Success Stories | 10 January 2014

Improved infrastructure - Improved enrollment

"FRD improved infrastructure of Government Girls Primary School Attock through construction of boundary wall, provision of toilets and supply of clean drinking water that helped in providing favorable environment for learning and motivated the community to send their children to school thus resulted in increase in the enrollment."

“The Boundary wall constructed by FRD not only improved the learning environment but also improved overall enrollment. Now the students and teachers feeling secure and studying in peaceful and conducive environment.” Haleem Ullah, 48, Chairperson SMC.

UC1 Attock is comprised of more than 2500 Afghan refugees’ population in which nearly 800 refugees are settled in Behari colony. The huge settlement of the refugee population inside the host community overburdening the existing infrastructure and creating a sense of insecurity both in the host and the refugee community. Specifically the education facilities run by the government are already insufficient, poorly equipped and underfunded and the presence of refugee children in these schools exerted additional pressure is causing further grievances. FRD and UNHCR initiated Project that focused on improvement and rehabilitation of the existing educational institutes where the refugee and host community children are perusing education.

Government Girls Primary School No. 6 Behari Colony UC 1 Attock was one of those schools priotrized on the basis of its critical condition. Initially need assessment was carried out, need for construction of boundary wall along with toilets and water supply was identified. FRD addressed the needs through the provision of toilets, construction of boundary wall and supply of clean drinking water. Prior to the construction, the school premises was used as a garbage disposal point by the community and the households living near the school used it for rearing their livestock (cows and buffaloes) . After the construction of the boundary wall the practice stopped. The school management committees were formed to mobilize the community to take care of the solid waste. Secondly the absence of proper boundary was the reluctance of the parents to send their children to the school. The school is a coeducation school and no female teacher was willing to teach in the school due to lack of privacy and protection, as a result the parents were reluctant to send their female children to school due to non-availability of the female staff at the school. After the construction of the boundary wall the SMCs through their own fund hired female teacher for the female students. While the provision of toilets in the school improved the overall condition of hygiene and clean drinking water supply scheme helped in reducing the risk of waterborne diseases thus contributing to the overall RAHA objective of “Restoration and improvement of the environment”. 

Another major achievement is the improvement of the students’ enrollment as improved infrastructure enhanced confidence and trust of refugee and host community parents, thus decreased dropouts ratio. 

Shereen Khan an afghan refugee said “I re-admitted my daughter in the school, because now I am satisfied with the school environment. It’s secure and clean now”.

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