Fellows remember the Grade-3 student in their class. His hair was unkempt, and his uniform was untidy. He usually had a toothy smile, except when he broke down crying. He would get into fights with other students. A meeting with his mother was arranged to learn about his social-emotional state. Relieved to learn that he was loved at home, They still wondered, “Why doesn’t it show?”
Like many of his peers, he lacked the impulse control that would keep him out of fights and help him focus in class. Many students are held back from learning because the adults in their lives are not equipped to provide sufficient social-emotional support.
Recognizing the need for a collaborative approach, it was clear that parents and teachers must work together to increase social-emotional awareness. This realization gave birth to the CPP, Shaoor (awareness).
In a series of workshops, topics ranging from ‘How to improve your child’s literacy’ to ‘Does your child know she/he is loved?’ were discussed. Parents shared their concerns with the counselor hosting the sessions. The workshops, emphasizing collaborative learning, integrity, and openness, provided a platform for parents to gain insights into their children’s holistic needs. These workshops have significantly improved parents’ ability to support their children. “I realize that I get angry quickly, causing my kids to behave poorly,” said a participating mother. Several other parents have shown an enhanced ability to safeguard their children’s interests, instilling a sense of optimism in the program’s potential.
Students in Malot and Saidpur displayed weak literacy skills, especially comprehension and expression, due to limited learning resources at home and school. Community visits and consultations with parents indicated that setting up libraries in both schools may help. A literacy training camp was organized to enhance student awareness and help decide the contours of the CPP.
A phased approach led to setting up classroom libraries to foster inclusive learning, providing literacy training focused on reading and imparting writing, speaking, and listening skills, holding literacy camps for practicing newly acquired skills through competitions, and launching a magazine featuring the best student contributions. This approach was aimed at encouraging self-learning among students.
The CPP had a profound impact on students’ literacy learning. Students have developed a newfound love for reading, significantly enhancing their reading skills. They are now familiar with grammar rules and can confidently write stories and letters. This progress has benefited their literacy skills and positively influenced their performance in other subjects. Compared to a pre-CPP survey, students’ performance in written and verbal expression in English has improved significantly. Additionally, they have reached the expected literacy level for their grade. Through partnerships with the community and other stakeholders, the CCP has successfully fostered a culture of learning and skill development both inside and beyond the school environment.
Computers and LCDs in each school classroom would suggest a familiarity with technology. However, the equipment remained unused due to one missing element: the absence of Computer Studies from the curriculum. Students lacked basic technological knowledge. Consequently, efforts to bridge this gap through YouTube links and WhatsApp groups proved ineffective. This gap extended to the teaching faculty at the school and the wider school community.
The CPP aimed to cultivate a digitally literate school community and foster a technology-driven learning environment. Although it has only been around for about a year, the initiative has yielded remarkable results. The training sessions, comprising computer basics, MS Word, internet usage, and cyber safety, empowered over 100 participants, including students, teachers, and parents within the school community.
This newfound digital proficiency resulted in students and teachers independently navigating the internet and conducting research. Parents learned essential cyber safety skills to guide their children’s online activity. Pre and post-CPP diagnostics show as much as a 50% jump in digital literacy among the participants.
This success is further evident in the establishment of a student-led tech club.
The CPP’s success showcases the transformative power of bridging the digital literacy gap. It transcends the classroom, paving the way for a digital literacy-oriented community.
Students in grades 7-10, referred to as senior or board classes in Secondary Education, usually have some idea about their future objectives. However, the 300-plus students in Fellows classrooms had no defined goals or motivation, which affected their performance and classroom culture.
Consultations with the parents endorsed the belief that they wanted the best for their children, but there was confusion about what the “best” would look like. ‘Sitaron Say Agey’ CPP aimed to build self-belief and confidence among students to identify their goals and targets in life.
Working closely across two schools located at the opposite ends of Islamabad, Fellows tailored sessions to fit the students’ needs. The sessions targeted competencies like grit, agency, critical thinking, and hope. A workbook encapsulating the learnings from these sessions will help students continue their journeys independently and make them ambassadors of change in their communities. The online version of the workbook, available free of cost, is aimed at enabling students, teachers, and parents to empower and enable a cross-section of society.
While teaching English and History to grade 6 and 7 students in Kuri, Islamabad, Ali realized that they lacked in two significant areas: mastery in English literacy and harnessing leadership abilities. To overcome these gaps, he envisioned opportunities that could help them improve their English literacy and bring out their hidden leadership potential. This is how Ali’s CPP, the Kuri Learning Center, came into being.
The Center caters to students and the school faculty. It has conducted a series of training activities on English literacy. With the school community’s help, a mini library has also been established. The Students’ Literary Society helps students exercise autonomy and garner their leadership potential.
Since the Center’s inception, Ali has witnessed tremendous growth in students. Initially, they could only read simple sentences in English. Every student has read at least one storybook. They have mastered comprehension by listening to more than 100 audios. They regularly participate in spelling bee and speech competitions. His students’ written expression has improved. They have been assigned portfolios in the Students’ Literary Society through a rigorous and competitive process. They can now mobilize themselves to lead any school activity.
The CPP has also helped other teachers enhance communication skills, learn new teaching methods, and be exposed to classroom management resources. Overall, the project has been a comprehensive initiative targeting a multitude of competencies among students and teachers. Ali feels he has gained much in project management, M&E, and teachers’ training through this CPP.
At this public school, Fellows diagnosed a lack of mastery, agency, grit, and collective consciousness among the students, and a lack of modern pedagogical techniques was identified among the causes. To address the challenge, a CPP was designed with a focus on three core areas: IT skills, i.e., basic MS Word and Excel, effective classroom management system development, pedagogical skills enhancement in English, Mathematics, Science, History, and Geography along with sessions on 5-step lesson planning. The project also raised funds for effective implementation.
In collaboration with another fellow, result sheets were developed for all the teachers in the school, which transformed the process of tabulating annual examination results. In collaboration with students, teachers from grades 1-8 created classroom management systems complete with rules, trackers, incentives, and disincentives regime. Furthermore, teachers are implementing lesson plans in their classrooms, enabling students to develop collective learning and agency as they work in groups and individually in classrooms. Classes now have vision statements and orientation. Activity-based learning is now a major part of the learning process. More than 80% of the teachers find the training to be highly effective; requests for further pedagogical support keep pouring in. Students’ learning outcomes and interest in co-curricular activities have increased manifold.
Rosheen saw a pressing need for career counseling, access to financial literacy, and freedom among her students and the school community. A survey of 70 households revealed that 24 families lacked the financial means to support further education; gender biases further exasperated the situation. The research also highlighted students’ limited understanding of diverse career paths. Instances of students working without getting paid also surfaced. The CPP was conceived to address these complex challenges.
Partnering with Youth Impact and their flagship social action project, Wheel of Learning, she introduced financial and digital literacy through activity-based learning. Professionals from various fields focusing on entrepreneurship were invited as guest speakers.
The project impacted more than 100 Grades 9 and 10 students and their parents. It focused on learning how to choose careers, run small businesses, and use online marketing. Ten small businesses are planned, and the students are raring to go.
Persistent efforts have paid off in terms of raising funds to keep the project going. Parents were initially averse to digital marketing platforms. Vision-setting workshops helped greatly in addressing their concerns. Financial literacy ambassadors from grades 5 to 10 will be trained to ensure project sustainability. The students have successfully conducted a Market Day at school and contributed some of their profits to school improvement initiatives.
In this village’s quaint historic backdrop, the academic disparities among students in Muzammil and Ihtesham’s classes were glaringly apparent. Many students were several years behind in terms of curriculum proficiency in both Math and Science. This academic gap, however, began to narrow when these Fellows integrated digital learning tools into their teaching practices.
Before any interventions, classroom data revealed that 7th graders in Muzammil’s math classes were operating at a Grade 1.4 level, a staggering 5.6 years behind their grade. Similarly, 6th graders in Ihtesham’s science classes were at a Grade 0.7 level, a worrisome 5.3 years behind. Such significant academic disparities were emblematic of the broader challenges in public schools.
However, a transformative shift was recorded when digital learning tools were incorporated during their Fellowship’s first year. The intervention bore fruit, with the same 7th graders elevating their performance to a Grade 7.2 level. This digital pivot showcased the potential digital tools held in bridging educational gaps.
Muzammil and Ihtesham believed that a structured and focused approach to integrating digital tools could amplify these academic gains even further. Thus, their CPP for Broadening Digital Access and Skills was born.
In tandem with academics, the project facilitated students’ use of online platforms, thereby monetizing their skills and contributing to their household’s economic resilience. Mentorship, iterative feedback mechanisms, and tailored technology platforms constitute the project’s backbone. The project holds the promise of redefining the academic and economic ecosystem of the community
The lack of sporting facilities and opportunities for students to develop non-academic skills was too glaring for the Fellows not to notice instantly. The lack of financial resources for extracurricular activities, the singular focus on academic achievement, and the absence of a playground were challenges to be surmounted. As these limitations were creating a barrier to having a wholesome learning experience for students, a CPP focusing on sports was initiated.
Two spots in the school were designated for sports activities. Donations raised funds to spruce up the sporting zones, and sports equipment was procured for students.
A sports committee comprising students and a teacher acting as a Physical Training Instructor now oversees co-curricular activities. Student participation in sporting activities is high, and students, teachers, and the school community appreciate the project’s impact.
A boost in non-academic skills is, in turn, helping with classroom achievements and boosting students’ confidence. The absentee rate has dropped significantly. Students are also learning to play mind sports that help them develop critical thinking skills
Working closely with over 400 students, their parents, and teachers in Dhoke Paracha, Fellows observed a lack of parental ownership in students’ learning. It was pertinent to raise awareness regarding parents’ role in students’ academic progress and engage them in the learning process. A CPP named ‘Kirdar’ (Character) was initiated to address this challenge.
The “Kirdar” Parental Engagement Program empowers parents with knowledge and skills for engagement with their children’s learning and wellbeing. Fundamental concepts like “Conscious Parenting,” “Academic Excellence,” “Well-being,” “Significance of Conscious Parenting,” and “Ways of Modern-Day Parenting” were incorporated into training sessions. These training modules were designed in collaboration with the Pakistan Institute for Learning & Living (PILL).
These sessions, made possible through private donations, empowered more than 25 parents with the mindset, tools, and skill set to play a vital role in their children’s learning and well-being.
To make this project sustainable, “Kirdaar Volunteer Program” was launched. These volunteers would continue to train future batches of parents.
The project also published “Kirdar Diaries,” a comprehensive guide detailing the parental role in students’ learning and well-being. The diaries are published in Urdu and have contextualized animations to make them more relatable to the community.
The project has benefited from partnerships with key stakeholders, such as the Area Education Officer, the school principal, and the wider community. The project has broken the cycle of inadequate parental engagement, empowering families to create brighter futures for themselves and their children.
Three Fellows working in three different public schools on Islamabad’s outskirts decided to help their 9th and 10th graders chart their future paths. To this end, they employed surveys and focus group discussions with teachers, students, and community members.
Despite significant improvements in students’ academic performance, it was disheartening to note their uncertainty regarding career aspirations. Since most students come from under-resourced backgrounds, a lack of knowledge about potential career trajectories left them feeling adrift.
Initiating the CPP was akin to lighting a beacon of hope amidst the challenges of aimless career pursuits and educational inequity. Through collaboration with stakeholders such as local NGOs and businesses, Fellows meticulously crafted a holistic solution tailored to this community’s specific needs.
The project focused on conducting scholarship training sessions and educational counseling for students. As a result, an impressive 80% of participants across Fellow classrooms in three schools expressed ambitious plans to enroll in college education or skill development programs after completing school. Having learned how to apply for scholarships, a large number are aspiring for scholarships abroad for higher education. Through this CPP, students have also learned to use Canva to create professional visuals and craft tailored CVs for specific job applications.
The project has empowered students to make informed decisions, address systemic issues of inequity, and envision a brighter future where they can dream big and realize their true potential.
The stark educational disparities leading to foundational gaps in literacy and numeracy among students led to the initiation of the CPP, In-school Literacy and Numeracy Enrichment Program. Placed in the only public school in the community, Fellows felt that the broader issue of inequity hindering the academic progress of young learners must be tackled holistically.
Volunteers from the school community were trained to mentor more than 200 students in Grades 1-3 and enable them to catch up on their learning gaps. Initially, only 40% of students could read properly, whereas a year after the CPP was launched, around 70% could read independently. In mathematics, the improvement is equally impressive, with the number of students able to perform basic sums rising from 35% to 65%. Student test scores have improved; 2024 stands out as the highest number of Grade 3 students passed annual examinations, advancing to the next grade. A more significant achievement of the CPP is that the number of students meeting grade-level standards has surged.
The program’s impact extends beyond academics and classroom impact. It has been a win-win for the students, overburdened school faculty, and project volunteers, who gain invaluable experience engaging with students and helping them achieve their potential.
This success story underlines the importance of community engagement in ending educational inequity and is living proof that targeted interventions can catalyze transformative change in rural, under-resourced communities.
Teaching in a government school in an under-resourced community, after a lot of research, Fellows realized that they had stepped into a unique community where a lot of work had already been done regarding community mobilization; however, career counseling seemed one area crying out for help.
Despite creating various collaborative groups in the past, the community lacked the resources and technical capacity for career counseling. The most urgent need was for students to have the wherewithal to make informed career choices. A mentorship program seemed like the best route to go. The CPP, Rah-e-Agahi (path to awareness) gathered groups of students and engaged with them collaboratively to discuss unlimited possibilities for a bright and fulfilling future.
The impact of the CPP can be gauged from the fact that participating students are not only aware of the importance of having a clear vision of who they want to be by the time they turn 30 but also know the steps they need to take in order to achieve their objectives. This creates a culture of goal orientation in all spheres of life. This equips them with the tools for planning and execution and taking control of their destinies. The CPP has also equipped parents to better support their children’s dreams and aspirations.
One of the major challenges Fellows faced upon entering the fellowship was the fear the word ‘science’ evoked among students. Qurat remembers the student who cried because she thought she would not be able to handle STEAM subjects. With initiatives like the CPP, ‘Science for All,’ she and countless other students not only had stellar grades in science subjects but also intended to pursue STEAM careers.
The CPP includes two components: STEAM sessions for 6-10 graders and career counseling for Grade 10 students. The STEAM sessions include topics like Women in STEAM, transmittable and non-transmittable diseases, and workshops in collaboration with Science Fuse. The project raised Rs185,000 to improve the science lab. Rizwah gets misty-eyed while sharing one of her student’s joy at attending her first-ever science fair. She later went on to win an interschool science competition.
The project’s career counseling strand focuses on careers ranging from academia to digital entrepreneurship and the skill sets required. The spirit of inclusion engendered by this CPP will go a long way toward ensuring its sustainability.
Teaching in a public school in an under-resourced community, Fellows noticed a range of pressing issues affecting the physical and mental wellbeing of students. These challenges encompassed gender roles, extreme views, climate justice, hormonal changes during puberty, and limited career opportunities.
To address these complex challenges, a series of awareness sessions, including comprehensive career counseling, mental health, socio-political awareness, and exploring the intersection of climate justice with gender roles, were conducted.
In collaboration with community leaders, parents, and other locally active organizations, the CPP, ‘Tameer’ (to build), also organized study circles, workshops, panel discussions, and an art fair.
Students participated in panel discussions and highlighted the importance of social cohesion, gender equality, and Climate Change. Their monthly reports show a significant change in their understanding of these issues. According to a CPP survey, 85% of students have developed socio-political awareness and acceptance of differences of opinion.
During their Fellowship, Mehboob and Ashas noticed a significant gap in literacy among grade 4 and 5 students. Due to a lack of access to reading resources, students struggled to read and comprehend simple sentences. On average, students were three to four years behind their actual grade levels. Primary research and Needs Assessment conducted in the community, establishing a library in the school seemed like a workable and multi-purpose solution. In consultation with the principal, school faculty, and parents, a CPP was envisaged, and thus, a well-supplied and equipped library came into being.
More than 300 students now have access to around 2100 books carefully categorized based on grade levels and age-appropriateness. After about a year of the library’s establishment, the majority of the students are now able to read short stories both in Urdu and English. They can also discuss the central themes of stories with their peers, which is a major achievement. The learning gap has come down significantly for most of the students.
The project has brought all the stakeholders together to improve the intellectual growth and holistic development of their children. The teaching faculty also fully utilizes the library and encourages students to read.
A culture of knowledge sharing, dialogue, and critical thinking has taken root in the school and community. This CPP will continue to bear fruit long after the Fellows complete their Fellowship.
Nothing beats awareness when it comes to addressing Climate Change and environmental protection. There is no surer and faster way to achieve it than community engagement. Immediately after their placement, the Fellows noticed a vacant plot-turned-dumping ground adjacent to their public school. Lack of proper waste management was causing serious health and hygiene issues for students. Setting fire to trash for lack of removal was adding to environmental degradation.
A consultative process involving the principal, faculty, students, parents, and the wider community concluded that a two-fold approach, i.e., awareness building and community mobilization, was in order. This resulted in The CPP, Educating for Environment Empowerment.
To enable the school community to contribute to improving their environment, thematic sessions were organized to bridge the knowledge gap about causes and mitigation measures for environmental degradation.
In partnership with Climate Class Connection, the project helped more than 200 students, teachers, and community members familiarize themselves with the tools and skills to tackle environmental issues. The most encouraging aspect is that students are taking the lead in organizing environment-related activities.
Engaging with the community and stakeholders has helped transform the project into a collective effort that has already overshot its initial objectives. The invigorated community has successfully mobilized the civic bodies to ensure waste removal and cleanliness in the entire locale. Broad ownership of the CPP will go a long way in sustaining its impact.
Behavioral issues among the students not only indicate a deficit of social-emotional skills but can also impact their academic performance. Bullying and aggression negatively impacted the learning environment when Fellows first joined this public school in rural Islamabad. Consultation with school faculty, students, parents, and community found that a holistic approach, focusing on fun, physical, and extracurricular activities may help.
A CPP centered on “Arts and Crafts Class” was launched to enhance students’ non-cognitive skills through collaboration, creativity, and problem-solving.
An arts and crafts curriculum was developed, private funds were raised for materials, and the Arts class was born. The first immediate impact was the sense of joy in the school. Each learning outcome of the project is rooted in life skills and emotional well-being. This has allowed the students to not only enjoy the process but also learn through it. All teachers have willingly adjusted the art class in their timetable and reported a significant behavior change among the students.
As a result of this intervention, students have shown ownership, agency, empathy, and vulnerability while engaging with each other in daily activities. They are also learning to maintain records of art supplies and monitor and replenish the stock. This CPP is a true example of creativity and joy coming to the aid of academic achievement.
Science can be interesting, provided it is taught right. The challenge Fellows noticed in their school was that science teachers were not teaching it hands-on. To make science even more popular at the school, a CPP named Science Voyage was launched; building a science lab in the school and igniting an interest in science learning among students and teachers were among its key objectives. The principal permitted the use of a small, unused room for the science lab, which was equipped with some basic experiment tools. A science lab manual tailored for grades 4-8 students and packed with engaging experiments was designed. External experts were invited to train science teachers with the skills required for imparting experiential science learning.
Various fundraising campaigns were undertaken to keep the lab well-supplied and running. The school community has shown great spirit in helping in any way possible. The overwhelming support from the community demonstrates the collective effort toward promoting science education. Science Voyage is the beginning of who knows how many scientific journeys and career paths.
Given the digital gap that exists at under-resourced public schools, the Fellows thought up the Digital Learning Center, with an aim to empower students with digital literacy skills through a series of workshops. The Center is equipped with computers and software to facilitate the learning process. The workshops covered various aspects of computer usage and software applications, starting with an introduction to computers and progressing to MS Word mastery, painting creativity on Paint software, keyboard shortcuts, Excel essentials, internet basics, powerful presentations on PowerPoint, and frequent hands-on practice sessions.
The impact of these workshops has been significant. Students who initially had zero knowledge of computers are now proficient in using sophisticated software. They have also learned efficient workflows, explored their artistic talents digitally, and gained confidence in tackling technology-related tasks. The success of this initiative highlights the transformative power of technology in helping with students’ learning achievements.
Looking ahead, the CPP’s success calls for its continuation and expansion. Future workshops could explore advanced software features, introduce coding and programming concepts, and promote digital citizenship and online safety awareness. The Digital Learning Center initiative is a testament to the school’s commitment to equipping students with essential skills for success in a technology-driven world. Continued community support will ensure its sustainability.
Her school displays promising results during centralized board examinations of Grades V and VIII. However, despite their encouraging academic performance, Amina noticed that students displayed distinct lack of non-cognitive skills like confidence and teamwork. This issue was exacerbated by the absence of structured extracurricular activities that provide students an avenue for physical activity and character-building experiences beyond the classroom.
Amina could see that developing non-cognitive skills in the students was a critical necessity, and the best solution for this was sports. The CPP she devised in collaboration with students and school faculty rests on three pillars: the creation of a Sports Society, the implementation of regular Sports Time, and the conducting of an annual Sports competition.
With the help of the Sports Society, sports classes are now a weekly feature in the school. Teachers have reported improved capacity for self-regulation, leadership, and teamwork, attributing it to introducing rules while playing sports. The results of a survey conducted among students of Grade VIII further revealed that 93% of respondents felt that playing different sports in school during sports time has increased their overall confidence. Similarly, 90% of students responded that playing sports and arranging sports activities has helped them improve their teamwork skills and has taught them to work collectively. Moreover, 100% of students responded that getting the opportunity to play sports in schools makes students feel positive and happy, and learning has become joyful.
Like many public schools in underserved communities, this school too suffers water scarcity challenges in both drinking and sanitation categories. The sanitation needs are partly met through tanker supplied, unpotable water. However, drinking water remains a challenge with detrimental consequences for both student health and their learning outcomes.
The lack of adequate drinking water and limited awareness of Water, Sanitation and Hygiene (WASH) practices have adversely impacted the learning environment at school.
The Fellows realized that for a healthy learning environment, it was crucial to seek sustainable solutions by taking all stakeholders on board in devising a CPP around WASH initiative.
The objectives of the CPP include, tailored workshops to create awareness, and build advocacy skills for improved hygiene practices; student and community-led campaigns to create awareness; and WASH Club and newsletter to ensure sustainability.
The impacts of the CPP have been widespread. Tailored awareness and capacity building workshops helped the students to spread the word around. They designed and ran poster campaigns, clean-up drives, and organized a WASH March within the locality. The WASH Club and the newsletter are building a community of support, and amplifying their voices, respectively. WASH issues persist to challenge this school community, but there is newfound hope as this project has mobilized the community to take collective responsibility for their wellbeing.
Among the challenges, the Fellows noticed in this public school, lack of self-awareness, confidence and opportunities for non-cognitive growth seemed the most pressing. This is how their CPP centered around the Student Council came about. The project focusses on non-cognitive development to nurture student leadership, empowerment and agency.
Students from various grades came together to embark on a journey to promote leadership. Leadership seminars and creation of the School Council gave the students a voice in matters concerning them and thus drive a positive change within their school and community.
The impact of the project has been remarkable. Students have started taking ownership of their education and school environment. They now actively engage in problem-solving, addressing their concerns and fostering a positive atmosphere within the school community. Through this project, students are not only developing leadership skills but are also gaining a deeper understanding of themselves and their capabilities. They are becoming equipped with the confidence and agency to navigate challenges, advocate for their needs and drive change.
The school’s commitment to supporting this initiative and recognizing the value it brings to the students’ development is integral to the project’s sustainability. It has the potential to become an integral part of the school culture, empowering students to thrive academically and personally.
The achievement gap in students of this public school was huge at each grade level. Their foundational skills in reading and writing were severely lacking, preventing them from constructing simple sentences and engaging in age-appropriate learning activities. In light of the gaps identified in a needs analysis, the Fellows agreed to establish a library as their CPP. Running various literacy programs, data-driven monitoring through baseline and end-line assessments, and providing professional development opportunities for teachers became integral part of this project. Fundraising campaigns were mounted in collaboration with the students, parents, school faculty and the wider community, resulting in a pot of Rs241,000, enough to kick start and sustain the initiative.
An unutilized space in the school has been turned into an impressive library with a collection boasting 1300 books. Continuous data analysis informs ongoing improvements, while teachers’ professional development has enhanced the quality of literacy instruction.
The project is addressing literacy gaps and helps cultivate a culture of reading and lifelong learning within the school community. This library provides a wide range of resources to enrich students’ learning experiences, equipping them with essential skills for academic success and long-term socio-economic impact. It is a crucial intervention to bridge educational inequity and create a learning-conducive environment for all. Reading has encouraged many students to write who plan to publish a collection of musings going forward.
Amid myriad challenges this bustling school community confronts; paternal engagement in children’s education is a significant one. While fathers are mostly occupied with outside work commitments, the responsibility of overseeing children’s education falls predominantly on mothers. It was observed that mothers, were in a key position to initiate and facilitate parental involvement in children’s schooling. Thus, the Fellows decided to focus primarily on empowering mothers to initiate and facilitate paternal engagement in the educational process.
Determined to catalyze change, they embarked on a collaborative CPP. This innovative and holistic approach aims at empowering mothers to enlist and engage the support of fathers in their children’s educational journey.
By empowering mothers with the tools and training necessary to engage fathers, a ripple effect of increased paternal involvement was created. The results are remarkable, mothers have effectively engaged fathers in the educational process. Active participation of both mothers and fathers in Parent-Teacher Meetings has witnessed an appreciable spike, School drop off and pickup duties has seen an increased paternal presence, and absenteeism rates have significantly decreased. Home assignments’ completion rate and quality have improved because of joint supervision of both parents.
Literacy gaps emanating from wider societal inequities are more pronounced in under-resourced public schools, especially in peri-urban and rural areas. Fellows noticed lack of foundational concepts in English and Science and a general academic disinterest in the school. Teachers usually adopted a one-dimensional way of teaching that encouraged rote learning and many students had never engaged with books outside their curriculum.
To address this crisis, the Fellows embarked on a journey to develop a multi-functional Learning Centre as their CPP in the school community accompanied with English & Science literacy guides. With the collaborative efforts of students, teachers, and the principal, an underutilized space was turned into a dynamic Learning Centre where students can read, learn through audio-visual aids, engage in science and art activities and play mentally stimulating games. An outreach and fundraising program brought in Rs50,000, collected 600+ books in both English & Urdu, and audio-visual equipment. The Center now functions as a conducive learning space for more than 900 students in the school where they empower themselves through different learning aides.
Students come rushing to the Centre every day in their free time. Weekly story-telling sessions, reading circles, phonics sessions and educational movie-screenings are organized. These have gone a long way in fostering positive learning habits and enhancing students’ comprehension. The popularity and demand for the learning opportunities the Center offers, speaks volumes about its sustainability.
Stepping into the school community and communicating with the parents of young girls gave the two newbie Fellows a front-row view of what needed to be improved to turn their students into confident and independent individuals. They zeroed in on career awareness and introduction to scholarship opportunities as focus areas of their CPP.
The multifaced project aims to equip the students with the tools and guidance necessary to shape their visions, determine their aptitude, and streamline their career choices through a series of workshops.
A significant number of students and their parents thought they would not make it to a top-tier university because of financial constraints. Tailored workshops on scholarship opportunities were arranged to introduce the participants to national and international scholarships opportunities. Students heard success stories of renowned professionals ranging from scientists to IT specialists. They gained an understanding of how those professionals navigated their paths, what obstacles they faced, and how they overcame them.
Impact analysis of the series of workshops indicates that 97% of students feel better informed about career choices, and 81 % of students are now confident about their ability to identify and apply for relevant scholarship opportunities. A gearshift seems to have occurred in the student conversations as they aspire to greater things in life now.
A student body of 800+, hailing from different ethnic backgrounds greeted the Fellows at their first day at this public school. Socio-Emotional Learning needs were too stark to go unnoticed, hence the seed for this CPP centered around Peace and Harmony was sown. A suite of tailored and targeted activities like debating, literary pursuits, and sport competitions were envisaged in a consultative manner.
This project aims at developing cognitive and non-cognitive skills among students by maximizing cross-cultural engagement and collaboration. Enhanced self-confidence, communication skills, teamwork, resilience and emotional intelligence are among the desired outcomes.
Debating, Literary, and Sports Societies are all student-led. This has led to a significant change in the college environment. These platforms help students grooming themselves and learn to share knowledge and skills with others. Fortnightly events are designed to bring together students from diverse backgrounds and allow them to work collaboratively and discuss differing views with maturity.
Students organize the events independently.
The inclusive and inviting nature of the project has brought other teachers on the faculty and the Fellows even closer as they work seamlessly toward the goal of forming a socio-emotionally developed, peaceful and harmonious, learning space. A workbook, Feel, Connect, Grow, an exhaustive guide for socioemotional learning, has also resulted from this CPP.
The cultural cauldron that this locality is, the project, celebrating their diversity has been nothing less than a boon for the community.
Students playing cricket with an improvised bat and a rag ball made the Fellows do a double take; why did their school not have sports facilities? Why are children in this community deprived of something as fundamental as joy?
The students had no planned extracurricular activities and their supposed playground had turned into waste dump. There was simply no place to exercise their right to play or find passions beyond studying. The CPP emerged to give them their right to play.
The immediate solution was to create a sports field for the students. Easier said than done. The playground site was surrounded by houses and any construction activity would require community buy-in, plus the mounds of trash that had been accumulating over the decades had to be removed. School staff came to the rescue and helped reach out to the civic body responsible. From being a sports initiative, the CPP transformed into something larger than the sum total of its parts.
Fast forward, the school has a functioning playground and the students have access to sports equipment. Their involvement has taught the students the value of teamwork, communication, empathy and a greater respect for their surroundings. Additionally, it has created a sense of possibility in the school community. The sense of ownership from the ‘canteen uncle’ to the principal, from the student council to the gardeners, engenders hope about the initiative’s sustainability.
Like most public schools in underserved communities, students in this school had basic literacy challenges and an average learning gap of 4- years. The Fellows knew right off the bat that ‘something’s got to give.’
A CPP aimed at setting up a Learning Resource Center was devised as to address this challenge. Its aims included enhancing literacy skills, nurturing creative imagination, and promoting critical thinking among students. Creating an engaging reading culture within the school and extending it to the students’ families, the initiative aims to facilitate the community in navigating the complexities life choices.
The project has impacted 200+ students and community members.
Students are learning in various ways, helping each other, and developing an informed worldview.
“The Center isn’t just a room full of books; it’s a way to a world of possibilities” is how a student described this CPP. The community’s support and continued interest by the students are the best guarantees for the Center’s sustainability.
As soon as the Fellows started to teach at this public school, they noticed a lack of critical infrastructure and awareness regarding health and hygiene practices in the school community. Students lacked access to basic essentials like clean drinking water and sanitary products; taboos surrounding the discussion of female health exacerbated the situation. Menstrual health issues caused high absenteeism and early departures. This affected students’ attention span, focus, and productivity in school.
A series of impactful initiatives, like providing piped water and filtration plants, were taken under the CPP in a consultative manner. Workshops on mental well-being and menstrual hygiene, reaching over 200 students and community members, were also held to help them lead healthier lives. These discussions were led by healthcare professionals. The provision of safe drinking water and the establishment of a menstruation fund have empowered the students to manage their health effectively.
Community engagement, feedback mechanisms, and the school administration’s active support have fostered a culture of openness and learning within the community.
Despite efforts to alleviate academic shortcomings, behavioral issues such as aggression and bullying persisted, significantly vitiating the learning atmosphere in these public schools. Introducing a sports class once a week and an annual sports gala emerged as two possible ways of mitigation during an extensive consultative exercise to inform the Fellows’ CPP.
Right to Play, a non-profit organization, friends, and family donated sports equipment and provided coaching services for the students. A sports club consisting of students and teachers was established, and school-wide elections were held to elect executive members of the club.
The impact of the CPP has been impressive. Students, the school community, and the teachers have made this project their own. Parents and teachers feel that children are not just more invested in healthy co-curricular activities but also have improved their classroom participation.
An overemphasis on meeting learning outcomes instead of a holistic approach to students’ growth hindered their development in this public school. Fellows realized that co-curricular activities, especially sports could help make learning the joyful activity that it is meant to be.
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Consultations with students, the school community, and staff also pointed out that a culture of sports would help the students develop lifeskills like collaboration, empathy, and goal-orientation, etc. This led to the formation of the CPP focused around the sporting activities and facilities for the students.
Community support and fundraising campaigns helped procure sports goods, and soon, a more sporting spirit was discernible in the entire student body. Squabbles over petty issues gave way to team huddles, and aggression was channeled to the playground. Initiatives like a dedicated social media page to follow the school’s sporting activities are a testament to the continuing support for the CPP and its sustainability.
In a community nestled amidst the hills of Islamabad, a silent revolution is unfolding—a revolution sparked by the fierce determination of its young girls to defy the odds stacked against them. In the face of economic hardship and social inequity, the need for change is palpable.
Empower Her Ed, the Fellows’ CPP, emerged as a beacon of hope. The journey began with a realization: the challenges facing girls in this community were not insurmountable obstacles but opportunities for transformation.
Formative research established limited access to quality education, entrenched gender disparities, and insufficient resource allocation to support girls’ aspirations as some of the challenges facing this community.
Under the CPP, a slew of activities aimed at awareness raising and community mobilization around these challenges was arranged, including conversations around traditionally taboo topics like menstrual hygiene, and creating safe spaces for girls to learn, grow, and reclaim their voices. The project has also ignited a passion for environmental stewardship, empowering a generation of young girls committed to protecting their environment for a sustainable future for all.
Empower Her Ed has become more than just a project—it’s a catalyst for positive change, inspiring hope and transformation in the wider school community.
Weak noncognitive skills among the students was the first thing that struck the Fellows when they started their teaching assignments in these public schools on Islamabad’s outskirts. They decided to launch a CPP to help alleviate the situation.
The project aimed at empowering the students and instill in them competencies like leadership, teamwork, and problem-solving; setting up a sports club seemed like a no-brainer solution. Integrating sports into the school timetable, sports training, and fundraising for sporting provisions spurred the project along.
More than 1000 students in these schools have an opportunity to improve their noncognitive skills; enhanced self-awareness, confidence, and teamwork is evident in the student body. Active participation and ownership of the project by a wide range of stakeholders will help sustain this initiative.
Students were failing classes. Years of schooling had been devoid of any meaningful learning. Simple concepts were merely a jumble of words and sentences, which they were expected to rote learn, with little to no room to ask for and get an understanding of what they were studying. There is the language barrier, with the books being in English. Low English proficiency, inadequate books, and the system’s misplaced priorities make it difficult for the teacher to impart an understanding-based learning in the classroom.
To assuage this situation, the Fellows developed an AI based learning app – Buddy – which provides students with a chatbot that answers their academic queries in both English and Urdu. The app provides academic help to students by providing answers to all their academic queries, and also acts as an assistant for the teachers by solving their classroom related queries for them. This includes queries related to teaching strategies, lesson planning, classroom management etc. Similarly, parents and tutors can use it as an aid for the students’ academic growth.
The app is accessible to students all over the country for free. The usefulness of this app is not just a game changer for the students, but also for the parents to supervise their studies and provide support. Beyond academics, the application empowers students to access better career opportunities. As the number of Buddy’s users increases and it is tailored to the end-users needs, its impact and utility is only expected to increase.