IDSP - Annual Report 2007

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Institute for

DevelopmentStudies &

Practices

With Al lahs' blessings and extr aor dinar y

commi tment, gr eat energy and clear

vision of young people of Pakistan,

IDSP has completed i ts ten years

j our ney wi th digni ty, grace and

meani ngful achi evement of few

milestones. We bel i ve that these

mi lestones are essential bui lding blocks

in creati ng str uctur es for strongercharacter, dedicati on to wor k and

under standi ng the meani ng and value of

l i fe and li ving.

With love, peace and har mony

Di r ector, Facul ty, Fel lows,

Staff and al l Lear ner s

Annual Repor t

2007Jan to De c


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Admin

MIS/IT

Finance

Finance&Admin

Program

As

sociates

P

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ellows

Interns/Volunteers

Comm

unity

BasedC

ourses

Inter

ventions

BasedR

esearches

Commun

ity

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ion

&learningcenter

Learner&

Community

Partnerships I

nnovative

E

ducational

Practices

PeaceRights&

Justice

Educationon

Peace&Justice

MediaResource

Center

RadioCenters

Gender

&Justice

Affiliation&

Accreditation

Educational

Research

&

Publication

Development

Courses

Academic

Program

Resource

Mobilization

PhysicalSpace

PhysicalAssist

Endowment

HRD

/HR

M

Public

ation

ResourceCentr

e

DistrictCam

pus

Manager

AssociateDirector

Programs

MIS

AssociateDirector

System

Fe

llow

Co

uncil

Learners

Council

Faculty

Council

Academic

Council

Director

OrganizationalS

tructureInstituteforDevelopmentStudies&P

racticesIDSP-Pakistan


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D ear f ri endsCelebrating the 10th Anniversary of IDSP, when we look back we find an extraordinary support from the people from

diverse regions, areas and background. This support has strengthened our faith in working with people and communities whichare discarded according to standards of education, development and modernity or who are put to the tides of violence, povertyand injustices.Sustaining and Making more vibrant learning spaces for the ordinary man and women IDSP Pakistan has started the process of itsendowment building which will surely contribute in its sustainability and expansion.

IDSP-Pakistan has initiated the Endowment Building process in 2006 August; the endowment building team applied multiple

processes of reaching out and orienting people across the Globe. The means used were detailed discussions, emails, seminars andpresentation.This is our first feed back on the funds raising process and outcome on the basis of the nature and amount of funds each member ofour support group has given IDSP has developed a classification of its support members in to friends, contributors and donors of

IDSP. All the young but vulnerable people will be deeply grateful if you could continue your giving relationship in any of itsabove group of supports.

We all are deeply grateful for your financial contributions as a response to our call for fund raising for IDSP EndowmentBuilding. We are please to bring in your knowledge that IDSP to date has raised.

From Pakistan Philanthropy Rs. 13,10685/- [US$ 21844.75]

From International friends Rs. 8,61360/- [US$ 14356]

Total Amount Rs. 21,72045/- [US$ 36200]

Policy of Investment for Building IDSP Endowment.

Option for Investment. 25% Risk free investment in Government securities.

25% acceptable risk e.g. stocks and shares, team participation, mutual funds.

25% liquid investment e.g. bank deposits.

25% equity participation / venture capital.Investment

Venture Capital (Cut Flower) Pak Rupees 696,638/- US$ [12201] 32.07 %Bank Deposit Pak Rupees 14,75,407/- US$ [23999] 69.93 %Note: due to not enough information and clarity IDSP did not invest in the first two areas of policy. Thereforeinvestments in last two areas are exceeding to ensure that money is invested.

Formation of Trust for Development Studies and Practices.IDSP has develop its trust for Development Studies and Practices and all the funds raised for Endowment andInvestment will be accounts and assists will be kept in the Trust.

In 2007, IDSP PAKISTAN conducted seven courses in IDSP's district campuses in Baluchistan, and in Azad Kashmir,following is an over view in a glance.

Community learning Project Initiat ive:IDSP has initiated a Cut flower project in its land, where 80 thousand bulbs ofGladiolas were sown with the objectives mentioned below:

1. Sustainability of IDSP by earning from flower sales2. Trained the Balochistan Youth in the field of Cut Flowers3. Understanding Organic way for Growing4. Learning and developing marketing for flowers, thus promoting a culture of flower growing in a highly tense and

insecure situation of Pakistani people. Flowers comes in as a symbol of Peace and Tolerance

IDSP-Pakistan still needs your support and that of your family and friends to reach its target funds of Pak Rupees Rs.7,78, 28,000, equal to [US$ 12,97,133.33].to build its endowment for the sustainability of above courses.We need you to support IDSP-Pakistan by raising funds for its Endowment. You can do this by contributing and

becoming IDSP-Pakistan friends, donors or contributors. We will keep you informed on IDSP's growth andperformance. We will also facilitate your exposure to IDSP-Pakistan if you plan to visit Balochistan.

Friends of IDSP-Pakistan out side Pakistan US$ 1000 or more, within Pakistan Rs. 10,000 or more.Donors to IDSP-Pakistan out side Pakistan US$ 100 and more within Pakistan Rs. 3000 or more.Contributors to IDSP-Pakistan out side Pakistan - US$ 20 and more within Pakistan Rs. 1000 or more.

IDSP-Pakistan will provide you with details of progress and detail of expenses regularly.With deep acknowledgment and regards.

Resource Mobilization Team

Regards, and many many thanksDirect IDSP-Pakistan

D r. Q urat ulain B akhteari


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Ac k n o wl e d g me n t :We are very thankful to all the individuals, groups, communities, organizations andinstitutions who have been supporting us with their sincere, thrilling and unconditionalcontribution. The energetic youth and the team of IDSP consistently played vital role whilecontinuing our journey towards the institutional vision and goals.

IDSP has been very far thematic to have a great group of concerned and sincere friends inthe country, region and at international level. It is their unconditional support andencouragement which has contributed in the vibrancy and dynamism. We are very thankfulto all the financial supports, who have directly supported IDSP for materializing itsconcepts and ideas.

The work with youth and communities has increased IDSP's faith in its work, it has alsodiversified the institutional mechanisms, systems and conceptual horizon, so IDSP isespecially thankful for them while sharing their part of wisdom.

Government of Balochsitan has been supporting the institution, the local governments inthe different districts of Balochistan have extended their supported while sharing the space

for office, monetarily supporting the courses parts and as well encouraging the youngfaculty at the district level. IDSP is very thankful for their contribution.

SKOLL foundation has awarded Dr. Quratulain Bakhteari as an entrepreneur with a grant,which has been focused on the development of core programmatic portfolios of the IDSP aslearning institution in the Balochistan and in the region. We are very grateful to the SKOLL

for this valuable financial support.

The HANA-campus of the institute is in the process of construction, it all was possible dueto the financial and moral support of the INFAQ foundation. We are very thankful to

INFAQ foundation for their timely support and contribution.

IDSP is indebted to the CIDA, FGHR, UNICEF, NED, DIFID, British High Commission(BHC),TAF and INFAQ foundation for supporting IDSP's programs and providingopportunities to its fellows and learners for practicing programs and projects with freedomand fearlessness.

The loop of IDSP's partners has been very central in the development of the institutionalportfolios and human resource development. We are especially thankful to, BERKANA,ASHOKA, and Learning Societies Network. The partners in the local level Network PCE,PRHN, MUBARZA have been instrumental in shaping various joint ventures with IDSP .Wants to express our gratitude to all the partners in the national and international networks.

At this stage we will also pay regards to the individuals who have continuously supportedIDSP with practical, technical and intellectual support. Mr. Wasif Rizivi has contributed inthe institutional development process at various stages, we are deeply grateful to his

services and guidance. Mr. Kamil Khan Mumtaz (Anjuman-e- Maimaran) Mr. Munir fashe(Arab Education Foundation, Hovard University, USA) Mr. Manish Jain, ShilpaJain(Shikshantar India), Nithin Paranjpai(Abhivikti India) Mrs Suzane and Mr. HussainFatahi (Tehran ) . Mrs Zara Shahid Hussain,We are also grateful to the members of the Executive committee, and general body forencouraging the institute towards new dimensions of learning and practice.

IDSP is grateful to Dr. Quratulain Bakhteari, the founding and present director of theIDSP, who has been leading the institute with a continued zeal and enthusiasm forattaining the long term goals and vision. She has demonstrated an unconditional, lovingand growing leadership which has helped the team to emerge and grow as professionals

with human sensibility.


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C o r r e s p o n d e n c e :Inst i tute for Development Studies and Pract ices (IDSP-Pakistan)7-A Al- Mashriq St re et Arbab Karam Khan R oad Q uett a.

E-mail: [email protected] / web: www.idsp.org.pk

P h: 0092-81-244977 5-27417 76 / Fax: 0092 -81-24472 85

IDSP ANNUAL

REPORT 00 72

Table of Contents

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

Section 8

Founding Director

Dr. Quratul-Ain-Bakhteari

Lead Editor

Shahjahan Baloch

Major Contributor

Barkat Shah Kakar

Sub Editor

Barkat Shah Kakar

Advisor

Ali Naqvi

Text Editor

Javed Langa

Composing & Graphic

Asim Riaz

Mission Statement IDSP-PakistanTo Nurture and Develop the Individual and communities that will change the power structure by demystifyingthe process of Education and Development, Generate the value-based Partnerships and Practices at all levels.

Vision of IDSPExternal Vision:

Politically socially and culturally aware individuals that creates interdependent, self reliant societies thatguarantee and acculturate dignified living for all.

Internal Vision:Views itself as a regional learning institution recognized and known for its innovative learning mechanism forregeneration of repressed knowledge values and interdependent practices.

Learning Courses 4

System & Institutions 10

Learning Exchange 14

Response to Relief &

Emergency 16

Community Engagement 18

Learning Journey 23

Way Forward 29

Audit Report 31


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With extra ordinary efforts, concentration and highlyeffective leadership of young people, IDSP shifted its bases

into a realistic learning organization. The year was focused on intense practices of establishing the basic

identity of a young Pakistani individual. It acknowledged that each individual has strong potential for

meaningful growth with a vision for his or her own direction in life. Unfortunately, this youthful,

beautiful and powerful energy is trapped and controlled by inner fears within their own selves. All that is

needed is to create mechanisms that will help unleash this unexplored energy of our youth. Open spaces

to learn self development, reflect and practice in a non competitive, non judgmental and non controlling

environment. This environment must ensure his or her individual or collective experiences of the

intellectual development processes that are essential for mutual respect, dignity and love.

Acknowledging and strengthening the tradition of giving, sharing and supporting each other as a

fundamental basis of co operation, rather than gaining evaluations on standardized scales of competitionproduction based approach systems.

IDSP believes that deeper fears in a young person can be encountered by helping her or him to learn and

practice in extending more spaces for others to grow and develop. Thus enabling each individual to take

pride and seek fulfillment in helping others to learn and grow. It is proven that one can grow and develop

one's self by developing others. IDSP made these experiences of teaching and mentoring a non

negociatable part of individual's learning processes. We now have a collective understanding that these

processes are essential for human growth and development, IDSP Courses directed to ensure a

meaningfull dignified life and livelihood for all young people as they make up more than 60 percent of

our population in Pakistan.

IDSP realized that with fear of inscure employment and pressure of a boss and employee relationship,

there cannot be a real learning and confidence building environment for its young and inexperienced

people engaged in learning by practices in IDSP. It is obvious that all available learning spaces in

countries like Pakistan are based on fear. These spaces operate on personalized judgments thus creating

an illusion of weakness and incompetence in a young and growing individual. The result is broken self

confidence that takes deeper roots in a person as the years goes by. In our experience this fear is the most

challenging obstruction in making or breaking of an individual's inner goodness, strength, character,

self esteem and constructive growth. The dominant structures of education, governance and economic

powers use fear of incompetence, gauged against standards of success set by the same structures of

controls.

In IDSP we are constantly engaged in deconstructing any such structure that creates fear there for,

finally, in 2006 we converted all employment positions in to learning positions by awarding fellowships

for each individual who was ready to practice his or her belief and make it part of DSP rogram. Being a

fellow of IDSP is a whole new status of a learning and practices of one's own ay of doing things. Each

individual fellof developes ideas in to a concept and integrates it in to a program or a project for his or her

own practices. Throughout 2007 IDSP the year held consultations and analyzed practices.Thus, several

opportunities were opened to the fellows.

E ach fellow worked on developing their concepts until he or she regain full confidence to launch the

program or project according to her or his approach. Sometimes it is too expensive or too time

consuming for an individual to get out of inner fear of reaching out for his dreams, testingtheir ideas, and

Me ssa g e f r o m

t he Di r ec t or

D ear Friends,

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overcoming the fear of failure or social disgrace of being an incompetent person. ith highly meaning full support

from Skoll Foundation continued with this unconditional engagement of human values an trust building

relationships of faith and acceptance. According to the learning contract each fellow has to teach, mentor, takeinstitutional responsibilities, and be part of a program or lead his or her own program, like, to learn fund raising,

management of funds, budgeting net working, planning and engaging with the communities and policy makers,

political and economic stake holders. All fellows have to be connected with their own people and with the

international forums as well. All fellows have learning contracts or agreements with IDSP . These learning contracts

became the working paper for IDSP's programs at one level, while regenerating new spaces for each fellow to

practice and learn development programming at individual level thus establishing their own professional identity.

The efforts resulted in creating, three major programs in IDSP, the Academic development and Learner and

Community Partnership Program and Resource Mobilization program.During nine years it was first time in the year

2007, Then Faculty lanched four courses, in four districts of Balochistan for young fellows. Thus engaging more

than 90 young learners across two provinces of Pakistan )Balochistan and Sindh(, 25 fellows of IDSP practisedteaching, mentoring and managing finances )Up to 6 million Pak: Rupes approximately(. These residential and day

time development courses were for a minimum duration of 6 to 9 months. More than 50 enrolled learners were young

women. For more than a year the fellows practiced human resource management, financial management, budgeting,

and organization of campus and support services of residential courses. One senior fellow of IDSP launched an

initiative of growing cut flowers Gladiolous for resource mobilization and livelihood opportunities for the

community and learners of IDSP thus trying to build endowment for supporting the courses. A t the same time

shaping his initiative in to a program of resource mobilization and livelihood.

Institution building has been one of the major areas of last year's endeavor and continues in 2008. IDSP Finally

created basis to establish its financial, procurement and administration systems, although these are still being

applied with a learning mode for our fellows engaged in programming, but is also becoming the systems as well for

its financial resource, management and investment. A Trust for IDSP has been created to ensure financial continuity

and institutional sustainability. The team that is managing the institution with funds, administration and resources

management of IDSP has been allocated to the service cadres of the Institute. The IDSP fellows are practicing

institution building in their district campuses or project offices, while IDSP's service team provide them all

trainings, mentoring and facilitation in doing so.

In conclusion last year has been a year of initiating consolidation of IDSP`s PRACTICES, since 1998 this

consolidation was made possible only in 2007, it became possible due to some of IDSP'S outstanding, committed

and hard working young team members, who braved through and opted to remain with IDSP's processes since its

inception, while some very convinced and visionary young team members rejoined IDSP in the lead positions to

take on programming side of IDSP. Funding support from NED, British Council, Global Fund for Human Rights,

UNICEF and more then 100 people who denoted personally to IDSP. It is with this mutual commitment, vision and

support that IDSP is able to pull up all its practices and lay down foundations for its programs and systems.

Intensively engaged in critical discourses, finally this young team from Balochistan created a framework for

regenerating learning spaces, in the shape of individual development, creating programs and institution building.

2007 brought all the essential elements of 500 viable learning organizations together demonstrating the potential

vision and learning of young people in transitional societies of Pakistan. We plan to continue this consolidation for

next three more years, and come up with a structure of learning and mentoring course equivalent to a master's

program in business and human resource management and policy development for nurturing and strengthening a

viable and vibrant civil society in the region.

M y prayers & best wishes

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D r. Q uratulain B akht eari


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Institute for Development Studies and Practices presents i t sthird annual report for the Year 2007. The report shares the fundamental milestones of

Personal growth, programmatic and institutional Development. It also highlights the processes of

the development and improvements of Administration and Finance sections.

The journey of IDSP has completed its 9 years since its inception in 1998. If one looks back on

how and from where the learning and practice based journey started, a student of transitional

societies will have an inspiring insights examining IDSP'S processes of human development.

The year 2007 played significant role in materializing the practices for the implementation of

strategic plan. The fellowships awarded to 40 young team members of IDSP laid concrete

foundations for practicing the three fold learning and growth patterns of 1. Self growth,2.Programmatic Direction and 3 .Institutional development. Each individual fellow developed

his or her own action plans which gave basis for program development, at the same time

engagment for creating institutional spaces for these practices.

The processes of analysis and exploration of the programs concluded and endeavors were started

for creating and establishing core portfolios of the programs.

Academic Development Program initiated process of faculty development, publication of Urdu

journal Aksulamal, Designing of the courses for young male and female in the various parts of the

country. A country wide Consultation with young graduates, their learners, families and

communities for initiating and stream lining basis for collaborative approach was launchedthrough a " Learners and Community Development Program"

Practices of Mainstreaming Gender in Development have created a highly meaningful

momentum for the program around its practices and further engagements.

The program on Resources Mobilization and Endowment building emerged with practical and

viable options of creating sustainable basis for the institute by launching its first pilot project of

cut flowers growing at IDSP Hannah campus in Quetta.

During 2007, the Khuzdar campus (See map) designed and delivered a regional level residential

course on Development Practices 30 young male and female from the Sindh and Baluchistan

participated. The series of need based and contextual courses on organizational development and

IT were also conducted in the District campuses at Khuzdar, Sibi, Mastung and Pishin District

Centers (See Map).

Eight of IDSP interventions on the Child Protection, Reflective Learning Centers,

Mainstreaming gender in Development, Youth Exchange Program for peace and Pluralism,

Interventions of the Educational Reconstruction in A zad Jammu Kashmir, Flood Relief

interventions at Khuzdar, Interventions for the endowment development continued in the year

2007. The report contains a brief account of these interventions.

Ov er v i ew o ft he Rep or t

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L E A RNI NG

COURSES1

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The following section give information about IDSP Courses held in 2007 in the field of learning, education,

Peace, social justice, Youth activism and gender equality sustainability of a meaningful civil society from local

to globe.


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In 2007 IDSP conducted four theory and practice based courses in the Pishin, Khuzdar, Sibi and

Mastung Districts The Course on Development practices studies is aimed at young people

across Pakistan to nurture the analytical thinking and practice building partnerships with

communities and individuals, the other related practice is in research skills. These courses are

designed to engage young men and women in various communities of Pakistan to help in their

understanding of the contemporary social, cultural and community development issues and

challenges for generating informed and need based responses.

DEVELOPMENT STUDI ES COURSE

The courses engaged young male and female social activists, members of local councils, young

development professionals and the rural youth, who find limited opportunities of growth and

development. There were 35 learners enrolled in the development course with 20 young men

and 15 young women respectively.

Anyone who can read and write has a dream to follow and is able to articulate his on her dream to

a forum.

The courses are advertised in the national and local newspapers, Applications are received and

then IDSP faculty conducts orientation seminars on the courses in the community clusters from

where the applicants applied for the course. The interested candidates go through written test,

create presentation of their dreams and give a presentation and interview. The applicant )Age

22-35 Years( is eligible for the interview .

The course comprised of three main parts, which includes theoretical sessions, field practice,

analysis compilation and final presentations based on the various themes of development. IDSP

faculty plays a central role in the conceptualization, mentoring support in self growth, designing

analytical frameworks and documentation of the field practices.

The courses comprised of Lectures, interactive discussions, group works, field visits, public

discussions, discourses, community seminars, interviews, focus group discussions, Learners

researches and actions during the field practices

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The course contents comprised of several modules for duration of eight teaching weeks of

practicing. These are:

1. Basic Sensitization on Self growth and Gender equality

2. Historical Analysis of the Development Practices.

3. Institutional analysis of learning and Education.

4. Introduction to the Human Rights and Governance structures.

5. Unpacking the Cultural Pathologies.

6. Religion, Peace and Pluralism

7. Action Research and Documentation.

8. Communication and IT Skills.

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MAI NSTREAMI NGGENDERANDDEVELOPMENT

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In these courses practices are generated around the themes of community development, Human

Rights, Education, Women Development, Youth Development, and Self growth. IDSP faculty

members provide technical and conceptual support in the practices.

themes of community development, Human Rights, Education, Women Development, Youth

Development, and Self growth. IDSP faculty members provide technical and conceptual support

in the practices.

The courses on gender mainstreaming in development are aimed to develop critically conscious,

active and skilled women leadership who can analyze and articulate the complex issues of

Democracy, human rights and development and can generate actions for ensuring women activeparticipation in the decision making at various levels.

Women(aged 20-35) from the particular districts are encouraged to apply for the internship ffered

from IDSP. The young women with basic literacy in any language can apply for the course. The

course provided spaces to 55 women in the four districts of Balochsitan which includes Pishin,

Khzdar, Sibi and Mustung. .

It is a continuous practice and compilation based course which generated quality actions by the

Interns in the field of family development, community development, governance and education.

The individual interns strive to widen their sphere of work through assignments on the selfgrowth, family history exploration, community based Dialogues and interventions.

The courses are consisting of various modalities of teaching and mentoring which includes,

lectures, tutorials, interactive discussions, group works, field visits, public discussions,

discourses, community based Dialogues, seminars, interviews, focus group discussions,

Learners researches and actions during the field practices

1. Basic Sensitization on Self growth and Gender equality

2. Gender and Islam

3. Analysis of Patriarchal power structures.

4. Historical Analysis of the Development Practices.

5. Human Rights and Governance structures.

6. Religion, Peace and Pluralism

7. Action Research and Documentation.

8. Communication and IT Skills.

1. Generating and documenting actions for gender awareness and equality .

2. Developing the linkages with civil society organizations and local Governance structures.

3. Generating Dialogues and actions on the issues of education, community development

initiatives

and livelihood development.

4. Fund raising for the establishment of district based campuses


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Community Development course

Mainstreaming Gender & Development



7 Months

8 Months

8 Months

8 Months

Khuzdar

Pishin

Mastung

Sibi

20 Male & 15 Female

12 Female

14 Female

14 Female

Title of the course Duration Locale No of Learners

PROFESSI ONALDEVELOPMENTCOURSE

Table of the courses conducted in 2007

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The initiatives for mainstreaming Gender in Development are interwoven; as a cadre of 20 girls

from the six district of Balochsitan was develop through mentoring approach. These leading

young women created basis on the district campuses through their consecutive interactions,

Dialogues, courses, publications, research and interventions.

The initiative of creating women leadership in the district has been three fold. In the initial stage

they strive to know their self as human, women, citizen and member of the traditional society.

This enabled them to initiate discourse around exploration of family history, cultural practices

and knowledge systems of the indigenous communities. The third step is community

development in which these young women are supported by their parents and family members.

Since 2003 IDSP has carried out 16 different courses in the seven different districts of the

Balochsitan. These courses have created variety of experiences and profound human resources

almost 150 women in the said districts of traditional society. The leadership of the program and

team are enthusiastically intended to culminate the practices and lessons learned in 2007 into

concrete program for gender and development.

IDSP mainly focus on the individuals to emerge as vital pillars for establishing learning spaces,

programs and institutions. The integration of individual's passions and profession is supposed

to be the central element for attaining this goal. In this connection, IDSP has offered fellowships

to individuals, who want to learn and practice leadership in development as their profession of

livelihoods.

As vertical growth each fellow goes through learning phases by entering as intern then gradates

as research and teaching coordinator, and then becomes a faculty member, then goes in

learning programming as program director, take up associate directorship to learn integration

of practices , programs into institution building.

With all these practices a fellow learn and manage IDSP as a integrated development

organization, and ultimately take the position of directorship in IDSP, thus learning the legal


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aspects, policy making, management and financial contracts, plays important role in the

governance and management of organizations.

Each learning position is for two years, if fellows need a different route with more openness and

their own space, IDSP offers learning spaces for practicing these areas through various programs,

enabling all fellows engaged in the processes of development and practicing of programs of

Academic Development, Learners and Community Partnerships and Mainstreaming Gender and

Development.

The program portfolios and interventions are evolved after the research studies and consultation

of the program teams with the learners, communities and civil society.

Program Development remained the central endeavors in the year 2007. The exercise of Strategicplan gave bases to develop concrete programmatic areas. The program teams carried out

exploration studies which resulted in concrete and realistic foundations to the programs.

A study was conducted through Academic Development Program, which was aimed at

understanding the potential approaches, sources and tools while engaging Youth and

Communities in a meaningful way.

The program teams of fellows led process of studying the outcome and impacts of IDSP's courses

since 1998 to 2006. A sample of 15 percent was studied and analyzed across the country.

The study also figured out insights for the development of IDSP program on Learners and

Community Partnerships. The program team developed close coordination with potential

learners and relevant communities for establishing the linkages for a just and human centered

development and education practices. The program also conducted consultations and training

workshops for the Learners of different districts and clusters. It provided practical basis for

establishing viable Academic Development Program in IDSP. It also determined indicators to

initiate program activities for its future interventions especially in district Hyderabad of Sindh

province, Loralai, Khuzdar in Balochistan and Muzaffarabad in Azad Jammu and Kashmir

(AJK).

The study provided visible directions for creating IDSP programs and developing institutions,

with a focus on individual aspirations of young learners as follows:-

1. Conduction of diverse modalities of courses.

2. Faculty Development

3. Linkages/networking with like minded organizations,

4. Partnerships with Communities.

5. Establishment of Learning spaces.

6. Publications.

7. Resource center establishment.

8. Learning Exchanges Interventions

9. Researches.


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The study contributed in refining the courses frameworks, approaches and emphasized

inclusion of more relevant community and civil society groups in the courses.

The program on Resource Generation and Endowment Building has initiated process of

collaboration with local and international level philanthropists for the Endowment Building of

IDSP. It has also initiated the pilot interventions for generating revenues and opening widows of

employment while enriching the local economy.

The challenge now is to create systems of learning and a formal prospectus of the Courses and to

get accreditation which is in harmony with the intellectual stand of IDSP on learning and

education.The fellows of IDSP leading the different programs, projects and sections have been given

proper mentoring support from their mentors. This has helped them to translate their ideas into

actions while leading the teams for attaining the holistic goals for their interventions.

The tutorial caters all the aspects of an individual life including passions, dreams, professional

and intellectual growth programming processes and practices institutional development of the

individuals.

The practices on self growth family interactions and community development have enriched the

IDSP's programs and systems.

IDSP has strived to harmonize the systems and programs both in terms of conceptual and

implementation. In the year 2007 effective leadership was provided to the sections which

worked out viable systems of financial and administrative and IT management. The services

sections carry out extensive activities while ensuring the safety of the individuals, Institutional

assets, and strengthening of the district based campuses.

With meaning full professional support, new Manager for Finance and Administration have

extensively supported the team to emerge as responsible professionals. The team has been

given mentoring and counseling support which has brought remarkable results andimprovements in their role and streamlining the areas of services.

The finance section provided technical support to the project and program teams to seek skills

of managing the budgets of the particular interventions while developing and working on their

annual plans. The administration section streamlined the areas of services which has played

vital role in synergizing the programs and systems. This synergy emerged for the first time in

IDSP.


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I n st i t u t i on s2

Gathering in Iran Concerning Learning Societies


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The IT section has provided the necessary services to IDSP Quetta and to district based fourcampuses and project offices. The functioning of Domain server, Email server and web server

and installation of DSL in IDSP has improved the overall efficiency and performance in IT

applications. The section has also provided trainings to the districts to establish and maintain the IT

resource centers. These Resource centers have been conducting IT professional and basic courses.

The section has provided training and teaching services to the Reflective Learning Centers, Child

Protection Center and District campuses.

Trust for Development Studies and Practices has been established to further the concept of the

Institute for Development Studies and Practices. The Trust is developed, following the four years

of rigorous consultations within the team, with legal experts and based on best practices of

managing the civil society organizations. The Trust is mandated to further the cause of IDSP and

The Resource center has carried out extensive initiatives for developing an environment

conducive for the academic and intellectual growth of IDSP fellows, friends and Learners. For

this the Resource Center has organized various trainings, debates and has provided audio and

vidieo packages to the faculty members and other staff around the themes of Peace, Pluralism,

Traditional and Cultural revitalization, Education and Post modernism.

The resource center has conducted book reviews and has shared interesting documentaries and

movies on the alternative weekends.

In this connection, external scholars and resource persons were invited to enrich the perspective

of faculty on the various themes as described.

The Resource Center has also hosted the Faculty Development Trainings which were more

extensive in nature and had required diverse material in the form of text, audio and video.

The resource center established linkages with the provincial and national level libraries and

resource centers. Main Library of University of Balochistan has donated the software for the

cataloging and automation of the books and other sources.

New and updated material in the form of books, journals and audio and video forms have been

explored. The books and other material are classified and automated through effective software

which have helped the faculty to identify material relevant to their thematic and research

assignments. The center has helped the district based campuses and office to refine and upgradetheir resource centers through training and practices.

UPGRADI NGTHEI TSERVI CES

r esour c e c ent er f or i nst i t ut i ona l d ev e l o p ment

Tr ust f or d ev e l op me nt st ud i es p r a c t i c es

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200720072007


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In the year 2007, the SKOLL award funds contiued to play a key role in extending and expandingIDSP's capacity. It heleped managing four courses and enhanced capacity of IDSP for managing

learning and growth of 300 young people enrolled in the study and practice based courses and

projects of IDSP. It also heleped to increas the financial capacity of the Organization

The BERKANA Institute is a very active group of young people across the globe growing

community, which strive providing opportunities to the various emerging leaders for exchanging

their innovative ideas and practices for making peace, pluralism and patterns of livelihood

development which are at the risk due to the market economy and factory schooling.

IDSP has been declared as one of the international learning centers of the network. IDSP fellowshave been participating in the learning exchange programs conducted through BERKANA's

Learning centers. IDSP intend to host the learning course for the international partners in 2008.

The Network also extends its financial support for the mutual collaboration and learning

exchange visits amongst the learning centers and partners across the globe.

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Connection with the individuals, groups, organizations and communities has been one of the

central institutional thrust of the IDSP. IDSP is in direct connection with the different types of

coalitions, networks and forums. These are as following:

Ne t wor ki n g c ol l a b or a t i on s

its operations and develop refined processes enabling young learners graduated from IDSP as

well as ensuring financial sustainability of IDSP. The Trust will also look for strategic

opportunities of involvement for the majority marginalized population of the country and theregion. The trust will look at broad based development issues and will help expand the outreach of

the organization.

IDSP is member of the Home Net which is widening the network by disseminating and

highlighting more and more issues about home based workers and the objectives of Home Net.

In the result of extensive consultations on the issues of Education in Pakistan, the PCE was

formed in April 2004, with the support of Commonwealth Education Fund Pakistan. This

coalition is consisting of the number of civil society organizations which are highlighting the

critical learning and education issues in the leading educational scenario.

IDSP engaged the district level partners in the organization of global action week, which mainly

focus on the activation of the schools functionaries, awareness regarding the citizen's rights of

education and access for the local communities towards better education facilities. The events are

conducted each year from April 23rd to 30th. IDSP is the provincial secretariat of PCE.

The activities being carried by the district level partners are engaging politicians and social


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IDSP is a member of the Balochsitan Gender Network which is informal alliance of the 22 civilsociety organizations and Government run departments.

The alliance strives to highlight the issues of gender imbalances. The alliance partakes the

campaigns against the various social and economic issues of women.

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There is an emerging discussion around the world about the need to develop/connect different

kinds of spaces and opportunities to nurture a fuller range of human potentials and human

relationships. Unfortunately, this discussion has been limited to education experts and elite

policy making circles. Further, it is Jeopardized for being dominated by technocratic and techno-

centric visions of progress in which learning only serves elite interests and corporate profit

motives. For just and humanizing learning societies to unfold, many more people and their

experiences must be involved in the process. We would like to invite you to join us in the

discussion.

IDSP has been one of the vital partners in the discourse and gatherings around the issues of

education and learning. IDSP hosted the Learning Societies Conference in April 2006. IDSP

fellows have been part of the online discourses, exposure visits to the partners and have been part

of the conference gatherings in India, Jordan and Iran.

Our Fellows inspire others to adopt and spread their innovations - demonstrating to all citizens

that they too have the potential to be powerful change makers.

activists in the educational issues and conducting advocacy activities for the better educational

processes and facilities.

ASHOKA is an outstanding global association of the world's leading social entrepreneurs)men

and women( with system changing solutions for the world's most urgent social problems. Since

1981, it has selected over 1,800 leading social entrepreneurs as Ashoka Fellows, providing them

with living stipends, professional support, and access to a global network of peers in more than 60

countries the director of IDSP is a ASHOKA fellow since 1998.

With our global community, we develop models for collaboration and design infrastructure

needed to advance the field of social entrepreneurship and the citizen sector.

Our Fellows inspire others to adopt and spread their innovations - demonstrating to all citizens

that they too have the potential to be powerful change makers.


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200720072007 L E A RNI NG

E x c h a n g e3

School of Warrior without Weapons in Brazil


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200720072007 RE SPONSE T O

RE L I E F A N DEMERGENCY4

Earthquake Relief and Rehabilitation (Kashmir)Photo Courtesy Dr. Tayyab Mahmood


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Rel i e f a nd

r eha bi l i t a t i on i n (AJ K

1

2

3

4

Hattian

Langla

Leepa

Banamula

20

27

11

14

71

20

09

08

11

48

40

36

19

25

120Total

S.No U.C Name Boys Schools Girls Schools Total

IDSP gave prompt response to the devastating flood in June 2007 in District Khuzdar. It raised

resources in cash and kind from various national and international donors for helping out thecommunities in the several areas of District Khuzdar.

The heavy rains suffered 15 Union Councils by ruining its shelters, livestock, agriculture, water

channels, water supply schemes, buildings of education and health, infrastructure,

telecommunication systems etc. The major damages including casualties were occurred in Tehsil

Nal and Karkh Moola

With the financial support of CIDA, IDSP learner and fellows organized two medical camps in

Tehsil Nal and conducted the first baseline survey and identified further 200 needy families and

distributed the non-food items to the needy families. During these relieve interventions 200 families

in the Tehsil Nall, Zehri and Karkh were provided with non food items and shelters. Similarly 71families were provided drinking water, blankets, and food packets in the district Bolan.

Rel i e f I n t er v e nt i ons i n Khuz d a r

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In order to rescue the people and communities severely affected by the October 2005 earthquakein Pakistan, IDSP initiated organized actions in the provision of shelter, food, clothing and othernecessary commodities of living. A total of young people were trained in reconstruction.SchoolSanitation & Hygiene Promotion project in 4 Union Councils (Langla, Hattian Bala, and

Banamula & Leepa) of District Muzaffarabad is implemented with financial support of UNICEF.These interventions benefited more than ten thousand people in the communities of these UnionCouncils.The core objective of the project is Promoting safe and hygienic learning and living nvironmentthrough provision of safe drinking water, sanitation facilities and hygiene promotion in schoolsand Basic Helath units.

Through this intervention following targets have been fulfilled.

IDSP signed another PCA on Education Activation of Schools for Healthy EducationEnvironment with UNICEF for three Union Councils of Tehsil Hattian District Muzaffarabad(LEEPA , BANAMULA & LANGLA) on the basis of these surveys distribution of schoolsupplies like blackboards, tents are being made, School support inbox and supplementaryreading materials like bags, recreational kits, mats are being distributed by IDSP learners.

The team at Muzafarabad intends to establish its institutional basis focused on its diversepractices in the field of relief and reconstruction. Learners and Community Partnership Programis giving support to the team through courses and engagement of resource person


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200720072007 CO M M U N I T Y

E N G A G E M E N T S5

Graduation in Mastung District of Gender Course


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Girls Colleges

Boys Colleges

Language/High

Schools

Madreassas

Total

3040

3575

1020

660

8295

80

65

60

30

75

42

114

18

25

199

38

46

11

16

111

38

55

17

22

132

Educational

Institutions

No of Teachers

Trained

No of teacher who

delivered trainingTotal training conducted

for students

Average number

of students

Number of

Students

Yout h f or um Ex c ha ng e Pr og r a m

De mo cr a cy Ci t i z e nshi p

Po l i t i c a l Ed uc a t i on o f t he Yout h

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Engaging youth in stimulating intellectual and practice activities has been one of the core thrusts

of IDSP. For this purpose the intervention on the Youth Forum and Exchange Program wasincepted with the financial support of British High Commission. The project is aimed atestablishing institutional and sustainable linkages between young people of Pakistan and UKthrough websites, emails, video- conferencing to exchange their cultural issues, their identity andtheir participation and advocacy.

The intervention has engaged 300 male and female youth group in District Pishin and Khuzdar,the two districts of Balochistan. Youth in these districts are mostly vulnerable to violence,extremism, and communal and ethnic discrimination. The interventions in this regard providenecessary skills and concepts to critically analyze the political, social and cultural situationwhich conditions the lives and destinies of the society and individuals.

The Youth engaged in the forum has gone through educational sessions on the various themes ofdevelopment such as, education, peace and Pluralism. The Youth has also exchanged visits todifferent areas of the Pakistan including Peshawar, Multan and Karachi. There has been anextensive exchange visit of the youth of the two districts which has helped them analyzing their

perceptions regarding different tradition, geography, ethnic group and sects. The youth memberalso benefited from the faculty development session at IDSP. Especially the Inter-faith andintercultural exchange of thoughts helped them to contextualize and develop constanciesunderstand on the needs of respect for diversity and peaceful co-existence.

Political education has been one of the significant parts of the courses, discourses and dialogues.A group of 150 College, Madressa and Higher education schools teachers were engaged in aneducational process for conducting lectures on the themes of individual role in the civiceducation and political governance.

The project caters a wide range of students, teachers and communities which are indicated asfollows.

The project has also provided spaces to the young college and school students to participate in thespeech contest in Islamabad on the theme of Democracy and citizenship.


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Ser i e s o f Fa c ul t y De v e l o p me nt Pr a c t i c e s

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Fl ower f or Pea ce Lov e a nd Gr owt hThe Project of Cut Flower was pilot project for generating viable and environment friendly

business options for developing the endowment of the IDSP. The project is about starting a cutflower farm of Gladiolus flower at IDSP land in Quetta. It is initiated with the aim of buildingendowment which contributes in ensuring the sustainability of the Institute. It also aims at being a

source of employment, human resource development, and also a source of promoting Flori-culture in Baluchistan. The project is one of the components of the Investment plans of IDSP. The

project is being practiced as spaces for promoting growing flowers as a means of livelihood forthe young and excluded from the mainstream economic opportunities.

The process provided a clear orientation to the faculty on the conceptual dimensions of learning,teaching, researching and mentoring on how it relates to indiv idual fellow and programs.

The process helped the Academic Program to carry out assessment of specific and genericlearning needs of individual faculty members and development of an operational plan for facultydevelopment.

This process was led by the fellows of institutional Advisors Program along with the ADP. In theAug 2007. A detail plan for defaults evolved through the need assessment workshop.

Faculty Development courses have been very supportive and instrumental in engaging the groupof 30 Fellows as Faculty members around several critical themes of Education, Development and

Peace.Due to being practice driven courses for faculty, it also generated opportunities forawareness and activism ventures on Literature, peace, and inter-faith Harmony in largeraudience.


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I mp r ov i ng Chi l d Pr o t ec t i on

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Name of DIC

Double road

New Jan Mohammed road

Double road Girls DIC

Almo chowk

Total

Number of Children enrolled

441

292

305

168

1206

S. No

1

2

3

4

An I n t r o d uc t i o n t o t he Co mmun i t y De v e l o p me nt

To provide protective services to the victims of violence, abuse and exploitation and toencourage children participation in various activitiesThe Project Improving Child protection measures by involving key stakeholders throughdialogues and interventions has been initiated under the auspices of IDSP-Pakistan andUNICEF in July 2006. The project aimed at providing a protective environment to working and

street children exposed in motor garages and streets of Quetta city. The project was extended forthe year 2007 with inclusion of girls DIC on double road and expansion to another area Almochowk UC 49. IDSP facilitated the selection process of team and established two new child

protection centers on Double road for girls and Almo chowk for boys. During the period July2006 to December 2007, IDSP accessed and engaged 1206 (776 in 2007, 305 girls) working and

street children. The children were provided with services i.e. literacy and basic education, lifeskills, psycho social support, knowledge and awareness sessions, ICT, religious education andlivelihood Skills for girls.

The interventions of the institute in A JK have been in the field of rehabilitating the localpopulation while helping them in the development of their educational, livelihood and sanitarysystems with the help of UNICEF and other donors.

The team in the AJK desired to culminate their practices into profound institutional development.Faculty of IDSP designed and conducted a course for the project implementation team which canprovide conceptual basis of understanding development and organizational development.

! Analysis of the Development practices.! Approaches of Community Development.! The case of Pakistan! Case studies of the people centered community development interventions.! Organizational development, vision, mission and approaches.! Lectures, group works, interactive discussion and field visits were part of this session.

The course has helped in developing figured out concrete programmatic and professionalbasis of the AJK team they prepared and developed concept paper, also have taken steps forattracting funds around their ideas and projects.


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Di st r i c t Ba s ed En g a g eme nt s

DFIDCi v i l Soc i e t y Consul t a t i on Ba l o c hi st a n

The District based campuses and project offices are being established gradually. Presently IDSPlearners and fellows have four district campuses and project offices, which mainly engage theyouth and communities around courses, debates, dialogue, researches and practices on learningand education. These campuses have some general features in common which includes group ofthe local level leadership of faculty, Development of IT center and Library for the learners andclose relationship with Local Government and district based line departments.

District Khuzdar was the first campus that came up in 2004, with the support of local IDSPgraduates, who were trained by the Lead Faculty of IDSP.The campus has established itsprograms and portfolios around conducting courses of development, human rights, and gendermainstreaming. The campus has also established an IT resource center, Library and mechanism

for supporting the local youth in translating their dreams into actions.

The Khuzdar team launched and conducted course on Development Practices with the supportof A cademic Program and Faculty.

District Pishin has evolved in the light of several practices on Gender mainstreaming andEducation Policy and Planning. The group of 6 faculty members has carried out courses,practices, and dialogues on the issues of peace, pluralism, non violence and development.

The basic and professional courses are also conducted by the district based IT section which alsocontributes in the sustainability of the campus. The campus has launched resource center up

gradation and establishment of the art corner with the financial support for the CitizenCommunity Boards formed by the youth forum members of the institute. The campus engaged200 young men and woman in the youth forum and 15 women as interns in the mainstreamingGender and Development Program.

The core group of District Sibi has been conducting courses on the Gender and Development,dialogues on the issues of development, education and livelihood issues. They have establishedlinkages with civil society organization, local government and line departments while working

for enabling women to become part of the decision making at various levels. The Sibi campus hasalso conducted Mainstreaming gender and development course for 15 of the young women of thecity and rural areas.

A learning centre has been established in Mustung since 2006. It has conducted two courses forthe women leaders and activists, and also established the centre with the support of DistrictGovernment. .

DFID Pakistan was in the process of formulating its new Country Assistance Plan for Pakistanthat will provide direction to its support to the Government of Pakistans (GoP) development

priorities over the next 5 years (2008-2012). IDSP facilitated the consultation with the civilsociety of Balochistan at Quetta. The consultation held on 29th March 2007 at Quetta SerenaHotel.


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I have been very fond of listening and telling stories. In the childhood, I was introduced with theliterature which was filled with the stories of several Muslim warriors. One interesting co-occurrence was that I belong to race which descends from one of the great warrior of Islam. Whenthe US attacked on A fghanistan I wanted to fight against them, but I was very young. When theWar in Iraq started, it also provoked me to go and do what can do. It was almost intolerable for meto see or accept whatever took after to the western civilization. I felt a great provocation fromliterature, media and general gatherings to fulfill my duties as a Muslim Young man. But I wasunable to make a positive use of the energy which was creating cynicism and anger in me. Duringmy learning project with IDSP, I came to know the real factor which used to steer my conscious

for fighting the war was my age of Adolescence. It is this age period which is filled withenthusiasm, explorations and doing all what is not done generally. So I came to know in IDSP

about the reality that there are some very crucial chemical reactions taking place in my bodywhich induce me for action, exploration and doing what can make me immortal.

I got through a deep flash back of my past and then I started to learn living with the same passionbut with different approach. I realized that I can be effective where I live, I can work on the issueswhich affect my life, my family, the community and city where I belong.

I have experienced through a difficult process of realization that radicalism and Idealism shouldnot be contrary to ones routine life`s actions. So I have started, playing cricket watching,theatrical plays, listening music and gathering with youth. I have started working manually anddo all my routine work in kitchen and in the home with my sisters and mother.

I believe that, the life of each normal person is filled with lots of joys, fears, wishes, myths,

fallacies and a thrust for living more. Being reflective and sensible we cross some of the

milestones of all these. I experienced that knowing the nature of our issue we can easily work for

its removal. A s a child I encounter with messages that I belong to an inferior cast, people for my

cost folk usually works for low paid and socially excluded jobs. Hiding this identity I decided to

get to the higher ranks of power and authority. Through competitive examination there for I

shifted to Quetta and started studying, but it was all in vain because I had never been a good

reader. During my school day, books were rather pillows for me. I also strive to join army, but it

was also not fitting me. One of my mentor in IDSP helped me to the nature of forces whichdisillusion my life. I revisited my childhood and access to the memories which shaped my

behavior to become powerful. In our discussion we found Identity the quest for survival as a

driving force. The next question was how to cope up with it. My mentor helped me start

interacting with the people of my cast, I started doing so, I went to attend several marriages, social

gatherings and individual meetings. It attracted me to explore the history of my cast and I found

interesting revelations about the people who belong to my cast. Now I am very relaxed with the

questions of identity. I also came to know that it is socially constructed which can be altered with

one's own efforts and clarity. Now I am re-exploring my nature which likes art, poetry, stories and

love.


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Though I live in Quetta city but the life in my family has been governed through an intense tribal

orientation I went to school as one of pioneers in my family . Due to the sever financial issue I

could not continued my education after the middle education. Quiting the school I visualized my

future as one of the teacher in the private schools with nominal salary. My perception was that all

people with out good degrees cannot climb the social leader of the higher position in civil society.

When I started teaching in the school, it was a challenging task. I used to face the trouble of teasing

which prevents most of the needy working women from mobility. Being a young woman of the

tribal family my relatives were also not happy with my mobility for teaching. But the practice of

teaching was a complete course for me, which gradually increased my vision, wisdom and

courage to work and demonstrate.

Being teacher I came to know that the hard work and commitment can bring miracle especially

when the hope is diminished. My belief in degrees was challenged. I joined IDSP in 1999 as

Librarian, and then started re-freshing the dreams I had in my eyes and memories. The sever

realities of life taught me that for the complete existence of a women as human, it is necessary for

her to earn. So my vision from the very childhood was to help the women to become able

financially stable and independent.

In IDSP I remain as faculty member, mentor and teacher to a group of young working women

from various district of the province. I moved to the very diverse areas of the country and outside

and I found the same reality that interaction and love with people bestows the treasures of learningand wisdom.

I helped the young women from the 4 districts from Balochsitan to establish their spaces for

working with people and communities for a just and peaceful society . I have seen and experienced

a beautiful diversity in the nature of issues and challenges in all these districts. But the approach to

assert a space in the public domains requires an artistic and conscious response. From the

selection of the young women for the courses on gender mainstreaming till the completion of their

learning, reflection and practice projects it all requires a consistent review, reflection and back

and forth movement.

I also experienced that working for people requires a cost from the leader. It requires consistency

with the practices, and creates a positive energy which prevents someone from the lust and greed

of taking high paid salaries and social securities. I believe that the social capital earned while

working with people can support in the time of need if the person has done services with sincerity

and love.

Summarizing my learning journey I want to share that, work for the excluded faction of society

can be created around the needs and context of the people while constructing on the available

social infrastructure and human values. The change agent must remain humble and contended.

S/he must play as catalyst and must support the communities that they can do all without the

support of external people.

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Now I am going to culminate the diverse practices of gender mainstreaming into programing

which is certainly another milestone. It would be a consistent challenge for the program to sustain

the spontaneity and liveliness of the practices for improving the conditions and positions ofwomen through their practice based educational means.

The society where I opened eyes usually like the silence, especially for women It is believed thatpassive and submissive women are good women. It gave an orientation of becoming submissivein each case. The school which usually pretends as institution of girls or women emancipation

further intensified the miseries. I beard the cruel punishments silently on the pretext of not havingpenny to purchase the books. The environment around me pushed me towards different types ofphobias; I became passive young angry woman who mainly pass time in day dreaming. I becamealien to myself which resulted in the bad health conditions both in my body and mind.

The only role model in my life was my mother, who never wept even having faced countless andcontinued adversities. I found an entrance to the Mainstreaming Gender in development course of

IDSP which was empowering in both financial and conceptual terms. I completed the coursewhich infused a new vision, energy and clarity to my life. I started practicing to overcome my

fears which were melted like snow in the sun light. My personality was now crystallized with acommitment to rescue all the women of my community, who faced the same miseries. With thehelp of my other 2 colleagues we established a space for the women in the district Sibi. This spaceengaged more than 100 young male and female in reflective learning,educational and practiceinterventions. I lead the space after the withdrawal of my other two colleagues. I started work with

fresh cadres of interns and gave them mentoring support stand up for taking responsibility of theestablishment of the space and conduction of courses.

I worked hard together with the new team with my own style, I gave them hard time and theyperformed remarkable assignments. In August 2007 I left my position and handed over the spaceto the three emerging mentors. I strive to contemplate and concentrate on the issues of my familyand especially the history of my family. It gave me a boost after meeting my relatives whom Inever met. After one year I joined IDSP space and came to know that the fresh leadership hadworked with dedication and required commitment, thrill and energy. It strengthened my belief inthe process of mentoring which is certainly the process of multiplication of consciousness andcritical mass production.

Now I am going to contribute in translating our collective experiences while building spaces forthe production of critically conscious and active women leadership.

Like all other persons, I also connect my learning journey with my childhood. I have been very

social and supportive by nature. When I went to school, I observed all the students readings,

writing and presenting. But it was not something related to people. Secondly I was not able to see

its link with people and society. The schooling also embody the limitation that it does not reflect

the fruits of one efforts. It is a mechanical system of passing and failing. Though I never fulfilled

my assignments but I was able to get through secondary education with remarkable result. I have


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200720072007

been very keen in observing and doing. I never took money from my parents after matriculation

and I completed my higher education by myself earned money using my skills of beautician.

When I was doing my Masters in Social Work, I usually realized that the course theory andpractice are not culminating somewhere in improving the conditions of people lives It was

something more like a formality to know and memorize. I found entrance in the Reflective

Learning centers which is one of the great thing coherent to my passions and dreams. I worked

with more than one thousands adolescent girls and their families, and when I see these gradate

girls earning and financing their education by themselves, I whisper to myself, Yes it is not in

vain, my efforts are taking shapes of making the people self sufficient and honored

I have been very concerned about the social issues, especially regarding the very visible and

routine gender discrimination. During my schooling days, I realized that it all resolves through

the schooling. If we work on the schools the discriminations and injustices itself will die. Taking

this thrust in my mind, I joined IDSP course on Mainstreaming Gender and Development in

2003. But it was revealed that the phenomenon of control, subjugation and hegemony is more

complex and the injustices emerging through the power structures can be altered if we start

knowing its origins. I also realized that working for the social justice and particularly for the

welfare of women can be through a collective effort. So I engaged with a group of men and

women who possessed the same passion. This was a fundamental milestone to start working with

men as colleagues. It fosters my belief system that men and women have equal thrusts for

countering the prevailing injustices. We worked with youth groups mainly having women in thebeginning. It further took shape in managing 8 months residential courses for both man and

women from national level.

We have become able to develop a space in the district Khuzdar, which is continually supporting

the learning and growth needs of the youth. It has been an intensive experience for a women to

create space and remain present in the public domain. The work for improving the conditions of

women and social injustices is a delicate and creative process; one has to get through reflective

practices for inter-knitting the various threads which liberates the excluded folk by enlarging

their circle of influence. The reflective practices, rooted in the clear vision and commitment

surely fosters innovations.

I passed my childhood under the shadows of repressing feudalism, which directly and indirectlyshaped the lives, dreams and fears of our family members. I can say only one think that, I had nodreams and wishes even in the childhood. I went to Karachi to live with my relatives, but I came toknow that living requires a price to pay. So I started physical labor in the age of 9-10. I worked inthe Briklins, marble trimming company and construction etc. I also worked as security guard. Icame to IDSP seven years before, so that to learn cooking and serve its office in Karachi as cook.


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200720072007

My personality was shaped in a rude manner due to the adversities I faced. It was very difficult forme to normalize my communication with people as intern and learner. The space for my learningwas opened and I remained as cook, sweeper, watch man, receptionist, photocopiest, assistant in

administration. In this tenure I was continually guided by the mentors and my own passion towork. I continued exploring the new areas which are mainly known as prohibited for all those whohave an identical background like me that is a rude, annoyed, primary schooling failed, youngman with tribal background and with an experience of security guard and cook. I was enticed bycomputer so I opted to learn it. I went through a course on hard ware which gave me an opening toa new arena of learning and exploration. Within a year I was able to manage the IT section and Labwith all its trouble shooting, networking, installation etc. Then I launched courses for the ITlearners. One of the great milestones of my learning was also to introduce and execute the openoffice, the free community software, which challenges the monopoly of unipolar software world.

Presently, I am teaching the IDSP staff classes on the open source free community software.

When I look back, I find some of the factors, persons and principals which helped to start a

life with dreams, vision and purpose. I have been loving the work of all kinds. As sweeper,cook or IT lab Administrator, I never thought that which work is superior or inferior. One of

the great realities of my life is to Work. I have explored a very unique orientation of energy

during this learning journey at IDSP that energy is contained by the work, not by the food.

I have crossed these milestones through mentoring support of some people in IDSP who gave

me tough time, respect and helped me to restore my dignity as human being. I was here to

learn cooking food for 15 days but it took 7-years to learn cooking the Handi of a purposeful

life, worthiness to myself and all other around me.


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Children of IDSP families with Dr. Bakhteari at IDSP

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IDSP Pakistan has completed its journey of ten years in last January following are the areas that

has emerged on the practices of last ten years. IDSP is currently in the process of planning its next

five to ten years. Through these future plans IDSP aims to reach out at least 10 to 30 percent of the

young and excluded of the country and/or the region. For this purpose following areas are shared

with its readers , friends and supporters. Please be assured that more can be added to these plans or

further adaptations can be made as needs emerges.

Establishing 50 community based literacy and educational centers in fifty communities, withfive skills, craft and professional development centers in five district of Balochistan.

This program is being planned on IDSP more then five years of practices of working with

excluded youth from formal education and livlihood systems. More then 1100 adolocents

graduated ,IDSP studied these practices and created the concept and designed the program for

taking the scale from two communities to 50 communities and reaching more then 5,000 youthand adolocents in a more systematic and programmed manner in three years.

Re a c hi n g out t o t he ex c l ud e d:

Pe a c e , Pl ur a l i sm a n d Sust a i n a b l e Li v i n g ;a n out c o me o f o ur c o u r se s o n y o ut ha n d c o mmun i t y d e v e l o p me nt s i n c e

A fellowship is being discussed to establish an institution focused on peace, pluralism and

sustainable livelihood , with a focuses on young people of the region and the world view .The

institute will be created on research and practices of people and institutions ,with a academic and

action based programs. It will be a institution with national and international learning and sharing

spaces for all who are concern with the vision of the institute.

The analysis of last six years of practices of IDSP courses in Main-streaming Gender in

development with young women and men of Balochistan, is finally giving a direction for a

viable national and regional program. For this purpose a five days gathering of our women

graduates is taking place in Quetta in 2008. A comprehensive program is on Women's

empowerment in transient societies is being analyzed and designed in this gathering of 220 young

women of Balochistan. The program will be for five years during this period it will establish its

conceptual,institutional and programmatic direction as well as its systems of learning,expanding

and effectiveness of its impact, in establishing a meaningful presence of women in present civilsociety.

Wo me n 's Pr o g r a m : e v o l ut i o n o f f i v ema i n -st r e a mi n g g e nd er c o ur se s s i n c e

I n i t i a t i ng t he c our se on t r a d i t i ona la r c hi t ec t ur e a nd c onst r uc t i on o f I DSP

Ca mpus : Bui l d i ng on our eng a gementwi t h t r a d i t i ona l soc i e t i es.

The construction of IDSP campus in Hanna Valley Quetta will be initiated based on research anddocumentation of Hanna Valley construction model, thus initiating a learning program ondocumenting the traditional societies life, environment and sociology. This learning will opennew venues of connecting people of these communities currently isolated, in to mainstream of

architecture and craft eventually linking with sources of alternative sources of energy,community partnerships and promotion of crafts and skills.


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Growing Flower at IDSP Campus an Attempt to BecomeA Flower Growing Community


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M u z z a f a r a b a d

IDSP, near Al-Saif Plaza,Upper Gojra, Muzzafarabad0092-593499

M a s t u n g

IDSP near safety commission Office,Shahi Bazzar Road, Mastung

S i b i

IDSP, Allahabdad Bus StandGharibabadPh: 0833-500192

P i s h i n

IDSP Office Babu Muhalla

near Dolat Hospital PishinPh: 0826-421284

K h u z d a r

Old PIA Office,Karakh Road, KhuzdarPh: 0848-412308-550543

N a t i o n a l P r o g r a m m i n g O f f i c e

7-A , Al-Mashriq Street, Arbab Karam Khan Road Quetta.Ph: 0092-81-2442775-2741776Fax:0092-81-2447285E-mail: [email protected]: www.idsp.org.pk

IDSP - Annual Report 2007

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