“...promote and encourage international co-operation in matters relating to education, in particular with a view to contributing to
the elimination of ignorance and illiteracy throughout the world...” (UN Convention on the Rights of the Child: Article 28.3)
Project Concept Note
“Development, Care and Education of Children
In Federally Administered Tribal & Northern Areas Pakistan”
Context
Global interdependency is posing formidable challenges for future generations and societies. The
workplace of the 21st century is becoming vastly different from that of even the 20th century. The new
century is increasingly favouring a work force consisting of individuals who are intellectually flexible,
skilled in problem solving, emotionally resilient, and well able to interact with others in constantly
changing social environments. Highly competitive economies maximizing the human potential are more
important and necessary than ever before. One of the most valuable investments that is rarely viewed in
economic development is early childhood development (ECD). Several longitudinal ECD studies that are
based on a relatively small number of at-risk children from low-income families demonstrate that the
potential return on ECD investment is extraordinary. However in developing countries, for instance
Pakistan, billions of public dollars and donor grants are spent each year with claims to subsidize poor
communities. Unfortunately, the majority of the population is not aware that the most successful
economies are associated with a high quality workforce which initially stems from the nurture and care
involved with early childhood development. The trend of parents in low income and poor families still
continues with widening gaps in rich and poor across the country. The trend of low income families
unaware of societal affects gravely persists in the least developed parts in particular Federally
Administered Tribal Areas (FATA) and Federally Administered Northern Areas (FANA) Pakistan. These
areas have a great lack of knowledge regarding the importance of ECD and its potential advantages.
In the context of Human Development, ECD is one of the most pressing needs of the country in the
current age. It would not only help to enhance reception of knowledge, skills, technology and expertise in
later stages of education but it will also help with respect to attitudes and behaviour towards society,
culture, environment and economic systems. A gradual decline in the intergenerational transfer of
knowledge and values has resulted in a negative trend in the developmental attitude of children. The
cultural system of intergenerational transfer of values after its degradation for almost three decades has
not been substituted by any competent model. This gap has resulted in trends like fundamentalism,
mental fragility, psychological fragmentation, an increasing aptitude towards extremism and intolerance
as opposed to moderation and self-control.
This increase in negativity among children coupled with the fast escalating gap between poor and rich
has given rise to hatred against those who control the resources both at micro and macro-levels. It has
turned into increased terrorism in the country. The number of people who earn below US$ 2 per day is
almost 80 million. The earning of almost 23% of the population is less than one dollar.
These statistics show the suffering of the absolute poor during the recent food crisis. According to the
WFP, 78 million people of Pakistan have become food insecure. A large number of women and children
are victims of malnutrition. The government of Pakistan has established a national task force on Food
Security to work out a solution to this problem. The UN system in Pakistan is also vigorously working on
developing a proposal of short term and long term strategies for overcoming the issue of food insecurity.
The first years of a child’s life are a crucial developmental period and children who are nurtured and
stimulated during these years are substantially more prepared for formal learning and are more likely to
have social skills that they need with the passage of growth. Parents are the child’s first teachers but
early childhood education programs are also important especially in areas where parents care less during
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“...promote and encourage international co-operation in matters relating to education, in particular with a view to contributing to
the elimination of ignorance and illiteracy throughout the world...” (UN Convention on the Rights of the Child: Article 28.3)
this crucial stage. The children from the poorest families in the most vulnerable parts of the country
especially in the target areas who have never received access to any kind of moral education become
highly vulnerable to a mafia who want to harass the government and the rich for their own powers. These
controlling and manipulative segments provide some kind of scholarships for the children, supply them
with food and a form of education which disavows the children’s self respect and denies their human
dignity. Therefore, a large number of them turn into rebels toward the existing systems and norms. The
children grow up to falsely believe their rebellious attitude will bring about transformation which in turn,
would help eliminate the inferiority complex developed among them by their isolation from the system.
These older manipulative people have established their own pseudo educational systems in the name of
faith/religion for their own personal gains to take personal revenge. Their own neglect and deprivation
brain wash these children and youth, then use them for spreading harassment and extremism which
tantamount to terrorism in the country.
Pakistan is one of the counties which has been worst hit by terrorism. Both the national and international
intellectuals and development professionals have come to a consensus that this development of terrorism
is the outcome of extreme poverty and lack of access to quality education.
Although Pakistan has been targeting “Education for All” for decades and a large number of actors have
been working in the field of education to promote enrolment, literacy, primary and secondary education,
the gap is still unlikely to be filled even in the next few decades. But yet in the formal public education
system, the ECD concept is limited to Kachi (nursery) classes. Recently, the government of Pakistan has
initiated some pilot models based on the pattern of Public Private Partnership for introducing ECD in
government schools. Therefore there is a dire need to expand and promote early childhood care and
education services to these least developed parts of country.
The current project proposes a model of Early Childhood Care Development and Education (ECCDE)
which is premised on the objective of poverty reduction, alleviation of malnutrition and gender
empowerment in the Federally Administered Tribal Areas and Northern Areas of Pakistan. Under this
project, the ECCDE program will work to improve children’s nutrition, hygiene, and even their weight and
height for their age. Their health will improve due to increased chances of survival and reduced mortality.
The program will improve children’s overall psychosocial attributes i.e. ability to think and reason, their
relationships with others, their self-image and sense of security, their language, communication and
learning skills etc. After attending the ECCDE centres, the children will have a higher chance of entering
into primary school with higher performance rates and a lesser chance of having to repeat grades or
classes in school.
The proposed program would create an environment in which protection and support for the issues of
child health nutrition psycho-social and cognitive development would be given full attention. By virtue of
being child-friendly, family-focused, and community-based, this program would strengthen ongoing social
service programs and improve the physical and mental capacity of the target children. The program
focuses on the relationships that young children develop with adults and other children, which are crucial
to early learning and development. The curriculum will include a variety of activities appropriate for the
children’s ages and needs. The program specifically aims at changing parental behaviour by
educating parents about the health and nutrition needs of their children. The program will also
develop cadres of qualified staff in the target communities through high quality trainings and professional
development courses ensuring their long stay in the institutions offering good and attractive packages.
Overall Goal of the project
The project aims to first improve enrolment and reduce the drop out rate of school going children in
disadvantaged groups. Second, the project aims to improve the socioeconomic conditions of the target
communities by social mobilization, self-employment and quality education. Third, the project goal is to
develop responsible, conscious and moderate citizens – children would be enabled to grow up as healthy,
capable, confident and caring people – be able to lead fulfilling lives and contribute to their families,
communities and eventually the wider society. Fourth, the program will Influence the overall public
education policy through advocacy and best practices.
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“...promote and encourage international co-operation in matters relating to education, in particular with a view to contributing to
the elimination of ignorance and illiteracy throughout the world...” (UN Convention on the Rights of the Child: Article 28.3)
Specific objectives
The fundamental objectives of the project are:
1. To build the access of children to all aspects of their development, i.e. their social, emotional,
intellectual and physical development establishing community based ECD Centres;
2. To raise the awareness in communities about the understanding of mental, physical and social
educational needs of their children;
3. To mobilize and build the capacity of the target communities for the management and
sustainability of the program;
4. To provide self-employment opportunities to the young women of poor, neglected and deprived
communities in the form of Community Based Early Child Development and Education
professionals;
5. To building capacity of primary schools teachers to embed ECD and Education from the kachi
(Nursery) classes.
The following set of core principles will underpin this program providing:

Equal access to education and care opportunities to both male and female children from all
families
 Child-cantered, individualized teaching and learning methods
 Development of skills for lifelong learning and participation in a democratic way
 Role of teachers as facilitators
 Involvement of parents and families
 Community engagement in public education
 Culturally appropriate learning environments and approaches
 Ongoing professional development of local staff
Table of Contents
The ultimate goal in applying these principles is to close gaps in rich and poor families and create open
societies, with active and socially responsible citizens who think critically and creatively and celebrate and
defend diverse opinions and ideas.
Description of Activities
1. Establishment of ECD Centres one in each 20 villages of the target area.
2. Organize a week long trainers’ workshop for the project staff and project partners mainly for
community based organizations (CBOs).
3. Organize a three week training workshop for 20 ECD Centres Teachers and Community Volunteers
who work as facilitators for parenting groups.
4. Organize three training workshops on ECCD practices and protection from abuse and neglect of
children for 40 CBO Managers.
5. Organize three training workshops for 40 government and community primary school teachers.
Workshops will include the development of relevant material with an integrated approach of ECCD
concepts and strategies combined with concepts of protection from neglect and abuse.
6. Organize four training workshops for 20 religious leaders from target villages. Workshops will include
ECCD concepts to use during Friday sermons. The training will also reach out to fathers who attend
mosque.
7. Organize training on ECCD/ Integrated Management of Childhood Illnesses for 20 health
professionals.
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“...promote and encourage international co-operation in matters relating to education, in particular with a view to contributing to
the elimination of ignorance and illiteracy throughout the world...” (UN Convention on the Rights of the Child: Article 28.3)
8. Organize 40 parenting courses for 2,000 families and caregivers on proper ECCD practices including
promotion of psychosocial, cognitive development and management of child health and nutrition.
Parenting courses will also include material on special care and protection for children with
disabilities.
9. Conduct a survey to measure the status of children and implement a regular monitoring system on
child development.
10. Provision of a core of four videos and accompanying books that focus on all aspects of child
development including physical, cognitive, language, emotional and social development from
conception through the age of eight at community based ECCD centers in target villages.
The Executing Organization
The GRACE Association Pakistan (GrassRoots Association for Community Empowerment) is a Non Profit
Organization (NPO) registered with the Securities and Exchange Commission of Pakistan (SECP) under
The Companies’ Ordinance 1984. The GRACE Association has been working for community
empowerment at the grassroots level for many years. The emergence of GRACE was based on the goals
of securing the rights of indigenous and ethnic communities through promotion of education, children’s’
rights, and women’s’ rights. Enhancing access to health, education and socioeconomic development
facilities are an integral part of the GRACE Association. Based on these goals, our mission is to empower
and improve the quality of life of marginalized and vulnerable communities in less developed parts of the
country. This mission will be accomplished by launching sustainable and replicable projects as well as
building partnerships. By utilizing valuable skills and resources such as participatory research,
development, knowledge management, and advocacy, we will reach our mission to enhance the lives of
women and children.
GRACE’s work in early childhood care and development (ECCD) was instigated through a self funded
sensitization and awareness project in March 2007. The project was developed based on indigenous
knowledge of needs, attitudes and practices. This project enabled GRACE to analyze the critical situation
of young children in communities specifically Kwardu, Astana and Sukkamaidan in Skardu District.
GRACE was able to reveal knowledge gaps in effective child care among parents, teachers and other
local stakeholders. Our organization realized that early childcare and education are essentials for
communities living in inaccessible, remote and isolated regions in the Himalayas and Karakorum
mountains where 90% of children are growing without proper nurturing and care. Statistics show
enrolment in pre-school is hardly at 2 percent for boys and is at 0 percent for girls. Illiterate mothers are
the primary caregivers to children, especially in the years prior to the start of school. In turn, GRACE in
consultation with target communities, including parents, community development workers, local religious
leaders as well as political figures and community based organizations (CBOs), designed the ECD
Centres pilot project aiming to provide parents and caregivers with childcare enabling skills and
information. Information provided promotes psychosocial, cognitive, and physical development of children
under 8 years old. The project also aims to take a holistic approach to children’s’ growth and
development within the family and the community. Also, we at GRACE put special emphasis on
increasing the role of fathers as well as primary school teachers in raising children.
The ECCD project has targeted and will reach to 20 villages and over 2,000 caregivers in FATA/NA in two
years.
Promoting coordination between different stakeholders to enhance our cause through social mobilization
and community participation is vital to our success.
Management
The project will be led by Grace Association Pakistan and a community based organization in each village
will be the partner. Grace will provide required technical and financial resources and capacity building
opportunities and each CBO ECD Committee comprising influential community elders, religious figures,
community volunteers and parent and teacher representatives are responsible for social mobilization,
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“...promote and encourage international co-operation in matters relating to education, in particular with a view to contributing to
the elimination of ignorance and illiteracy throughout the world...” (UN Convention on the Rights of the Child: Article 28.3)
local resource mobilization, ensuring enrolment and quality services in the ECCDE Centres. They are
also responsible for all local consistent supervision and monitoring of project activities.
Grace Association Pakistan is registered with the National Association for Young Children (NAYV) USA,
so the overall guidelines and management, follow up procedures will be followed. Local line departments
will be fully consulted and involved during implementation,
Grace Association Pakistan has constituted a steering committee for the overall vision, policy guidance,
and advocacy. This committee will be the top decision making body established for steering the project. It
will approve the six monthly work plans and budget as well monitor the progress of the project. It will be
represented by local public representatives and representatives from partnering organizations, education
departments, as well as the Chairman of Grace Association. Grace Association Program Office Skardu
and Peshawar will provide secretarial service for organizing and facilitating the meeting. The following are
the strategic methods for the implementation of the project:
1. Partnership building: For efficient and effective implementation of the project GRACE Association
Pakistan has developed partnership with local community based organizations. GRACE is the lead
implementing agency and the CBOs are the project implementing partners. Partnership building will
enhance the amount of efforts and multiply the expected results and outcomes of the project. The
partners will also help in sustaining the benefits of the project in the long run.
2. Participatory implementation of the project: The project has followed the strategy of intensive
participation of key stakeholders in designing and implementing project activities for their ownership of the
project, its processes and outcomes. The project will evoke their full motivation and determination to
achieve and continue the objectives of the project well beyond expectations.
Communication Advocacy and Networking: Inception workshop, press conferences and press
releases and web posting of the project’s processes and results all are focused to introduce the
objectives of the workshop for attaining requisite support for its implementation. Advocacy and networking
with the main stakeholders is a prerequisite for the ownership, acceptance and adoption of the project’s
recommendation and best practices by key implementers of education services. The project has adopted
a very strategic approach of establishing and running early childhood development and education centres
in consultation with relevant stakeholders. This has been envisioned as a change mechanism to introduce
the element of accountability in the institutions related to the protection of child rights.
Social mobilization: This approach has been considered important to develop linkages of the project’s
target groups/key stakeholders with the final beneficiaries. Also, social mobilization is important for
directly linking the beneficiaries with the project’s other facilities including capacity building trainings and
conferences for awareness and sensitization. The formation of ECCD Committees has been planned to
enhance community participation in implementation, monitoring and sustainability of the project at village
level. These committees will ensure the demanding services to nurture and help children in the right and
proper ways.
Capacity building of civil society organizations: Unfortunately, the technical and managerial capacity of
the local CBOs of the target areas demand capacity building. The advocacy, communication, negotiation
and presentation skills of these NGOs have not developed at the pace of CBOs of other areas due to
multiple reasons. Therefore, they face enormous problems in building their institutions as professional
organizations for getting access to external funding sources and planning and implementing projects
around their organizational goals and vision. This project has planned a comprehensive program for
building their capacity through formal and informal training, demonstrations and action oriented learning
so that these organizations continue the ECCD Program in the long run on their own.
Proposed ECCD Program Evaluation Indicators
 Number of children, ages 0-8, benefiting from improved care and services (Means of verification:
records from partner organizations)
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“...promote and encourage international co-operation in matters relating to education, in particular with a view to contributing to
the elimination of ignorance and illiteracy throughout the world...” (UN Convention on the Rights of the Child: Article 28.3)



Percentage of mothers and fathers with improved knowledge of key ECCD and protection from
neglect and abuse practices (Means of verification: pre and post intervention evaluation in
knowledge change)
Number of trainers/ECCD coordinators/facilitators/counsellors trained (Means of verification:
project reports).
The existence of a complete profile on child development standards and benchmarks framework.
Line Item Budget (in US Dollars):
Unit
Qty
Amount
Grant
Request
Coomunity/GRACE
Contribution
Event
1
$3,062
$3,062
$0
Event
1
$800
$800
$0
Event
1
$800
$800
$0
Event
1
$800
$800
$0
Event
1
$800
$800
$0
Event
1
$800
$800
$0
Courses
10
$4,600
$4,600
$0
Event
1
$1,000
$1,000
$0
9 Provision of a core of four videos and
accompanying books (valued at $300 per
video/book package)
Subtotal
B Programme Support
1 Project Coordinator (1 FTE*) 48 hours per week at
$100 per week for 18 months)
Villages
10
$3,000
$3,000
$0
$15,662
$15,662
$0
Months
18
$7,200
$0
$7,200
2 ECCD Manager (1 FTE*) (48 hours per week at
$100 per week for 18 months)
Months
18
$7,200
$7,200
$0
3 Master Trainer (1 FTE*) (48 hours per week at
$37.50 per week for 18 months)
Months
18
$2,700
$2,700
$0
4 Office Assistant (1 FTE*) (48 hours per week at
$50 per week for 18 months)
Months
18
$3,600
$3,600
$0
5
6
7
8
Months
Months
Months
Months
18
18
18
18
$3,600
$1,800
$5,400
$900
$32,400
$48,062
100%
$0
$0
$5,400
$0
$18,900
$34,562
72%
$3,600
$1,800
$0
$900
$13,500
$13,500
28%
Line Items
A Activities Cost
1
One week trainers’ workshop for 20 trainers at the
district level (valued at $3062 per workshop)
2
Two - day training workshops for 40 ECCD
Coordinators at different locations (valued at $800
per workshop)
3
Two-day training workshops for 40 facilitators on
ECCD practices and protection from abuse and
neglect (valued at $800 per workshop)
4
One day Training workshops for 40 government
and community primary school teachers (valued at
$800 per workshop)
5 One day Training workshops for 20 religious
leaders from target villages (valued at $800 per
workshop)
6
One day training on ECCD/ Integrated Management
of Childhood Illnesses for 20 health professionals
(valued at $800 per training course)
7
40 parenting courses for 2,000 families and
caregivers on proper ECCD practices (valued at
$460 per parenting course)
8
survey to measure the status of children and
implement a regular monitoring system on child
development (valued at $1000 per survey event)
Office Rent
Utilities
Transportation
Misc
Sub-total
Grand Total (Activities + Programme Support)
Percentage
*FTE: Full Time Employee
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