Project profile — Improving Access to Quality Education in Tribal Districts of Khyber Pakhtunkhwa

• Pakistan (100.00%)

• Education policy and administrative management:
Education policy and administrative management (11110) (15.00%)
Education facilities and training (11120) (85.00%)

• Gender equality (significant objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Indigenous Issues (significant objective)
• Disability (significant objective)
• Nutrition (not targeted)
• Children's issues (principal objective)
• Desertification (not targeted)
• Biodiversity (not targeted)
• Disaster Risk Reduction(DRR) (not targeted)
• Urban issues (not targeted)
• Climate change mitigation (not targeted)
• Participatory development and good governance (not targeted)
• Trade development (not targeted)
• ICT as a tool for development (not targeted)
• Climate Change Adaptation (not targeted)
• Youth Issues (not targeted)

This project aims to improve access to quality education for 13,925 girls and boys in newly merged districts in the province of Khyber Pakhtunkhwa in Pakistan. Canada’s support will cover a total of 100 primary schools in two newly merged districts of the Khyber Pakhtunkhwa province and 55 middle schools in surrounding areas. Project activities include: (1) rehabilitating 100 damaged school buildings; (2) constructing boundary walls and separate latrines for girls; (3) providing furniture and gender-appropriate school supplies; (4) establishing 100 early childhood education centres; (5) providing support for 55 middle girls’ schools; (6) training teachers; (7) mobilizing community members to allow girls to attend schools; and (8) supporting the provincial government to formulate and implement policy in the education sector. The project directly contributes to meeting Canada’s 2018 G7 Charlevoix Declaration on Quality Education for Girls, Adolescent Girls and Women in Developing Countries commitment.

The expected outcomes of the project include: (1) increased equitable access to safe, secure, quality and inclusive education and learning for girls and adolescent girls in fragile settings; and (2) improved equitable and coordinated provision of safe, quality and gender-responsive formal and non-formal education, from early childhood to middle school levels for girls and adolescent girls.

Results achieved at the end of the project (December 2023) include: (1) rehabilitated 102 schools; (2) provided 110 schools with essential equipment and furniture; (3) provided learning supplies to 14,193 girls; (4) trained 310 women teachers in Khyber Pakhtunkhwa on gender-responsive and child-centric teaching practices; (5) supported 157 schools to implement changes to create welcoming spaces that respond to the specific needs of girls (e.g., rehabilitation of school boundary walls and water and sanitation facilities as needed, provision of menstrual hygiene management training and kits); (6) trained 800 women parent-teacher council members on their roles and responsibilities to enrol and retain girls in school; and (7) helped 14,193 girls to enrol in project schools (including 5,330 newly enrolled during the project lifetime).

• Proactive disclosure