Final Report UNHCR-RAHA PROJECT Schools Rehabilitation Mohmand Agency (Phase 02)

Transcription

1 Final Report UNHCR-RAHA PROJECT Schools Rehabilitation Mohmand Agency (Phase 02) 2013 HUJRA (Holistic Understanding for Justified Research and Action) UNHCR 6/6/2013

2 Acronyms Abbreviation HUJRA UNHCR PTAs GGPS PA AEO BoQs PoC APA VSO CBO KPK WATSAN NoC MoU FATA Explained Holistic Understanding for Justified Research and Action United Nations High Commission for Refugees Parent Teachers Associations Government Girls Primary School Political Agent Agency Education Officer Bill of Quantities People Of Concern Additional political Agent Village Support Organization Community Based Organization Khyber Pukhtunkhwa Water and Sanitation No Objection Certificate Memorandum of Understanding Federally Administered Tribal Area 2

3 Contents Operational Project context changes... 4 Changes in Population targeted by the Project... 4 Targeted Population group name... 4 PTA (Parent Teacher Association)... 5 Target Beneficiaries Achieved... 5 Implementation Strategy... 6 Renovation of school and construction of additional class rooms:... 6 Identification of Schools... 7 Operational Context... 7 Coordination with Education Department... 7 Project Implementation Strategy... 7 Capacity building of PTA... 8 Provision of school furniture... 9 Related Inputs and Projects changes... 9 Overall impact of the Project... 9 Major Lessons learned Actual Progress Achieved towards Planned Results Snapshots of the implementation School exterior and interior views after Reconstruction & Renovation Title of the project Schools Rehabilitation Project 3

4 Partner Agreement No Implementer Reported by Reporter Title Operation HUJRA-VSO Syed Umar Shah, Project Manager Project Manager PAK ABC Budget Year 2013 Period Covered by the report 1 st January to 31 st May 2013 Date Report Submitted 06th June 2013 Pillar 3 Cost Centers Pakistan, Peshawar Operational Project context changes Indicate if there have been any changes in the general situation or context of direct relevance to the implementation of this project. There have been no changes in the general situation or context of direct relevance to the implementation of the project Changes in Population targeted by the Project There were no changes in the population targeted by the project Targeted Population group name Students Teacher Association formed and strengthened should be described here along with number of schools targeted. If possible the total strength of the schools rehabilitated should also be mentioned The following were the targeted population and groups, restructured strengthened, and actively engaged during the project planning, implementation, monitoring and completion stages. A total of one (01) PTA was formed and strengthened in GGPS Dabkor. 4

5 PTA (Parent Teacher Association) PTAs have played an important role in ensuring the quality education of their children, contributing to the improvement of schools as better learning places and creating awareness about the importance of education. The PTAs also supported HUJRA in efficient implementation of the project. The provision of quality education playing a vital role in improving the standards of schools as a better learning place for the students and mobilize community resources for improvement of their educational institutions and benefit of the students. Students Teacher Association formed and strengthened in 01 targeted school, namely GGPS Dabkor. Meetings & orientation sessions for the roles and obligations of the PTA, improving plans for education & sustainability of the project were conducted on monthly basis. MoU has also been signed with the PTA in this regard. Indicate changes which may have occurred in the population profile and how this may have affected the project. The Implementing Partner should explain differences between the actual number of beneficiaries and the planned number, if applicable. Not applicable Target Beneficiaries Achieved a) Provide demographic data pertaining to the population/s targeted by this project (one table for every Population Planning Group assisted under this project). The Student parents association formed during the implementation should be mentioned here as it will also qualify for Population Planning Group The following were the population and groups targeted under the project. The total population covered falls in five different age groups on the basis of their roles, responsibilities and the status of being direct and indirect beneficiaries of the project. Name of Population Planning Group Male Female Total Age Group No. %Age No. %Age No. %Age

6 and > Total Project Site(School) : GGPS Dabkor PTAs (Parent Teachers Association) Name of the School No. Of PTAs Total PTA member Type of PTA GGPS Dabkor 01 8 Female Implementation Strategy Describe any changes to implementation arrangements that have affected the completion of the agreed outputs. Not Applicable Propose if any changes have to be made during implementation. Note if applicable Describe the arrangements the agency has made to produce the outputs described in Section 5 of the Sub-Project Description. Describe constraints and explain what changes, if any had to be made to the original plan during implementation. Renovation of school and construction of additional class rooms: 6

7 Identification of Schools HUJRA in coordination with the local community,agency Education Department and Political Administration of Mohmand Agency, identified 01 Government Girls primary school for construction and rehabilitation. The existing institution was already short of basic facilities like class rooms, renovation, drinking water and sanitation. According to the result of the survey, one school was selected namely; GGPS Dabkor, which needed the construction of 03 Additional rooms & 03 toilets. Operational Context HUJRA conducted the assessment of the schools with the support and participation of the local community and Agency Education Department. Detailed Bill of Quantities (BoQs) & Drawings/designs, based on the actual survey, were prepared and shared with UNHCR. During the assessment it was found that the selected school was deficient of basic facilities especially space for enrolled students and direly needed construction of 03 additional rooms. According to the survey l the selected school needed the following facilities: Construction of 0 3additional class rooms Construction & renovation of 03 toilets Provision of WATSON (Water & Sanitation) facilities. Provision of furniture to the Additional rooms Coordination with Education Department The school has been endorsed by Agency Education department & Political Administration of the Mohmand Agency, to avoid any duplication and to ensure support and collaboration of the department during the reconstruction/rehabilitation of school. Project Implementation Strategy Staff recruitment and team building: A team of competent staff as per the need of the project was built including social and technical staff. The team was oriented with the project scope, objectives and goals and implementation strategy. Coordination Mechanism: 1. Coordination with line department: Meetings with key stakeholders of the project i.e. AEO education & Political Administration were ensured for project introduction, strategies and expected outcomes. 2. NoC from Additional Political Agent & Agency Education Officer of Mohmand Agency: NoC was obtained from APA and AEO of the Agency. 3. Procurement of Construction Materials & Manpower: For procurement of construction materials and Manpower, a tender was published in the 02 National Daily News Papers, in which sealed quotations were invited from registered vendors according to the agreed specifications. A procurement committee was formed for ensuring competent and transparent selection of vendors. UNHCR supply chain representative was invited to open the sealed quotations in the presence of HUJRA VSO procurement Committee. After cross reference and 7

8 vendor assessment in terms of capacity, quality and cost effectiveness, one competent vendor was selected. Subsequently after the selection, the selected vendor was awarded the contract and also signed agreement with. 4. Materials Delivery to the sites: The construction materials were supplied to the sites as per agreed scheduled. The materials quality and quantity was regularly checked by the technical team of HUJRA VSO. The materials were dumped according to the UNHCR standards. 5. Construction /rehabilitation work: The construction work in the school was completed as per the standards and specifications of UNHCR & HUJRA VSO, FATA and Agency education department construction standards. The work was monitored on daily basis by HUJRA VSO technical team and the Monitoring Unit. The construction work was also regularly monitored by Education Department, PTA (Parent Teacher Association) and school management. 6. Visibility: Due to security reasons in the Agency low visibility profile have been kept. However, sign board was developed and installed at project site at the end of the project. 7. Monitoring & Reporting: HUJRA VSO Monitoring team, management, line department & PTA involved in the monitoring of the project to ensure highest quality of works as well as sustainability of the project. Monthly reports, IPMR & IPFMR were developed and shared with UNHCR-RAHA. Capacity building of PTA Capacity building of PTC (Parent Teacher Council) formerly known as PTAs, was an important activity of the project as PTCs play a vital role in ensuring the quality standard of education, accountability to the stakeholder and improvement of education in government schools. The PTC in the target school was formed restructured and strengthened with cooperation of the Agency education department. One of the main objectives of the PTC was to raise awareness among parents and motivate them for enrolling female education in the schools as well as to engage them in monitoring the activities of the project. A total of 01 PTC (GGPS Dabkor ) was formed and strengthened through regular meetings, orientation and feedback sessions. Following were the objectives of PTCs reactivation and strengthening; To bridge the gap between parents & teachers To create awareness among the parents community to promote female education and to create better environment for children education To highlight the importance of PTAs and encourage their involvement in the project activities 8

9 Provision of school furniture Decency and comfort in a learning environment is of paramount importance in educational institution especially in the early age education. The furniture was procured from competent vendor through a transparent and standard procurement process including, collection of quotations, bidding, sample checking by the technical staff of the project as well education department. The following table shows the details of furniture provided to the targeted school S# Item Name Item Specification Unit School Name 1 School Disk and Bench Set Pak german style Two Seaters 18 gauge pipe with golden Lasani 90 GGPS Dabkor 2 Teacher Table 3 Teacher Chair 4 Cupboard 2.5x4 feet with one drawer 18 gauge pipe with golden lasani Office chair with wooden handles and pooshing 4x7 feet with two doors 20 gauge 03 GGPS Dabkor 03 GGPS Dabkor 03 GGPS Dabkor Related Inputs and Projects changes Provide details of changes in the availability of resources (financial, in kind and staffing) from non-unhcr sources that have affected/contributed to project implementation [HUJRA (VSO) utilized its diverse experience by providing support to the community as well as to the line departments for the successful implementation of the project. HUJRA logistics, hardware accessories and other available financial resources were utilized for the successful implementation of the project. The local community, members of PTAs, Political Administration and Agency Education Department played their due role during the project implementation. Overall impact of the Project 9

10 a) Summarize the impact of the project on the situation of the targeted population, considering UNHCR commitment to Age, Gender, Diversity Mainstreaming. 1. Improved status of accommodation in the schools: The project proposed for improvement of primary schools infrastructure in Mohmand Agency, which had insufficient space for the students and were lacking other basic facilities. The situation of the schools in terms of additional accommodation for students has been improved GGPS Dabkor GGPS Dabkor was established in 1978 and became functional in The school is situated in Dabkor village, tehsil Ekka Ghund. It is the only running girls school in the village. It is located in a big Tehsil: Ekka Ghund, covering 1280 Households. The school was later on upgraded to High Level. But unfortunately, all the classrooms were annexed to the High portion. There was no room left for the students of the primary school, the students were being taught in the open area of the school. The primary education of the area suffers from bad infrastructure, poor WATSAN facilities, and lack of place for students. It was a big problem for school management to control the situation. The quality of education was poor due to lack of capacity. Most of the local people were not willing to send their children to the school for no space for primary students of the said school. Facilities provided Three additional rooms were constructed, which have created a safe learning environment for the students in terms of accommodation. Three toilets in the schools have been constructed Gallon water tank has been installed in the school. Furniture has also provided to the new additional rooms. 10

11 Quality and sustainable school building construction Additional rooms constructed in the schools to make them more safe and conducive learning environment for the students. The aspect of disaster risk reduction was considered during the construction phase of the school rooms. The Design of the schools buildings are of frame structure, the vertical bars have been fixed in the walls which are less prone to natural disasters. Promotion of female education The female education was given top priority, keeping in view the importance of girl s education and low literacy rate in the target areas (FATA). The PTAs in Girls schools was actively involved in the project activities and capacity building initiatives of the project Expected Increase in enrolment of students in the target schools The enrolment in these schools will be increased; the target school having no rooms due to annexure of the school building to High school status. The students were being taught in the open area of the school. Moreover, due to the construction of additional rooms, the learning environment in the schools were made more conducive and child friendly. It is expected that the enrolments will be further increased due to schools improvement. S.No Name of the school Pre-project enrollment Expected increase after school improvement % increase in students enrollment 1 GGPS Dabkor % Mainstreaming of the stakeholders The different stakeholders of the project and the Agency education department were mainstreamed during the project planning, implementation and monitoring phases of the project. The stakeholders were mainstreamed through joint planning, monitoring and capacity building activities of the project. Strong relationship was developed between the 11

12 school management, students, parents and Agency education department which will be very helpful in the promotion of education in the future. Activation of PTAs Through reactivation of PTAs, awareness will be created regarding the importance of education in the targeted school. The initiative will lead to the mutual accountability of student parents and school management in terms of imparting quality education. 2. Summarize lessons learned and recommendations for the future. (This section must be filled in the last project report or when deemed important) Major Lessons learned The role and importance of an important stakeholders such as PTAs should never be ignored as they play a vital role not only school rehabilitation but also in future development of school improvement plans as they are well abreast of the problems and prospects of their children education. The growing importance of education has necessitated the importance and involvement of PTAs. HUJRA lessons learned are of vital importance for effective implementation of the similar project in Mohmand Agency. An efficient synergy has been developed with Agency education department which can be en-cashed for even excellent implementation in the future. Bad weather conditions at the construction sites caused delay in construction activities of the project. Therefore, such like realities should be kept under consideration during project planning phase. Timely planning, coordination with different stakeholders contributed to in time completion of the project. Proper team building, orientation /training and team motivation were some of the facts important for the successful completion of the project. Participatory approach, developing sense of ownership and better coordination led to smooth implementation and sustainability of the project. Security situation in the Agency sometimes caused delay in the construction activities of the project. Therefore, such like realities should be kept under consideration during project planning phase. 12

13 References and annexes attached. Provide reference to any supporting documents. This information will be retained outside of Focus. Scan copies of Handing over to the concerned Department 13

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15 Actual Progress Achieved towards Planned Results Objective: Peaceful Co-existence with local communities promoted In Mohmand Agency, there is high enrolment in the primary schools exceeding 200 in some schools. The existing Problem description infrastructure of schools is not sufficient for the number of students. The maximum standard of number of students per classroom room is 42, but in Mohmand Agency, it is exceeding quite alarming. The water supply and toilets are mostly not functional. It leads into discouraging rural population of FATA for admitting their children in schools and provision of low quality education. Intended impact Actual impact Enhancing literacy rate and quality of education by construction and renovation of schools infrastructure (population has optimal access to education ) Quality educational services and facilities restored and built back better for the educational prosperity of the future generation Impact Indicator(s) Data capture level Actual (_ or _/_) Extent local communities support continued presence of PoC [Mohmand Agency] [Value, no text] 15

16 Output: Projects benefiting host and displaced communities implemented { 511AC } Report on the progress achieved: Meetings held with different line departments like, PA, APA & AEO. The school has been endorsed from AEO; NOC has been obtained from AEO (FATA) The project was monitored by all the concerned stakeholders including the school management, Agency education department and political administration. Monthly progress reports, IPMR & IPFMR have been submitted to UNHCR on timely basis. PTA has been reactivated in 01 school and is now fully functional for future support and development. For visibility of the project, signboard has been installed in the school. The construction activities in the school have been completed successfully and the school has been handed over properly to the concerned department. Performance Indicator(s) Site Target Actual progress (_ or _/_) # of projects benefiting host and displaced communities implemented. GGPS Dabkor Construction of 03 additional rooms & construction of 03 latrines in GGPS Dabkor. PTA reactivation in 01 government primary school. Provision of furniture to new additional rooms 03 numbers of additional rooms reconstructed & 03 nos of latrines have been completed in Mohmand Agency FATA. PTA has been reactivated in the school to promote education and create awareness among the parents regarding 16

17 promoting of education. Site (Optional) Start Date End date Activities Status Construction of 03 additional rooms & construction of 03Latrines Provision of furniture to the new additional rooms Re- activation of PTAs in 01 school GGPS Dabkor 01/01/ /06/2013 Completed 17

18 Snapshots of the implementation 1. School exterior and interior views after Reconstruction & Renovation EXTERIOR VIEW OF GGPS DABKOR INTERIOR VIEW OF ADD ITIONAL CLASS ROOM INTERIOR VIEW OF NEW ROOM EXTERIOR VIEW OF GGPS DABKOR 18

19 FRONT VIEW OF GGPS DABKOR A VIEW OF NEWLY CONSTR UCTED ROOM FRONT ELEVATION OF GGPS DABKOR A VIEW OF BLACKBOARD WATER TANK HAS BEEN INSTALLED FURNITURE PROVIDED TO THE NEW ROOMS 19

20 FURNITURE PROVIDED IN THE NEW ROOMS 2- Implementation snapshots BEFORE PICS OF GGPS DABKOR 20

21 GGPS PIC BEFORE HUJRA VSO INTERVENTIONS LAYOUT IS IN PROGRESS 21

22 EXCAVATION HAS BEEN COMPLETED A VIEW OF STONE MASONRY IN GGPS DABKOR 22

23 FIGURE 1 A VIEW OF PLINTH BEAM & COLUMN WORK AT GGPS DABKOR COLUMN WORK COMPLETED & BRICK WORK IS IN PROGRESS A VIEW OF CHOWKATS & BRICK WORK 23

24 WORK ABOVE LINTEL BEAM IS IN PROGRESS SHUTTERING IS IN PROGRESS WORK ON SHUTTERING IS COMPLETED 24

25 CONCRETE SLAB IS IN PROGRESS FIXING OF CHOWKATS & BRICK WORK IS IN PROGRESS ON TOILETS A VIEW OF SLAB CONCRETE AT GGPS DABKOR 25