STAKEHOLDER ENGAGEMENT PLAN PAKISTAN INTEGRATED LITERACY AND SKILLS DEVELOPMENT FOR YOUTH PROJECT Sanjh Preet Organization JUNE 21 2020 1 Contents List of Acronyms ............................................................................................................................................ 3 1. Introduction .......................................................................................................................................... 4 2. Summary of Previous Stakeholder Activities ........................................................................................ 7 3. Stakeholder Identification and Analysis.............................................................................................. 12 4 Stakeholder Engagement .................................................................................................................... 32 5 Roles, Responsibilities, and Resources for Stakeholder Engagement Plan ........................................ 46 6 Grievance Mechanism ........................................................................................................................ 47 7 Monitoring and Reporting .................................................................................................................. 51 2 List of Acronyms AIOU Allama Iqbal Open University ALP Accelerated Learning Program ALP-E&S Accelerated Learning Program-Elementary and Skills ALP-P Accelerated Learning Program-Primary CLS Community Learning Center DCAR Directorate of Curriculum, Assessment, and Research DEA District Education Authority DEO District Education Officer DEO-EE District Education Officer-Elementary Education EAD Economic Affairs Division ESCP Environmental and Social Commitment Plan ESFM Environmental and Social Management Framework FDGs Focus Group Discussions GBV Gender-Based Violence HDI Human Development Index ICT Information Communication Technology IDIs In-depth Interviews ILS Integrated Literacy Skills IT Information Technology L&NFBED Literacy & Non-Formal Basic Education Department NEMIS National Education Management Authority NFE Non-Formal Education NGO Non-Government Organization OIPs Other Interested Parties OOSC Out of School Children PDMAs Provincial Disaster Management Authorities SCs School Councils SELD Sindh Education and Literacy Department SEP Stakeholder Engagement Plan SMCs School Management Committees STEDA Sindh Teacher Education Development Authority TA Technical Assistance VECs Village Education Committees WB World Bank 3 1. Introduction 1.1 Project Description Pakistan Integrated Literacy and Skills Development for Youth Project is a three-year US$ 2.7million project. The project aims to develop and pilot a new model of Non-Formal Education (NFE) that combines literacy, labor market skills, and life skills development for out-of-school children and illiterate adolescents and young adults in selected districts of Punjab and Sindh Provinces in Pakistan. The project will deliver two core services to the beneficiaries: (1) Accelerated Learning Programs (ALPs) for out-of school children of primary and secondary school ages (sub-component 1.1), and (2) Integrated Literacy and Skills (ILS) Program for illiterate adolescents and young adults (sub-component 1.2). These programs will be delivered through Community Learning Centers (CLCs) with direct involvement of communities. The CLCs will offer a menu of programs to beneficiaries in different age groups based on the community’s needs and decisions, and will also offer support functions to the beneficiaries, including counseling and moral support to the beneficiaries. These core activities will be supported by TA activities, including development of NFE curriculum and materials including seven pre-vocational and trade specific ILS programmes/ packages. It is apprised that three pre-vocational and trade specific ILS programmes have already been developed for agriculture, livestock and masonry vocations. The Project will also support continuous training to teachers, principals and community groups for ensuring the CLC management and the quality of teaching & learning activities. Federal and provincial governments will be involved in the development of curriculum, materials and related systems for training, assessment and data management as well as monitoring and supervision of pilot activities, through which the capacity of governments in implementing NFE programs will be built. A rigorous impact evaluation will be conducted to assess the effectiveness of this new pilot model. Population groups that primarily include 10-16 years of OOSC, youth and adults with illiteracy and no or limited skills continue to remain excluded despite repeated efforts of the Government in previous years. Therefore, these population groups need targeted alternative, accelerated and skill specific programmes in selected districts so as a workable model could be piloted that has the ability to serve these marginalized population groups in Pakistan and be scaled up as well. In addition to prevailing challenges in the field of education, literacy and skills development, prevalence of COVID-19 has worsened the scenario. The already neglected and excluded population groups have become further vulnerable to remain excluded of education and literacy services. Therefore, the proposed project aims to provide education, literacy and skill programmes by following flexible and practical delivery models that ensure uninterrupted implementation amid COVID-19. Table 1: Project Components Components Sub-Components Component 1: Implementing Non-Formal 1.1 Literacy program for mainstreaming out-of- Education through Community Learning Centers school children in primary and secondary school age 4 1.2 Integrated literacy and skills programs for mainstreaming of illiterate youth and young adults Component 2: Technical assistance for NFE 2.1 Development of curriculum, teaching and Material Development and Capacity Building learning materials 2.2 Teacher training, capacity building and coordination Component 3: Project management and 3.1 Project Management and Administration Administration, Monitoring and Evaluation, and 3.2 Monitoring and Evaluation and Knowledge Knowledge Dissemination Dissemination To respond to the unknown and unpredictable emergency situation associated with COVID-19 pandemic, the project offers flexible and three-level coping strategies to achieve the project outcomes besides the core project approach, and these options will be used depending on the emergency level declared by the federal and provincial governments. These three levels include: (i) regular school are open and NFE centers are also allowed to operate, (ii) regular schools remain closed, but people are allowed to meet other people, (iii) regular schools are closed and people’s meeting with other people is restricted. In all scenarios, the programs will include basic hygiene and disease prevention modules to deliver proper knowledge and skills to prevent COVID-19 spread and enforcement of hygiene and disease prevention practices. Depending on the emergency level, different educational service delivery modes will be adopted, including center-based learning (with proper disease prevention protocols), teachers’ one-on-one teaching or home-visit approach, and distance-based home learning approach. Educational modules will be customized for home-based, distance and safe learning modes in case of Level 2 and 3. The levels 2 and 3 approaches are considered as back-up options and the primary scenario and preferable approach is the center-based service delivery. Emergency Service delivery Conditions Materials Level Level 1 Implementing the Government schools are open and NFE centers Regular learning at CLCs with are allowed to open. People are allowed to safety measures meet other people and gather. Level 2 Teacher-led Home- Government schools are closed and NFE Hybrid of based schooling/ centers are not allowed to open. People are regular and learning or one-on- allowed to meet other people. distance-based one teaching at CLC premise Level 3 Home-based Government schools are closed and NFE Distance-based learning through centers are not allowed to open. People are teleteaching not allowed to meet other people. 1.2 Development Objective 5 The objective is to develop and pilot a new model of non-formal education that combines literacy, labor market skills, and life skills development for the uneducated and illiterate children, youth, and young adults in selected districts of Punjab and Sindh Provinces in Pakistan Table 2: Target Beneficiaries Beneficiaries Programmes Total Females Punjab Sindh ALP-Primary 1,050 700 1,750 1,050 ALP-Elementary & Skills 1,050 700 1,750 1,050 Integrated Literacy & Skill 4,500 3,000 7,500 4,500 Total 6,600 4,400 11,000 6,600 Table 3: Target areas/ locations and Centers: There will be five districts; 3 from Punjab and 2 from Sindh, while number of CLCs is given under: Target Provinces Number of CLCs Number of Centers Type of Centers Punjab 30 90 ALP-P, ALP-E&S and ILS Sindh 20 60 ALP-P, ALP-E&S and ILS Total 50 150 There will be 50 centers, to be termed as Community learning Centers (CLCs) in total; each CLC will offer all the said three programmes. 1.3 Summary of Potential Environmental Impacts The environmental risks associated with the project are assessed as moderate. Under Component-1, the Project does not involve any civil works such as new construction or major upgradation. However, refurbishment works will be carried out in CLCs that may include: some minor repairs, including painting of walls, replacing of light bulb or repairing a broken plumbing fixture at toilets etc. for better functionality. These small minor refurbishments need to be completed before start of the activity in the CLCs to avoid any exposure of health and safety risk to the students. The ramps may need to be built at the CLCs where there is enrolment of any differently-abled person depending upon the need of the community. The pre- vocational and life skills modules under component-2 including agriculture, livestock and masonry and additional trades that depends upon the needs and preference of the community. These vocational training modules needs to include adequate environmental, health and safety practices to mitigate any environmental, health and safety risks associated with these skills. The project has included flexible learning pathways which will be adapted to avoid the health and safety risk associated with COVID19, however moderate level of health and safety risks associated with the transmission of infection at CLCs due to COVID-19 exists for the project. Other anticipated risks may include student abuse, accidents, health risks due to unhygienic conditions in CLCs and security risks. The project will also procure new IT equipment (smart phones, internet devices) in limited quantities. However, the risk of generation of e- waste is minimum. 6 1.4 Summary of Potential Social Impacts The project has no land acquisition needs as the space required for establishing CLCs will be obtained on rent. The is a moderate social risk of potential exclusion of certain vulnerable groups (e.g. religious and ethnic minorities, differently-abled, communities in remote locations, extreme poor). Similarly, there is some risk of discrimination against students belonging to vulnerable groups (especially minorities) by both majority community students and teachers; and, bullying in multi-grade classrooms of younger students by older ones. There are also moderate risks that the facilities provided in CLCs are not completely adequate (e.g. security and protection against the threats of GBV and sexual abuse; COVID-19 related physical distancing and hygiene arrangements); and, capacity of teachers and principals - despite training efforts - to provide requisite quality instruction and moral support is not developed as planned and to the desired standard. The project will be implemented in Punjab and Sindh. Punjab is Pakistan’s most populous and prosperous province. While the province of Punjab has the lowest rate of poverty and the highest Human Development Index (HDI) in Pakistan, there is increasing inequality between the north/central and the southern regions of the province. Social and economic deprivation, as reflected in the health and education outcomes and household income, is highest in the southern Punjab districts. Agriculture and livestock are the main source of income. Sindh is the second largest province in terms of population with the 2nd largest economy due to Karachi. It has the 2nd highest HDI in Pakistan-primarily due to indicators for Karachi –the social and economic deprivation in terms of health and education outcomes and household income is quite high. In contrast with Karachi, rural Sindh mainly has an agriculture –based economy. 2. Summary of Previous Stakeholder Activities S.N Activity Description Outcome 1 In-Depth Interview (IDI) with the Share project - Agreed with the project Community Representative of 1 BC concept, key design, activities and District Bahawalpur activities and strategies 5th June 2020 strategies, discuss - Venue of Community Leaning Telephonic social risks and Centers will be identified and concerns, and get finalized with the feedback and consultations of local groups, concerns and will be spacious - Community participation will be ensured 2 IDI with the Community Share project - Agreed with the project Representative of Basti Khar Wala concept, key design, activities and District Bahawalpur activities and strategies 5th June 2020 strategies, discuss - Locations will be identified Telephonic social risks and and finalized with the concerns, and get consultations of all feedback and stakeholders concerned concerns - Livestock and handicrafts modules will be developed 7 and integrated with ALP-E&S and ALP Programmes 3 IDI with the Community Share project - Agreed with the project Representative of Basti Billi Wala concept, key design, activities and District Multan activities and strategies 5th June 2020 strategies, discuss - Mobile repairing module will Telephonic social risks and be developed and concerns, and get implemented feedback and concerns 4 IDI with the Community Share project - Agreed with the project Representative of village Billu concept, key design, activities and Sandila District Muzaffargarh activities and strategies 5th June 2020 strategies, discuss - Textbooks, notebooks and Telephonic social risks and stationery will be provided concerns, and get by the project to the feedback and beneficiaries concerns - Mango farming module will be developed and integrated with ALP-E&S and ILS Programmes 5 IDI with the Community Share project - Agreed with the project Representative of village Kotla concept, key design, activities and Gamoon District Muzaffargarh activities and strategies 5th June 2020 strategies, discuss - Mobile repairing skills will be Telephonic social risks and imparted, and basics of concerns, and get computer skills may be feedback and integrated with ALP-E&S concerns - Mango farming module will be developed and integrated with education and literacy programmes 6 IDI with the Community Share project - Agreed with the project Representative of Basti Chah concept, key design, activities and Duddion Wala District Multan activities and strategies 5th June 2020 strategies, discuss - CLCs will be established in Telephonic social risks and close proximity to homes to concerns, and get impart ALP-P, ALP-E&S and feedback and ILS Programs concerns 7 IDI with the Deputy Chief Executive Share project - Agreed with the project Officer of Sudhaar concept, key design, activities and 1st June 2020 activities and strategies Telephonic strategies, discuss - Handicrafts skills module will social risks and be developed and concerns, and get implemented 8 feedback and - Participation of all groups concerns will be ensured rationally in local committees regardless of their political, religious and ethnic identities 8 IDI with the Senior Project Officer of Share project - Agreed with the project Alight Pakistan concept, key design, activities and 1st June 2020 activities and strategies Telephonic strategies, discuss - Food and vegetable social risks and processing and handicrafts concerns, and get skills will be integrated with feedback and ILS and ALP-E&S programmes concerns in selected districts of Punjab Province - General business, quality assurance, marketing and digital marketing skills module will be developed and integrated with ILS and ALP-E&S, as appropriate 9 Meeting with the Deputy Director of Share project - Agreed with the project National Commission for Human concept, key design, activities and Development (NCHD) activities and strategies 1st June 2020 strategies, discuss - Agriculture module will be Telephonic social risks and developed and implemented by concerns, and get integrating with ILS and ALP- feedback and E&S programmes concerns 10 IDI with the Executive Director of Share project - Agreed with the project District Development Association concept, key design, activities and Tharparkar (DDAT) activities and strategies 29th May 2020 strategies, discuss - Modules of Fisheries/fish Telephonic social risks and farming, Papaya farming and concerns, and get electrician will be developed feedback and and implemented concerns - Inclusion of religious minorities in all project activities will be ensured without any discrimination. The project will hold local consultations and surveys to identify such pockets and offer them skills-based literacy and ALPs. 11 Meeting with the Assistant Director Share project - Agreed with the project of Directorate of Literacy and Non- concept, key design, activities and Formal Education Sindh activities and strategies 29th May 2020 strategies, discuss 9 Telephonic social risks and - Fish farming and agriculture concerns, and get skills will be developed and feedback and implemented specifically in concerns District Sajawal 12 Meeting with the Deputy Director of Share project - Agreed with the project Punjab Vocational Training Council concept, key design, activities and (PVTC) activities and strategies 29th May 2020 strategies, and get - Modules of plumbing, Telephonic feedback and electrician and graphic/web- concerns graphic designing will be developed and implemented/integrated with ILS and ALP-E&S 13 Meeting with the District Education Share project - Agreed with the project Officer Literacy Bahawalpur concept, key design, activities and 29th May 2020 activities and strategies Telephonic strategies, discuss - Principals and teachers will social risks and be oriented and trained concerns, and get about sexual harassment or feedback and abuse and ensure safety of concerns the target group especially children and girls/women - Mobile repairing and electrician skills modules will be developed and implemented by integrating with ILS and ALP-E&S Programmes 14 Meeting with the District Education Share project - Agreed with the project Officer-Elementary Education (DEO- concept, key design, activities and EE) of District Education Authority activities and strategies Bahawalpur strategies, discuss - Handicrafts skill module will 29th May 2020 social risks and be developed and integrated Telephonic concerns, and get with ILS and be offered in feedback and Bahawalpur concerns 15 Meeting with the District Education Share project - Agreed with the project Officer (DEO) of District Education concept, key design, activities and Authority Muzaffargarh activities and strategies 29th May 2020 strategies, discuss - At least 10 ILS Programs will Telephonic social risks and be developed and concerns, and get implemented to strengthen feedback and income generation of youth concerns and adults. ALP-E&S will also offer a good range of skills for children - Villages/communities will be identified carefully and with 10 mutual consultations relevant stakeholders such as DEA - Curriculum, material and related tools (scheme of studies) will be shared with the DEA 16 Meeting with the Chief Executive Share project - Agreed with the project Officer of the District Education concept, key design, activities and Authority Multan activities and strategies 29th May 2020 strategies, discuss - A Standard skill-based Telephonic social risks and module on general business, concerns, and get quality assurance, marketing feedback and and digital marketing skills concerns about the will be developed and project integrated with ILS and ALP- E&S. - Skills based modules on mango farming, fruit and vegetable processing and handicrafts will be developed and integrated with education and literacy programmes - Communities/villages for CLCs will be identified and selected with the consultation of all stakeholders concerned, specifically the District Education Authority (DEA), District Education Officer (DEO) Literacy and others operating in target districts. 17 Meeting with the Secretary and Discussion on - Agreed to write a letter to other officers of the School writing a letter to the EAD through P&D Education and Literacy Department the EAD through Department. (SELD), Government of Sindh. P&D Sindh 8th May 2020 regarding showing Karachi (Sindh) interest in participating in the said project formally 18 Meeting with the Secretary Literacy Discussion focused - Agreed to write a letter to and Non-Formal Education on to write a letter the EAD through P&D Department (L&NFBED) Punjab to the Economic Department. Also consented 8th May 2020 Affairs Division on the contents of the letter Lahore (EAD) through that the L&NFBED is showing 11 Planning and interest in participating the Development (P&D) project. Government of Punjab about the need of project and that the L&NFBED is willing to show interest in participating the project officially 19 Meeting with the officials of Literacy Meeting focused on - Agreed with the geographical and Non-Formal Basic Education the geographical coverage (target districts in Department (L&NFBED) Punjab coverage of the southern Punjab) of the 23rd April 2020 project in Punjab project in the Punjab Lahore Province province 20 Meeting with the Secretary Literacy Share project - Secretary L&NFBED, Punjab and Non-Formal Basic Education concept, key agreed with the project Department (L&NFBED) Punjab activities and design, activities and 21st April 2020 strategies strategies Lahore 21 Meeting with the Secretary and Project orientation - Agreed with the project officials of Sindh Education and (introduction to activities and their designing, Literacy Department (SELD) project and key willing to provide 23rd February 2020 activities) administrative and technical Karachi (Sindh) support at the provincial level 3. Stakeholder Identification and Analysis For the purpose of the SEP, the term “affected parties� includes “those likely to be affected by the project because of actual impacts or potential risks to their physical environment, health, security, cultural practices, wellbeing, or livelihoods. These stakeholders may include individuals or groups, including local communities� (World Bank, 2018b). The “Affected Parties� in the project context refer to all those stakeholders, who are recipients of the project benefits, or/and those who are likely to be adversely impacted by it. Stakeholder mapping of project beneficiaries through secondary review of the project documents have guided in identifying the stakeholders under this category. The Other Interested Parties (OIPs) refer to individuals, groups, or organizations with an interest in the project, which may be because of the project location, its characteristics, or matters related to public interest. They may include regulators, government officials, the private sector, private academics, associations, educational organizations, and other civil society organizations. In context of the project, federal and provincial governments, autonomous bodies, academia, local and international non- government organizations working independently or have working relations with the Sanjh Preet Organization (SPO) on similar components within the selected provinces/districts, community based organizations representing minority groups, and PDMAs and Provincial Health Departments, National Institute of Health Government of Pakistan (due to COVID-19) are being considered as OIPs. These 12 stakeholders are not going to be directly responsible for execution of any project component. However, based on their experience and knowledge they can either assist in informed decision making for different components of project or directly benefit from project activities for improved outcomes through collaboration. In some cases, due to lack of information about the project components, the OIPs can play a negative role in hindering the project progress. Disadvantaged/vulnerable individuals or groups are potentially disproportionally affected and less able to benefit from opportunities offered by the project due to specific difficulties to access and/or understand information about the project and its environmental and social impacts and mitigation strategies. In this project individuals or groups of individuals who should be the direct beneficiaries of the project, but are at risk of being alienated/marginalized are vulnerable. Socio-cultural demand-side barriers combined with economic factors and supply-related issues together are likely to hamper enrolment and retention of certain marginalized groups, in particular girls, differently abled children and children of ethnic and religious minorities, in acquiring and continuing primary and elementary education as well as literacy and skill programs. 3.1 Affected Parties Table 4: Level of Impact on Affected Parties S.N Affected Party Level of Impact 1 Community Groups (include parents, + High: Local community groups will be organized in the youth, retired public servants, form of local/ village education committees and learn elected representatives, local basics of local governance of CLCs. These groups will play influential, or others having interest a positive role in organizing the CLCs, identifying potential in serving the people of their area) learners, enrolling them in CLCs and extending support to teachers/ principals in managing day to day operations of the CLCs so as the learners could learn and compete their respective learning programs and acquire programme/ course specific competencies. These groups will support in accomplishment of these programmes and make sure that the learners continue their education and training for continuing education & training. These groups continue to demonstrate increased community participation 2 Learners of ALP-Primary Programme + High: Will positively benefit through getting registered [aged 8-10] (will learn and complete with ALP-P and learn improved teaching pedagogies, Packages A,B&C equivalent to grade interactive learning tools/ strategies, and complete grade 5) five level competencies and become eligible to transit or mainstream to grade six in formal or non-formal education for further study and be a life-long learner. 3 Learners of ALP-Elementary & Skill + High: Will positively benefit through getting registered Programme[aged 10-16] (will learn with ALP-E&S and learn improved teaching pedagogies, and complete Packages D&E interactive learning tools/ strategies and learn specific equivalent to grade 8 and a specific trade specific skills. These learners will complete ALP-E&S skill programme) and become eligible to transit either to grade nine in formal education or register in any relevant trade specific skill programme of any authorized TEVT institute for continuing education and advanced skills training. These 13 learners will have better prospects to become economically productive earlier if they chose to join skills training. 4 Learners of Integrated literacy and +High: Will positively benefit by becoming part of the ILS skills programmes [aged 10-35] (will programme to learn improved andragogy, interactive learn basic literacy and trade specific learning tools and skills material and practical to learn skills) skills positively. These learners will complete the ILS programmes and master specific competencies to become competent enough to begin their entrepreneurship or any job or join any relevant skill programme for advanced skills training. 5 Principals, Teachers and Instructors + High: Will learn and master specific knowledge and skills of Community Learning Centers to manage CLCs and provide education, literacy and skill programmes to target group. They will demonstrate increased professional capacity and support learners to achieve improved learning outcomes, complete their programmes and mainstream/ transit to advanced learning programmes for continuing education and skills training. These principals and teachers will also earn remuneration and learn knowledge and skills to become better human resource and professionals to serve better in future for similar projects. 14 3.1.1 Description of Affected Parties Stakeholder Identified Party Key Characteristics Needs/Issues Preferred Notification Specific Needs Group and Frequency Affected Community groups Include parents, youth, Low community participation in Design Phase: Weak Parties retired public servants, development programs, project In total, 5 Focus Group community elected representatives, aims to use community groups Discussions participation local influential, or others for mobilizing communities for (FGDs)/IDIs, 1 in each and poor local having interest in serving improved project results by district with governance of the people of their area. involving them in planning and community groups, learning They will support day to implementation through selected through programmes day operations of CLCs participatory approach and convenient sampling are specific and be effective for the decision making on behalf of method. needs. implementation of the community. project activities at local Operation Phase: level Participation in managing community learning centers, monthly as well as emergency meetings Learners of ALP- In Pakistan, more than 5 OOSC of this age group either Design Phase: CLCs in close Primary Programme million out-of-school never been to schools or 2 IDIs with NGOs proximity to [aged 8-10] (will children in primary school dropped out before completing representing children’s homes to learn and complete ages (5-9), and more than primary education. Therefore, rights (Lahore and impart ALP-P Packages A,B&C 11 million in ages 10-14 they have become overage and Karachi). through Non- equivalent to grade years (NEMIS 2016-17), their learning needs are Local surveys to Formal 5) belong mainly to lower complex and are difficult to be identify this age group Education socio-economic classes. managed through conventional so as the right age setting; Majority of the Out Of primary education children are placed in Community School Children (OOSC) programmes. Their learning, ALP-P groups address have never been to psychological, emotional and specific needs schools or dropped out cognitive needs are complex Operation Phase: for enrollment before completing and require policy makers to Participation of and regular primary education cycle. come up with alternative and Children’s Rights NGOs 15 OOSC of this age cohort accelerated learning models so in District Education attendance of have become overage as they complete primary Groups. this age group and it is difficult for them education in a fast track manner Right age children are Availability of to study in formal and join the mainstream enrolled in ALP-P and basic education. Therefore, education programme to teachers and infrastructure, their learning needs are continue learning to complete community groups learning tools quite different and at least basic education. Such play their role in and materials. complex and require age needs necessitate not only age ensuring regular appropriate and specific accelerated learning attendance and accelerated learning programmes, but also a vibrant effective learning in programmes. and interactive delivery model CLCs. that has the ability to engage them positively. Learners of ALP- In Pakistan, more than 11 Number of elementary schools Design Phase: CLCs in close Elementary & Skill million children in ages are less in numbers as 2 IDIs with NGOs proximity to Programme [aged (10-14), and 6.2 million in compared to primary schools; representing children’s homes to 10-16] (will learn and age 15-16 years are out of 150,129 and middle; 49,090. rights (Karachi and impart ALP-E&S complete Packages school. (NEMIS 2016-17), The total boys’ enrolment at Lahore) through Non- D&E equivalent to belong mainly to lower middle stage is 3.664 million Local surveys to Formal grade 8 and a socio-economic classes. whereas, the girls’ enrollment is identify this age group Education specific skill This age group of OOC, 2.862 million (NEMIS 2016-17). so as the right age setting; programme) especially girls and Enrollment of children children including girls Availability of children belonging to especially girls drastically drops and those belonging to basic ethnic minorities and at the elementary level. vulnerable groups and infrastructure, those with minor or Outreach disabled groups are learning tools moderate diabilities, programs/mechanisms to placed in ALP-E&S and and materials cannot study beyond encourage parents to enroll receive appropriate Career primary level owing to children, especially girls. instructions/ learning counseling unavailability of • OOSC of this age cohort services that elementary/ middle have fewer options to study Operation Phase: show them a schools. Such elementary education Participation of clear career characteristics of this age owing to lesser schools, Children’s Rights NGOs path upon group necessitate especially girls. in District Education completion alternative and Groups 16 accelerated learning • OOSC of this age cohort, Right age children are programme. being older, have enrolled in ALP-E&S psychological fears to and teachers and reenter schools community groups • OOSC of this age are play their role in generally expected to lend a ensuring regular hand with their parents be attendance and becoming economically effective learning in active, hence are vulnerable CLCs. Teachers will be to remain excluded of trained to manage education system diversity and address • Their learning needs are the learning needs of complex and difficult and vulnerable groups and require interactive and those with minor or enabling teaching strategies moderate disabilities • OOSC of this age need skills so as these groups are training so as they could able to learn join advanced training or adequately and have could begin local mastery of required entrepreneurship as competence. appropriate Learners of The literacy rate for 10 Non-Formal Education centers Design Phase: CLCs in close Integrated literacy years and older for literacy are very few as per 2 IDIs with NGOs proximity to and skills population is only 58 the ratio of illiterate population. representing children homes to programmes [aged percent in 2015/16 and In Pakistan, there are 3,798 and youth rights impart 10-35] (will learn youth literacy rates (age technical and vocational (Karachi, and Lahore or Integrated basic literacy and 15-24 years) is 71 institutions, of which 1,139 Multan) literacy and trade specific skills) percent. The literacy rate (30%) are in public sector, Village based surveys skills. of rural women is whereas 2,659 (70%) are in to identify right age Availability of particularly low at 36 private sector (NEMIS 2016-17). youth and adults basic percent and 54 percent Almost all technical and Design and integrate infrastructure, for age 10 years plus and vocational institutions are in skills with literacy that learning tools age 15-24 years urban or semi urban areas, no are demanded locally and material respectively. By province, provision of integrated literacy and by the market 17 the overall literacy rates and skills. Rural and vulnerable Career of Punjab and Sindh are population can’t afford to reach Operation Phase: counseling 62% and 55%. the already established Participation of services for Summary of vocational and technical Children and youth better career characteristics of this age institutions as most of these Rights NGOs in District path group includes: skill programmes are for those Education Groups • Unable to read, write who already have middle/ Enrollment in ILS and perform basic matric level education. Community groups arithmetic functions Illiterate youth and adults are extend active support • Majority are girls/ generally not eligible for such in enrollment and women skill programmes. Therefore, other operational • Cannot have they need a programme that affairs adequate options to offers a blend of literacy and Market driven skills are join skill programmes skills. offered with literacy • Their families expect In addition, skill programmes programmes them to become require a blend of theory and Career counseling economically active practical and equipment, which services are offered • They take less is a big issue. However, interest in literacy identification of skills and their and numeracy integration with literacy has to programmes be done carefully so as the said age cohort is able to grasp the contents and learn skills appropriately. Principals, Teachers Recruitment from the As the recruitment will be fresh Design Phase: Induction and Instructors of respective local and from the local Consulting teachers’ training, Community Learning communities, less job communities, with some management / refresher Centers opportunities in rural compromises on educational recruitment system of courses, areas and qualifications / qualifications, training needs of the target provinces Training aid experiences demanded this party is among the areas that provide guidelines materials; for such roles are that would need specific for recruitment and TA/DA for generally not available in attention. trainings participation in rural areas. 2 FGDs; (1 in each training and target Province) aiming refreshers 18 Local candidature is a In addition, job retention is also at defining / tailoring mandatory requirement an issue that has been observed recruitment criteria for persistence. in NFE sub-sector. Nevertheless, Monitoring and ongoing Operation Phase: educational qualifications support is also one of the key Induction training and are required experiences issues in rural areas especially refresher courses in are compromised those where access is hard and each district, and somehow, which is frequent travel is somehow continuous bridged through difficult. professional comprehensive and However, such needs and issues development (CPD) regular training will be managed through a trainings/ sessions programmes. reasonable remuneration package, well designed training programmes followed up by a regular continuing professional development (CPD) to build the capacity in of this party on management, teaching pedagogies/ andragogy and multi-grade teaching as well as classroom management and other similar areas. 19 3.2 Other Interested Parties (OIPs) Engagement with the listed stakeholders is to be done through formal meetings and IDIs with senior management of the organization or those directly or indirectly engaged in implementation of relevant activities. These include relevant government departments and development agencies and NGOs as given below. The Design Phase of SEP includes consultation with these stakeholders whereas the same stakeholders will continue to be engaged during operational phase in the quarterly, bi-annual, annual reviews/meetings and consultative workshops as well as in other events as required by the project. Table 5: Level of Impact on OIPs S.N Other Interested Parties Level of Impact 1 National Non-formal Education + High: Inclusion of enrolled children and teachers’ in data base Management Information (NEMIS) by integrating Non-Formal Education Management System (NEMIS) of Academy Information System (NFEMIS) with NEMIS. Data of CLCs (NFE/ for Educational Planning & ALP enters) will also be integrated in provincial and national Management (AEPAM), education data banks through integrating NFEMIS, which will Ministry of Federal Education record, analyze and report data of CLCs. and Professional Training Inclusion of project managed CLCs data (learners and teachers) (MoFEPT), Government of will impact positively by widening the coverage and enhancing Pakistan institutions’ enrollment and teachers’ indicators. 2 National Commission for + High: Improved coordination for the implementation of Human Development (NCHD) project activities. Coordination with NCHD will have positive impact for both project and NCHD at national, provincial and district levels. NCHD’s field presence will support in identifying right locations and in some cases monitoring of the field activities as well. 3 Allama Iqbal Open University + High: Already developed curricula of non-formal elementary (AIOU) by the AIOU will be implemented, and accreditation/ certification of non-formal elementary learners by the AIOU will have positive impact on continuing education of learners. 4 National Institute of Health, + Moderate: Technical assistance to implement the preventive Government of Pakistan measures regarding COVID-19 pandemic. NIH’s guidelines and suggested SOPs will be referred and used in implementing the project as per COVID-19 protocols. 5 Federal and Provincial TVET +High: Coordination with national and provincial TEVT actors actors (regulator, programmer, regarding integrating and imparting skills, equivalency, implementer, assessor) assessment and certification will impact positively. Integration of competence based skills with literacy programmes followed by certification of learners by the same and relevant TEVT actors (relevant trade testing boards) will provide opportunities to learners to become legally certified skill workers and be eligible for advanced training courses in the same vocation/ skill programme. 6 Literacy and Non-Formal Basic + High: Technical expertise in policy, planning and Education Department implementation of Non-formal education and approving (L&NFBED) Punjab authority of curricula directly or indirectly. This department will be engaged extensively in implementation as the department’s 20 provincial and district offices and relevant staff members will guide/ support field activities. The department may adopt the said ALP and ILS programmes for expansion in future after the project is phased out. 7 District Education Authorities- + Moderate: Strengthened coordination for the mainstreaming Punjab of ALP-P and ALP-E learners in formal schools as well as assessment of ALP-P, E&S and ILS learners, which will lead to certification. It is apprised that assessment of ALP-P in particular will be administered by the district literacy officers and that district education authority may also designate officers in conducting assessments leading to mainstreaming and transition to next levels. 8 Directorate of Literacy & Non- + High: Technical expertise in policy, planning and Formal Education, Sindh implementation of formal and non-formal education. This Education and Literacy department, through its directorate of Literacy & Non-Formal Department (SELD) education will be engaged extensively in implementation as the department’s provincial and district offices and relevant staff members will guide/ support field activities. The department may adopt the said ALP and ILS programmes for expansion in future after the project is phased out. It is apprised that the ALP-P and three ILS programmes have already been adopted/ approved by the said department. 9 District Education and Literacy Moderate: Strengthened coordination for the mainstreaming Department of ALP-P and ALP-E learners in formal schools as well as assessment of ALP-P, E&S and ILS learners, which will lead to certification. It is apprised that assessment of ALP-P in particular will be administered by the district literacy officers and that district level school education & literacy department may also designate officers in conducting assessments leading to mainstreaming and transition to next levels. 10 Sindh Teacher Education + Moderate: coordination with STEDA on review and Development Authority improvement of training materials. (STEDA), SELD 11 Directorate of Curriculum, + High: Material review and approval as well as technical and Assessment and Research operational support in conducting assessment and certification (DCAR), SELD. of learners enrolled in ALP/ ILS programmes. 12 Provincial Disaster + Moderate: Technical assistance to implement the preventive Management Authorities measures regarding COVID-19 pandemic (PDMAs) Punjab and Sindh 13 Non-government + Moderate: Experience sharing, lessons learnt and Organizations identification of vulnerable groups 21 3.2.1: Description of Other Interested Parties Stakeholder Identified Party Key Characteristics Needs/Issues Preferred Specific Needs Group Notification and Frequency Other National Non- Federal department, The NEMIS has already been Design Phase: Regular coordination Interested Formal Education responsible for overall data collecting and updating data Formal meeting to and data supply by the Parties Management compilation of enrolled regarding education, and include data of CLCs NFEMIS and inclusion Information System children in non-formal also publishing reports as a in national/ of same data in (NEMIS) AEPAM, education settings. It resource material for provincial data base national data base Ministry of generates/ publishes annual planning and Education and statistical reports that implementation of Operation Phase: Professional incudes data of NFE/ ALPs as education activities. Data entry in the Training well. The NEMIS uses data of However, data of NFE/ ALP National Non- Government of NFEMIS to report NFE/ ALP centers was facing limited Formal Education Pakistan centers’ data. coverage. However, with Information System introduction and launch of on periodic basis NFEMIS data coverage are being solved gradually. National An autonomous body at the NCHD is running multiple in Design Phase: field level Commission for federal level, responsible for non-formal education and 1 Formal meeting consultations with Human NFE/ literacy in Pakistan. literacy programmes. NCHD’s field staff and Development NCHD operates non-formal Experience of NCHD in non- Operation Phase: coordination with (NCHD) education centers, feeder formal education is regular national/ provincial schools and literacy/ skill commendable, best Coordination with offices centers all over the Pakistan. practices and coordination national, provincial to avoid duplication would and district offices be helpful for the project in operationalizing activities. NCHD has field activities struggled in past owing to scarcity of funds and have focus in imparting skills with literacy programmes. Coordination with NCHD 22 will help in avoiding duplications and also expanding ALPs and ILS in future as the NCHD may adopt these programmes. Allama Iqbal Open Academia and that AIOU has Has expertise in non-formal Design Phase: Identification of University (AIOU) already designed/ education and approved 2 Formal meetings market driven skill developed ALP-E jointly with accreditation system, its to identify market programmes and their JICA. AIOU has massive already developed curricula appropriate skill integration with presence all across the of Non-formal elementary programmes with elementary ALP. country. education that would be ALP-E implemented, and accreditation of learners will Operation Phase: also be executed through Coordination to the AIOU. discuss delivery Regarding issues and needs, modes, assessment market driven skill and certification programmes need to be modes as well as identified and discussed imparting skill with AIOU for integration, programmes with which will take place during ALP-E. design and operational phases. Technical Education Autonomous bodies at the National as well as the Design Phase: identification of skills and Vocational national and provincial provincial bodies have role 2 Formal meetings to be integrated with Authorities levels, offering and to set-up the minimum to identify and ILS and ALP-E&S (TEVTAs) imparting skill courses and standards, have expertise in finalize skill Discussion on design their certification through designing curricula, and programmes that and conduct respective trade testing integrating, imparting skills, will be integrated assessment of the skill boards. The said TEVT actors equivalency, assessment with literacy programmes when and are acting as regulators for and certification. However, programmes in where needed. competence based needs and issues depict that Sindh and Punjab. standards and curricula, prevailing skill programmes implementation of the said inadequately address the 23 standards and curricula and needs of illiterate Operation Phase: assessment/ certification. population as they cannot frequent meetings read and write. Therefore, with Provincial TEVT the TEVT actors issues especially trade primarily include the testing boards to exclusion of illiterate plan and administer population group that assessments and constitutes a large chunk. certification for ILS Identification and and ALP-E&S dovetailing prevailing skill learners. programmes so as they are offered to illiterate population by integrating with literacy programmes will be done with these actors. Literacy and Non- Provincial department, It’s a competent provincial Design Phase: Identify target Formal Basic responsible for policy, department, need to work Formal meetings as locations in target Education planning and with it closely for the per need districts, and Department implementation of non- identification of target identification of skills (L&NFBED) Punjab formal education areas, consultation for the Operation Phase: to be integrated with programmes in Punjab. development of resource frequent meetings elementary and material and its approval, and coordination literacy programmes. and supervise and monitor with provincial and project activities district offices for field activities District Education Responsible for educational Need of the project to Design Phase: district authorities of Authorities-Punjab activities at the District level conduct assessment and 3 Formal meetings targeted districts need certification for (1 in each target to be engaged through mainstreaming and district of Punjab the DLOs for specific transition of ALP-P and ALP- province) tasks such as E learners from non-formal Operation Phase: assessment to formal education. Frequent meetings/ coordination as per 24 need during implementation for assessment in particular Literacy & NFE Provincial department, It’s a competent provincial Design Phase: The said project will be directorate, Sindh responsible for policy, department, need to work Formal meetings to implemented in close Education and planning and with it closely for the share project details coordination with the Literacy implementation of formal identification of target and identify target directorate. Therefore, Department (SELD) non-formal education. The areas, consultation for the areas planning and directorate of Literacy & NFE development of resource implementation as is responsible for Literacy material, and supervise and Operation Phase: well as monitoring and and NFE affairs in the monitor project activities as Regular meetings data management will province. The directorate well as assessment leading with directorate in be jointly carried out has already developed to certification. implementing field with the directorate in curriculum for ALP-P, 3 ILS activities effectively. Sindh. and adult literacy curriculum. Sindh Teacher Responsible for education Quality of trainings Design Phase: Coordination with Education standards and quality of including the modules/ not required STEDA to discuss and Development training programmes in contents for trainings and improve quality of Authority (STEDA) Sindh. These are functional quality delivery is a major Operation Phase: As training modules of all inputs that STEDA provides issue and basic need in NFE needed especially the said programmes. to the SELD and NGOs. In in Pakistan. In Sindh, STEDA before addition, regulatory ensures that quality of implementing the functions about the teachers training of teachers is intact training also come under STEDA’s through standards and programmes purview. quality inputs. Directorate of Development, review and Need technical assistance Design Phase: DCAR designates Curriculum, approval of the curricula and to review material and its 1 Formal meeting persons for Assessment and assessment that leads to approval in case it was assessment activities Research (DCAR) certification. Technical work realized by the directorate Operation Phase: of the said project and pertaining to assessments is of literacy and the project Before assessments casually monitors the generally led by the DCAR. jointly. However, DCAR is to design assessment that leads needed to play a role in assessment to certification. 25 assessments, especially framework and technical work i.e. test operational items, questions papers, guidelines and marking, assessment data related inputs analysis. Provincial Disaster Authorities at the provincial Need technical assistance to Design Phase: PDMAs published Management levels to deal with the implement the preventive 2 Formal meetings guidelines/ protocols Authorities disasters and emergency measures regarding COVID- (SOPs) are followed in (PDMAs) Punjab response 19 pandemic Operation Phase: As CLCs and Sindh needed especially in ensuring operational guidelines are conformed in CLCs Non-governmental Not for profit organizations, Project needs to coordinate Design Phase: NGOs to be engaged Organization providing quality education effectively with non- 2 IDIs with the during consultations, (in both areas formal and government organizations senior management reviews and advocacy non-formal) to the in the area of social of two NGOs events. underprivileged mobilization, expertise on (Karachi and non-formal education, and Lahore) identification of vulnerable Operation Phase: groups As needed 26 3.3 Disadvantaged / Vulnerable Individuals or Groups Disadvantaged in this context refers to individuals or groups of individuals who should be the direct beneficiaries of the project, but are at risk of being alienated. Socio-cultural demand-side barriers combined with economic factors and supply-related issues together are likely to hamper enrolment and retention of certain marginalized groups, in particular girls and differently abled children in acquiring and continuing APL-Primary, ALP-E&S and ILS. Similarly religious minorities and female teachers as well as older teachers and teachers with disabilities are at risk of being sidelined. Table 6: Level of Impact on Disadvantaged/Vulnerable Groups S.N Disadvantaged Groups Level of Impact 1 Out of School Children + High: Many likely to be given 2nd chance of education without (OOSC) considering their poor socio-economic status, and education facility will be provided within their vicinity. OOSC here means children who have become overage and cannot study on formal schools owing to their overage status. This will particularly include girls especially those who remained excluded from educational opportunities and could not continue their education before primary or after completing primary education. 2 Differently Abled Children -High: Specific, complex and diverse learning needs of OOSC who remain OOSC owing to their special learning needs or differently abled status, which includes children with minor/ low or moderate impairments especially in visual, hearing and physical sides. However, children with minor cognitive challenges may also be included in the target group. This group general remains excluded of the education system. However, the project will make special arrangements to enroll this group. 3 Religious and Ethnic + - High: Religious and ethnic minorities likely to be given equal Minorities weightage, but may be discriminated in classes. 4 Older teachers and those + - High: Older teachers and those with disabilities likely to be given with disabilities equal weightage, but may be discriminated due to their disability or old age status. 3.2.1 Issues to be Addressed for Effective and Inclusive Engagement with Affected Parties a) The world’s second-highest numbers of out-of-school children (OOSC) are in Pakistan. It is estimated that 22.8 million children aged 5-16 are not attending school, representing 44 per cent of the total population in this age group1. b) Interventions on including differently abled persons in mainstream systems are limited in urban areas and non-existent in rural ones. Even identification of differently abled children has remained a key issue. Teachers, being unable to notice/ identify challenges of this target group, can hardly provide any solution to accelerate learning for this group. 1 https://www.unicef.org/pakistan/education 27 c) On-campus physical and sexual harassment against younger (boys and girls) is assumed to be rampant, however, grossly unreported. Civil society considers it to be one of the main reasons for early drop- outs. This can also happen for differently abled children and children belonging to ethnic and religious minorities. d) No means of counseling or therapy exists for victims of abuse or trauma. Children experiencing bullying and abuse are likely to drop out. Teachers training needs to incorporate sessions on to manage learners experiencing different levels of harassment and abuse; sessions for learners on good and bad ‘touching’, and intervention strategies also need to be conducted with learners and their parents through VECs, or any other means. e) While incidents of GBV in educational institutions are often reported on media and there is an acknowledgement of their widespread occurrence, nonetheless quantitative data and evidence does not exist to support the claims. This is more due to socio-cultural taboo associated with anything related to sex, even if it is abuse, reporting it is considered shameful. Systemic analysis of abuses by stakeholders in positions of power is required to make grievance systems more effective. 28 3.3.1 Description of Disadvantaged / Vulnerable Individuals or Groups Stakeholder Identified Key Characteristics Needs/Issues Preferred Notification Specific Needs Group Party and Frequency Disadvantaged/ Out of School The world’s second-highest Targeted interventions, can Design Phase: Equipping CLCs Vulnerable Children numbers of out-of-school benefit the OOSC by providing 2 IDIs with NGOs in a way that Individuals or children (OOSC) are in 2nd chance of education, also working with OOSC OOSC remain Groups Pakistan. It is estimated that lower the risk of drop outs (Karachi and Lahore or safe and 22.8 million children aged 5-16 especially girls by strong Multan) protected from are not attending school, mobilizational local levels. Including variables/ all kinds of representing 44 per cent of the Primary issues about OOSC are fields in tools to abuse and total population in this age that their issues and needs identify issues and exploitation and group should be identified and needs of the OOSC focusing training (https://www.unicef.org/pakis documented and that the of teachers and tan/education) decision makers, trainer and Operation Phase: routine OOSC who cannot study in teachers must respond Administration of monitoring and formal schools owing to their accordingly to eliminate the tools to identify and reporting to overage status generally said issues. It is apprised that address issues and ensure safety of include girls especially those learners’ profiles and routine need of OOSC on the OOSC in who remained excluded from monitoring and related tools regular basis. CLCs educational opportunities and should include disaggregated Equipping CLCs, and could not continue their variables that help in train teachers to education before primary or identifying needs and issues of address major issues after completing primary the OOSC so as the same could of the OOSC in CLCs education. be responded accordingly in CLCs. Differently Differently abled persons make No provisions exist to include Design Phase: Sensitization Abled Children up 13.4 percent of the differently abled children in 2 IDIs with NGOs materials and their population. However, this ratio mainstream schools; working with incorporated in parents is reported differently in appropriate learning materials differently abled teaching aids to different studies. This ratio not available; sensitization on children (Karachi and promote includes children with minor how to behave around Lahore or Multan) diversity and and moderate learning differently abled persons inclusion 29 challenges that may be required. Such issues result in Including variables in Data collected addressed in normal schools/ frequent drop out and that the monitoring tools to regularly centers/ CLCs other than said percentage of differently identify and address through special schools where children abled children generally issues of this group of monitoring tools with profound learning remain excluded from children and required challenges are given education. Project run CLCs actions taken as admissions. In project run will make special Operation Phase: well by the field CLCs, children with minor/ arrangements to manage such Periodic staff, teachers lower moderate learning children and make sure that administration of and community challenges will be managed. they regularly learn and monitoring tools with to protect this complete basic education. such variables/ fields group of so as data of such children. learners are collected and actions are taken consistently by managers, principals, teachers and community members. Religious and Non-Muslim constitutes 3.72 children of low castes/religious Design Phase: Sensitization Ethnic percent of the total population minorities are discriminated; in 2 IDIs with NGOs materials Minorities of Pakistan (1998 census) some cases, educational working on religious incorporated in whereas ethnic minorities institutions deny admission to and ethnic minorities teaching aids to constitute a large number. underprivileged children due (Karachi and Lahore or promote to bias of the teachers Multan) diversity and themselves, majority Including variables in inclusion community pressures, etc.; monitoring tools to Data collected project needs to pay heed to identify and address regularly these discriminations, and find issues of children of through practical and relevant religious and ethnic monitoring tools solutions minorities and required actions taken as Operation Phase: well by the field Inclusion and staff, teachers participation of and community 30 religious and ethnic to protect this minorities in project group of activities children. Periodic administration of monitoring tools with such variables/ fields so as data of such learners are collected and actions are taken consistently by managers, principals, teachers and community members. Older teachers Old age persons and persons Such groups have additional Design stage: Mobility and and those with with disabilities generally have needs such as special 1 IDI with special disabilities less access for employment in transportation/ mobility organization/ NGO coaching/ Non-Formal education owing support to approach training working on disabled mentoring for to their physical conditions. venues and cluster based persons quality teaching meetings as well as approach and regular the CLCs for teaching. Operations phase: follow up They may also need additional Participation of older support. coaching and regular teachers and teachers mentoring / follow up support with disabilities and in CLCs so as they could adapt related arrangements their teaching and learning for adequate practices as per emerging productivity and needs such as teleteaching, performance using devices and internet. 31 4 Stakeholder Engagement Stakeholder engagement activities need to continue throughout the project life, and need to keep specific stakeholder groups updated on relevant information imperative for transparency and disclosure, successful implementation of project activities, provision of means to exchange and propose better ideas on ongoing activities, flag concerns, and stay updated on outcomes. 4.1 Proposed Stakeholder Engagement Plan Stakeholder engagement is divided into the following two phases: Phase I - Project Design: This formulation as presented in Table 7 is based on formal meetings, IDIs, FGDs, formal meetings and consultations with high influence stakeholders as well as development of tools to identify stakeholders and their issues and needs: Formal meetings specifically with the L&NFBED Punjab and SELD, telephonic meetings with the officials of District Education Authorities, Punjab Vocational Training Council, Directorate of Literacy and Non- Formal Education Sindh and NCHD, and IDIs with the representatives of NGOs and Communities have been conducted. Consultations with more stakeholders are scheduled and are expected to be completed by the end of June, 2020. These consultations may be delayed due to the recently announced Convid-19 lockdowns; however, they will be completed as soon as possible and the SEP will be updated and redisclosed. FDGs with the local community groups and Principals, teachers and instructors will be held once the project locations and CLCs staff (Principals, Instructors and Teachers) are finalized. In addition, tools/ templates under NFEMIS (learners’ profiles, monitoring tools, baseline/ end-line tools and other related tools will be equipped with specific variables that will help not only in identifying the specific group of stakeholders but also address their issues and needs accordingly by engaging project field staff, principals, teachers and community members. These tools will particularly help in identifying OOSC, differently abled children, religious & ethnic minorities etc. Phase II - Project Operation: The draft SEP for this phase has been developed by the Sanjh Preet Organization based on literature review and meetings conducted with Government departments such as L&NFBED Punjab and SELD Sindh. It will continue to be updated till all planned consultations in Phase I are completed. One consultative workshop is planned by the end of July in which the draft SEP for Project Operation Phase will be validated and endorsed in the presence of stakeholders. Their feedback and suggestions will be incorporated in the final document. The updated SEP will be shared with the Bank for review and clearance and then redisclosed. As SEP is a living document Sanjh Preet Organization might update or make changes to it throughout the project life cycle and then redisclose after clearance from the Bank. In addition, profiling tools and monitoring tools will continue to be administered periodically during the project implementation of just for stakeholders engagement but for their safety and security as well. 32 Table 7: Project Design Phase PHASE I: PROJECT DESIGN Type of Target Topics of Methods Location and Roles and Stakeholders Stakeholders Engagement Being Used Frequency Responsibilities Affected Community Roles and FGDs In total, 5 Sanjh Preet Parties Groups responsibilities of FGDs, 1 in Organization Village Education each target Committees, district of capacity Punjab and development; Sindh Gender issues Provinces and inclusion of vulnerable groups in project activities Learners of Enrollment and IDIs with 2 IDIs and Sanjh Preet ALP-Primary learning in CLCs in NGOs and household Organization Programme respective local/ area surveys in [aged 8-10] programmes to based target areas acquire surveys programme specific competencies Learners of Enrollment and IDIs with 2 IDIs and Sanjh Preet ALP-Elementary learning in CLCs in NGOs and household Organization & Skill respective local/ area surveys in Programme programmes to based target areas [aged 10-16] acquire surveys programme specific competencies Learners of Enrollment and IDIs with 2 IDIs and Sanjh Preet Integrated learning in CLCs in NGOs and household Organization literacy and respective local/ area surveys in skills programmes to based target areas programmes acquire surveys [aged 10-35] programme specific competencies 33 PHASE I: PROJECT DESIGN Type of Target Topics of Methods Location and Roles and Stakeholders Stakeholders Engagement Being Used Frequency Responsibilities Principals, Defining roles, FGDs 5 FGDs, 1 in Sanjh Preet Teachers and responsibilities each target Organization Instructors of and outreach, district of CLCs level of Punjab and interaction with Sindh project staff, provinces capacity building trainings and grievance mechanism Other National Non- Understanding Formal 2 Formal Sanjh Preet Interested Formal Terms of meetings meetings Organization Parties Education Reference; Level Management and frequency of Information engagement, (NEMIS)System, Means of AEPAM communication, Ministry of Reporting Education and Professional Training Government of Pakistan National Understanding Formal 1 Formal Sanjh Preet Commission for Terms of meetings meeting Organization Human Reference; Development Coordination (NCHD) Level and frequency of engagement, Means of communication Allama Iqbal Scope of Formal 2 Formal Sanjh Preet Open University responsibilities; meetings meetings Organization (AIOU) level and frequency of engagement Technical Scope of Meetings 2 Formal Sanjh Preet Education and responsibilities; meetings Organization Vocational level and (Karachi and Authorities frequency of Lahore) (TEVTAs) engagement 34 PHASE I: PROJECT DESIGN Type of Target Topics of Methods Location and Roles and Stakeholders Stakeholders Engagement Being Used Frequency Responsibilities Literacy and Project planning, Meetings As per need; Sanjh Preet Non-Formal implementation, Lahore Organization Basic Education monitoring and Department evaluation; (L&NFBED) learning material, Punjab Scope of responsibilities; level and frequency of engagement District Capacity Meetings, 3 Formal Sanjh Preet Education development to informal meetings (1 Organization Authorities- implement the consultation in each Punjab project; sessions target coordination for district of information Punjab sharing; data province) formats Directorate of Project planning, Meetings As per need; Sanjh Preet Literacy & NFE, implementation, Karachi Organization Sindh monitoring and Education and evaluation; Literacy learning material, Department Scope of (SELD) responsibilities; level and frequency of engagement Sindh Teacher Review and Meetings As and when Sanjh Preet Education approval of needed Organization Development training materials (after Authority finalizing (STEDA) training modules) Directorate of Scope of Formal 1 Formal Sanjh Preet Curriculum, responsibilities; meeting meeting; Organization Assessment level and Karachi and Research frequency of (DCAR) engagement especially for assessment Provincial COVID-19 Formal 2 Formal Sanjh Preet Disaster responsiveness meeting meetings Organization Management plan 35 PHASE I: PROJECT DESIGN Type of Target Topics of Methods Location and Roles and Stakeholders Stakeholders Engagement Being Used Frequency Responsibilities Authorities (Karachi and (PDMAs) Lahore) Punjab and Sindh NGOs Scope of IDIs 2 IDIs with Sanjh Preet engagement the senior Organization management of 2 NGOs (one in Lahore and one in Karachi) Disadvantaged School Children Data and figures; IDIs and 5 IDIs; Sanjh Preet /Vulnerable and their successful tools for Lahore and Organization Individuals or parents interventions to profiling Karachi Groups enroll OOSC; and retention monitoring Differently Data and figures IDIs and 2 IDIs; Sanjh Preet Abled Children on enrolment in tools for Lahore and Organization and their mainstream profiling Karachi Parents schools; barriers and to entry; monitoring successful interventions; grievance system minority and Data and figures IDIs and 2 IDIs; Sanjh Preet ethnic groups in on school level tools for Lahore and Organization Punjab and employment and profiling Karachi Sindh enrolment; and means of monitoring discrimination; grievance system NGOs working Data and figures IDIs 3 IDIs; Sanjh Preet on children’s, on school level; Lahore and Organization women’s rights informal and Karachi and persons formal grievance with systems’ disabilities, successes and religious and failures; ethnic minorities in Punjab and Sindh 36 Table 8: Project Operation Stage PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders StakeholdersEngagement used Frequency Responsibilities Affected Community Involvement in Social Monthly Field Parties Groups the Mobilization meeting of VEC Coordinators, management of at local level teachers and the CLC through members VECs volunteer Village will be support. responsible to Establish VECs conduct monthly and make as well emergency functional to be meetings a part in identifying out of school children and illiterate youth, potential trainees and their enrollment in CLs and facilitate the project staff and teachers for their retention, conduct monthly and emergency meetings to make decisions for better delivery of project components Affected Learners of Enroll out of Social Regular social Field Coordinators Parties ALP-Primary school children, Mobilization mobilization at and VCEs will be Programme and impart (enrollment local level, responsible for [aged 8-10] accelerated drives, home provision of Social learning of visits), learning Mobilization. primary grades; teaching, material after Subject specialists attendance learning, completion of will take assessments each grade, assessment of and assessment each grade to monitoring of after evaluate learning 37 PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders Stakeholders Engagement used Frequency Responsibilities attendance completion of outcomes, and through each grade. In Sanjh Preet Unique total, 5 Organization share Learner ID assessments of consolidated ALP-P results with the throughout the WB and other project cycle stakeholders concerned in bi- annually meetings/progress sharing Learners of Enroll out of Social Regular social Field Coordinators ALP- school children, Mobilization mobilization at and members of Elementary & and impart (enrollment local level, VCEs will be Skill accelerated drives, home provision of responsible for Programme learning of visits), learning Social [aged 10-16] elementary teaching material after Mobilization. Local grades; learning, completion of invigilators of attendance assessments each semester, AIOU will take and assessment assessment of monitoring of after each semester to attendance completion of evaluate learning through each semester. outcomes, Unique In total, 7 accreditation of Learner ID assessments learners by AIOU throughout the after completing project cycle all semesters and Sanjh Preet Organization share consolidated results with the WB and other stakeholders concerned in bi- annually meetings/Progress sharing Learners of Enroll illiterate Social Regular social Field Coordinators Integrated youth, and Mobilization mobilization at and VCEs will be literacy and impart (enrollment local level, responsible for skills integrated drives, home provision of Social programmes literacy and visits), learning Mobilization. [aged 10-35] skills; teaching material after Literacy specialists attendance learning, completion of will take 38 PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders Stakeholders Engagement used Frequency Responsibilities assessments each semester, assessment of and assessment each grade to monitoring of after evaluate learning attendance completion of outcomes, and through each semester. Sanjh Preet Unique Organization share Learner ID consolidated results with the WB and other stakeholders concerned in bi- annually meetings/Progress sharing Principals, Willingness to Induction Quarterly Lead trainers will teachers and learn and apply training and review meetings develop report of instructors of pedagogies and grade wise in each target each training Community assessments, refreshers, District. session and shared Learning participation in training guides Induction with the head Centers capacity building available in training and office of Sanjh trainings, URDU in hard subject based Preet reporting copy in refreshers after Organization. progress and Community the completion Sanjh Preet will grievances Learning of each review and Centers; grade/semester. provide feedback training One induction to the District and calendars training; shared the final developed and Four refreshers with the WB and shared with for ALP-P; other stakeholders District Project Seven concerned staff, teachers refreshers for and VECs ALP-E&S; Online link About 4 training refreshers for resource ILS or as per the material need. developed and Regular shared on mentoring by Community technical Learning experts i-e lead Centers notice trainers, ALP- boards P,and ILS experts etc. 39 PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders Stakeholders Engagement used Frequency Responsibilities Other National Inclusion of Meetings, Meetings as per Team Lead and Interested Education enrolled Reviews need, bi-annual MIS Manager will Parties Management children in ALP- reviews be responsible; Information P and ALP-E&S Record minutes of System classes in meetings and (NEMIS), Community reviews AEPAM, Learning Ministry of Centers in Education national data and base Professional Training Government of Pakistan National Coordination for Reviews Annual project Team Lead will be Commission information review meeting responsible; for Human sharing and best Report of annual Development practices in non- project review (NCHD) formal meeting education setting Allama Iqbal Role in Bi-annual Bi-annual Team lead, ILS Open executing the meetings, meetings Specialist and University ALP-E&S; annual specifically to Provincial (AIOU) technical reviews, and ALP-E&S, and Coordinators will support, workshops to consultative be responsible. teachers develop and workshop to Record of minutes training, review ILS develop and of meetings and assessment and Programs review 7 ILS reviews, workshop accreditation of Programs report, ALP-E&S assessment and learners accreditation data National Role in Meetings Need basis Team Lead; Institute of facilitating to Record of minutes Health, implement the Government preventive of Pakistan measures regarding COVID-19 Technical Role in Meetings, Consultative Team Lead, ILS and Education designing consultative workshop to curriculum and curricula, workshops develop and development Vocational imparting skills, review 7 ILS experts will take equivalency, Programs 40 PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders Stakeholders Engagement used Frequency Responsibilities Authorities assessment and the lead in (TEVTAs) certification coordination Literacy and Role in Meetings, bi- Meetings as per Team Lead, ILS and Non-Formal providing annual review, need, bi-annual curriculum experts Basic technical annual review, annual and provincial Education expertise in progress progress coordinator Department planning, sharing, sharing, (L&NFBED) implementation, consultative consultative Punjab supervision workshops, workshop to monitoring of certification of develop, review project activities learners and approve 7 and material ILS Programmes development, and registration of data of learners in provincial EMIS District Transition of Meetings, Bi-annual Provincial Education learners from Review progress sharing Coordinators and Authorities- non-formal in District field coordinators Punjab education to Education formal Group in each education target district of Punjab province Literacy & Role in Meetings, bi- Meetings as per Team Lead, ILS and NFE providing annual review, need, bi-annual curriculum experts directorate, technical annual review, annual and provincial Sindh expertise in progress progress coordinator Education planning, sharing, sharing, and Literacy implementation, consultative consultative Department supervision, workshops, workshop to (SELD) monitoring of certification of develop, review project activities learners 7 ILS Programs and material development Sindh Meetings to Formal review One, Karachi, Sanjh Preet Teacher review and meetings after Sindh Organization Education improve training developing (Sindh team_ Development modules for new modules Authority new for trainings (STEDA) programmes Directorate Review and Consultative Need basis Team Lead, ALP, of approval of workshops ILS and Curriculum Curriculum, material and meetings 41 PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders Stakeholders Engagement used Frequency Responsibilities Assessment Development and Research Experts (DCAR) Provincial Role in Meetings Need basis Team Lead Disaster facilitating to Management implement the Authorities preventive (PDMAs) measures Punjab and regarding Sindh COVID-19 Non- Coordination for Bi-annual Bi-annual Team Lead, government the District review in Provincial Organizations implementation Education District Coordinators of project Group Education activities and meeting, Group in each progress sharing Annual review district Disadvantaged Out of School Factors Meetings, bi- Meetings as per Provincial /Vulnerable Children and contributing to annual need, bi-annual Coordinators, field Individuals or their Parents attract girls and progress progress sharing staff, teachers and Groups OOSCs to join sharing in District community Non-formal Administration Education education; key of profiling Groups in each lessons learnt and target district of from the monitoring Punjab and projects and tools Sindh Provinces identification of this group Differently Learning needs; Meetings, bi- Meetings as per Provincial Abled teaching annual need, bi-annual Coordinators, field Children and pedagogies; progress progress sharing staff, teachers and their Parents sensitization sharing in District community required Administration Education through of profiling Groups in each different and target district of channels and monitoring Punjab and identification of tools Sindh Provinces this group minority and How to facilitate Learning aids As planned Provincial and ethnic groups enrolment of on inclusion; Meetings as per Field in Punjab and the poorest of Public need, bi-annual Coordinators/ Sindh the poor; awareness progress sharing 42 PHASE II: PROJECT OPERATION Type of Target Topics of Methods to be Location and Roles and Stakeholders Stakeholders Engagement used Frequency Responsibilities Understanding drives through in District staff, teachers and stereotypes to publication Education community develop and printing of Groups in each teaching posters and target district of materials for banners Punjab and inclusion and Administration Sindh Provinces identification of of profiling this group and monitoring tools NGOs Factors Meetings, Meetings as per Provincial and working on contributing to Participation need, bi-annual Field Coordinators Children’s attract girls; key in District progress sharing and women’s lessons learnt Education in District rights in from the Group Education Punjab and projects; Groups in each Sindh target district of Punjab and Sindh Provinces 43 4.2 Proposed Strategy to Include Vulnerable Groups The project will take special measures to ensure that disadvantaged and vulnerable groups have equal opportunity to access information, provide feedback, or submit grievances. Civil society organizations, including NGOs working on ethnic and religious minority groups, children’s rights, women’s rights, teachers’ associations will be treated as representatives of these groups. Their engagement will allow a two-way communication channel to factor in opportunities for the identified vulnerable groups. L&NFBED Punjab, SELD, District Education Authorities Punjab, Special education departments and community groups will help to ensure proactive outreach to OOSC and differently abled children as well as those representing religious & ethnic minorities. Complaint boxes in Community Learning Centers will be placed near their entrances for vulnerable groups to drop complaints. Education projects from other donors and development agencies targeting vulnerable groups will be encouraged. 4.3 Strategy for Consultation (Design Phase) 4.3.1 In-Depth Interviews (IDIs) In-depth interviews using semi-structured guides will be conducted with the senior management of Non- Government Organizations specially which are working on OOSC, women and children’s rights, religious and ethnic minorities etc. IDIs with the NGOs are planned in the months of June and July 2020. A total of 18 IDIs will be undertaken covering all relevant parties and ensuring their feedback. 4.3.2 Focus Group Discussions (FGDs) FGDs will be held with the community groups and Principals, Teachers and Instructors of Community Learning Centers. FDGs will be conducted after the finalization of target locations and recruitment of CLCs staff. A total of 5 FGDs are planned to be covered in the design phase. In each FGD minimum 7 and maximum 10 respondents will participate. 4.3.3 Telephone Interviews In case, COVID-19 pandemic prolong, and restrictions and imposed by the Government, IDIs will be conducted telephonically or other tool of ICT. 4.3.4 Workshops for Validation of Proposed SEP – Implementation Phase The consultations in the design phase will culminate in an augmented proposed SEP for the implementation phase. Ideas, suggestions, and views of the stakeholders will be well documented and presented in workshops attended by the representatives of the identified stakeholders. The workshops will be divided into reviewing, brainstorming, and planning sessions to finalize a mutually agreed upon Stakeholder Engagement Plan. To encourage participation, 2 workshops will be held: one in Punjab and the other in Sindh province. 44 4.3.5 Surveys and tools Various surveys and profiling and monitoring tools will be equipped with variables that will help in identifying specific group of stakeholders and also in reaching to decisions that will help in planning and implementing actions for the safety and security of the stakeholders such as OOSC, differently abled children and those representing religious & ethnic minorities. 4.4 Information Disclosure Sanjh Preet Organization and WB websites will be used to disclose project documents, locally and internationally, including those on environmental and social performance in English. Sanjh Preet Organization will create a webpage on the Project on its existing website. All future project related environmental and social monitoring reports, listed in the above sections will be disclosed on this webpage. Project updates (including news on education activities and relevant environmental and social data) will also be posted on the Sanjh Preet Organization website. An easy-to-understand guide to the terminology used in the environmental and social reports or documents will also be provided on the website. All information brochures/fliers will be posted on the website. Details about the Project Grievance Resolution Mechanism will be posted on the website. An electronic grievance submission form will also be made available on Sanjh Preet Organization website. Contact details of the Project contact person will be made available on the website. Sanjh Preet Organization will update and maintain the website regularly (at least once a quarterly basis). In addition, the project will disclose necessary documents such as community based GRM in villages/ target areas and provide adequate orientation to the communities on using the community GRM. Complains forms and its utilization will be disclose and relevant communities will be given orientation. The project staff and the community representatives will also disclose the case information and decision in larger community gatherings. Local communities will also be informed about the project progress in regular monthly or need based meetings. The CLCs will also provide necessary information and notifications on the soft-boards as found necessary by the project staff and the CLC principals. Project progress reports, and other necessary documents as found necessary, will also be shared with the NGOs/ INGOs and government entities. 4.5 Timelines of SEP Tables 7 and 8 present frequencies for different types of stakeholders. Frequency of engagement is dependent on expected deliverables. Annual meetings and reviews are to help stay course the planned activities. Quarterly, monthly, and weekly engagements are relevant for effective implementation, brainstorming, addressing glitches and potential road-blocks. The project will review its engagement against the SEP annually, and this review will be a part of the progress report that will be shared with the World Bank 4.6 Review of Comments 45 Developing easy project reporting formats is going to be the output of stakeholder engagement. Sanjh Preet Organization is expected to send its monthly, quarterly, yearly, mid-term and final reports to World Bank. 5 Roles, Responsibilities, and Resources for Stakeholder Engagement Plan 5.1 Implementation Arrangements The Sanjh Preet Organization will work closely with the Literacy and Non-Formal Basic Education (L&NFBED) Punjab, Sindh Education and Literacy Departments and other national and provincial departments/institutions/autonomous bodies to ensure project sustainability. Team Lead will oversee the implementation of the project SEP with support from specialists and provincial coordinators. The project will also undertake measures for institutional capacity building including for the implementation of the SEP and will regularly organize trainings for the Project staff. 5.2 Management Functions and Responsibilities Following key positions will be responsible for managing the SEP activities: Positions Functions Team leader and Project team and leader and ILS/ ALP specialists will provide policy directions ILS/ ALP specialists ad leadership regarding SEP and elated strategies and checklists that SPO has developed or will develop to organize and ensure participation of the stakeholders including affected parties, other interested parties and differently abled groups. The guidance will come from frequent study of the SEP and trainings provided by the ESM experts/ specialists. These positions will make sure that special documents, instructions, and checklists are prepared and included in necessary circulars and training documents. ILS/ ALP specialists will particularly take lead in coordinating and engaging the other interested parties (departments and organizations in target provinces). Lead trainer and Lead trainer and provincial trainers will make sure that all staff members are provincial trainers adequately trained on engaging the said stakeholders. Provincial Provincial coordinators, adequately trained on SEP by the team leader, Coordinators specialists and lead trainer, will implement the SEP in true spirit. The PCs will transfer the SEP implementation skills to the field coordinators and provincial trainers who will ensure that SEP is implemented fully in their respective field areas. The PCs will, under the guidance and supervision of the ILS/ ALP specialists, will take special interest in coordinating and engaging the relevant organizations and departments in Punjab and Sindh both. Field coordinators Field coordinators will continuously engage the stakeholders especially community level and potential learners in CLCs. These positions will play their role through building capacity of the CLC principals and teachers/ facilitators who will further ensure engagement of community groups and learners as well as field staff of the organizations and departments operating in target areas/ 46 villages to make sure that they work collectively and avoid duplication. The field coordinators will also try to engage the local councils/ union councils and field level staff of the other interested parties. However, their primary role will be to work very closely with the local communities and target learners (out of school children, illiterate youth and adults) so as they are adequately engaged in the project. CLC principals Adequately trained by the trainers and regularly guided by the field coordinators, the CLC principals will primarily engage the local communities for smooth functions of the CLCs, manage local level repair & maintenance and follow up with dropouts and conduct enrollment campaigns. The principals will ensure regular community meetings, ensure implementation of the stakeholders’ engagement plan and make sure that learners are learning in the classroom safely and in a protected environment. CLC teachers/ CLC teachers/ facilitators, properly guided by the CLC principals, will primarily facilitators engage learners in the ALPs and ILS programmes and make sure they learn quality contents and master skills they are expected to learn. The teachers, however, will also coordinate with the community, especially the parents of the learners to exchange views on their learning and make extra efforts to make them learn more. 5.3 Budget The Project will allocate adequate resources for implementation of the SEP activities in the overall budget for social mobilization and community outreach activities. Proposed budget for SEP activities is provided below: No Activities Budget (PKR) Workshops for orientation and validation of SEP with stakeholders 1 300,000 (materials, logistics and venue etc.) 2 Establishment of GRM 200,000 Orientation to the communities, CLC principals and teachers on use of 5 250,000 community based GRM (materials, logistics etc.) Periodic SEP implementation reviews for upgradation, Information 6 200,000 Disclosure and GRM status (materials, logistics and venue etc.) Travel and logistics for SEP and GRM implementation and monitoring 7 500,000 visits Total 1,450,000 6 Grievance Mechanism Timely and effective redress of stakeholder grievances will contribute to bringing sustainability in the operations of a project. In particular, it will help advocate the process of forming and strengthening relationships between project management and the stakeholder community groups and bridge any gaps to create a common understanding, helping the project management to efficiently operate in the area. 47 To register and resolve the grievances of the community in this process, a Grievance Redress Mechanism (GRM) will be established. The GRM must be responsive, efficient and close the feedback loop. The proposed mechanism will be based on two-tier Grievance Redress Committees (GRCs)—at community level and at Project level. The community level GRC will be established for each CLC to engage community members/leaders to participate in the decision-making processes and to have “voices� of the aggrieved person/communities in the grievance redress procedures. This will also enhance local ownership of the Project. Having GRC members based in the community will be helpful in resolving the grievances quickly often without going into lengthy documentation. The local participation will further build local capacity in dispute resolution and decision-making and provide leadership support in the implementation of the Project. Cases which are not satisfactorily resolved or affected persons remain aggrieved, the case will then be forwarded to the Project-level GRM as the prime floor for resolution of the grievances. The purpose of the GRC is to facilitate the resolving of disputes without going into litigation. In this regard, the decision of the Project level GRC will be final within the GRM. However, if any disputant remains dissatisfied with the GRC outcome, the disputant can seek redress from a court of law. SPO will be responsible for: 1. Establishing GRCs at CLC and at the Project level 2. Adapting the GRM in accordance with the Project need during implementation 3. Ensuring that the community is informed of the mechanism to redress complaints, and all relevant documents related to the system are easily available. The GRM awareness plan by SPO must ensure special targeting of women. Guidelines for the establishment and procedures to be followed by the GRM are provided in the ESMF, however, some details are given below: 6.1 Grievance Redress Committees The Grievance Redress Committees (GRCs) are to ensure accessibility, fairness and independence of the procedures. T After notification of all the GRCs, information about GRCs including list of members, contact details, GRC scope of work and grievances redress procedures will be disseminated in all the concerned communities by SPO, and will be displayed at CLCs. Information dissemination will comprise the following; The composition of the GRCs that will be established at two-levels is given below: 48 Organization Community GRC Project GRC SPO Field Coordinators (male and female) Representative from SPO CLC Principal Principal Community One or two community One or two community leaders/respected persons such as leaders/respected persons such school teachers, doctors, youth as school teachers, doctors, leaders, philanthropists, elders etc. youth leaders, philanthropists, nominated by the community elders etc. nominated by the community The scope of work of the GRC shall include: 1. The Community GRC will ensure that all grievances related to the project including social and environmental issues, labor management, GBV etc. are registered, formally recorded, reviewed, resolved and the concerned person is informed in a timely manner. 2. The Project GRC will monitor the working of the Community GRC and will work as a forum for appeal against the decision of the Community GRC. 3. GRC will not consider complaints related to procurements or with any matters pending in the court of law. 4. In resolving the disputes, the GRCs would take into consideration the following: • Merit of the complaints/case received for consideration; • Evidence to take a decision on the complaint; • Witness statements; • Plausibility of the case in the light of related project activity; • Applicable laws of Pakistan, environmental and social assessments done by the Project, and WB ESSs; • Observations made on the field; and • Available information on previous complaints of similar nature 6.2 Grievances Redress Procedure The Grievance Redress Mechanism proposed here spans the entire project implementation and will cater to both the directly and indirectly affected population/beneficiaries. SPO’s office will serve as the secretariat for the Grievance Redress Committee (GRC-Project) that will be responsible for providing oversight on the entire GRM process at a strategic level and monitoring of complaints management. Following procedure will be adopted to resolve grievances received by the GRCs. The grievance mechanism will be made public through public consultations by SPO. 6.3 Filing of Grievances to Community GRC The aggrieved person (or their authorized representatives) may file a grievance with the community-level GRC directly or indirectly in any of the following ways: 49 5. Submit a written complaint to any member of the community GRC. 6. Submit a verbal complaint to any member of the community GRC with documentary proof that a complaint has been filed. For complaints registration Complaint Registration Forms will be available with the secretary of the village level GRCs and complaints will be registered on Grievance Log. 6.4 Hearing and Resolution of the Cases by Community GRC The procedure for hearing and resolution of the complaint will be as follows: 1. On receipt of a complaint: • Secretary of Community GRC will log the complaint in a register called Complaint Register. • Contact other members of the GRC to conduct a meeting within 5 calendar days of the logging of the complaint. • If needed, request the complainant or her/his representative to meet the Community GRC on the appointed date to discuss her/his complaint. • Prepare all the relevant information and document relevant to the complaint prior to the meeting and provide copies to all members. 2. The GRC will meet on the appointed date during which it may: • Deliberate on the nature and circumstances of the complaint; • speak to the complaint; • Meet with the complainant and other persons; • Visit the site; and • Take a decision. 3. If the GRC needs extra time to investigate or deliberate on the complaint, the secretary will inform the complainant of the time when a decision is expected. In any case, all complaints shall be resolved within 15 calendar days of logging. 4. Once the complaint is resolved the secretary will document the decision and prepare full documentation on the process including minutes of meeting, photographs of visits, documents reviewed, and reasons of the decision. 5. The GRC will ensure that the complainant is fully informed of the decision and is also informed about his/her right to appeal to the Project GRC and to the court of law. 6. In case follow-up action is required, the chairperson of the Community GRC will ensure that the actions are taken and are documented. 6.5 Hearing and Resolution of the Cases by Project GRC The procedure for hearing and resolution of the complaint by the Project GRC will be as follows: 1. On receipt of a complaint: • Secretary of Project GRC will request all the concerned documentation from the secretary of the concerned community GRC. • Contact other members of the Project GRC to conduct a meeting within 10 calendar days of the logging of the complaint to the Project GRC. • If needed, request the complainant or her/his representative to meet the Project GRC on the appointed date and place to discuss her/his complaint. 50 • If needed, request the members of the Community GRC to meet the Project GRC on the appointed date and place. • Prepare all the relevant information and document relevant to the complaint prior to the meeting and provide copies to all members. 2. The Project GRC will meet on the appointed date during which it may: • Deliberate on the nature and circumstances of the complaint; • Investigate the complaint; • Meet with the complainant and other persons; • Visit the site; and • Take a decision. 3. If the GRC needs extra time to investigate or deliberate on the complaint, the secretary will inform the complainant of the time when a decision is expected. In any case, all complaints shall be resolved within 20 calendar days of logging with the Project GRC. 4. Once the complaint is resolved the secretary will document the decision and prepare full documentation on the process including minutes of meeting, photographs of visits, documents reviewed, and reasons of the decision. 5. The GRC will ensure that the complainant is fully informed of the decision and is also informed about his/her right to appeal to the court of law. 6. In case follow-up action is required, the chairperson of the Project GRC will ensure that the actions are taken and are documented. 6.6 Resolution of the Cases by Court of Law GRC will make efforts to resolve the cases within their own jurisdiction. The complainant(s) may approach a court of law at any point. 6.7 Grievance Closure The complaint shall be considered as disposed-off and closed when: 1. The designated officer/authority has acceded to the request of the complainant fully; 2. Where the complainant has indicated acceptance of the response in writing; 3. Where the complainant has not responded to the concerned officer within one month of being intimated about the final decision of the grievance officer on his grievance/complaint; 4. Where the complainant fails to attend the proceedings of the concerned officer within the stipulated period of the disposal of the complaint; and 5. Where the complainant withdraws his/her complaint. 7 Monitoring and Reporting CLCs will be directly monitored by the implementing organization, but provincial governments are responsible for ensuring the quality of teaching and learning activities. The implementing organization will play the overall monitoring role and undertake M&E activities, including (a) regular supervision of project implementation sites; (b) preparing planned implementation progress reports; (c) monitoring and verification of data; (d) conducting citizens’ engagement surveys for ensuring beneficiaries’ and 51 communities’ satisfaction. Project documents and reports shared by implementing organization throughout the life cycle will provide necessary reference data for monitoring and evaluation. Moreover, ESCP and SEP require regular consultations with stakeholders. Six-monthly ESCP compliance monitoring reports would be prepared and submitted by the implementing organization throughout the project life. In case COVID-19 lockdown continues to remain operational, appropriate changes will be made in involving stakeholders and monitoring. In the course of project implementation, the SEP will be periodically updated, as necessary, consistent with the requirements of ESS10, in a manner acceptable to the Bank. Any major changes to the project related activities and to its schedule will be duly reflected in the SEP. Information on public engagement activities undertaken by the Project during the year will be conveyed to the stakeholders in by publication of a standalone annual report on project’s stakeholder engagement. 52