Revival of GPS Qadir Bakhsh School in Talab Area, Tehsil Taftan, District Chaghi, Balochistan.
The Council for Community Development (CCD) team on Behalf of Project Management Unit (PMU) visited Government Primary School (GPS) Qadir Bakhsh in Talab area, Tehsil Taftan, District Chaghi, Balochistan. During the visit, it was discovered that the school had been non-functional for two years due to the absence of the sole teacher whereas, the teacher has been reported to be engaged in some personal matters at Iran by the community, neglecting his teaching duties and causing a significant educational void in the community. As a result of the teacher's absence, the school had been non-functional for the last two years, depriving the children of this particular community.
When the team investigated about the old Parent-Teacher School Management Committee (PTSMC), they were briefed that this committee was no longer operational as the members of the committee had either passed away or migrated from the area to some other place. Recognizing the urgency to revitalize the school, the CCD team initiated a community mobilization effort. A larger community meeting was conducted to emphasize the importance of education. Through collective effort and discussions during the community meeting, a new PTSMC was formed. This committee included active and concerned members of the community. This step ensured that there was a local governing body to oversee the school’s operations.
The newly formed PTSMC, with support from community leaders, submitted a written complaint against the absent teacher to the District Education Officer (DEO) Office in Chaghi. A training session for the new PTSMC members was conducted the next day. This training aimed to equip the members with the necessary skills and knowledge to manage the school effectively and ensure its smooth functioning
The immediate steps taken by the community and the CCD team have set the groundwork for the functionalization of GPS Qadir Bakhsh. The involvement of the community and the formation of a proactive PTSMC are critical for sustaining educational services. Based on the new PTSMC’s recommendations, a written complaint was lodged at the DEO Office i.e. expected to lead to an official investigation and appropriate action against the absent teacher. The complaint was supported by PTSMC members and community nobles, demanding action against the absent teacher. This may include appointing a new teacher or ensuring the current teacher returns to fulfill his duties. The CCD / PMU teams and the new PTSMC will continue to engage with the broader community to reinforce the importance of education and to ensure that the school remains functional and effective in delivering education to the children of Talab area.
This case study highlights the significant impact of community mobilization and local governance in addressing educational challenges in remote areas. The proactive steps taken by the community, with support from the CCD team, demonstrate a strong commitment to ensuring that children have access to education, which is fundamental to the community's development and future prosperity. This case study illustrates the power of community mobilization and effective local governance in resolving educational disruptions. By forming a new PTSMC and taking immediate action against the negligent teacher, the community of Talab area has taken significant steps towards ensuring continuous educational opportunities for its children. The efforts of the CCD / PMU team and the new PTSMC serve as a model for addressing similar issues in other remote areas.
Community-Led Repairs at GBPS Killi Tozi Karez, Tehsil and District Chaman, Balochistan.
GBPS (Government Boys Primary School) Killi Tozi Karez in District Killa Abdullah at Balochistan, faced significant infrastructure issues, particularly with classroom seepage and drainage problems during the rainy season. These conditions posed safety risks and disrupted students' studies.Classrooms had severe seepage problems, which worsened during rains, making the environment unsafe and unsuitable for learning. Despite multiple complaints and a visit by school officials who acknowledged the risks, no support or action was taken by the School Education Department.
The Council for Community Development (CCD) team engaged with the community to discuss the ongoing issues. The concept of “Self-help” was introduced to motivate the community to take charge of the situation. Through counseling sessions and PTSMC Training, the CCD team emphasized the importance of community action and self-reliance. The community was encouraged to take immediate steps to address the infrastructure problems rather than waiting for external assistance.
The community members decided to repair the school using their resources. The community repaired the school by their own through contribution by the community and nominal addition of cluster funds. Realizing the unaffordability of professional labor within their budget, community members and teachers volunteered to carry out the repairs themselves. The repair work included fixing seepage issues and improving drainage to ensure the classrooms were safe and conducive to learning.
The collaborative effort led to the successful repair of the school infrastructure. The seepage and drainage issues were resolved, providing a safer and more stable learning environment. The process empowered the community, demonstrating their ability to address and solve their problems through collective action. This initiative set a precedent for self-help and community mobilization, encouraging other communities facing similar issues to take proactive measures.
The case of GBPS Killi Tozi Karez highlights the effectiveness of community mobilization and self-help in addressing critical infrastructure problems in schools. By working together and utilizing local resources, the community was able to create a safer and more effective learning environment for their children. The support and guidance from the Council for Community Development under the Balochistan Human Capital Investment Project played a crucial role in facilitating this transformation. This case serves as a model for other communities to follow in overcoming similar challenges.
Formation of PTSMC at Government Girls Middle School Lalabad, Quetta.
Government Girls Middle School Lalabad at District Quetta faced significant challenges related to community cooperation and internal conflicts. These issues hindered the formation of a Parent Teacher School Management Committee (PTSMC) and affected the school's funding and development. Upon visiting the community, the Council for Community Development (CCD) field team encountered resistance. Community members were showing reluctance and were unwilling to engage with the team or support the formation of a PTSMC.
There were ongoing conflicts among community members regarding the ownership and use of the school land. This dispute created a hostile environment and impeded collective decision-making. Due to the persistent conflicts, the Project Management Unit (PMU) of the School Education Department decided to cancel the previously approved funds for the school, to avoid facing, further complications in the situation.
The CCD team made multiple attempts to mediate and resolve the conflicts within the community. Efforts were focused on understanding the root causes of the disagreements and encouraging dialogue among community members. Despite initial failures, the CCD team remained committed to resolving the issue. They intervened thrice, each time employing different strategies to bring the community together. Strategies included one-on-one meetings, small group discussions, and larger community gatherings to address grievances and build consensus.
The CCD team facilitated discussions that highlighted the importance of a functional school and the benefits of forming a PTSMC. They worked to shift the focus from the land dispute to the educational needs of the children and the broader benefits for the community.
After persistent efforts, the CCD team successfully mediated the conflicts, leading to an agreement among the community members to prioritize the school’s functioning over their disputes. With renewed cooperation, a PTSMC was formed. This committee included representatives from different factions of the community, ensuring balanced and inclusive representation. The formation of the PTSMC marked a significant step towards community-led management of the school. Members committed to working together to enhance the school’s environment and resolve future issues collaboratively.
The successful formation of the PTSMC and the resolution of conflicts paved the way for the PMU to reconsider the cancellation of funds. The school is now in a better position to receive and utilize allocated resources for development. The establishment of the PTSMC has led to more organized and effective management of the school. It ensures that the community has a direct role in overseeing the school’s operations and addressing any emerging issues. The process of resolving the conflict and forming the PTSMC improved relations among community members. It demonstrated the power of dialogue and cooperation in overcoming disputes for the greater good.
The case of Government Girls Middle School Lal Abad underscores the importance of persistent community engagement and conflict resolution in the context of educational development. The CCD team’s dedication to facilitating dialogue and fostering cooperation led to the successful formation of a PTSMC, reinstating the school’s funding and setting a foundation for sustainable management. This case illustrates how addressing underlying community conflicts can significantly impact the effectiveness of school governance and the overall educational environment.
Formation of PTSMC at Government Girls High School New Kahan, Quetta.
Government Girls High School New Kahan at District Quetta faced persistent challenges due to internal disputes among different tribes within the community. Ongoing disputes among various tribal factions within the community caused significant friction and hindered collaboration. These conflicts made it nearly impossible to form and sustain a functional Parent Teacher School Management Committee (PTSMC).
The Council for Community Development (CCD) team conducted a series of engagements with community members to understand the underlying issues and the dynamics of the tribal conflicts. Previous attempts to form PTSMCs were unsuccessful as members frequently quarreled over minor issues, leading to disbandment and further mistrust. The absence of a cohesive and representative leadership structure exacerbated the school’s management issues.
Emphasis was placed on the importance of a functional school management system for the educational benefits of their children. For the purpose, the CCD team finally organized on last Larger Community Meeting (LCM) that brought together representatives from all tribal factions. The objective was to create a platform where all voices could be heard, and mutual understanding could be fostered.
To ensure fair representation and reduce bias, the CCD team facilitated elections for the PTSMC through a structured voting process. Community members were educated on the election process, and voting was conducted transparently to ensure legitimacy and for acceptance of the results by all stakeholders.
The CCD team provided mediation services to address ongoing disputes and foster a culture of dialogue and cooperation. Through the democratic process, a new PTSMC was elected, comprising representatives from various tribal factions. This approach ensured inclusivity and reduced the likelihood of bias and favoritism.
The newly formed PTSMC members were committed to setting aside their differences for the greater good of the school and the students. Finally, the PTSMC was trained mainly on conflict resolution, to improve interpersonal relations among community members, to promote peaceful coexistence for the betterment of schools and for the better education of their children and to ensure the long-term functionality and effectiveness of the committee.
The establishment of a democratically elected and peaceful PTSMC marked a significant achievement in the school’s governance. The committee is now better equipped to manage school affairs and address issues collaboratively. With a functional PTSMC, the school experienced improvements in management, leading to a better learning environment for students. The process of democratic elections and conflict resolution contributed to a sense of unity and cooperation among different tribal factions, fostering a more harmonious community.
The case of Government Girls High School New Kahan demonstrates the effectiveness of democratic processes and persistent community engagement in overcoming deep-rooted conflicts. The approach of PMU & CCD for facilitation in elections and provision of continuous mediation and support, resulted in the successful formation of a peaceful and functional PTSMC. This case underscores the importance of inclusive and transparent processes in building sustainable school management structures and enhancing community cohesion for the betterment of educational outcomes.