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Correspondence:
Institute for Development Studies & Practices (IDSP - Pakistan)
7-A, Al-Mashriq Street, Arbab Karam Khan Road, Quetta.
Email: idsp@idsp.org.pk , info@idsp.org.pk
Ph. 0092-81-2470243 - 2471776
Fax: 0092-81-2447285
ABOUT IDSP
About IDSP
IDSP adds value to Pakistan society by building a large network of young Pakistanis who are enrolled
in practical educational programs and who are empowered to influence their peers, families,
communities, and governments to promote positive social change. Through its six-year education
methodology, IDSP enables Pakistani youth to attend school, receive a quality education, build on
their innate abilities, and practice their career skills to become leaders and generate positive
influence on society over time. More than 186,000 students have graduated from various IDSP
programs, and IDSP is holding forums of graduates to convene them and mobilize them to promote
ideas of entrepreneurialism and positive social change in all they do.
Mission Statement
Our Mission: To Nurture and Develop Individuals and Communities... that will Change the Power
Structures... by Demystifying Processes of Education and Development... and Generate Value based
Partnerships and Practices at all Levels”.
Current Equilibrium
Pakistan has the fourth-largest population of South Asian countries, and 60 percent of the
population is below 35 years of age, according to the. Almost 80 percent of these young Pakistan
Bureau of Statistics people are excluded from meaningful educational opportunities. In the nation's
poorest province of Balochistan, 98 percent of students do not complete primary school.
Pakistani youth aspire to participate in community leadership and social change, but due to lack of
necessary knowledge, skills, and safe environments, they are unable to achieve these aspirations.
Family is the most important unit of Pakistani society, considered the first institution of learning and
socialization for youth. However, family units have been largely unrecognized, isolated, and ignored
by educational institutions and development programs. Without proper attention to strengthening
family units, domestic violence, child labor, early child marriages, gender based inequalities,
illiteracy, maternal and infant mortality, and honor killings have reduced the efficacy of youth to be
active contributors to their society. Communities overlook their role in poverty reduction and social
development, and local governments are not engaging the country's legislative process to effect
policy changes geared toward youth opportunity and development. Despite a mandate in the
Constitution of Pakistan to provide free and compulsory education to all children between 5-16 years
old, only 66 percent of children in this age group regularly attend school and literary rates for the
population hover around 57 percent. Furthermore, mainstream media groups support the agendas
of corporate interests over issues of social and economic welfare. These groups have fueled civic
differences, isolation, disharmony, and violent resistance movements in various part of the country.
Together, these conditions rapidly breed extremism and terrorism, and over the last few decades,
Pakistan and surrounding countries have faced the phenomena of rising militancy and intolerance.
A survey asking young Pakistanis for their motivations in committing acts of violence found that 42
percent engaged in violence to escape from poverty, 24 percent did so because they want money,
ABOUT IDSP
17 percent did so to defend their own honor and that of their family, and 12 percent did so because
they are unemployed.[i] Various developmental, educational, and political institutions that are
intended to direct the collective energy of the country's youth in a productive manner have displayed
apathy to fulfill their responsibilities. Therefore, while these populations are normally considered a
huge asset to driving forward the development of a given state, they are considered a hindrance
rather than a driving force for Pakistan's national development.
[i] Next Generation Voice Report of British Council, 2014
New Equilibrium
In the new equilibrium, better educational opportunities and economic prospects for young
Pakistanis reduce the conditions that breed extremism and build the opportunity for a purposeful
life.
Schools provide engaging courses in critical thinking and leadership, as well as professional
development to shape a meaningful career path for youth. Students acquire knowledge and skills
necessary to promote human rights, political participation, gender equality, and global citizenship-
-all of which will help them to improve safety and development in Pakistan. Standards of living and
harmony within family units is considerably improved, resulting in lower domestic violence rates, a
decrease in early child marriages, shared decision-making, and better social and financial support
for all family members. Communities practice conflict resolution, promote youth civic engagement,
expand the infrastructure and advance technologies of sustainable energy services, protect children
from child labor and exploitation, and adopt sustainable agriculture techniques to improve their
local economies. Local governments enhance their human resource capacities to better support
progressive polices on public health, community development, and education. Civil society
organizations consult lawmakers in their planning and policy making efforts.
Overall, public and private sector partnerships -- both domestically and internationally -- help
educate and empower youth at risk of militantism and extremism to become active political leaders
and entrepreneurs that help drive economic growth. Media organizations document and broadcast
this positive shift in equilibrium to drive systems change.
Transformative Citizenship Program (TCP): This program provides two years of literacy and
skill development courses, catering to un-schooled and dropout adolescents between the
ages of 9 and 18 years at designated IDSP community learning centers. The program is
further divided into segments of literacy, life skills, and vocational training to create dignified
living with commitment to social change for those living marginally, excluded from the
mainstream formal education system.
Leadership Development Program: This program provides one year of theory and practice
instruction at IDSP's regional campus in Hanna valley of Quetta. The course is designed for
youth between the ages of 19 and 35 years, and is aimed to create and incubate fellows and
social entrepreneurs. Upon exit, graduates join their society as intellectual entrepreneurs and
community leaders, applying their knowledge to practice their ideas of social change with
the goal of starting a social venture.
Fellowship Program: This one-year program is designated for IDSP graduates only, who
must apply for admission. It supports graduates who want to materialize their ideas and
carve out a career path. Overall, the fellowship is designed to prepare graduates for the
upcoming level of two years entrepreneurship programming through continued practice and
mentorship. Practice location depends on the nature of the idea of a fellow. As a result,
fellows can be placed in their native communities, in an IDSP facility, or in any other relevant
institution or organization to further learning and practice.
Entrepreneurship Program: This program awards two sets of entrepreneurship admission to
eligible graduates of other IDSP programs: "intellectual entrepreneurship" or
"entrepreneurship for social venture." The program is a maximum of two years, and
concludes the six-year learning model of IDSP. Graduating entrepreneurs are then eligible
for IDSP faculty and staff positions, or can choose to start independent ventures and remain
in the community network.
In addition to and as a part of the above core programs, IDSP has implemented midwife training
programs; nonformal, practice-based education programs; early childhood development research,
curriculum development, and implementation programs; and nutrition research, curriculum
development, and implementation programs.
IDSP is differentiated for its role as a grassroots development and education organization operating
in one of the most difficult environments in the world. Contrary to other similar education groups,
IDSP is governed, operated, managed, supervised and promoted by the same excluded young people
as it serves. Inexperienced, poorly educated, and under-accredited young men and women are both
learners and decision-makers in the areas of IDSP's financial management, programs, and legal
departments. IDSP's management structure is based on open door management policies, deeply
rooted in the values of equality, transparency, living reality, gender equality, respect for cultural
diversity and sustainable living and livelihood.
IDSP also aims to maintain flexibility, and adapt its innovation as needed along with changes in
youth attitudes and behaviors, technology advancements, and Pakistan's security situation
ABOUT IDSP
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
Beneficiaries each beneficiary beneficiaries
Number of
Students
13,273
20788
48734
22361
39683
14438
8,073
2,921
2,919
4100
5900
Reached
743
443
586
459
733
27
28
25
40
(cumulative)
Targets We Achieved
Government and development agencies have adopted many of IDSP’s programs for implementation
throughout the country. For example:
o IDSP implemented a midwife training program. It recruited 200 girls who had completed and
stopped their education after grade 10, enrolled them in a practice-based 18- to 24-month
training program in Karachi, and dispatched them back to their communities where they ran
clinics, researched the health of their communities, made home visits to pregnant women,
and educated community members on the importance of nutrition and health risks of cousin
marriage. The government of Balochostan was pleased with this work and has asked IDSP to
train an additional 1,000 girls in the midwife program and allocated a budget for IDSP to do
so.
o IDSP implemented a nonformal education program for adolescents who had dropped out of
the school system. The program includes four practice-based courses. The government has
taken notice, and now IDSP is training instructors and government staff in nonformal
education best practices.
o IDSP's early childhood development program, which it implemented in 30 schools, was
noticed by the government education department. The education department incorporated
a mandate to include early childhood education in every single primary school in its province
education plan. Most of the instructors leading the early childhood programs throughout the
province are IDSP graduates.
o IDSP partnered with a university in Karachi and the government of Balochostan to implement
a nutrition education project in 50 rural girls' schools. The research indicated significant
improvements in health tied to school meal programs. This research, which IDSP supported,
is now included in medical and science curricula in the university.
o Mr. Sharif Shambezai (a graduate) has initiated and sustained a movement containing more
than 10,000 families for the rights of indigenous population in Turbat, District Kech who were
affected by a flood, caused by the backflow water from Mirani in June 2006. As a result
Sharif’s movement the Government of Pakistan has approved and released PKRs. 4000
Million rupees for the resettlement of more than 100,000 men and women.
ABOUT IDSP
IDSP’s Outreach
ABOUT IDSP
Leadership
Management
The management team is made up of the following individuals:
1. Dr. Quratulain Bakhteari, Team Leader, Director and Founder
2. Mr. Safdar Hussain, Co-Director
3. Ms. Farkhanda Aslam, Associate Director, "Lifelong Learning" Sector
4. Mr. Saeed Shah, Associate Director, "Community Uplift" Sector
5. Ms. Laiba Dawood, Finance Manager
6. Ms. Rida Shamim, Operational Manager
Governance
The board of directors is made up of the following individuals:
1. Shahjahan (President) - Quetta, Balochistan
2. Ali Akbar (Vice President-I) - Umerkot, Sindh
3. Syed Zia ul Haq (Vice President-II) - Pakpatan, Punjab Mohammad
4. Younis Saqib (General Secretary) - Kalat, Balochistan
5. Hayat Ali Khan (Joint General Secretary) - Swat, Khebar Pakhtun Khwa
6. Zahoor Khatak (Secretary Information) - Muzafara Garh, Panjab
7. Sumera Mehboob (Finance Secretary) - Khuzdar, Balochistan
8. Ilyas Inderyas (Executive Member) - Quetta, Balochistan
9. Sher Muhammad (Executive Member) - Loralai, Balochistan
10. Ahmed Jan (Executive Member) - Kalat, Balochistan.
COURSES PROJECTS
A photo of IDSP’s
TCP course
Learner
BRIEF OF 2016
ACTIVITIES
Course Name: Film making course for social change and peace
Total Beneficiaries: 122 (63 male & 59 female)
Area of Implementation: Balochistan and Sindh
Objectives:
o To bolsterer the conceptual and practical capabilities of youths in film/
documentary making and photography.
o To explore, capture and highlight the importance, richness and challenges of
diversity that exists in different communities through medium of filmmaking
and photography.
Results:
o Trained 122 youth in the fiend of filmmaking and further they produced films
and documentaries around various socio, economic issues of their
communities.
o One of IDSP’s previous film course graduate learner, has established a local
TV channel in District Loralai.
o Trained the MPhil’s Students of Sardar Bahadur Khan Women University who
further produced documentaries around environmental issues of Balochistan.
BRIEF OF 2016
ACTIVITIES
Course Name: Continue Medical Education Course for already trained Community Midwifes.
Total Beneficiaries: 180 adolescents got literate in 2016 and 180 in 2017.
Area of Implementation: Loralai, Sibi, Lasbela and Khuzdar Districts of Balochistan
Objectives:
o To build the capacity of out of school adolescents by organizing literacy, life skills,
and vocational training for creating dignified living with the commitment of social
change for those who are living on the margins and excluded from the mainstream
formal education system.
o To build the critical thinking through critical pedagogical approach in the TCP courses.
Results:
o Improved the reading, writing, speaking and comprehension skills of 360 adolescents
in four districts of Balochistan.
o Delivered the concepts of politics, economic, Pakistan social trends, and gender,
democracy, human rights, peace, justice, harmony, identity and tolerance.
o Improved the Critical Consciousness of adolescents by applying critical pedagogical
approach.
BRIEF OF 2017
ACTIVITIES
Course Name: Promote Education and Protection (PEP) for Afghan refugees in Peri-urban
Quetta
Total Beneficiaries: 427 adolescents
Area of Implementation: Quetta, Balochistan
Objectives:
o To educate and facilitate the adolescents of Afghan refugees and provide non-formal
education to 427 adolescents in 8 community learners centers in afghan refugees
communities of Urban Quetta.
Results:
o 427 Afghan Refugee’s adolescents got enrolled in the literacy and non-formal classes
of IDSP in 8 refugee’s communities of Quetta.
o Translated the IDSP’s literacy book into Dari and Pashto languages.
o The critical pedagogical approach has been adopted for teaching in the literacy and
non-formal classes.
An IDSP Fellow of
Kacha Sindh is
busy with students
in his science lab.
Course Name: Idea based fellowship for youth to promote literacy for change through critical pedagogical
approach.