Education Program

The ultimate goal of Education and Literacy program is to promote education for human and institutional development. The primary focus of the program is provision of primary education, capacity building of teacher and strengthening of School Management Committee (SMC). The activities of Education and Literacy program begins with the community assessment which gives complete information of the respective community including social values, norms, educational level, educational facilities etc. To ensure community participation in program activities, local Community Based Organizations (CBO) / School Management Committees (SMC) are formed/ strengthened to meet HANDS ultimate goal of community development.

Title

Best Practice Service Models           

Parwarish Markaz

Children are playing at Parwarish Markaz Soomra Mohalla Hala

Children are playing at Parwarish Markaz Soomra Mohalla Hala

This model focuses children of 2-4 years who need opportunities and stimulation for physical, mental and intellectual development. Parwarish Markaz (PM) is a village/community based intervention setup to strengthen the parental skills and provide them support to take care of their young children.

Objective:

  • Provide access and integrated services for optimal
  • development of children less than 4 years of age.
  • Provide learning opportunities to 2-4 years age children regarding preparedness for formal pre-primary education.
  • Increase awareness of mothers regarding care and development of 2-4 year children.

Children are drawing at Parwarish Markaz Soomra Mohalla Hala

Children are drawing at Parwarish Markaz Soomra Mohalla Hala

Methodology:

  • Identification/selection of target area/village
  • Conduction of baseline survey
  • Meeting with CBO
  • Identification of place for PM with support of CBO
  • Recruitment of Parwarish Worker (PW) and Aya through CBO
  • Orientation and training of Parwarish Worker (PW) and Aya
  • Enrollment of children 2-4 years
  • Provision of Learning material, furniture, stationary, MIS, weighing scale etc. to PM
  • Launching / Inauguration of PM
  • Conduction of class sessions.
  • Periodic Health awareness sessions for mothers of enrolled children.
  • Establishment of learning corners
  • On job sessions with PW
  • Assessment of enrolled children
  • Monitoring and supervision by staff.

Achievements:

HANDS established Parwarish Markaz in district Hyderabad, Tando Muhammad Khan, Matiari, Karachi (Rural) and Badin. Overall 51 Parwarish Markaz were established and Parwarish Workers were trained with total enrollment of 1367 children including 904 girls and 463 boys.

 Early Childhood Development

The Early Childhood Development (ECD) Program seeks to ensure a good start in life for young children, especially for poor and underprivileged children age 3-8 years. The overall goal of the program is to incorporate & institutionalize a range of replicable supports for children’s overall development as confident, capable, creative & caring people. HANDS integrated community development model comprised of training of teachers on ECD, training of Traditional Birth Attendants (TBA) , training of LHW in ECD Program, health education of the community, referral strategy and Safe learning environment for the children in ECD.

Children are working in learning corner at HANDS-Sughra Sabir Memorial  Trust School Nodo Jokhio - Gadap Town

Children are working in learning corner at HANDS-Sughra Sabir Memorial Trust School Nodo Jokhio – Gadap Town

Objectives:

The objectives of ECD model are to:

  •   Improve confidence and creativity of target group
  •   Improve social and emotional behavior of children
  •   Improve access and quality of teaching and learning
  •   Decrease dropout rates and grade repetition
  •   Increase timely school enrollment
  •   Increase school completion rates
  •   Improve parent child relationship

Methodology:

  • Development of Annual Implementation Plan and
  • Annual Financial Plan.
  • MoU & Orientation of District Govt./Education Department officials
  • Identification of target  area/schools
  • School screening and baseline
  • Strengthening & training of SMC/CBO
  • Hiring/recruitment and training of community teacher on Early Childhood Development (ECD)
  • Training of LHW/ TBA  on ECD, heath & hygiene
  • Development of learning corners in school & community
  • ECD session with community members
  •   Growth monitoring of children of ECD class
  •   Referral of malnourished children
  •   Provision of swings/development of play area
  •   School development plan
  •   Organize co-curricular child friendly activities
  •   Color and paint of school
  •   Provision of  material
  •   Regular meetings with SMC/CBO
  •   Monitoring and supervision
  •   Annual exam/assessment of enrolled students
  •   Periodical progress reports

Achievement:

  • Established  504  ECD classes in 168 Govt schools of Sindh
  • Trained 654 Government teachers on ECD
  • Trained 168 SMCs on school management and prepared school development and improvement plans
  • Established play area in 168 schools

Evaluation of ECD Model

  • 100% parents liked Early Childhood Development intervention school
  • 100% parents affirmed their children’s confidence
  • 87% average attendance of children in school
  • 97% schools had WASH (Drinking water, hand wash and toilet) facility
  • 79% schools had play place
  • 76% schools had plantation
  • 92% School Management Committee members were trained
  • 68% parents understand Early Childhood Education & Development

Adult Literacy

HANDS Education and Literacy program through this model provide optimal opportunities to illiterate adults. The model not only provides literacy but has linked literacy with skill development. The age group for the learner in this model is from 15 to 35 years. Adult literacy centers are established in the villages where special attention is needed.

Objectives:

The objectives of establishing adult literacy centres are to:

  • Increase literacy rate in Pakistan (especially of women in rural areas).
  • Create learning environment in families.
  • Raise awareness of the families about the importance of literacy.

Methodology:

  •   Identification of area/village
  •   Baseline of area/village
  •   Formation/strengthening/training of CBO
  •   Identification of place for  literacy center
  •   Hiring/recruitment of teacher/mentor
  •   Development of  literacy manual
  •   Training of teachers
  •   Enrollment of learners
  •   Provision of material
  •   Learner assessment
  •   Regular meetings with SMC/ CBO
  •   Monthly monitoring visit
  •   Periodical progress reports

Achievement:

During the year 2011-2012, 90 ALCs were established and total 515 ALCs were established and  515 ALC teachers were trained. Total 17999 learners were enrolled in these ALCs.

Health Action School

The Health Action School (HAS) program was initiated in public sector schools using the Child-to-Child (CtC) approach in February 2006.

Objectives:

The objectives of the HAS model are to:

  • Work for the betterment of the healthy environ-ment of school and the community
  • Promote healthy environment using CtC approach.
  • Educate primary school children (5-12 years) in health and hygiene, to be developed as hygiene advocate
  • Achieve positive changes in children’s personal health, environment, families and communities.

Methodology:

  • MoU signing at district level
  • Development of Annual Implementation Plan (AIP) and Annual Financial Plan (AFP).
  • Orientation of District Govt. officials
  • Identification/selection of schools
  • School screening and finalization
  • Identification of teachers
  • Training of teachers on HAS
  • Conduction of HAS sessions in school
  • Regular monitoring visits and meetings with teachers and SMCs
  • Monthly Program Review

School Health Screening

The focus of this model is to “Improve children’s capacity for learning by paying attention to their health, nutritional status and emotional well-being”.

Objectives:

The objectives of this model are to:

  • Detect primary impairments at school level
  • Conduct de-worming and develop health monitoring mechanism at schools.
  • Promote child friendly learning environments and develop sustainable linkages with department of education health, social welfare and local Government.
  • Promote clean and protective environment for children, inclusive of eliminating corporal punishment.

Methodology:

  •   Development of AIP and AFP
  •   MoU signing at district level
  •   Orientation of district Govt. officials
  •   Identification/selection of schools
  •   School screening and finalization
  •   Identification of health providers from Govt. health facilities
  •   Trained HCPs on health issues of the children of class I – V.
  •   Develop and place referral strategy
  •   Health screening of students
  •   Referral of screened students for treatment.
  •   Regular Monthly meeting with EDO Education, EDO Health and EDO CDD for coordination
  •   Networking meetings with in charges of Health facilities
  •   Conduction of De-worming of students
  •   Students’ data feeding, cleaning, analysis and report development
  •   Advocacy and dissemination seminars at district and provincial level.
  •    Regular monitoring visits and meetings with teachers and SMCs
  •   Monthly report and quarterly program review

Achievements:

This model was implemented in two Talukas (Mir Pur Sakro & Thatta) of district Thatta & two Talukas (Umerkot & Samaro) of district Umerkot.

School Nutrition Program

The School Nutrition program is a multi-faceted model addressing the nutrition and education of primary school age girls.This model was initiated to focus vulnerable girls in school who suffer serious health problems and poor school attendance due to malnutrition.

Objectives:

The objective of this model are to:

  •   Improve nutritio-nal status of girls in primary schools and   community
  •   Increase girls
  • enrollment up to 100%
  •   Reduce dropout ratio
  •   Organize local communities

Methodology:

  •   Development of AIP and AFP
  •   MoU signing at district level
  •   Orientation of District Govt. officials
  •   Identification/selection of schools
  •   School screening and finalization
  •   Formation of SMCs and transfer of fund to SMCs.
  •   Provision of fresh cooked food in schools
  •   Growth monitoring (height and weight) of students
  •  Health education session with community onnutrition and balance diet
  •  Develop and maintain MIS at school and community level
  •   Training of teachers and CBO members
  •   Regular meeting with teachers and CBO/SMC members
  •   Conduction of monitoring field visit and on job sessions
  •   Monthly progress report  and quarterly program review

Achievements:

HANDS Adopt a School

This model is for the population, where government school is available but it is non functional, lacking in infrastructure and quality education.  HANDS signs MoU with philanthropist/donor and District Govt./ Education department before intervening in schools. HANDS improves quality of education through training of teachers and School Management Committees. School starts with pre-primary class that focuses Early Childhood Development. Infrastructure ensured with  provision of basic facilities, water, electricity, separate bathroom for girls and boys, furniture and safe play areas

Objectives:

The objectives of this model are to:

  •   Provide and promote primary education for girls/ boys in underprivileged areas.
  •   Increase the access and improve the quality of teaching/learning in community based primary schools
  •   Build the capacity and commitment of Parents
  • Education Board (PEB) for the sustainability of schools

Methodology:

  •   Identification of area/village
  •   Identification and finalization of place for school (3-4 room building).
  •   Baseline of school
  •   Formation / Strengthening of PEB/CBO
  •   Account opening of PEB/CBO and transfer of funds for school construction.
  •   Hiring/recruitment of teacher
  •   Training of teachers/PEB/CBO members
  •   Enrollment campaign for learner
  •   Conduction of regular monthly on job sessions for teacher.
  •   Arrangement of inter exchange exposure visits of PEB, teachers, head teachers and district Govt./ Education department officials.
  •   Screening of children for malnutrition and other health impairments.
  •   Provision of food supplement on alternate days through PEB.
  •   Provision of financial subsidy to PEB for school equipments/material, furniture and teacher salary. The financial subsidy will be in two forms of vouchers i.e. 1-Enrollment Subsidy Voucher (ESV) & 2-Attendance Bonus (AB).
  •   Color of school and provision of equipments / material.
  •   Regular meetings with PEB/CBO.
  •   Monthly monitoring/supervision visits.
  •   Registration of school to be upgraded from primary to middle and then secondary.
  •   Establishment of school endowment fund for sustainability.
  •   Investment of endowment fund for income  of school for its expenses
  •   Annual exam/ assessment of enrolled children
  •   Periodical reports

Best Practice Training Models

Life Skill Based Education Training

This model introduces Life Skill Based Education (LSBE) in secondary schools. In this model the teachers are trained regarding self-awareness, self confidence, self esteem, understanding the emotions and the link between emotions and behavior, protecting health, prevention from drugs, effective communication, decision making, peer pressure and friendship.

Objectives:

The objectives of this model are to:

  •   Educate adolescent boys and girls regarding life skills
  •   Facilitate and empower young people to make healthy choices and right decisions in their life
  •   Create an enabling and conducive environment for young people to practice healthy choices
  •   Enable adolescent boys and girls to become
  • physically and mentally healthly adults.

Training Contents:

  •   Introduction of Life Skill Based Education (LSBE)
  •   Self-awareness
  •   Self values
  •   Self Confidence
  •   Self Esteem
  •   Understanding the emotions and the link between emotions and behavior
  •   Protecting  health
  •   Prevention from drugs
  •   Effective communication
  •   Understanding risk
  •   Decision making
  •   Adjusting with family life
  •   Peer pressure and friendship
  •   Understanding gender

Methodology:

Group Work, Individual work, Pair work, Presentations, Role play, Lecture, Demonstration etc.

Family Reading Program

This five days advance adult literacy training package is designed for adult (15-35 age group) learning .Family Reading model support adults to develop their life skills.This support learners to generate their income. This training also focus on mother and child health care.

Objectives:

The objectives of this model are to:

  •   Increase basic literacy of target group.
  •   Support adults to develop life skills.
  •   Enhance the knowledge of learners about health.

Training Contents:

  •   Introduction of family Reading Program (FRP).
  •   Responsibilities of Mentor
  •   Development of picture booklets
  •   Development of Wall News papers
  •   Candle making
  •   Tie & dye
  •   Mehndi
  •   Mother & Child health care

Methodology:

Group Work, Individual work, Pair work, Presentations,

Role play, Drama, Lecture and Demonstration

Training Duration:

04 Days

Adult literacy Training

Adult Literacy training model aims to increase literacy rate in the target community and enable them to deal with their daily issues in a disciplined manner. This model links adult literacy with skill development.

Objective:

The objectives of this model are to:

  •   Raise awareness of communities about the importance of literacy.
  •   Increase the knowledge of ALC teacher regarding formal and informal  education.
  •   Enhance the capacity of teachers to teach and manage the adult students.

Training Content:

  •   Importance of Literacy
  •   Formal and informal Education
  •   Dealing with Adult learner
  •   Phonetic method
  •   Shapes of Alphabet/letter
  •   Literacy Code

Methodology:

Group Work, Individual work, Pair work, Presentations, Role play, Lecture and Demonstration

Training Duration:

06 days

Achievement:

17 trainings were conducted and 515 participants were trained during last year.

Multi-grade Teaching

This training model is designed to meet the requirements of the head teachers (Principal) to make their schools as affective as possible for attendance and learning of the students. This course includes Classroom Management, School Management, Health and Hygiene, ensuring attendance and reducing drop out, community involvement, celebration of School Day in the overall Child Rights perspective.

Objectives:

The objectives of this model are to:

Introduce the head teachers (Principal) about child rights to education, barriers to enrollment, effective classroom management in multi-grade situation and importance of food for education program increasing/maintaining school enrolment.

Train head teachers in effective utilization of teaching and learning material, in classrooms and in the schools.

Training Content:

  •       Effective classroom management in multi-grade situation
  •       Child rights
  •       Effective utilization of teaching and learning material
  •       Health and hygiene
  •       School management
  •       Effective school documentation
  •       Budgeting and record keeping

Methodology:

Group Work, Individual work, Pair work, Presentations, Role play, Demonstration & Discussion

Training Duration:

06 days

Achievement:

05 trainings were conducted and 106 participants were trained during last year.

Art and Craft Training

This training model focus the skills & techniques to understand methodology to teach students with innovation and creativity through painting and designing. Through this training the teachers will be able to use low cost teaching and learning material in their class rooms. These crafts projects use materials found around the house, like egg cartons, cardboard, paper, boxes, string, crayons, paint, glue, etc. Arts and crafts activities provide hours of fun and learning for students. Each design will be objective based so while making and design students will also be learning new things.

Objective:

The objectives of this model are to:

  •   Provide skills and techniques to learners for replacing art and craft method in class rooms
  •   Understand and gain knowledge to teach students regarding the innovation and creativity
  •   Develop skills of students in painting and designing

Training Content:

  •   Introduction of Art
  •   Importance of art
  •   Stick puppet
  •   Collage work
  •   Different methods of Printing & painting
  •   Bubble printing, Thumb printing, Hand printing
  •   Leaf printing, Paper printing, Vegetable printing, Spray printing
  •   Clay model
  •   Origami
  •   Setting of learning corners

Methodology:

Group Work, Individual work, Pair work, Presentations,

Role play, Painting and exhibition, Demonstration,

Discussion

Training Duration:

4 days.

Achievement:

11 trainings were conducted and 265 participants were trained during last year.

Early Childhood Education and Development (ECD) Training

This training model of ECD is designed to focus the learning needs of community teachers regarding factors affecting the growth and development of children.

Objectives:

The objectives of this model are to:

  •   Learn about factors affecting growth & development of child.
  •   Understand the different teaching methodologies.
  •   Enhance the knowledge of participants about ECE
  • curriculum and ECE educational material.
  •   Enhance the knowledge about daily diary and daily routine.

Training Content:

  •   Inaugural Session
  •   Child Growth and Development
  •   Learning Process
  •   Development & learning aspects
  •   Educational Literature
  •   Classroom Management
  •   Daily routines

Methodology:

It includes group work, individual work, presentations, role play, puppet presentation, lecture, demonstration

Training Duration:

09 days.

Achievements

  •   45 trainings were conducted for community teachers and 733 teachers were trained.
  •   268 trainings were conducted for Governmentteachers and 984 teachers were trained.

Health Action School Training

This training model focuses training of teachers to learn about Child-to-Child (CtC) approach for promotion of health and hygiene messages through school children

Objectives:

The objectives of this model are to:

  •   Develop the skills of teachers to promote health in their school
  •   understand the importance of children’s participation
  •   Learn about CtC approach
  •   Prioritize and prepare lesson plans on selected health issues

Training Content:

  •   Sharing of training objectives
  •   Health and its importance in schools
  •   Activity based/interesting teaching methods
  •   Clean hands
  •   Safe drinking water
  •   Balance Diet
  •   Malaria
  •   Diarrhea
  •   Harms of drugs

Methodology:

The metodology includes group work, individual work, pair work, presentations, role play/drama, puppet Show, demonstration, discussion etc.

Training Duration:

05 days.

Achievement:

18 trainings were conducted for government school teachers. 542 teachers were trained including 337 female and 205 male teachers

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