Pakistan International Peace & Human Rights Organization
Nindo Shaher District Badin Sindh Pakistan
AIMS & OBJECTIVES
PIPHRO HAS FOLLOWING AIMS & OBJECTIVES IN EDUCATION
To make efforts to raise and improve the standard of education.
To achieve hundred percent literacy rate.
To open public libraries for general reading.
To help the people of world in many ways to get education.
To make efforts to provide free education to all at their doorsteps.
To promote the culture of peace through Education.
To help through education in keeping the environment free from pollution by encouraging tree plantation stopping the cutting of forests and trees, making the world evergreen.
To educate the people by formal, informal or non-formal ways.
To create consciousness among youths, adults and women against drugs, narcotics and HIV-Aids and to work for the welfare of taught, teachers, youths, adults and women by means of education..
To promote awareness among the people about modern education viz. Computer, IT profession etc.
To strive to reduce illiteracy rate in the rural areas.
To make the women aware of their basic rights, including family planning.
To promote awareness and to encourage the minorities about their basic rights provided under the International declaration.
To sharpen awareness about the existence of in-peaceful relationships between people and within and between nations.
To equip children and adults with personal conflict resolution skills.
To make values and attitudes underpin peace education and need to be addressed through the curriculum and the whole school.
To enhance the capacity of the community in the areas of school management, financial management, quality education and parents participation.
To work as bridge for the public and private partnership in the education sector among communities to impart quality education initiative in the country.
BASIC CONCEPTS
PIPHRO SEES A NUMBER OF FUNDAMENTAL ISSUES CONFRONTING THE EDUCATION SYSTEM
high dropout and low retention rates of primary-school children, especially girls;
girls' lack of access to education;
poor quality of formal and non-formal education programs;
low literacy rates;
poor quality and irrelevance of the curriculum;
inadequately trained teachers;
authoritarian teaching methods;
increasing poverty;
the need to educate working children;
insecure social environment; and
the need for human resource development and education among NGOs and community-based organizations (CBOs).
MAIN PROGRAMMS
TEACHING METHODOLOGIES
QUALITIVE IMPROVEMENT IN EDUCATION REQURIES ONGOING TRAINING OF TEACHERS USING LEARNER-CENTERED
TEACHING METHODOLOGIES
TRAINING IS CONDUCTED IN
multi-grade teaching methodologies,
Activity based (Participatory) Teaching learning process
accelerated learning,
child rights and teaching methodologies,
classroom management,
low-cost & No cost teaching aids,
environmental education,
nonformal school management, and
participatory rapid appraisal for education (development of learning materials according to the situation).
TRAINING AREAS
TRAINING IS HELD IN THE AREAS
the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and the Convention on the Elimination of All Forms of Discrimination against Women;
human rights and the global market economy, to show the socioeconomic causes of human rights violations;
the State and its ideological and repressive apparatuses, with emphasis on how education is used to violate human rights and how it can be used to promote human rights;
development and human rights, to show how development must be sensitive to human rights;
peace issues, to show how war violates human rights;
the use of both old and new curriculum materials to teach the above issues using role play, drama, music, poetry, dance, and play;
gender issues in education;
human rights and educational management;
gender and development; and
the use of participatory rapid appraisal for integrating and assessing gender issues.
COMMUNITY PARTICIPATION IN EDUCATION
COMMUNITY PARTICIPATION IS ESSENTIAL TO ENSURE THAT QUALITY EDUCATION IS AVAILABLE TO THE
MAJORITY OF CHILDREN. TRAINING IS CONDUCTED IN
community work,
planning a community-based school program,
participatory rapid appraisal, education,
community participation,
project development, assessment, and monitoring, and
training of trainers in all the above areas.
COMMUNITY BASED SCHOOLS
PIPHRO'S aim to establish community-based schools for children of primary-school age in disadvantaged rural and urban areas of
Pakistani communities.The sustainability of and continued support for quality education is a matter of concern.It has establish a non formal
school at Boolo Mallah near Nindo Shaher District Badin Sindh.
NGO FORUM & EDUCATION WATCH
The program aims to identify persistent issues that constrain the provision of quality education, and to lobby against them with government and concerned bodies. An annual report on issues in education is part of this program.
GOVERNANCE & DEVELOPMENT PROGRAM
The program is conceptualized as a university without walls, with regional outreach. It grew out of PIPHRO's experience with working with NGOs and graduate students over the years and the expressed need for a program aimed at providing a broad perspective on the dynamics of social transition and development. The program is realized through an interactive learning process combining theory with practice, and the testing of a number of courses on governance, community work, and development issues.
DEVELOPMENT & PUBLICATION PROGRAM
The program produces training, learning, and advocacy material focusing on educational issues and problems, reading and reference material for teachers, training manuals for trainers, resource packs, translations of books and other material, posters, an NGO directory, and videos of PIPHRO's television series and training sessions. Advocacy and Networking Program Under the program at the national level. PIPHRO also published an illustrated version of the Convention on the Elimination of All Forms of Discrimination against Women. PIPHRO is developing a handbook on how to teach children about the importance of peace, and it includes the work produced by teachers during workshops. PIPHRO works with the government, private sector, NGOs, and CBOs. It also networks at the international level.
SEMINARS & CONFERENCES
The PIPHRO Seminar Series focuses on topical issues, including education, governance, democracy, development, and rights, and encourages serious dialogue with scholars and researchers. An annual conference on education brings together practitioners and thinkers. Gender and Human Rights Education Given the low number of girls in schools and negative attitudes toward women, there is a need to address issues of gender in education. PIPHRO believes that access to quality education is a basic right. Awareness of rights is critical to improving attitudes and the quality of education. PIPHRO has conducted teacher-training workshops on human rights, child rights, women's rights, development and human rights, peace and human rights, and political economy and human rights to make teachers and children understand the UN instruments but also to make them analyze the causes and dynamics of human rights violations keeping in view the Pakistan's human rights situation. PIPHRO believes that it is best that children learn to respect and fight for human rights while young. Once they are older, they become more resistant to new ideas. The methodology devised for children includes drama, role play, story telling, poetry, songs, dance, and games. PIPHRO's work is activity based and focused on child-centered learning methods derived from research in child psychology. PIPHRO believes that children can easily understand seemingly complex issues if teachers use the right approach and methodology. It believes that human rights concepts should be introduced in social studies and civics and that violations should be seen as rooted in the context of social and political structures.Through small classroom activities, children should also be taught that the State is responsible for guaranteeing rights and how to fight for their rights at all levels.
PIPHRO believes that integrating human rights issues into social studies and language subjects helps create a just and democratic social order. Children have to be trained to think democratically from an early age so that, in the long run, an equitable and just system will develop in which all citizens, including religious and ethnic minorities, women, peasants, and workers, have just and equal access to power and resources.
COMMUNITY BASED SCHOOL PROGRAM
An important program of PIPHRO, it set up non-formal schools in 2000 at Boolo Mallah Near Nindo Shaher District Badin where there is one volunteer teacher for approximately 30 children The same teacher teaches them until grade 5
PIPHRO SELECTS COMMUNITIES WHERE THE SCHOOLS CAN BE ESTABLISHED ACCORDING TO THEFOLLOWING CRITERIA
lack of schools for girls;
at least 50 households each with two school-age girls who do not go to school;
availability of female and preferably matriculate teachers;
interest on the part of the community to have a girls' school and to provide space for it; and
readiness on the part of the majority of parents to pay a small amount as school fees and to buy school books and other educational material for their children.
WHERE TO SET UP A NEW SCHOOL IN COMMUNITY
Identified, surveyed, and selected communities, mostly rural and populated by landless workers. Daily wage laborers and petty shopkeepers populate the peri-urban communities.
Formed community-based Village Education Committees (VECs) and Women's Village Education Committees (WVECs) made up mostly of parents and other supportive community members. Each committee consists of six men and six women, most of whom are parents.
Trained VEC and WVEC in school management, school policy development, opening of school bank accounts to be managed by the VECs, and setting up of a school fund.
Identified, verified, assessed, appointed, and trained teachers with the participation of community members.
Enrolled children and provided school start-up materials (floor mats for the children, a table and chair for the teachers, a steel trunk for storing the classroom learning materials and charts, etc.) to the VECs.
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