reported in Year 1 and II. Thus, these enrollment walks have been
benchmarked as a key activity in the CMP’s strategy to increase girls’ enrollments. During the walk,
enthusiastic community members conducted the tour of villages and had discussion with the parents of
out of school children – especially girls – and encouraged them to enroll their children in schools.
Community Recognition Days
Months 1 – 12: CMP teams will assist SMC subcommittees in the organizing of community recognition
days at school, village, UC, Taluka, and District levels. During these celebrations the work of individual
members will be acknowledged for their contributions to reviving the SMCs, community mobilization,
and involvement in school-based reforms and program based activities. Community recognition days
include organizing of activities such as village cleaning campaigns and celebration of international days.
CMP will also celebrate internationally-recognized holidays such as Universal Children’s Day, World
Literacy Day, World Teachers’ Day, International Women’s Day, Mother’s Day, Independence Day,
Girls’ Day, and Environment Day. Moreover, SMCs, ELD, and other community planning meetings will
feature prominently in the overall strategy.
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Facilitating SMCs and Community to Organize Enrollment Campaigns at the Cluster Level
Months 7 – 12: In Year III, CMP will continue to organize enrollment walks and campaigns at the cluster
level in target districts. In previous years, the CMP team facilitated SMCs in holding these walks. The
walks/campaigns enjoyed widespread coverage in local newspapers. The UC-level walks are one of
several activities related to CMP’s strategy to increase girls’ enrollment in school. Other activities
include village meetings and school-based seminars, which include debates, role-playing skits by students,
and speeches from community members and ELD officials on importance of education, especially girls’
enrollment. Students from clustered schools, parents, district-level government officials, and other
community members participate in the enrollment campaigns. These campaigns account for the increase
in enrollment reported in Year I and II. Thus, the walks have been earmarked as a cardinal activity in
CMP’s strategy to boost school enrollment. During the campaigns, enthusiastic community members
conduct village tours and talk with the parents of out-of-school children, particularly parents of girls, and
encourage them to enroll their children in school.
SMC Exchange Visits at District, Taluka, and UC Levels
Months 1 – 12: The CMP team will facilitate exchanges at the UC/Taluka/District levels to enable
different SMCs to learn from each other. CMP will provide small-scale financial incentives to the most
active SMCs during events such as community recognition days. CMP will also provide a platform for
SMCs to cultivate their collective voice for educational reforms, share experiences, and resolve school-
related issues. The CMP team believes that, for SMCs to be effective and self-sufficient at the level
where they can be involved in discussions about the merging, consolidation, and upgrading of schools,
financial management supportive monitoring, and increasing girls’ enrollment, SMCs must be fully
engaged and have the opportunity to learn and share experiences with one another. CMP recommends
that there be continuous support supervision and mentoring for a one-year period by the CMP team.
During this phase, SMCs will gradually build their capacity and assume a leadership role.
Mobilize Active District Education Governance Linkages with Communities
Joint-Planning Workshops for SMC, DEOs, Assistant District Education Officers (ADEOs), and
Supervisors
Months 1 – 12: The CMP team will organize and facilitate a series of joint-planning quarterly workshops
for DEOs, ADEOs, supervisors, and the most active SMC leaders in each district. In these sessions,
participants will be able to gauge how the SMCs’ SIPs correlate with district-levels plans and budgeting
based on target school and community goals. These discussions will also guide the corresponding ELD’s
planning and consider ways in which planning can be conceptualized at the school and community levels
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up to the district level rather than from the district level down to the school and community levels. The
initial session will develop a layered set of key performance indicators related to the achievement of the
SIPs and other goals. Subsequent sessions will serve as platforms for the coordination of SMCs
representatives and ELD management on a range of matters related to education in their district, as well
as the increase and retention of student enrollment.
Training of SMCs and Subcommittee Members on Grants Management merged with Financial
Management Training
Months 4– 12: CMP will conduct cascade trainings on Grants Management merged with Financial
Management beginning with the TOTs to the field CMP Community Mobilizers. In turn, as master
trainers, the CMs will then train the SMC subcommittees at target UC. As with other trainings, the CMs
will mentor and support the subcommittee members.
Small Grants for Neighboring Schools
SMC subcommittees formed for developing social mobilization and school improvement plans will
develop school need based SIPs and will utilize small grants for addressing the needs specified in the SIP.
Small grants will be provided to 207 neighboring schools in target districts. Small grants will be utilized
to implement activities identified in SIPs. SMC subcommittees will receive trainings on SIP and financial
and grants management.
Training of SMCs on Grant Management
Months 1 – 12: In the last quarter of Year II, CMP conducted trainings of ten SMCs on grant
management and the application process. Similar trainings, which aim to train the SMC executive
committee and financial management committee members on accessing CMP grants and preparing
applications for seeking grants will be held for all 298 SMCs of 298 schools in Year III (this total includes
construction and neighboring schools). The SMC subcommittees, as per CMP objectives in Year II, have
initiated developing SIPs. The SIPs detail the particular needs of a school and contain strategies to go
about addressing those needs. During the training, SMCs will also learn regarding how to prioritize
and/or rank the needs of their schools and be exposed to grant policy guidelines. Furthermore, this
training will give guidance on planning, coordinating, and implementing activities for school improvement.
Grants Issued and Implemented by SMCs
Months 1 – 9: In Year III, the SMC subcommittees on financial and grants management will receive
appropriate training on their subject area, and will thereafter apply for grants. During this year, CMP
plans to release 207 grants to 207 SMCs. In the last quarter of Year II, CMP received ten applications
from ten SMCs out of the total pool of 207 SMCs, and subsequently reviewed and approved these
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applications. These ten SMCs will receive funds in the first quarter of Year III. The CMP team has
formed a Grant Selection Committee, which is composed of senior management from IRD’s CMP team.
The Committee will review received grant application, recommend awards, and forward those
applications onto USAID for final approval. These grants, while being utilized by SMC subcommittees for
SIP activities, will require members to coordinate, plan, and undertake the activities according to their
grant application. This will enhance their capacity to acquire, manage, and implement grants.
Progress Reporting and Monitoring of Grant Implementation
Months 1 – 12: The CMP grants manual guides the corresponding grants program. This manual includes
the grant’s cycle, tools, and processes. The grant’s cycle and its activities will be monitored during the
implementation phase. Therefore, CMP will monitor each grant’s implementation via the 207 SMCs,
which will receive grants in Year III. Grant monitoring will consist of the following steps:
Review of Progress and Documents
The CMP Grants Manager will review the progress of the grant implementation through regular
feedback and information provided by the SMCs receiving grants. The CMP’s District Managers will
provide feedback to SMCs on progress, including in the event of an issue/lacking/shortcoming. SMCs will
take remedial measures as necessary and revise a grant’s progress report accordingly.
On-site Field Visits
IRD program staff will conduct field visits to the school and/or village that has received grant funds. Staff
will monitor progress against the milestones stated in the application and verify the grant
implementation in process. On-site visits will enable timely problem solving and troubleshooting.
SMC Performance/Technical Assistance (TA)
The monitoring process, conducted by CMP staff, will assess the performance of SMCs with regard to
management, record keeping, member engagement, etc. During the monitoring visits, CMP staff will
provide TA to the SMC on problems inhibiting the grant’s implementation.
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Component 3: Improve Child Nutrition in Select Communities and Government
Schools through Research that Informs Innovation and Good Practice Research Reasons for Poor Nutrition Levels and Design Innovative Approaches to Improve
Children’s Nutrition
Design Approaches to Improve Children’s Nutrition in Target Areas
Identification and Setting up of Health Corners/rooms in all CMP Schools
Months 1 – 12: The CMP team will identify and set up health corners/rooms in all target schools. Each
CMP construction school will be equipped with a health corner/room. The CMP’s district team will
facilitate SMCs in identifying health corners in each neighboring school. CMP will furnish these health
corners with appropriate nutrition screening equipment and first aid. The CMP Gender
Advisor/Nutrition Focal Person will manage this undertaking with the support of CMP district teams.
Purchasing and Distribution of Equipment
Month 1-12: CMP and Partner teams (IRC and Hands) will purchase the screening equipment’s and first
aid supplies for the CMP Health room/corner. These all equipment and first aid supplies will be handed
over to the Principal and SMC of the School in the presence of District representative of education
Department. A receiving document will be signed by School Principal and Chairperson of SMC.
Established Support Mechanisms for the Nutrition Component at District and Provincial Levels
Months 1 – 2: The CMP nutrition component will hold networking meetings to develop appropriate
support mechanisms for nutrition and health programs at target schools. CMP will organize such
meetings at district and provincial levels with donors, the DHO, ELD, PPHI, Nutrition Cell, INGOs, and
NGOs working on child nutrition. The CMP district team and Gender Advisor/Nutrition Focal Person
will lead these meetings.
Networking Meetings to explore and design mechanisms for the Nutrition Component:
Months 3-6-9-12: The CMP nutrition component will hold networking meetings with different
stakeholders to develop appropriate referral mechanism for nutrition and hygiene programs at target
schools on quarterly basis. CMP will organize such meetings at district levels with donors, the DHO,
ELD, INGOs, and NGOs working on child nutrition. The CMP district team and Gender
Advisor/Nutrition Focal Person will lead these networking meetings.
Participatory Research Analysis (PRA) for Food Availability Over the Year
Months 5- 9: A PRA study will be conducted to explore the types/options of food availability over the
course of the year in CMP target districts. CMP field teams supervised by CMP District Managers and
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Regional Program Manager will conduct the PRA research. The IRD CMP M&E Unit will record and
tabulate this data. The Gender Advisor/Nutrition Focal Person will manage this research project with
the support of nutrition partnerAga Khan and Tulane Universities. The principal objective is to ascertain
the kind of foods available during different seasons of the year in program targeted areas, and verify the
community specific eating habits. This research will help guide development of the IEC, training manuals,
and awareness campaigns on hygiene and nutrition.
Annual Nutrition Screenings Conducted in Targeted School:
Months 4 – 5: Annual health screenings will be conducted in all CMP schools to identify malnourished
children. The school health register will be maintained with the support of the School Health and
Nutrition Committee (SHNC), school staff, and CMP district team. The registers will serve as
repositories for the collection of data on child screenings and keep records of weight, height, age,
voucher details, and health facility referrals. SMCs will manage health registers. Children who register as
malnourished will be referred to the nearest health facility in coordination with the DOH, ELD, and
CMP. The CMP M&E Unit will record and tabulate the screening data and track improvements and
deviations. The CMP Gender Advisor/Nutrition Focal Person will oversee these screening activities.
Nutrition Component Quarterly Meetings
Months 1 – 12: The CMP nutrition component will organize quarterly meetings with district teams, the
DOH, ELD, and SMC representatives to discuss the challenges and opportunities facing the nutrition
component. The CMP Gender Advisor/Nutrition Focal Person will conduct these quarterly meetings
with support from the district teams.
Community Recognition Days, International Days, and Events on Health and Hygiene
Months 1 – 12: The CMP nutrition component and district teams will facilitate SMCs in organizing
community recognition days to raise awareness on proper hygiene and nutrition practices of community
and school going children. These events will be organized at the cluster level. The community
recognition days will occur in tandem with relevant international days, awareness raising events, and
include activities such as theater performances and cooking competitions/demonstrations.
Developing Training Manuals for SHNC training on Health, Nutrition, and Peer Education
Months 5 – 8: On the basis of the nutrition baseline report, PRA research findings on food availability in
different seasons, and the KAP survey on health and hygiene practices of school children, a training
manual will be developed to build the capacity of the SHNC and other community members. The
manual will discuss proper nutrition and health and hygiene and will position SHNC members to educate
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their peers and screen for malnourishment in children. This training manual will be developed with the
technical support of Aga Khan and Tulane Universities.
TOT for CMP District Teams and SMCs on Nutrition
Months 6 – 7: CMP field teams comprising DMs and NAs will participate in TOT sessions on nutrition in
all target areas. TOT sessions will treat topics such as the basic needs of proper nutrition, balanced diet,
health and hygiene, clean drinking water, peer education, child screening, and record keeping of
screening data. Some SMC representatives will participate in the TOT sessions. Trained CMP staff and
SMC participants of TOT, will subsequently deliver these trainings to SHNCs, teachers, students, and
other community stakeholders, as Master Trainers.
Month 1-12: Formation of School Hygiene and Nutrition Committees (SHNCs): In Year III,
CMP will continue SHNC formation in all program areas. CMP will continue working with the SMCs’
executive committees and general bodies to convene meetings to discuss the formation of SHNCs for
each SMC. In addition to the SMCs’ executive committees and general bodies, different stakeholders in
the villages and schools will also participate in the meetings. In these meetings, CMP, alongside the SMC
members discusses the objective of Health and Nutrition Practices Plan as well as the SHNCs’ scope,
role, and responsibilities with the participants, including other SMC and community members.
It was decided during a meeting of nutrition focal person with the DMs that structure of the already
formed SHNCs will remain the same. However, just like Y2, all new SHNCs will be formed in Year III
according to the following criteria.
SHNC Structure
One SMC executive committee member
One teacher per 100 students
One member of the WATSAN/DRR/Gender SMC subcommittee
Social activist from the community
LHW in the catchment area/health professional
Parent of student
Training of SHNCs on Health Screenings
Months 8 – 12: These trainings will be delivered to SHNCs, SMC representatives, and teachers. This will
enable participants to screen school children for malnourishment and identify cases of wasting and
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stunting. Furthermore, the trainings will build the participants’ capacity to document and maintain
screening records, utilize the referral system for health facilities, and manage the health corner.
Establishing a Voucher Distribution System
Months 6 – 12: The CMP nutrition component will develop a voucher system for identified malnourished
children with the support of CMP district teams, SMCs, ELD, and DOH. These vouchers will be for the
parents of malnourished children with referrals and will cover travel expenses to health facilities.
Development of IEC and Key Messages for Awareness Campaign
Months 5 – 12: IEC material will draw from the findings of the baseline and KAP surveys that are to be
conducted with the support of Aga Khan University. Subsequently, key lessons and messages will be
gleaned and channeled into an awareness campaign in program areas.
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Component 4: Pilot Component: Launch of EMO System
GOS Policy Support
Months 1 – 12: Having assisted the ELD and GOS in developing an overall framework for EMOs in Year
II, CMP will continue to provide TA to the ELD regarding the formulation of the multifaceted legal,
financial, technical, and procedural aspects of implementing EMO reform. CMP will also continue
providing TA to the ELD in consolidating recommendations of the reform to improve the policies,
systems, frameworks, procedures, etc. involved in outsourcing management of public schools to the
private sector. Based on prior experience of having assisted ELD in establishing a PPP Node compliance
with the GOS PPP Act 2010, CMP, in coordination with the SBEP components of PMIU, Sindh Capacity
Development Program (SCDP), and USAID, will continue providing inputs to ELD for strengthening,
institutionalization, and building capacity of the PPP Node.
Months 1 – 12: CMP will organize meetings and roundtable discussions with GOS officials, civil society
organizations and the private sector to gain feedback on the developing EMO framework. CMP will use
this information to refine the strategy for both the replication and sustainability of the program. CMP
will hold these meetings in Karachi and other program districts to actively engage diverse cadres of ELD
representatives in refining the EMOs policy framework and acquiring their support. CMP will share the
outcomes of these meetings with ELD officials for their consideration. The district level meetings
centering on EMOs will seek to gain the support of local governments, particularly district
administrations in implementing the reforms.
Months 1 – 12: CMP will provide technical and legal assistance to the ELD on the outsourcing of
management for the first, second, and potentially a third cluster of SBEP construction schools. This
includes legal assistance on bidding documents, feasibility reports, negotiations with prospective
contractors, evaluation processes, identification of Key Performance Indicators (KPIs), development of
management contracts, and other products/processes relevant to the aforementioned batches of SBEP
schools. The process will be complemented by outreach efforts on CMP’s part, which are intended to
expand the pool of potential EMOs. Furthermore, CMP will provide guidance throughout the bidding
process to support the initiative of prospective organizations and build relationships. CMP will also
oversee the documentation process and advise and provide assistance to the prospective bidding EMOs,
accordingly.
Months 5 – 9: In Year II, CMP successfully convinced the ELD to allocate PKR 500 million to EMOs in FY
2015-16 for the management of the SBEP’s newly constructed schools. CMP will continue to build on
the momentum of the established relationship, and will work with ELD to allocate additional resources
for prospective EMOs in FY 2016-17. Efficient EMO management of the first cohort of schools and the
consideration of stakeholder recommendations will supplement CMP’s efforts in this regard.
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Months 9 – 12: CMP will help EMOs throughout the implementation phase by mobilizing support of the
local communities of the outsourced newly constructed schools for EMOs. CMP will conduct meetings
with the general body SMCs of all schools under the stewardship of EMOs in Khairpur, Larkana, Sukkur,
and Karachi. Meeting attendees will be oriented on the EMO initiative, its objectives, and its impact of
improving the quality of education in their schools. CMP will work to obtain the support of the SMC
general bodies and will acquire SMC resolutions in favor of the EMO initiative, through its community
mobilization efforts.
Outsource School Management, Including Community Mobilization Efforts to NGOs and Private
Sector Partners for Success
Months 6 – 12: After having cultivated a healthy pool of 39 EMO applicants – out of which 20 were
prequalified – for the first request for proposals (RFP), CMP will continue to reach out to potential
partners for outsourcing school management. CMP will support the ELD to increase awareness of the
program and identify potential partners. At present, the EMO pool consists of 20 organizations. These
are well-reputed organizations with expertise in education sector, and represent a wide spectrum of the
profit/non-profit private sector working across a wide geographical spectrum. CMP, in consultation with,
and through the support of the GOS, will arrange workshops to share the GOS PPP/EMO framework
with private sector organizations, philanthropists, foundations, and NGOs to deepen understanding and
generate interest among potential partners.
As part of increasing the number of potential EMOs, CMP will also assist the GOS with identifying
qualified firms. CMP will support the GOS with the prequalification process by advertising an
Expression of Interest (EOI) and increasing awareness through stakeholders’ events, such as road shows
and seminars. CMP will also provide technical guidance to interested parties, shortlist of applications,
issue clarifications/notifications and other support as needed.
Facilitate and Develop Public Private Relationships for Long Term Support of SBEP Schools
Months 1 – 12: CMP will facilitate the development of relationships with the private sector for the
support of SBEP schools. In Year II, CMP facilitated an MOU between the Engro Corporation, USAID,
and the ELD GOS to support the pooling of resources for the improvement of SBEP schools. CMP was
also successful in soliciting book donations from The Asia Foundation valued at approximately USD
12,000.
CMP will continue to identify and reach out to private sector prospects to increase awareness of the
SBEP program and both the short and long term strategy for the development and management of the
schools in Sindh. CMP is seeking a consultant to increase engagement and promote the development of
long term relationships between the GoS and corporate philanthropy, the Pakistani Diaspora and social
entrepreneurs, in both Pakistan and North America. Through the development of relationships, CMP
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will garner community support for the schools with the intent of solidifying relationships through
sustainable, long term MOU’s directly with the GoS and the relevant governing organizations. These
partnerships will be pursued with the objective of having available in-kind and institutional support for
the schools for immediate and long term needs. Furthermore, it is intended that the partners will also
bring their ideas for enhancement of the school program to the table as part of the ongoing relationship
between the public and private sectors.
To increase outreach and facilitate relationships, CMP will target prospective organizations, engage with
them and include them in relevant CMP events where possible. The CMP PPP consultant, once engaged,
will develop relationships with their organizational counterparts and increase the awareness of the SBEP
program and the immediate and long term needs of the schools. CMP will also facilitate the relationship
between potential long term partners and the relevant GoS officials through meetings and events. .
CMP will support the solidification of partnerships with TA as needed in the development of agreements
and other support vehicles for the school program. This includes facilitation of intervention plans for
individual schools and/ or broader targets. The CMP team will conduct field visits for needs assessments
and M&E trips, as necessary.
CMP will also work to ensure the development of partnerships through increasing awareness within the
SMCs and corresponding subcommittees to the potential opportunities for long term support to the
schools. CMP will develop mechanisms to track and report contributions and resources accumulated
toward the fulfillment of individual SIPs, as well as work to encourage local stakeholders by
acknowledging their support wherever possible. CMP will also increase awareness with partners CMP,
HANDS and IRC at the field level to further underpin and strengthen the partnership strategy. Under
the PPP MOU signed between Intel (Pakistan), USAID, and GOS, Intel trainers delivered sessions to
more than 6,000 children from classes 9-11 for developing science projects for participation in Intel
Science Fairs. These Intel Science Fairs occur at national and international level in CMP targeted
government schools of Districts Khairpur, Larkana, Sukkur, and Karachi. CMP facilitated Intel in
organizing these sessions.
CMP will continue to support implementation of activities under the PPP with Intel. During Year III, the
selected projects, students, teachers, and parents will take part in the October 2015 Intel Sindh
Provincial Science Fair organized by Intel in Karachi. CMP will also highlight achievement of the selected
students on various forums. This is the first time that students from government schools have taken part
and 17 of 29 science projects developed by 40 government school students have been selected for the
provincial competition to be organized by Intel.
Autonomous Development and Formation of the Project Advisory Group (PAG)
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Months 1 – 12: During implementation of the pilot on EMOs, the GOS has established a decision-making
body called the Technical and Financial Evaluation Committee (TFEC). The formation of TFEC is per
SPPRA rules governing the of EMOs reforms. CMP initiated technical support to TFEC in Year II to align
with the ELD position on implementation of the reform. The TFEC is affiliated in various capacities with
the GOS’s ELD and the Finance Department. In response to GOS requests for TA, CMP will continue
providing support to the TFEC. One meeting of the PAG, and two meetings of the TFEC were held in
Year ll. CMP will continue to facilitate bi-monthly/quarterly meetings in Year III and provide technical
support to TFEC/PAG for decisions and implementation guidelines for EMOs. CMP will also provide
ongoing TA to the PAG/TFEC for oversight of organizations managing schools in the EMO system and
the functionality of the PPP Node.
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8. Cross-Cutting Themes
The CMP team will continue working with and facilitating the SMCs in the formation of SMC
subcommittees. CMP will continue building the capacity of these SMC subcommittees on gender, DRR,
and WATSAN. Each subcommittee will be led by one SMC executive committee member, who will
select additional members, including local entrepreneurs and people with expertise in the topic, through
community consensus. Subcommittees will be responsible for reviewing and recommending activities
within the domains of their SIPs. This structure promotes focused discussions on critically important
health and equity issues and wider participation in the SIP decision-making process.
TOT on Gender Mainstreaming for CMP and Partner Organization Staff
Months 5 – 6: Gender Advisor/consultant will conduct TOT on gender mainstreaming in all program
areas. TOT sessions will include the concept of gender equity, gender-related issues that affect girls’
education, gender mainstreaming in project/program stages, and developing and implementing gender-
sensitive SIPs. Trained participants will replicate training with the SMCs and SMC subcommittees. The
field team will monitor and ensure gender mainstreaming across program activities.
Gender Awareness Session with CMP Staff
Gender awareness session will conducted with CMP all staff members. These gender awareness session
will build the capacity of CMP staff to address the gender issues in program activities and will enable
them for the gender mainstreaming in CMP. These sessions will conduct by monthly or need basis.
Dialogue/Meeting/FGDs for Girl’s Drop Out/Absenteeism, Expansion and Re-election of SMC
Subcommittees
Months 4 – 12: Gender Advisor with the support of CMP field team will organize District level dialogue,
community level meetings and FGDs for girls drop out and for female inclusion in SMCs sub
committees. The reporting data related to the participation of women in program activities indicates
that women’s participation in SMCs and subcommittees in CMP targeted Districts are very low. To
address these issues CMP field team will conduct meetings with the community for the inclusion of
female members in SMC subcommittees and ensure the women participation in SMC subcommittees.
CMP field team with the support of Gender Advisor will conduct FGDs/community meetings to explore
the reasons of girls drop out and suggestions.
Gender-Mainstreaming Audit
Months 4 – 6: It has been one year since the Gender Advisor joined CMP and the work to mainstream
gender in all program activities continues persistent. A two-day gender audit workshop will be
undertaken to review CMP components and program staff to gauge the status of gender mainstreaming,
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challenges, and opportunities. The findings from the audit will be used to create a succinct gender-
mainstreaming action plan for CMP.
Gender-Mainstreaming Activities in Program Components
Months 1 – 2: Gender-mainstreaming activities will be organized across all components. These activities
will focus on increasing girls’ enrollment, retention, women’s participation, and developing and
implementing gender-sensitive SIPs. Moreover, CMP will concentrate on improving gender-sensitive
conditions at target schools, cultivating gender sensitivity among EMOs, and the inclusion of women in
SMCs. These activities organized at district and provincial levels will supplement CMP’s ongoing gender-
mainstreaming efforts.
Illustrative Subcommittee Activities
Conducting TOTs
Months 5 – 10: District Managers (DMs), CMs, and Nutrition Associates (NAs) will be trained to serve
as master trainers to conduct trainings in their respective areas of responsibility and provide support
supervision to trainees. CMP will promote a team-based approach to training, drawing on collective
knowledge and skills, and the most up-to-date information, tools, and materials. The CMP TOT teams
will include the Chief of Party (COP), Deputy Chief of Party, Community Mobilization Advisor,
Education and Governance and Education Management Advisor, Gender Advisor, Regional Program
Manager, and the nutrition focal person. The following table details key elements of the CMP TOT
training plan.
CMP has started training and building the capacity of SMCs and community members on gender, DRR,
and WATSAN. The CMP team will continue to work with SMCs to establish effective subcommittees
that focus on these areas. Each subcommittee will be led by one SMC member who will recruit
additional members, including local entrepreneurs and people with expertise in the topic. Each
subcommittee will be responsible for reviewing and recommending activities within the domain of its
SIP. This new structure promotes focused discussions on critically important health and equity issues
and wider participation in SIP decision-making. Illustrative activities of the subcommittees are presented
in Table 3.
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Table 3: Illustrative Subcommittee Activities
SUBCOMMITTEE ACTIVITIES
Gender
Organize community sensitization events on girls’ education, barriers to girls’
enrollment, and issues such as gender-based violence, nutrition, and reproductive health
Investigate the recruitment of additional female teachers
Monitor all CMP field activities with an eye towards gender sensitivity and mobilize
community for the participation of women in CMP activities.
Conduct gender sensitivity trainings with community members, teachers and students
Plan home visits and meetings with parents to increase and retain girls’ enrollment in
schools. Visit the homes of girls often absent from school and offer support.
Organize girls’ enrollment campaigns
Support SMCs in developing gender sensitive SIPs and SMPs
Conduct community mobilization meetings to increase girls’ enrollment and raise
awareness on the importance of girls’ education
Ensure women’s participation in all CMP activities related to girls’ enrollment and
retention
Monitor all school activities according to gender equality standards
DRR
Conduct DRR awareness sessions for SMCs/subcommittees and communities
Conduct DRR sessions/quiz competitions with students at schools
Organize village/school clean-up campaigns
Organize a DDR mapping-exercise for students and community members
WATSAN
Organize volunteers to maintain facilities and oversee drainage
Mobilize local businesses/community to support free repairs of WATSAN facilities and
soap
Develop and organize health messages and workshops in relation to personal hygiene
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9. Partners
IRD’s Pakistani partners will continue to perform essential implementation and technical functions. The
CMs and Nutrition Associates (NAs), staffed by IRC and HANDS, will continue implementing
community-level assessments, surveys, mobilization activities, capacity building, training, and nutrition-
related interventions. During Year III, IRD will rely on Tulane University and/or Aga Khan University to
provide technical expertise in realizing several Component 3 deliverables, like the development of
messages and materials key to increasing awareness and knowledge and improving nutrition and health
practices. CMP team engaged in a series of meetings with Aga Khan University to explore possibilities of
mutual collaboration and /or partnerships in this regard. IRD leads implementation of all activities
involving the private sector using their extensive experience building PPPs in Sindh, as well as overseeing
the activities under cross-cutting themes of Gender, DRR and WATSAN. IRD’s partners perform
essential implementation and technical functions on CMP. All partner staff is located in their own project
sub-offices and their staff will conform to their own internal management hierarchies. Partner staff
coordinates with and works under the instruction of IRD CMP counterparts that parallel their own
managerial hierarchies. As a consequence, IRD and its local partners, IRC and HANDS, have formed an
integrated team working together towards a common goal under IRD leadership. IRD facilitates full
integration of all partner activities, maintains strict program oversight, manages all procurement and
grant functions, and is the sole point of contact with USAID throughout implementation.
IRD will continue to leverage local partners’ presence in communities to mobilize and initiate activities
rapidly. IRD based the division of labor and geographical jurisdictions of IRC and HANDS on their
current presence in different districts and Karachi towns in order to leverage their local knowledge and
relationships with key stakeholders. IRC and HANDS will continue to support activities in the following
locations:
IRC provides CMs and Nutrition Officers in Khairpur, Qambar-Shadadkot and Dadu districts and in the
Towns of Bin Qasim and Kemari in Karachi City.
HANDS provides CMs and Nutrition Officers in Kashmore, Jacobabad, Sukkur, and Larkana districts and
in the towns of Lyari, Orangi, and Gadap in Karachi City.
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10. Coordination of Program Activities
More than 20 years ago, the GOS launched the semi-autonomous Sindh Education Foundation (SEF) to
engage private sector and civil society organizations in improving education. The World Bank supports
SEF and, with the EU, provides coordinated budget support for the Sindh Education Reform Program
(SERP) and strengthened school-level management. Together with the Department for International
Development (DFID), the donors support the USD 66 million Global Partnership for Education
allocation for Sindh. Related donor initiatives include Foreign Affairs, Trade and Development Canada’s
capacity building project for teachers and DEOs, as well as numerous DFID programs that advance
gender parity and SEF’s goals. To support Sindh Basic Education Program (SBEP) and implement CMP,
the CMP team will work hand-in-hand with related donor projects by establishing and leading technical
working groups that define best practices and facilitate joint planning. By building strong connections,
IRD will design more cost-effective plans and conduct joint activities that make the best use of USG
resources. Table 4 presents an illustrative list of specific areas where CMP will coordinate with other
USG-funded programs.
Table 4: Proactive Coordination with USG Programs in CMP Areas
PROGRAMS AND
LOCATIONS AREAS OF COORDINATION WITH CMP
Citizen’s Voice Project;
nationwide
Improved citizen and government engagement and accountability,
including in education sector
Civil Hospital Project;
Jacobabad
Construction of hospital managed by PPPs; safe drinking water and
hygiene; screening; educational materials for schools
Earthquake Reconstruction
Program; KP and AJK
SMCs and Health Management Committees and construction or
rehabilitation of 61 schools and 15 BHUs
Food for Education; Jacobabad Girls’ attendance at primary schools, strengthening of SMCs, health
and hygiene, sports equipment, libraries
Gender Equity Program;
nationwide
Women’s empowerment, reducing the gender gap, behavioral
change, and improved public attitudes towards women's rights
Health Care Management
Program; Punjab and Sindh TA to rehabilitate BHUs
Municipal Services Delivery
Program; Jacobabad and the
rest of Sindh
Drinking water and solid waste disposal for schools; water
treatment plant and community mobilization in Jacobabad
Small Grants Program/
Ambassador’s Fund; nationwide High-impact projects relating to schools and WATSAN
Social Mobilization and Hygiene
Promotion; Jacobabad City
Phased infrastructure improvements linked with a focus on
women’s engagement, improved hygiene behaviors, and new social
norms
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11. Monitoring and Evaluation
CMP uses a flexible, adaptive M&E approach to respond to simultaneous activities and uncertainty in the
Pakistan environment. IRD has developed a comprehensive, robust, and integrated system that builds on
existing capacities, management information system and processes, as well as innovative learning
approaches, research, monitoring systems and M&E tools. As a result, CMP can ensure timely and
continuous monitoring of activities, and provide USAID with a combination of written annual and
quarterly reports, oral presentations, and other briefings as necessary.
Development Hypothesis and Results Framework
CMP’s development hypothesis links program tasks to the four main components and the overall goal.
CMP engages target communities and develops and implements SMPs and SIPs with communities and
school stakeholders. It also improves SMCs and their activities in target schools, builds capacity, and
mobilizes DEOs. CMP also provides small grants to fund target schools not identified for construction,
diagnose SMCs functionality and girls’ access, researches children’s nutritional levels, designs approaches
to improve children’s nutrition, supports BHU-led activities, develops an autonomous body (PAG) to
support the GOS, and facilitates EMOs in target areas. CMP will increase communities’ involvement in
the GOS reform of merging, consolidating, and upgrading schools, improve community and district
government coordination for increased girls’ enrollment, improve child nutrition in selected
communities and government schools, and facilitate the launch EMOs system. By achieving those targets,
CMP will contribute towards its goal of sustaining community mobilization and school-based
management in the Sindh Province. Please see Annex 3 for results framework.
CMP’s performance management plan (PMP) includes management indicators that allow the program to
track activities very closely. While management indicators are not necessarily part of the PMP, the data
allows CMP field staff to track patterns at school levels that are linked to management responses at
higher levels. The PMP includes school statistics indicators for tracking purposes only.
Data Use and Reporting
Regular internal program reporting flows from the communities on a monthly basis through the CMs,
who then compile the data and provide monthly status reports to designated CMP team members. CMP
team members also enter data into CMP’s Database system on an ongoing basis as they receive/collect
data. The M&E Manager and Officer perform annual outcome monitoring using lot quality assurance
sampling (LQAS) method. Using LQAS for annual outcome monitoring allows the project staff to better
manage implementation and track outcome indicator progress. The M&E team analyzes monitoring data
for trends and tracking purposes. CMP submits an updated Indicator Tracking Table quarterly with the
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programmatic progress report. The M&E Manager processes and aggregates the required indicators, and
enters the quarterly value for submission. The progress report provides the program’s results and
highlights, including maps, photos, lessons learned, and success stories, as appropriate and available.
As required by USAID/Pakistan, CMP enters project level information into USAID/Pakistan’s
management information system, PakInfo. CMP staff has already completed training for PakInfo data
entry and provides monthly updates on activities via an Internet website or Microsoft Access database.
The information includes the location of project implementation sites to the nearest village or geospatial
coordinates, funding levels, performance results, geospatial coordinates, and photographs on the
activities.
Using M&E to Make Decisions
CMP requires a flexible, adaptive M&E approach to respond to simultaneous activities and uncertainty in
Sindh’s operational environment. The team ensures timely and continuous monitoring of activities. The
team uses monitoring formats to capture data, photographs, video, and other relevant information that
are linked to the CMP database system to facilitate mapping, reporting, and analysis, providing CMP
managers and USAID real-time access to program data. IRD tailors the database to allow use by all
partners and CMs to track the results of all four components. As approved by USAID, project data will
be made available to the GOS.
IRD’s M&E system is fully integrated into CMP’s operations and used for management purposes. The
CMP PMP serves as a tool to track progress and inform decision making. It is coordinated with the
PMIU M&E section to harmonize CMP indicators with the overarching SBEP PMP. The M&E Manager
manages, accesses, monitors, and analyzes performance data to track progress against the work plan and
towards reaching performance targets and expected results. He reports to the Chief of Party (COP) and
Deputy Chief of Party (DCOP), who use the data to adjust programming and provide direction to the
field staff.
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12. Project Management
IRD’s Management Approach for the Overall Execution of the Program
IRD has an integrated in-country team that ensures efficient and cost-effective use of USAID resources.
The CMP senior managers, based in Karachi, lead program implementation under the strategic guidance
of the COP and daily operational and technical oversight by the DCOP. The COP coordinates closely
with the PMIU, RSU, and other GOS entities, as well as with the USAID A/E contractor responsible for
school construction. Together with the COP and DCOP, the Community Mobilization Advisors have
designed effective mobilization strategies for the field teams. The Advisors are responsible for ensuring
that mobilization approaches are tailored to each target district and town. The Education Governance
and Education Management Advisor coordinates capacity building activities with the GOS and facilitates
DEO approvals, as necessary. He also provides direct on-the-job TA in piloting the EMO component to
the ELD.
The District Managers (DMs) oversee all component activities in their assigned area and support
community-level staff. The DMs are co-located in district education offices and report to the Regional
Program Manager. Their main partner counterparts are partner field officers. Through close cooperative
working relationships, including joint weekly work planning, the DMs and field officers are responsible
for ensuring that the CMs effectively implement community mobilization strategies in each community.
IRD maintains a local presence and guarantees close coordination with key stakeholders through the
field teams working in their target communities. These technical staff receives operational oversight and
technical guidance from the DCOP. An IRD HQ-based technical backstop and support units assist the
field by applying IRD’s corporate systems and processes for effective management of personnel,
subcontracts, grants under contracts, training, and IT solutions.
Composition and Organizational Structure of the Project Team
CMP operates from two offices, the main office in Karachi and a major field office hub in Sukkur. CMP’s
main office in Karachi houses the COP, DCOP, and Director of Finance and Administration. The
Security Manager, reporting directly to the COP, ensures that all IRD security protocols across its
offices are observed and provides security assessments and reports to USAID. M&E staff, DEO trainers,
DMs, CMs, and NAs who are responsible for implementation in the five target towns of Karachi City
are also based in this office. Finally, the Karachi office provides space for local and international short-
term TA (STTA), logistical support for staff and STTA travel within Sindh.
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In addition to the Community Mobilization Advisor for Northern Sindh, who is located in Sukkur, the
DM for Sukkur and the DEO trainers, and finance and administrative staff overseeing activities in the
seven target districts work out of these offices. The DMs also utilize desk space provided for them in
local partners’ offices and outposts in these districts to facilitate improved coordination and
implementation in more remote areas. Community-based CMs and NAs participate in monthly status
update meetings with their DMs regularly attended by the DCOP, Regional Program Manager, Grants
Manager and Nutrition Focal Person.
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CMP Staff’s Roles and Responsibilities
POSITION ROLE RELEVANT EXPERTISE
Chief of Party
Responsible for project management;
representation with USAID, PMIU,
A/E firm, partners, and stakeholders;
quality work and compliance with
contractual obligations; provide TA to
partners.
Strategic guidance and planning;
education; community engagement;
SMC establishment; community-
based education development,
particularly for girls; stakeholders
coordination.
Deputy Chief of Party
Responsible for day-to-day project
management, including management of
staff, activities and subawards;
oversight of M&E and reporting.
Knowledge of the Pakistani
education system; education policy
development; SMC development
and training; grants management;
collaboration with government
officials, teachers, school
administration, community groups,
and students; USAID program
management; work plan
development; M&E; PPPs.
Advisors for
Community
Mobilization (2)
Work with the COP and DCOP on
designing effective mobilization
strategies for the field teams; review
the CMAP/M&E formats data
collected by CMs to provide guidance
on the necessary adjustments; ensure
mobilization approaches are tailored
to each target district and town.
Community mobilization in support
of school rehabilitation and
renovation, health awareness
campaigns, DRR and disaster
management, governance;
knowledge of Pakistani education
system; coordination with
government officials at the district,
provincial, and federal levels;
capacity building trainings for
teachers and school administrators;
school development plans; gender in
education.
Advisor for Education
Governance and
Education
Management
Assist the team in coordinating all
capacity building activities with the
GOS, including with its district
education offices; facilitate necessary
DEO approvals; provide on-the-job
TA to the GOS in piloting the EMO
component.
Government education policy
reform and management; design of
provincial education initiatives;
collaboration with district and
provincial governments; knowledge
of Pakistani context and local
education sector and gaps;
education service delivery.
Gender Advisor
Develop Gender Plan, monitor
program against gender-disaggregated
and gender-sensitive indicators, and
provide TA to integrate gender-
appropriate implementation strategies.
Gender equity; girls’ education and
access to schooling; community
development and mobilization
programming; health and hygiene
programming; inclusion of
marginalized women.
Director of Finance
and Administration
Provide oversight of finance, HR and
administration, logistics, and
procurement; ensure implementation
follows USAID and IRD policies.
Accounting; financial management
and control; budget planning and
oversight; knowledge of ADS, FAR,
AIDAR, and OMB; administrative,
procurement, logistics and HR
policy development and
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POSITION ROLE RELEVANT EXPERTISE
implementation.
Communications
Manager
Responsible for the design and
implementation of CMP
communication and outreach activities
and coordination with stakeholders.
Writing and editing; oral
communication and presentation;
reporting through print, radio, and
television media; knowledge of
USAID branding and marking
requirements.
Security Risk
Manager
Security Assistant
Security Officer
(Sukkur)
Responsible for establishing and
implementing security protocols for
offices and field operations; manage
guards in Karachi and district offices.
Security protocols and procedures
planning and implementation;
security management for facilities
and personnel; staff oversight.
Small Grants Manager
Small Grants Officer
Responsible for compliant and
effective grants procedures; negotiate,
draft and finalize grant agreements;
manage the closeout of grants,
including working with program staff
to gather all necessary documentation
for timely closeout.
USAID procurement and
compliance policies; procurement
processes implementation for
procurement of goods and services.
Monitoring and
Evaluation Manager
Responsible for implementation of
M&E activities and coordination with
stakeholders for project monitoring;
oversee M&E staff.
M&E policy and system
development, M&E plan/PMP
development and implementation,
data storage and analysis,
quantitative and qualitative
assessments, and project
evaluations.
Senior M & E Officer
Responsible for field M&E of activities;
monitor results; conduct surveys, and
independently verify data from
implementation; input collected data
in project database.
Knowledge of monitoring,
evaluation and reporting for USAID
activities; field data collection
database management.
Regional Program
Manager
Oversee day-to-day implementation of
community mobilization activities;
supervise district coordinators and
community mobilization staff.
Community development and
mobilization programming;
knowledge of Sindh; staff
supervision
District Managers (8)
Oversee all activities in assigned area;
support community-level staff; ensure
proper implementation of community
mobilization strategies in each
community.
Field program implementation;
stakeholder outreach and
coordination; community
development programming;
administration of development
assistance
Community
Mobilizers (24)
Work with target communities, SMCs,
and DEOs; maintain and develop
relationships with stakeholders and
counterparts at the community level;
report using CMAP.
Knowledge of target communities
and social structures; community
outreach and engagement; oral
communication; mobility in target
communities.
Nutrition Program
Manager (Vacant)
Oversee day-to-day implementation of
nutrition activities; supervise nutrition
officers.
Health and nutrition programming;
activity design and implementation;
methodology development and
implementation; staff supervision.
Nutrition
Associates(31)
Work with beneficiaries on
implementation of community-level
nutrition activities; coordinate with
Knowledge of proper health and
nutrition practices; community
outreach, engagement and education
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POSITION ROLE RELEVANT EXPERTISE
BHUs for screenings. campaigns.
Finance Manager
Manager Accounts
Finance Coordinator
Finance Assistant
Responsible for day-to-day
bookkeeping and reporting tasks.
Accounting, bookkeeping, record
keeping.
Procurement
Specialist
Responsible for program and
operations procurement. Ensures
procurement compliance with
applicable rules and regulations.
USAID procurement and
compliance policies; procurement
processes implementation for
procurement of goods and services.
Compliance Officer Responsible to ensure compliance in
procurement, admin and operation. Experience in compliance
Grants Officer
Responsible for assisting the Grants
Manager in the day-to-day
administration of grants including
travelling to the field to check
activities and processes are working
correctly and in compliance.
USAID grants procurement and
compliance policies.
Administrative Officer
(2)
In Karachi and Sukkur responsible for
office administration. Administrative systems and policies
Administrative/Procur
ement Officer
Covering both procurement and
administrative duties.
USAID procurement and
compliance policies; procurement
processes implementation for
procurement of goods and services.
Logistician Responsible for logistics in support of
field activities and all project staff.
Travel and logistics arrangements,
facility management, and event
planning.
HR and Admin
Manager
HR Assistant
Responsible for day-to-day HR tasks. HR administration policies and
practices
Program Assistant Responsible for day to day program
activities. Program and report writing
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Annex 1: Year Three Work Plan (October 2015 to September 2016)
ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
Component 1 Activities
Task A
Inauguration ceremony of
SBEP reconstructed school
opening
25 Sukkur, Khairpur, and
Larkana Ceremonies
Groundbreaking ceremony 4
1 each in Dadu,
Jacobabad, Kashmore,
and Qambar Shahdadkot
Ceremonies
(Tentative)
Pre-construction meeting for
Package 2 schools 5
1 each in Karachi, Dadu,
QSK, Jacobabad,
Kashmore
Meetings
MOU signing ceremonies TBD Karachi, QSK,
Kashmore, Jacobabad,
Dadu
Ceremonies
Task B
Conduct community meetings to develop social mobilization
plans
421
Schools All CMP districts
All 421
Schools'
SMCs
Meetings between SMCs,
other community
stakeholders, and A/E firm
and construction contractor
103
Karachi 5, Jacobabad 19,
Dadu 12, Larkana 13,
Kashmore 14, QSK 12,
Sukkur 13, Khairpur 15
Schools,
ongoing
Community meetings for
review and expansion of
SMCs sub committees with
gender perspective
421 All CMP districts
All 421
Schools'
SMCs
CMs provide mentorship and
support to SMCs 421 All CMP districts Meetings
Component 2 Activities
Task A
Data collection on new
enrollment and review with
baseline girls’ enrollment
421 All CMP Districts Schools
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ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
trends
Community/ SMC/ teachers
meetings/ FGD to prevent
Girl’s drop out and increase
Girl’s attendance
421 All CMP Districts Meetings
Task B
Training of SMCs and sub-
committee members on how
to develop and implement
social mobilization and school
improvement plan
31(shortfall
of Year II)
Kashmore 4, Dadu 1,
Jacobabad 10, Qambar
Shahdadkot 12, Sukkur
4
Training
Training of SMCs M&E
committees members on
strategies to improve girls
enrollments
29
(shortfall
of Year II)
Kashmore 4, Dadu 1,
Jacobabad 10, Qambar
Shahdadkot 12, Sukkur
2
Training
Training of SMCs and sub-
committees members on
Gender, WATSAN and DRR
(Cross cutting)
30
(shortfall
of Year II)
Kashmore 4, Dadu 2,
Jacobabad 10, Qambar
Shahdadkot 12, Sukkur 2
Training
Orientation sessions with
students for science fairs by
Intel
8 Districts All CMP Districts Sessions
Develop training manual for
SMC on monitoring 1 All CMP Districts Manual
Training of SMCs and sub-
committee members on
monitoring
900 All CMP Districts Committees
Training of SMCs’ Executive
Committee members on how
to develop and implement
school improvement plan
1000 All CMP Districts Committee
Members
Refresher of SMCs’ sub-
committee members on how
to develop and implement
school improvement plan
800 All CMP Districts Committee
Members
Training of SMCs’ members
on strategies to increase girls’
enrollment
1000 All CMP Districts Committee
Members
Training of SMCs’ Executive
Committee on Gender,
WATSAN and DRR (Cross
cutting)
1000 All CMP Districts Committee
Members
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ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
Refresher of SMCs’ sub-
committee members on
Gender, WATSAN and DRR
(Cross cutting)
800 All CMP Districts Committee
Members
Facilitate development of
School Improvement Plans,
including plans for removing
barriers to girls' enrollment
200 All CMP Districts Meetings
Facilitate development and
implementation of Social
Mobilization Plans
200 All CMP Districts Meetings
Meeting with ELD, SBEP-
partners (SCDP) for advocacy
on Women’s membership
inclusion in SMCs executive
body
5 Coordination Meetings
at provincial level Meetings
Regularize SMC Executive,
General Body and
Subcommittee Meetings
421 All CMP Districts Meetings
Annual School Days /
Enrollment Walks at school
level
421 All CMP Districts Events
Community Recognition
Days/ need base gender focus
events
60 All CMP Districts
All districts
will celebrate
entire days
Teac
hers
Day
Child
ren D
ay
Wom
en D
ay
Moth
er’
s D
ay
Envi
ronm
ent
Day
Independence
Day
Litera
cy D
ay
Facilitate SMCs, and
community to organize
enrollment campaigns at
Union Council level.
63
Dadu 8, Jacobabad 12,
Karachi 12, Khairpur 5,
Larkana 8, Qambar
Shahdadkot 6, Sukkur 12
Cluster level
events
SMC subcommittee
members/Community
exchange visits at Taluka,
Union Council and District
levels
50
Dadu 6, Jacobabad 4,
Karachi 6, Khairpur 8,
Larkana 4, Kashmore 8,
Qambar-Shahdadkot 10,
Sukkur 4
Visits
Task C
Joint planning workshops for
SMC, DEOs, ADEOs, and
Supervisors
34
Khairpur 4, Dadu 4,
Jacobabad 4, Karachi 6,
Larkana 4, Kashmore 4,
Qambar Shahdadkot 4,
Sukkur 4
Workshops
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ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
Task D
Training of SMCs and
Subcommittee members on
Grants Management (Merged
with Financial Management
Training)
298
Dadu 52, JCD 40,
Karachi 23, Khairpur 43,
Larkana 30, Kashmore
42, Qambar-Shahdadkot
36, Sukkur 32
Committees
Support SMCs to develop
Grants proposals 207
Dadu 25, Jacobabad 30,
Karachi 23, Khairpur 33,
Larkana 20, Kashmore
32, Qambar Shahdadkot
12, Sukkur 32
Committees
Grants issued to and
implemented by SMCs 207
Dadu 25, Jacobabad 30,
Karachi 23, Khairpur 33,
Larkana 20, Kashmore
32, Qambar-Shahdadkot
12, Sukkur 32
Schools
Grants Monitoring &
Milestones assessment 207
Dadu 25, Jacobabad 30,
Karachi 23, Khairpur 33,
Larkana 20, Kashmore
32, Qambar-Shahdadkot
12, Sukkur 32
Schools
Component 3 Activities
Task A
Identification of Health
Corner/Rooms 323 All CMP Districts All targeted
Schools
Purchase Screening
Equipment/Nutrition Supplies 323 All CMP Districts
All targeted
Schools
Distribution of equipment and
documentation 323 All CMP Districts
All targeted
Schools
Established partnership with
PPHI, Nutrition Cell,
Stabilization Centers and
DOH
N/A All CMP Districts Ongoing
Networking meetings to
explore and design
mechanism for Nutrition
Component
32 All CMP Districts
Quarterly
meetings in
eight districts
Develop training manuals for
SHNC trainings on health,
nutrition, and peer education
1 All CMP Districts Manual
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ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
PRA research for Food
availability over the year 32 All CMP Districts
2 Urban and
2 Rural UCs
Formative Action Research
regarding nutrition and health
and hygiene at household
level.
32 All CMP Districts
4 targeted
Schools per
District
TOTs of Field staff on
Nutrition Manual 4 All CMP Districts
ToTs of all
field staff
Trainings for SHNCs involved
in health screenings 250 All CMP Districts Ongoing
Annual health screenings
conducted in targeted schools 80 All CMP Districts
80 Schools as
Pilot, Annual
Establishment of voucher
distribution system 80 All CMP Districts
80 Schools as
Pilot
Vouchers distributed among
malnourished children 80 All CMP Districts schools
Peer education training
sessions in school/community
settings
150 All CMP Districts schools
Develop key messages for
IEC campaign 1 All CMP Districts Package
SHNCs identify
volunteers/parents to
support/maintain school
water and sanitation facilities
150 All CMP Districts Schools
Community Recognition
Days, International Days and
events on Health and Hygiene
32 All CMP Districts
Four events
per district,
per year
Health and Hygiene training
sessions with communities,
teachers and children
150 All CMP Districts Session
Component 4 Activities
Task A
Provide Technical Assistance
to GoS in formulating
policies/system/frameworks/p
rocedures in outsourcing
public schools to EMOs
N/A Technical
Assistance
Provide Legal Assistance to
GoS in procurement
processes involved in
outsourcing public schools to
N/A Legal
Assistance
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ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
EMOs
Achieving Task-1 in
outsourcing management of
public schools to EMOs
13
Batch-1
schools
outsourced
Achieving Task-2 in
outsourcing management of
public schools to EMOs
12
Batch-2
schools
outsourced
Achieving Task-3 in
outsourcing management of
public schools to EMOs
TBD
Batch-3
schools
outsourced
Roundtables/Consultative
Workshops/Dialogues to
develop and refine EMO
reform/policies/procedures/fr
ameworks
8
Roundtables/
Consultative
Workshops/
Dialogues
Consultative Meetings
focused on EMOs at
District/UC/Taluka Level
32 All CMP Districts
Meetings with
relevant
stakeholders
Acquiring resolutions from
selected schools SMCs in
favor/support of EMOs
16 Khairpur, Larkana,
Sukkur, Karachi
SMC
Resolutions
in favor of
EMOs
Task B
Generate interest of private
sector for management of
public schools as EMOs
TBD
ELD may
decide to
expand pre-
qualified pool,
as per SPPRA
rules
Providing technical
assistance/support and
facilitation to relevant
departments of GOS for
budgetary financial allocations
in favor of EMOs and SBEP
targeted schools
46 Schools
Solicit in-kind support for
targeted schools from private
sector organizations,
corporate sector, local
businesses, communities and
philanthropists, foundations,
80 All CMP Districts
In-kind PPP
Contributions
in 80 schools
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ACTIVITY
Target Months
Number Districts Target
Description 1 2 3 4 5 6 7 8 9 10 11 12
and NGOs
Providing technical support to
partners and potential
partners for school
improvements, facilitating
agreements, partnership
processes, school visits,
development and
implementation of individual
school improvement plans
10
organizatio
ns
Draft MOUs,
Proposals,
Plans,
budgets, etc.
Task C
Meetings of Project Advisory
Group (PAG) / GOS
Technical and Financial
Evaluation Committee (TFEC)
4
Gender Mainstreaming Activities
Task A
TOT of CMP field staff on
gender 2 All district
team
Gender awareness sessions
with CMP staff 6 CMP staff
Dialogue, meeting and FGDs
for girl’s drop/absenteeism
out, expansion and re-
election of SMC
subcommittees
5 meetings
in each
district
All CMP Districts Communities
Gender Audit 1
All CMP staff
and field staff
including
community
representa-
tion
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Annex 2: Five Year Work Plan
YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
PROJECT START-UP
Project start-up team deployed to Karachi
Contract key personnel
Orientation and training for key personnel
Recruit and contract other staff
Post-Award project launch meeting
Establish MOUs and sub grants with local partners
Establish project residential and office spaces
Replicate HR, procurement and other admin procedures from IRD Pakistan projects
Training for CMs
Secure vehicle leases
Establish IT and communications systems
Develop security / evacuation plan
Contract security agency
Component 1 Activities
Task A
Conduct Stakeholder Analysis (community mapping, participatory rural appraisal, survey)
Task B
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YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
Conduct community meetings to develop SMPs and work structures
Meetings between SMCs, other community stakeholders, and A/E firm and construction contractor
Adapt training manuals for SMCs and Student Councils
Develop training modules for SMCs on implementing SMPs
Trainings for SMC and community members to enable them to implement SMPs
CMs provide mentorship and support to SMCs
Community Recognition days linked with
Component 2 Community Recognition Days
Component 2 Activities
Task A SMCs self-assessment for functionality
Review baseline data on girls enrollment trends
Develop an Action Plan on forming and strengthening SMCs
Task B Develop training modules for SMCs
Training of SMCs
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YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
Facilitate the development of SIPs, including plans for removing barriers to girls' enrollment
Refresher training for SMCs
Community Recognition Days linked with Component 2
Community Recognition Days
SMC exchange visits at Taluka, Union Council and District levels
Task C
Joint planning workshops for SMC, DEOs, ADEOs, and Supervisors
Gather data from DEOs, ADEOs and Supervisors on capacity building needs
Conduct trainings for DEOs, ADEOs and Supervisors on specified capacity building areas
Meetings to set KPIs and review progress against them
Task D
Form Grant Selection Committee
Launch meetings and discussions
Grant Selection Committee reviews applications and has
selections approved by COP and USAID COR
Grants issued to and implemented by SMCs
Component 3 Activities
Task A
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YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
Project Team and Tulane
develop methodology for KAP survey and anthropometric data collection
Training of data collectors
KAP baseline data collected sampling of households with school- age children
Baseline data analysis
conducted
Final Report submitted to USAID and disseminated
to local stakeholders
Task B Key research questions developed by CMP Team
Advanced statistical
research conducted using
baseline data
Qualitative data is
gathered through key
informant interviews and
discussions with parents
Report with research
findings and nutrition
intervention recommendations
submitted to the donor
and disseminated to local stakeholders
Task C
School Health and
Nutrition Supervisors (SHNSs) are appointed
Trainings for SHNSs
involved in health screenings
Annual health screenings
conducted in all targeted
schools and School Health Register maintained
Voucher distribution
system established
Voucher are distributed to children who need
medical assistance
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YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
Adopt health and nutrition
education modules
Conduct TOT for teachers on peer
education
Recruit Peer Educators among students
Teachers and Nutrition
Officers conduct training
for Peer Educators
Peer education sessions in school/community
settings
Organize and hold health
days
Develop key messages for
IEC campaign
Disseminate key messages
through media outlets
Conduct interactive
theater/puppet shows
SMCs identify volunteers/parents to
support/maintain school
water and sanitation facilities
Identify private sector
partners to provide additional resources for
school improvement
PILOT Component Activities
Task A
Meetings to develop
framework to address
fundamental financial and management issues in
EMO system
Task B
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YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
Conduct outreach
campaign to generate
interest from potential EMOs
Determine interest of
private sector
philanthropists, foundations, and NGOs in
targeted school
management
Investigate establishing
EMO pool to collect/distribute funds to
outsourced schools
Solicit sustained in-kind
support for targeted schools from private
sector philanthropists,
foundations, and NGOs
Task C PAG formation CMP will develop PAG
bylaws
PAG meetings in Karachi
Meetings between PAG
and DOE
Establish Autonomous
Body at the DOE
PAG observes work of
Autonomous Body
Program Management
Submit Annual Work Plan
to USAID
Submit Updated Five-Year
Work Plan to USAID
Submit Procurement Plan
to USAID
Submit PMP to USAID
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YEAR: QUARTER
ACTIVITY 1:Q1 1:Q2 1:Q3 1:Q4 2:Q1 2:Q2 2:Q3 2:Q4 3:Q1 3:Q2 3:Q3 3:Q4 4:Q1 4:Q2 4:Q3 4:Q4 5:Q1 5:Q2 5:Q3 5:Q4
Submit quarterly activity
and financial reports to USAID
Submit annual reports to USAID
Disseminate project newsletter to key
stakeholders
Monitoring and Evaluation
Establish data collection system linked with PBMS
Develop/conduct baseline
survey
Conduct annual LQAS Collect data from partner
organizations
Disseminate lessons
learned/best practices to the donor, local
stakeholders and partner organizations
Develop and conduct
end-of-project survey
Performance based end-
of-project report
Project Close-Out
Project Close-out workshop
Prepare inventory
disposition plan
Close field offices Terminate sub-contract with local NGOs
Employment termination
letter to national staff (not key staff)
Employment termination letter to key staff
Inform government officials/other
stakeholders about
project end
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Annex 3: Results Framework
Component 2: Improve community and district government coordination for increased girls’ enrollment
Component 3: Improve child nutrition in selected communities and government schools
Component 1: Increase communities’ involvement in the GoS reform of merging, consolidating, and upgrading schools
Goal: Sustain community mobilization and school-based management in Sindh Province
ResultR1.1: 200 schools under construction engaged in a community mobilization processR1.2: 200 Social Mobilization Plans in place beginning in year 1R1.3: 4,000 SMC or community members trained to implement social mobilization plans
ResultR2.1: 200 SMCs strengthened/reactivated through training 4,000 SMC/community membersR2.2: 100 district officers trained and observed to be working with communities in schools R2.3: 10,000 girls enrolled in target schoolsR2.4: 200 communities engaged in school improvement through small grants
ResultR3.1: Research conducted to inform recommendations on improved nutritionR3.2: 400 schools and 8,000 community members trained on hygiene promotion and nutritionR3.3: 100% of target schools screened by BHU/health officials and micronutrient vouchers provided
TaskT1.1 Conduct stakeholder analysis in target districtsT1.2 Develop and implement a Social Mobilization Work Structure
TaskT2.1 Diagnose SMCs to assess functionality and girls accessT2.2: Activate/reactivate SMCs and their activitiesT2.3 Mobilize active district education governance linked with communitiesT2.4 Award small grants to schools not identified for construction
TaskT3.1 Collect baseline data of children’s nutritional levelsT3.2 Research reasons for poor nutritional levels of children and design innovative approaches to improve children’s nutritionT3.3 Design approach to improve children’s nutrition in target areas
Pilot: Launch of Education Management Organization (EMO) system
ResultR4.1: Establish PAG in Year 1R4.2: Establish autonomous body to manage EMOs by Year 2R4.3: 10 NGOs managing 200 target schools with improved NER rates from baseline and teacher attendance of 75 %
TaskT4.1 Support GoS policy on EMOsT4.2 Outsource school management, including community mobilization efforts to NGOs and private sector partnersT4.3 Develop an autonomous body and form a Project Advisory Group (PAG)
Cross Cutting: Gender, Water & Sanitation, Disaster Risk Reduction
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13. Annex 4: Training Plan
Training is a critical element of the CMP. IRD’s overall approach to training is based on six pillars: (1) assess local training needs; (2) revise
existing curricula based on assessment results, tailor curricula to the local context, and pilot test before rolling out training; (3) develop a
toolkit of user-friendly training materials; (4) evaluate trainees’ knowledge and skill levels before and after training; (5) provide refresher training
on an as-needed basis, along with supportive supervision, mentoring, and coaching to reinforce learning; and, (6) conduct TOT.
Assess local training needs: Prior to designing the training curricula, the CMP team will hold discussions with potential trainees and other
stakeholders regarding their training needs and priority subject areas and use this input to design training that is based on adult learning
principles to meet these needs.
Revise existing curricula and pilot test adaptations: The CMP team will review already-existing training curricula and manuals from various
implementing entities, including HANDS and IRC. The most effective curricula and manuals will be adapted for what is needed in CMP. The team
will also review materials developed by IRD under a similar USAID-funded CMP program in Jordan. If effective for the program, CMP will adapt
the materials for the context in Sindh, including translation. Each training curriculum will be pre-tested, and feedback from trainers and trainees
will inform final versions.
Develop a toolkit of user-friendly training materials: CMP staff will develop curricula, training manuals, visual aids, and other tools that guide
trainings in areas such as community mobilization, Financial and Grants Management, Participatory Monitoring and Evaluation, growth
monitoring, health practices, and nutrition education. Toolkits will be developed in English and translated into Urdu and Sindhi, and available at
appropriate literacy levels.
Evaluate knowledge and skill levels of trainees: Each training session will include pre-test and post-test questions that trainers will use to
evaluate the skill and knowledge levels of trainees before and after the training.
Reinforce learning through refresher training, supportive supervision, and coaching and mentoring: The CMP team will provide refresher
training, supportive supervision, and ongoing coaching and mentoring as needed. Supportive supervision, a proven methodology with
internationally accepted guidelines, is a critical component of the CMP Training Plan and IRD’s sustainability strategy. CMP will develop a specific
training module on this topic, stressing that it uses positive approaches to identify problems, find solutions, maintain morale and commitment,
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and sustain quality performance. The district managers will provide supportive supervision for CMs, NAs, and FOs, who in turn will provide
supportive supervision to SMCs, other community members, and SHNCs. The methodology allows CMP to incorporate feedback and sustain
results over the long term.
Conduct TOTs: The DMs, CMs, FOs and NAs will be trained to conduct effective trainings in their respective areas of responsibility and
provide supportive supervision for trainees. CMP will promote a team approach to training, drawing on collective knowledge and skills and the
most up-to-date information, tools, and materials. The TOT teams will include the chief of party, deputy chief of party, community mobilization
advisor, education and governance and education management advisor, the gender advisor, the community mobilization program manager,
Grants Manager, and the nutrition program manager. The following table details key elements of our training plan.
TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING
Component 1: Increase Communities’ Involvement in the GOS Reform of Merging, Consolidating, and Upgrading Schools
Refresher training and
review for CMP field staff
on community
mobilization strategies in
context of PPP
integration and
development and
implementation of social
mobilization, school
improvement plans and cross
cutting themes for CMP
To review and improve the
capacity of CMP field staff to
review and refresh the
community mobilization
strategies and formats of
develop and implement
effective SMPs and SIPs
CMs, NAs,
FOs, DMs
Advisors
CM,
Manager
CM
Manager
Grants,
M&E
At district
level Two days
Month 6
Year III
Refresher Training for
SMC and community
members on developing
and implementing social
mobilization work plans
w i t h i n t e g r a t i o n o f
P P P component on
deve lop i ng effective
SMPs SIPs.)
To review and improve the
capacity of SMC and
community members to
develop and implement
effective SMPs that address
critical issues, including
barriers to girls' enrollment;
child nutrition; and
communication and advocacy
for school improvement.
SMC and
community
members in
communities of
all targeted
(421) schools
of CMP
CMs At cluster
level
One day
(Multiple five six
-hour sessions)
Ongoing
for a Year
III period
in each
school
communit
y,
beginning
Month 3,
Year III
Training for SMC and To improve the capacity of Remaining CMs At cluster Two days Beginning
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TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING
community members on
developing and
implementing social
mobilization plans. W i t h
i n t e g r a t i o n o f P P P
Component on
deve lop i ng effective
SMPs SIPs.)
SMC and community
members to develop and
implement effective SMPs that
address critical issues,
including barriers to girls'
enrollment; child nutrition;
and communication and
advocacy for school
improvement.
(31)SMCs
(shortfall of
Years I &II)
level (Multiple five six
-hour sessions)
Month 2,
Year III
Component 2: Improve Community and District Government Coordination for Increased Girls’ Enrollment
Training for SMCs and community members on Increasing girls’
enrollment.
To build the capacity of SMCs to: 1. Identify barriers to girls’
enrollment and develop
plans to remove them
2. Develop sound SIPs that
incorporate appropriate
budgets, activities
ranked by priority, and
potential sources of
funding
SMC and
community
members in
remaining short
fall of 29
subcommittees
of Years I & II
CMs
At cluster
level
One day
Multiple five –
six hour sessions
Beginning
Month 2,
Year III
Training for SMC and
community members on
cross cutting (gender,
DRR, and
WATSAN)
To build the capacity of SMCs to
establish active and effective
subcommittees on gender, DRR,
and WATSAN that engage
community members.
SMC and
community
members in
remaining short fall
of 30 sub
committees of
Years I & II
CMs At cluster
level
Two days Multiple
five – six hour
sessions
Beginning
Month 2,
Year III
Refresher training for
SMC and
community members on
cross cutting (gender,
DRR, and
WATSAN)
To build the capacity of SMCs to
establish active and effective
subcommittees on gender, DRR,
and WATSAN that engage
community members.
SMC and
community
members in all sub
committees
CMs At cluster
level
One day - Multiple
five – six hour
sessions
Month 4 –
12, Year III
Training for field staff on Participatory Monitoring & Evaluation
To build the capacity of CMP field
staff on basic concepts and tools
and techniques of participatory
CMs, NAs, DMs
Manager
M&E
Advisor
CMP districts Two days
Beginning
Month 5,
Year III
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TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING
M&E CM
Training for SMCs and community members on Participatory Monitoring & Evaluation
To build the capacity of SMCs
and communities on basic
concepts and tools and
techniques of participatory M&E
SMC and
community
members In all
CMP targeted
sub committees
CMs
At cluster
level
Two days
Multiple five –
six hour sessions
Months 6 -
12, Year III
Training for CMP field
staff on Financial
Management and small
grants management
To build the capacity of CMP
field staff on financial record
keeping management for SMCs
and community members and
develop grant applications and
manage small grants
CMS, NAs, DMs
Advisor CM
Grants
Manager
CMP districts Two Days Month 3
Year III
Training for SMC and
community members on
Financial Management and
small grants management
and application process
To build the capacity of SMC and
community members to develop
grant applications and manage
small grants
SMC executive
body members and
financial
management sub-
committee
members
CMs All CMP
schools
Three Days
Multiple five – six
hours sessions
Months 4-12,
Year III
Training for DEOs on
Gender sensitization
To sensitize the DEOs for
gender mainstreaming in
Education sector
DEOs of all CMP
targeted districts
Advisor/
Consultant CMP districts
Two Days Multiple
five – six hour
sessions
Months 5 - 6,
Year III
Component 3: Improve Child Nutrition in Selected Communities and Government Schools Through Research That Informs Innovation and Good Practice
TOT
4 Training of Trainers on
Nutrition and Health and
Hygiene
Anthropometry, Screening
data collection and record
keeping, Health and hygiene,
Complete meal, Nutrition
values in different food, peer
education, WATSAN and
DRR
District
Managers, CM
Program
Manager, NA,
Field
supervisor,
Field staff,
Representative
of SMC
AKU Trainers, Gender Advisor/ Nutrition Focal Person
All
Districts 4 days
Months 6-10
Year III
Training of SHNCs and
teachers on Nutrition and
Health and Hygiene.
Anthropometry, Screening
data collection and record
keeping, Health and hygiene,
Complete meal, Nutrition
SHNCs and
Teachers.
CM Program Manager, District Mangers, NA
All CMP
Districts 4 days
Months 7-12
Year III
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TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING
values in different food, peer
education, WATSAN and
DRR
and Field team.
Sessions on Nutrition,
Health and hygiene
Nutrition, Health and hygiene,
safe water, Nutrition values
and food, complete diet, what
is malnutrition etc.
Community,
students,
parents.
District Mangers, NA and Field team.
All CMP
Schools 1 day
Months 6-12
Year III
Refresher training for
District CMP staff
Anthropometry, Screening data
collection and record keeping,
Health and hygiene, Complete
meal, Nutrition values in different
food, peer education, WATSAN
and DRR.
District
Managers, CM
Program
Manager, NA,
Field
supervisor,
Field staff, 4
days
AKU Trainers and Gender Advisor/Nutrition Focal Person
All CMP
Districts 2 days
Months 9-12
Year III
Refresher training for
SHNCs
Anthropometry, Screening
data collection and record
keeping, Health and hygiene,
Complete meal, Nutrition
values in different food, peer
education, WATSAN and
DRR.
SHNCs and
Teachers
District Managers, CM Program Manager, NA, Field supervisor, Field staff.
All CMP
Districts 2 days
Months 10-
12 Year III
Training of students as
peer educators on
health, hygiene, and
nutrition
Train students to provide
peer-to-peer education in
health, hygiene, and
nutrition.
Students Teachers Targeted
schools
Multiple one-
hour sessions
Months
8-12 Year
III
Training of selected
provincial and district
level staff of ELD,
GOS on the EMO
system, policy,
procedures, and
technical and financial
mechanisms.
Technical knowledge of PPPs
and EMO system delivered to
provincial and local
government machinery.
Assistance role for EMOs in
implementation.
ELD GOS Staff Advisor
for
Education Governance and Education
Managem
ent,
Program
Manager
Khairpur,
Sukkur,
Larkana,
Karachi
One-two days
initial training;
ongoing TA
Q2 and
Q3,
Year III
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TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING
PPP,
Program
Officer
Legal,
Gender
Advisor
Training of SMC on
generation of local in-
kind resources and
support for CMP
targeted schools from
local businesses,
philanthropists,
industry, associations,
etc.
Provide initial training and
ongoing capacity building and
TA
Schools SMC
Subcommittees
Advisor
for
Education
Governan
ce and
Education
Managem
ent,
Program
Manager
PPP,
Gender
Advisor
All CMP
target
districts
One-day initial
training; ongoing
TA
Ongoing
from Year
III
TOT Training
Cross Cutting Gender
TOT on Gender
Mainstreaming in CMP
To build the
capacity of
Field staff on
Gender,
gender equity
and equality,
gender role,
gender in
eduaction,
gender
mainstreaming,
District
Managers, CM
Program
Manager, NA,
Field
supervisor,
Field staff,
Gender
Advisor
All CMP
Districts 2 Days Year III
Trainings on Gender
mainstreaming
To build the
capacity of
Field staff on
Gender,
gender equity
Gender,
WATSAN and
DRR
committees
District
Managers,
CM
Program
Manager,
All CMP
Districts 2 days Year III
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TITLE LEARNING OBJECTIVES PARTICIPANTS TRAINERS LOCATION DURATION TIMING
and equality,
gender role,
gender in
eduaction,
gender
mainstreaming,
NA, Field
supervisor
, Field
staff,
Sessions on Gender
with Community
Enhance the
understanding
of parents,
students and
community on
gender role
and gender
issues effecting
to girls
educations.
Community,
students,
parents,
women groups
and youth
groups.
Field staff All CMP
Districts 1 day ongoing
Sessions on Gender
with EMOs
To sensitize
EMOs for
gender
mainstreaming
in education
management
Selected EMOs
Gender
Advisor/
Consultan
t
All CMP
Districts 2 Days Year III
Gender mainstreaming
workshop or Gender
Audit
CMP all staff
will go through
an assessment
process of
gender
mainstreaming
and identify the
gender gaps
and will make
an action plan
for Gender
main streaming
All CMP staff
Gender
Advisor
and
consultant
All CMP
Districts 3 or 2 Days Year III