project completion report on open minds pakistan project · 2016-05-03 · project completion...

Project Completion Report on Open Minds Pakistan Project 1


About

Table of Contents:

Executive Summary 3

Swat Youth Front and Open Minds Pakistan Project

Syllabus for the Bi-Monthly Discussion Forum Sessions

Overview of Open Minds Pakistan Project

Objectives of the Project

Methodology/ Activities

Impact of the project

Success stories

5

6

8

9

9

17

21

Synopsis of Students’ articles and reports 22


Name of the Organization: Swat Youth Front

Country: Pakistan

Title of the Project: Open Minds Pakistan Project

Location: District Swat, Pakistan

Project date: 1st April 2009to 31st November, 2010

Target Beneficiaries: Vulnerable groups of adolescents (aged 10-15 and 16-19)

Report Prepared by: Amjad Ali, Program Manager Swat Youth Front

Contact Number: 0092-345-9525666

Since 2001, terrorism has grown to become the biggest security threat to Pakistan, although a range of other internal security threats are still present, due to enduring problems with sectarianism, religious extremism, drug and weapon smuggling, and violent ethnic and religious disputes. The country is often known for terrorism, extremism, violence, conflict and extremist propaganda that foster discord and negative impressions of the West. The positive aspects of Islam as a peaceful religion were/are being overshadowed by violent extremist and hence it is certainly a dilemma for parents in Pakistan today to answer the questions and concerns of their children in relation to the prevalence of terrorism in the country and allegation of terrorism in Islam.

Therefore, there was an indispensible need of a project to create awareness of the problems of terrorism and engender public debate on the subject and the Open Minds Pakistan Project, implemented by Institute for War and Peace Reporting (IWPR) United Kingdom, was a ground breaking initiative to answer the questions and concerns of the children in relation to the prevalence of terrorism in the country and allegation of terrorism in Islam along with addressing extremist propaganda that foster discord and negative impressions of the West by offering a fact based, analytical approach to discuss and disseminate information


on critical societal issue.The OMP Project aims to provide training in journalism to young people aged 10-19 years in

Pakistani schools, and give them opportunities to discuss debate and publish reports on current affairs. It is intended that through this projects, vulnerable groups of adolescents (aged 10-15 and 16-19) in target schools demonstrate an improved competence in articulating moderate views on issues known to counter radicalization such as governance, rule of law, human rights, security and conflict and development issues. With eighteen months execution period, the project strives to attract young people away from radicalism and views that support violence, by giving them knowledge about political and social issues provided in an objective format , to enable them to form their own opinions free from prejudice; Analytical and discussion skills to help them develop confidence in saying what they think; Some power to have their views heard by publishing their reports in nationwide newspapers, reducing feelings that violence is the only way to make a difference to their lives and communities and an opportunity to compare their views with a wide range of other young people from different schools in Pakistan, and with Muslim youth from other countries. The OMP project has targeted problems at grassroots level and in a short span of time, it is clear that the OMP project has achieved in relation to peace building in the area and the biggest contribution of the OMP has been to bring the debate on terrorism/violent extremist into the public space. Until, the OMP implemented in district swat the people and especially the target beneficiaries were in a state of denial about the problem of terrorism. Since the project implemented, it is observed (students views, reports and articles) that terrorism has become one of the most important issue affecting Pakistani life in general and of the new generation in particular. The students are more aware of the problem. The target beneficiaries are all inhabitants of District Swat and the name Swat is now synonymous with terror, conflict and torture. The worth and cost of peace cannot be better realized by anyone other than the generation who were born in land of conflict where it a was a prized and scare. The childhood memories got registered in their mind and will keep on resonating and the OMP Pakistan project really exemplifies that conflict cannot end by starting another conflict but through peace and dialogue and OMP provided means or resources to the target beneficiaries to do something concrete.


SYF is an independent, flexible, democratic, non-profit youth organization working for poverty reduction, illiteracy, unemployment, women empowerment, peace and disaster management in Malakand Region, NWFP, Pakistan since 1997 with a vision to strive in partnership with community, public and civil society organizations to achieve MDGs for developing a just, peaceful and prosperous society where all have equal access to opportunities irrespective of gender, color, race, religion and status. SYF was established in 1997 by a group of highly motivated and civic minded youths and was formally registered in 1999 under Social Welfare & Volunteer NGOs Registration and Control Act 1961 government of Pakistan.

Swat Youth Front has been selected for the open minds Pakistan project in April 2009 as implementing partner to implement the Open Minds Pakistan Project in five participatory schools at district Swat, Pakistan and agrees to undertake the following project activities in the selected five participatory schools;

To manage the contacting of and negotiation with the agreed schools regarding the project, and to identify 2 school coordinating teachers in each school.

To assist in allocating trainers to each school, including facilitating trainer visits during the allocation process, and to provide briefings (written and/or verbal) to each trainer about the socioeconomic, political, ethnic, etc. dynamics in the school and its community including parents and local population.

To assist as requested by IWPR staff with the conducting of a baseline study for the project before the beginning of activities in schools and at the end of the agreed period including implementing the study in the agreed schools and possibly participating in the design of the study

To assist as requested by IWPR staff and other stakeholders in the project in the training of teachers and pupils in the use of computers and the online forum, and to work with, monitor and encourage use of the forum by students (including explaining each month‟s topic and working with teachers to define times when students can post their comments online) throughout the agreed period.

To participate in project management committee meetings at regular intervals to be agreed and to share experiences and lessons learned with other stakeholders at such meetings.

To plan and conduct discussion clubs of 1-3 hours, every 2 weeks during term time, and throughout the summer holiday where possible, in each agreed school, on topics as named on the application form and other topics as agreed with IWPR staff.

To produce a briefing paper for each agreed topic in advance of the discussion club on that topic, and ensure that copies are circulated freely among students prior to the discussion.

To make reasonable efforts to ensure that at least 70-100 pupils attend each session of discussion clubs.

To participate in and carry out monitoring and evaluation activities as requested by IWPR staff throughout the agreed period, formal and informal.


To monitor computer use in the school, ensure that computers are available to students within reasonable hours (during school hours and after school when project activities are taking place), and to encourage and support all school staff in the use of computers in normal lessons.

To support the peer educators, media trainers, teachers and other stakeholders in the implementation of media training activities, and to encourage non-trainee students to become involved in any group activities arising from media training

To inform IWPR staff of any ideas for potential areas for expansion of project activities / new activities or ways of working, in the agreed schools or outside, and to work with IWPR staff in developing and implementing these.

To provide IWPR with accurate monthly narrative and financial reports based upon provided formats, and to provide any other related information from time to time as may be deemed necessary by IWPR.

The following topics, translated in the national language, in a form of discussion briefing papers were discussed on bi-monthly basis in five participatory schools on monthly basis.

S# Course Title

1 Understanding the United Nations.

2 Brief introduction to selected organizations- UN Agencies and NGOs

--

3 History of Human Rights. --

4 Introduction to Universal declaration of Human Rights.

Background

Plain language version

--

5 Convention on the rights of Child (CRC).

Background.

42 Articles(functional)

--

6 Protecting life- the individual in society.

Being a human being

Case study- “ A journalist has disappeared”

Protecting children

UDHR article 1,3,5,6,8,9,11,12. CRC articles: 2,3,6,8,11,16,17,19,

7 War, Peace and human Rights

Peace

Child soldiers

Humanitarian law

UDHR articles: 1, ,3,4,5,9,10,11,12,13,14,21,28. CRC Articles: :3,6,9,11,22,30,32,34,36,37,38,39

8 Government and the law

Councils & Courts

Sorts of courts

Equality before the law

An international criminal court

Juvenile delinquency

UDHR articles:7,8,10,11,12,21,28,40 CRC Articles: 2,3,12,40,41

9 Freedom of thought, conscience, religion, opinion and expression.

UDHR articles:1,2,18,19, CRC Articles: 2,12,13,14,16,17,29.

10 The right to Privacy. UDHR articles:12 CRC Articles:5,16


11 The freedom to meet and take part in public affairs. UDHR articles:20,21 CRC Articles: 15

12 Social and Cultural well-being. UDHR articles: 16, 19, 27. CRC Articles:5,29,31

13 Discrimination.

Stereotypes

colour or race,

religion-minority group status

Gender-sex or gender

Disability

UDHR articles:1,2,21,26, CRC Articles: 2, 12, 23,29,30,31.

14

The right to education

education as a human right

the right to learn your rights

UDHR articles: 21,26 CRC Articles:17,28,29,

15 Development and environment

food

water

an adequate standard of living

housing

population

work

energy

health

UDHR articles:2,16,19,23,24,25, CRC Articles:2,3, 6,17 ,24,27,28,31,32,36

16 Economic development and interrelatedness.

Local/ global

Working life

Development issues

UDHR articles:13,19,23,25,28 CRC Articles:6,17,32

17 Business and human rights. UDHR articles:19,23,25,28, CRC Articles: 3,6,17, 27.

18 Women Rights, women rights in Islam, women in Pushtoon Society

18 Islam and the west

19 Contemporary Muslim World

20 Enlightened Moderation

21 Globalization

23 Thinking about conflict and conflict resolution

24 The six element of post conflict reconstruction (1) Security (2) Humanitarian Relief (3) Governance (4) Infrastructure (5) Economy (6) Social/ cultural

25 Write a play, short story or poem about conflict and post conflict reconstruction

26 Essay Contest At the end of each month

27 International and national Current Affairs


Ov

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of O

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Min

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Pro

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Project objective:

Increase the capacity of communities to reject violent extremists

Post objective:

Help counter extremist propaganda in Pakistan that pulls individuals into radicalization and then into extremism

Project Purpose:

Vulnerable groups of adolescents (aged 10-15 and 16-19) in public and religious schools demonstrate an improved competence in articulating moderate views on issues known to counter radicalization such as governance, rule of law, human rights, security and conflict and development issues

Institute of War and Peace Reporting (IWPR) UK has signed agreement with Swat Youth Front in April, 2009 for the open minds Pakistan project activities in five schools and colleges of district swat with the objectives to increase the capacity of communities to reject violent extremists and building the capacity of Vulnerable groups of adolescents (aged 10-15 and 16-19) in public and religious schools demonstrate an improved competence in articulating moderate views on issues known to counter radicalization such as governance, rule of law, human rights, security and conflict and development issues.

As per proposed time line SYF has to initiate the project activities in the month of May, 2009 and also arrange a meeting with the respective schools and colleges coordinating teachers to share their schedule with SYF staff regarding the bi- monthly sessions in each school / college.

But as bad luck would have it, the security forces of Pakistan has started a massive operation against the insurgents in the whole district on 6th May, 2009 and hence resulted in a massive displacement of the inhabitants of the area More than 2.6 million Internally Displaced Persons (IDPs) forced to flee fighting in the Swat, Malakand and other restive areas.

The afore mentioned were the main cause for the delay execution of the project activities in five partner schools and colleges in the district.

However, with gradual improvement in the security situation in district Swat and the return of the IDPs, SYF project staff has conducted meeting with the partner schools administration and coordinating teachers to resume the project activities in their respective schools and colleges from the month of August, 2009.


The identification, selection and motivation of the participatory schools, students, teachers and administration were a cumbersome task for SYF‟s administration in the era of Talibanization regime in the area. The task was a challenging task in the challenging time for any affiliation with the NGO means inviting brutal consequences.

However, with a professional attitude and sincer commitment of the administration and coordinator teachers of the five schools, five schools have been identified and the agreement was signed with them till 30th April, 2010.

Project manager has started visits of the partner schools on 23rd of July, 2009 and held initial meeting with the schools administration and coordinating teachers to resume the project activities from the month of August, 2009.The project manager also briefed the schools administration and the coordinating teachers about the media training sessions and peer educators. Swat Youth Front has called on the meeting of coordinating teachers, school administration and the media trainers. The purpose of the meeting was to sign contract with the teachers and highlight their responsibilities to the schools administration and the media trainer. The media trainer, Muhammad Niaz Sb was also present to introduce himself and his assignment. The media trainer briefed the schools administration and the coordinating teachers about the media training sessions and also finalized the work plan with each schools regarding the media training sessions.

Swat Youth Front has hired the coordinating teachers on 20th April, 2009 but due to the complex emergency situation and the displacement, the signing of contract with them has been delayed until 22nd August, 2009 and hence the agreement was signed with the coordinating teachers on the same day. The signed contract / agreement with the teachers were shared with IWPR Islamabad office.

With the technical and financial assistance of IWPR country Office SYF in collaboration with the coordinator teachers conducted baseline survey in the five participatory schools and their vicinity to gauge the mental level of the students, their parents and the communities in general about media, journalism, terrorism and the thematic topics before imitating the project.


After the return of the displaced communities, and initial meeting with the coordinator teachers and school administration a tentative work plan was designed to initiate bi-monthly discussion forum sessions in each participatory schools on monthly tentative plan and hence the sessions were started in the month of August 2009 with special focus to arrange extra discussion forum sessions to cover the classes missed in the month of May, June and July due to displacement. From August2009 till to date total of 190 discussion forum sessions have been conducted in the participatory schools.

To enhance the capacity building of the students and coordinator teachers in the information technology and provide them an opportunity to share their experience, views and comments with their counterparts in Pakistan, UK and other countries; IWPR provided the students with two laptops and two Desktop computers, in extended phase, with built in high speed internet capacity. The students participate in the discussion clubs by logging on to the web portal. The analysis of the online forum shows that students have posted their views and have also viewed the contents posted by other persons. The coordinator teachers, being trained by the IP, served as a resource person assist to students to navigate the website and contribute to online discussions.

Under the OMP project two peer educators in each participatory school were selected and trained to provide support to students involved both in the open discussion forums sessions and media training sessions. Apart from their supporting role, they were trained to work with trainees on producing journalistic content, mentoring students and using their own knowledge of journalism, political issues and activism to help the students to help the students to produce the best content they can and get the most out of the project. The peer educators were also trained to act as the focal point for encouraging the setting up of school newspapers, working with coordinator teachers and schools administration to start these. This involved both getting permission from staff and supporting students in planning and producing the newspaper. The peer educators concentrated on trying to introduce new ideas and possibilities to students to expand their minds. In return for performing this role each peer educators received a stipend of 1500 PKRs per month

As per agreement, it was the responsibility of the IP to produce translated version of the briefing papers in Urdu language for each agreed topic in advance of the discussion club on the above mentioned topics, highlighted in the syllabus section, and to ensure that copies of each translated briefing papers are circulated freely among student prior to the discussion on monthly basis.


The OMP Pakistan project has not only provided means and resources to the students to keep themselves abreast with the prevalence current affairs situation and burning issues to expand their minds but also provide basic training in journalism to provide students with the tools needed to analyze and report on contemporary issues using a balanced, fact-based approach and to provide a counterpoint to extremist views.

Mr. Niaz Ahmad khan, a seasoned journalist and bureau chief of AVT Khyber was nominated as a media trainer to conduct media and journalism training sessions in five Swat based participatory schools. The project activity was planned to train the target beneficiaries in journalism and media and to improve discussion skills by publishing their work to give them chance by expressing themselves on national and international platforms in a proper and moderate way. As per guideline, the media trainer was responsible to conduct bi-monthly media and journalism training sessions involving at least 20 students in each participatory school.

From August2009 till to date total of 150 Media and Journalism training sessions have been conducted in the participatory schools on the following topics;

What is Journalism Duties of Journalism Quality Journalism Popular Journalism

Yellow Journalism Qualities of Journalist Why to be a Journalist Kind of Articles

What is News How to prepare News News Analysis Features

Investigative Features Opinion Column Source of Information

Interview T.V Journalism Package Idea SOT

Press Conference Camera technique Discussion on different topics Other related topics

Baseline survey (Questionnaire) prior and after the project.

Assessment during sessions through questionnaires

Attendance of students in each session.

Video Reporting of various activities on website and television

Kindly Visit: www.youtube.com/niazahmadkhan2009

Preparation and Photocopies of lecture notes for each session.

Designing and dissemination of Guide Book on Journalism

Submission of activity report and topic covered report on monthly basis.

Essay writing and publication in local and national Newspapers, on

burning issues

Editing of materials for the newsletter

Editing of students reports

Provision of prizes and other incentives to the students on self-help basis.


The media and journalism session component achieved its objectives successfully as nearly 250 young journalists were trained and polished; they have got awareness and also got the capability of highlighting their issue on print and electronic media. Numbers of them are taking part in expressing themselves by writing articles and news stories addressing local issues. Numbers of students have developed the skills of writing regularly and their news stories are published in local & national newspapers and also in the magazines. They also learnt what is journalism and the difference between good and bad journalism and also journalism and propaganda. They also learnt to go with the modern age by using internet, books and other modern facilities. Their behavior was totally changed towards positive approach of the society and learnt their rights and duties. This was felt a pleasant change with the curricular activities in their education. The young students have also developed the skill of questions. A link was also developed between the journalist and these young groups who provide authentic information of their local issues as some time they have timely informed the journalists of imposing curfews, electricity issues, and water supply issue and also when the flood hit the area so they informed the journalist by their regular messages. The students also took part in the TV and Radio Talk shows.

The OMP Pakistan project provided resources and means to the students to perform practically as a journalist and give ventilation to their inner feelings in black and white. The topic written by the students and published in the newsletters not only create awareness and sensations at a broader level but also serve as a main source to highlight the project activities and its objectives at gross root level. The topic covered the newsletter were researched and written by the students on critical issues affecting their region with wide dissemination. Themes included for the topics to be covered in the newsletter included sectarian violence, religious extremism, role of state in providing security, human rights, role of media and other societal issues. The newsletters were published in the local language and the hardcopies of the same were distributed among NGOs, religious leaders, decision makers, parents and within the community. Swat Youth Front disseminated 100 copies each to the participatory schools and also disseminated some of the copies in the vicinity of Mingora, national and international organization both via courier service and email, scan &PDF copies, and the feedback was notable and encouraging. During a one day orientation workshop regarding militancy and extremism organized by Khudi Pakistan, subsidiary organization of Quillium Foundation UK, in Pakistan. We have disseminated the hardcopies of the newsletter with the participatory students and Miss. Fatima Mallick of Khudi Foundation. The participant students really appreciated the initiative and comments that the issue highlighted by the students regarding the prevailing situation in district swat was quite impressive and realistic as it embodied the inner feeling of the students and gave outlet to the situation they felt or feeling. Miss. Fatima Mallick also appreciated the newsletter and also requested to motivate the students to write for their quarterly magazine too. The Head of the participatory schools also commented that the newsletter was a new concept for their students to share their thoughts and emotions around them with the


larger audience. Furthermore they also added that such initiatives enhanced the analytical and writing skills of the students and also provided them platform to share it with the larger audience for positive changes and awareness, on one hand, but would also equip them with knowledge to grapple with the modern world challenges, on the other hand, with keen observation of the prevailing situation. Mr. Abdul Qadoos, who is a government teacher, commented that the newsletter was a good source of information and more than that the students discussed the main issues of the society. He also added that the students had a good knowledge about their around and present it in a lucid and good language and hence it proved that the writing skills of the students had improved a great deal and suggest that the students could become good writer in the future. In addition to this he also emphasized that the government schools students should also be provided with such good and result oriented opportunities. Mr. Abdul Kabir, a government teacher and also a journalist, commented that the students shared their feelings in a very comprehensive manner in the newsletter and highlighted the burning issues. He advised that the students should focus on their schools and also wrote about the children who were not attending the schools and hence they would serve as inspiratory for out of going children.

The newsletter covered the following topics;

Inflation Kills Problem faced by

Patients in Swat Our Politician & Khyber Pakhtun khwa

Curfew & Check Post are Big Problem for people in Swat

Positive & Negative Role of Media

Qualities of Journalist Dowry is a curse An introduction to Islampur Village

Knowledge is Power

Smoking is poison

Human Rights

Post-Taliban situation of education in Swat

Parents a great gift of God

Educated women- a prosperous society

How Taliban ruined education in Swat

Taliban era in Swat- A nightmare

Honesty & truthfulness How to restore peace in Pakistan

Health Problems

Swat Before & After Army Operation

Tourism

The Current scenario of Swat

Militancy and its causes

East and West


The media and journalism session component achieved its objectives successfully as nearly 250 young journalists were trained and polished; they have got awareness and also got the capability of highlighting their issue on print and electronic media. Numbers of them are taking part in expressing themselves by writing articles and news stories addressing local issues. Numbers of students have developed the skills of writing regularly and their news stories are published in local & national newspapers and also in the magazines.

The open discussion forum was a practical activity for the participatory schools Students to comment on the topics they were thought during the project tenure and share their views with their counterparts and also with the larger audience. 20 students from each school participated in the open discussion forums sessions and each participating school was provided with one them to get well prepared and discussed the same theme, whereas students form other schools were responsible to observe the discussion and asked the questions from the members of the group. In addition to this, the students were also assigned with group work by dividing them into five groups to discuss the given topics, prepared a presentation, present them and answered the questions asked during the presentation. The following topics were discussed and presented during the open discussion forum; Themes for first session:

Islam and Human Rights

Right to Education Right to expression Right of minorities Rights of Women Current Status ( Do we as Muslims practice Islam's human rights teachings) Suggestions to improve the situation

Education and Tolerance Role of school in creating a tolerant society Do teachers fulfill their responsibilities to develop students as tolerant person Do our text book contain any material that promote tolerance or vise versa What should be done to promote tolerance among students

Role of Media in Development

How can media raise development issues/ is media covering development issues How accurate the media is providing information on education, health, sports,

infrastructure, tourism, business etc. What role students can play as young journalists Suggestions


Rise, Management and fall of Extremism in Swat

Factors (who was responsible to promote extremism in Swat) Rise and fall of extremism, how did it started, what incidents happened, how did

it was countered by government) Post conflict situation in Swat Recommendations

To gauge the analytical and written skills of the students OMP organized a thematic essay competition in both new and old schools on two round of competition. The first round was open for all the students of all the schools while the second round was organized among the winners of all the participating schools and madrassas. The topics included for the thematic essay competition were;

Causes of Extremism and its Remedy (Compulsory) Rights and duties of Citizen (Optional) Role of state in providing security to its citizens (Optional) Democracy and good governance (Optional) Role of Media in Peace Building (Optional)


Swat Youth Front, an indigenous organization of district Swat, was selected as an implementing partner for the open minds Pakistan project in the era of Taliban regime in the area. The area was known for terrorism, extremism, violence, conflict and extremist propaganda that foster discord and negative impression of the west. The positive aspects of Islam as a peaceful religion were/are being overshadowed by violent extremist and hence it is certainly a dilemma for parents and to answer the questions and concerns of their children in relation to the prevalence of terrorism in the country and allegation of terrorism in Islam. Therefore, there was an indispensible need of a project to create awareness of the problems of terrorism and engender public debate on the subject and the Open Minds Pakistan Project, implemented by Institute for War and Peace Reporting (IWPR) United Kingdom, was a ground breaking initiative to answer the questions and concerns of the children in relation to the prevalence of terrorism in the country and allegation of terrorism in Islam along with addressing extremist propaganda that foster discord and negative impressions of the West by offering a fact based, analytical approach to discuss and disseminate information on critical societal issue. The OMP Project aims to provide training in journalism to young people aged 10-19 years in With eighteen months execution period, the project strives to attract young people away from radicalism and views that support violence, by giving them knowledge about political and social issues provided in an objective format , to enable them to form their own opinions free from prejudice; Analytical and discussion skills to help them develop confidence in saying what they think; Some power to have their views heard by publishing their reports in nationwide newspapers, reducing feelings that violence is the only way to make a difference to their lives and communities and an opportunity to compare their views with a wide range of other young people from different schools in Pakistan, and with Muslim youth from other countries. The OMP project has targeted problems at grassroots level and in a short span of time, it is clear that the OMP project has achieved in relation to peace building in the area and


the biggest contribution of the OMP has been to bring the debate on terrorism/violent extremist into the public space. Until, the OMP implemented in district swat the people and especially the target beneficiaries were in a state of denial about the problem of terrorism. Since the project implemented, it is observed (students views, reports and articles) that terrorism has become one of the most important issue affecting Pakistani life in general and of the new generation in particular. The students are more aware of the problem. The target beneficiaries are all inhabitants of District Swat and the name Swat is now synonymous with terror, conflict and torture. The worth and cost of peace cannot be better realized by anyone other than the generation who were born in land of conflict where it a was a prized and scare. The childhood memories got registered in their mind and will keep on resonating and the OMP Pakistan project really exemplifies that conflict cannot end by starting another conflict but through peace and dialogue and OMP provided means or resources to the target beneficiaries to do something concrete. The OMP project initiated human rights Education classes with vulnerable group of adolescents in high schools and colleges to demonstrate an improved competence in articulating moderate views on issues known to counter radicalization such as governance, rule of law, human rights, security and conflict and development issues by educating encouraging and sensitizing students, their families and neighbors about their inherent human rights and hence minimize human right abuses and promote culture of human rights and initiating dialogues. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human rights education is important for the existence of human society in the modern globalizing era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. OMP project shares UNESCO‟s observation that “effective advancement and defense of human rights are dependent upon a citizenry sensitive both to the rights to which they are entitled and to the rights of others. A person who is unaware of his or her rights – a person who is ignorant about existing national, regional or international procedures for enforcing human rights standards – is generally unable to claim the rights to which every person is entitled. Likewise, a person who does not understand the basic dignity that is inherent in each man, woman and child is unlikely to protest when others suffer indignities or injustice. The United Nations Decade for Human Rights Education (1995-2004) called upon to promote and enable the public of the area to develop fully and use their human qualities, their intelligence and their talents and their conscious and to satisfy their spiritual and other needs and create conditions of social and political justice, nonviolence and free conflict environment among different social group to ensure a prosperous, peaceful, enlighten and justice based society.


The OMP project achieved the following objectives by imparting HR Education and awareness to the students, their teachers, families and the communities;

Imparted human rights education to the young so that they will grow as human beings with much sensitivity to their own human rights as well as those of others and to play a positive role by promoting peace, human rights and reconciliation.

Spread the culture and ethos of human rights in the children‟s schools& colleges and in their surroundings and increase the capacity of communities to reject violent extremists by enhancing education and awareness rising on Human Rights.

Help counter extremist propaganda in District Swat that pulls individuals into radicalization and then into extremism.

The target beneficiaries are all inhabitants of District Swat and the name Swat is now synonymous with terror, conflict and torture. The worth and cost of peace cannot be better realized by anyone other than the generation who were born in land of conflict where it a was a prized and scare. The childhood memories got registered in their mind and will keep on resonating and the OMP Pakistan project really exemplifies that conflict cannot end by starting another conflict but through peace and dialogue and OMP provided means or resources to the target beneficiaries to do something concrete. The OMP project helped to promote social integration and foster tolerance helping to reduce tension and generate dialogue and established a sense of structure and normalcy in youth‟s lives, which is particularly important for children affected by armed conflict, terrorism, extremism, displacement and other elements of complex emergency situations. The OMP project harness the power of knowledge, HR Education, Journalism training, to teach important life skills and values that can contribute towards building vibrant and peaceful communities. Participants leant how to communicate, work in teams and set goals. The project helps youth to cultivate an ability to observe, reflect, analyze and resolve conflicts through increased self-esteem and confidence in their own abilities as well as motivation and courage to be positive agents of change. The regular activities like discussion forum sessions, media/journalism training sessions, participation in the local newspapers and magazines, open discussion forums and newsletters also reduce stress, anxiety and depression, provide respite from conflict and stressful situations and help children affected by conflict and war regain as a sense of normalcy. Feedback from the

schools administration, parents and communities showcase how the project is contributing

toward decreased violence and conflict in the community and an increase in ability to resolve

conflict cooperatively.


The OMP has not only been a thought provoking and knowledge oriented initiative but also but provide a platform to build the capacity of the students to enhance their analytical skills; develop self-confidence to talk before teachers and public on highly sensitive issues and topics; to make their opinion on social, political and economic issues ; expose their skills and inborn qualities; discriminate between right and wrong and increased comfort level with the teachers to discuss their problems by activating and flourishing their dormant abilities and more importantly to tend their negative behavior towards positive one. The project also improved the writing and self-expression skills of the students and provides a platform to the students to share their views via newspapers, radios and website and hence developed open mindedness among them to observe and analyze the situation in their vicinity. Journalism training component was a ground breaking initiative to create self-confidence and boldness among the students and enhance their analytical skills and produce sense of curiosity among the students to observe and write them in form of articles, report and essays. The Head of the participatory schools also commented that the newsletter was a new concept for their students to share their thoughts and emotions around them with the larger audience. Furthermore they also added that such initiatives enhanced the analytical and writing skills of the students and also provided them platform to share it with the larger audience for positive changes and awareness, on one hand, but would also equip them with knowledge to grapple with the modern world challenges, on the other hand, with keen observation of the prevailing situation.


During a one day orientation workshop regarding militancy and extremism organized by Khudi Pakistan, subsidiary organization of Quillium Foundation UK, in Pakistan. We have disseminated the hardcopies of the newsletter with the participatory students and Miss. Fatima Mallick of Khudi Foundation. The participant students really appreciated the initiative and comments that the issue highlighted by the students regarding the prevailing situation in district swat was quite impressive and realistic as it embodied the inner feeling of the students and gave outlet to the situation they felt or feeling. Miss. Fatima Mallick also appreciated the newsletter and also requested to motivate the students to write for their quarterly magazine too.

The contents of the Open Minds Pakistan Project were also shared with the members of the Centre for Victims of Torture official website and the members highly appreciated the initiative of the Open Minds Pakistan project.

The Head of the participatory schools also commented that the newsletter was a new concept for their students to share their thoughts and emotions around them with the larger audience. Furthermore they also added that such initiatives enhanced the analytical and writing skills of the students and also provided them platform to share it with the larger audience for positive changes and awareness, on one hand, but would also equip them with knowledge to grapple with the modern world challenges, on the other hand, with keen observation of the prevailing situation.

Mr. Abdul Qadoos, who is a government teacher, commented that the newsletter was a good source of information and more than that the students discussed the main issues of the society. He also added that the students had a good knowledge about their around and present it in a lucid and good language and hence it proved that the writing skills of the students had improved a great deal and suggest that the students could become good writer in the future. In addition to this he also emphasized that the government schools students should also be provided with such good and result oriented opportunities.

Mr. Abdul Kabir, a government teacher and also a journalist, commented that the students shared their feelings in a very comprehensive manner in the newsletter and highlighted the burning issues. He advised that the students should focus on their schools and also wrote about the children who were not attending the schools and hence they would serve as inspiratory for out of going children.

Mr. Saeed Asim Shah, Peer Educators, of Sarosh Academy, who wrote an article entitled as “Swat Education Situation” in the newsletter commented that the newsletter was the best opportunity for me to share my deep emotions regarding the education system after Taliban regime. He also added that he was too patient about the open minds Pakistan project to even change his school for the same and join another school where the project was going on.

Muhammad Aziz, Ellum Valley Public School, who wrote an article, entitled as “Introduction of Islampur Village” commented that being from the backward area and devoid of basic amenities, the Open Minds Pakistan Project through


Swat Youth Front enabled me to improve my writing skills and keen observation and also enabled me to present my thoughts in black and white.

Furthermore, he added that Islampur Village is a beautiful village famous for its handicraft is a negligible area and the Newsletter provide me with the opportunity to share the basic problems of my village with my colleagues, teachers, SYF and even the national and international organization and government.

The media and journalism training sessions have polished the inner abilities of the students and motivate them to be active journalist and hence on the basis of the same, the media trainer has established an SMS group of all the students to report accurate and unbiased information with the media trainer to be telecasted and published in the television, radio and newspapers respectively. the students of Excelsior Schools and College has written an article on the electricity situation in his respective area and on the basis of the same, Mr. Allaudin, Member of National Assembly (PPP) declared in a press conference that the same issue came into my observation through the article of a student in the local newspapers and has promised to resolve the issue on emergency basis.

Students have published various reports and articles they observed in their vicinity, the following are some of the articles written by the students and published in the leading newspapers “Daily Jang and the News” as supplement;

Syed Asim shah, 10th class Sarosh Academy Swat

Educational situation in Swat Development and prosperity is impossible without education. Every citizen should have aims and objectives to promote education in the country. The only way to cope with forthcoming challenges is to educate children. Educated society is endowed with love, peace and happiness. Government spends huge money on the establishment of schools and provision of free books but terrorism paralyzed educational system which is coined in the name of religion. Due to restrictions on female education and destruction of educational institutions, educational activities are decreasing in Swat. The secured schools were either occupied by the Army or the militants. Education crises further elevated in the region because of ban imposed on 400 private schools. Nonetheless, courageous students were not disappointed and continue their studies with great vigor. As situation became worse, rich people send their children to other districts for study. But how poor persons who earns his living through labor can enroll his children in a private school despite the fact that he dreamed that his sons would be a successful persons of the society. At the time of army intervention in the region, whole population of the district was displaced. Wealthy people got houses on rent and their children use to continue their


studies in private schools. Poor people moved to tent villages and their children attended classes open air in hot weather conditions. One thing was very much encouraging for a common man that poor and rich both were in a same queue to get ration and cards. I wish if a standardized educational system is being enforced in the country, at least child of a lay man does not undergo in inferiority complex. Now come to the educational situation of Swat. In current crises more than 300 schools were destroyed. Tent schools and rented buildings were acquired as alternative to continue schooling of pupils and despite shifting to tents and rented schools, the attendance remained 90 percent. Private schools are almost open now. Only schools under army operation areas are still closed in Swat. Student belong to suburbs of Mingora, travel daily to the city for their schooling, face sewer problem of traffic jam due to number of security check post in the city. There is a dire need of the hour to facilitate school vans during screening on check posts so that students can reach to their classes in time. Tent schools look more deprived and vulnerable. Facilities provided by the public and private partnership are not sufficient. At the moment destroyed institutions should be entered in completion phase but……..? It is very much obvious that people of Swat rendered magnanimous sacrifices for national security. They left their houses, areas and businesses for national cause. Therefore people of Swat need special attention to rehabilitate and reconstruct their educational system because education is the only way to eradicate extremism from this region. Jawad Ullah Khan Excelsior (School College)

Role of young journalists in the development of society Journalism is a holy profession. One can serve its community through this profession. Infect journalist shows the real picture of the society. If journalists did not use this profession for their own vested interests, they can reform the society and work for betterment of the society with their professional capabilities. A person who feels pain of others and is motivated to serve community can be a good journalist. Furthermore, one who is committed to disclose embezzlement, bribery and brutality prevailing in the society could also be a committed journalist of the society. In our society not only people from Government of print and electronic media can play their rule to guide society but also students of the schools and collages can have strong journalistic potential. Journalism excels in the current era. Especially electronic media erupted rapidly and attracted youth remarkably. Now media is free to express its ideas, opinions and responsiveness. In the past media faced and endured immense sanctions and restrictions to profess their profession. This is why we often observe socio-political scandals of affluent individuals in print and electronic media. It is also very much obvious and established that our young journalists often seen on TV screen while exposing brutalities, inequalities and coercion in the society. Incident of Sialkot, in which, two brothers were murdered savagely in presence of police and


general public in an open opener. It was also disclosed by a young journalist through video camera footage. That video creates hype among high government officials, which stimulated ground for the apprehension of civil and police culprits. Journalist in the current era can promote education and development, social reform with his capabilities, besides that he can also identify bribery, nepotism, embezzlement and violation of rights. Journalist can also highlight vulnerable and deprived segments of the society to the national screen.

Shahzad Khan, Sarosh academy Makan Bagh Swat

Stop Begging

Being a loyal citizen of my beloved country, Pakistan I love to accept load shading, unemployment and curfew but I hate slavery, terrorism and have courage to reject Kerry Logger Bill, which is developed to enchain the capabilities of my nation as I am not ready at any cost to compromise on integrity of Pakistan. I Love to die with hunger rather than to beg. In other words, better to sleep starving than to rise in debt. Life as a lion with one day is better than a hundred days of jackal life. Could you please stop begging? Asad Khan, Class 9th Ellum Valley Public School Islampur

Human Rights

The purpose of creation of human being is to worship God and awarded him with the title „Best Creature‟. When Allah created this world and human beings, he also developed human rights which are still present since from the era of Hazrat Adam (AS). No one is allowed to deprive or snatch these rights from others and no one can finish them. These rights are 1) right to live, 2) freedom of expression, 3) right to business, 4) right to participate in politics, 5) Right to respect women. Right to live: Under the laws of Allah every human being and animal has right to live. Nobody is allowed to wrest right to live from any on else. If one do so the other would definitely react and also harm him. Right of expression: All mighty Allah granted 2nd right to human is right of expression. Means, one can say whatever he thinks and nobody has the right to stop him. Right to business: The 3rd right is right of business means anybody is allowed to do any kind of business on the condition that it is under Islamic law and he can do it where ever he wants.


Right to participate in the politics: The 4th right is to participate in the politics of the country. For instance, if someone wants to contest in elections, he can do so subject to the country laws. Right to respect women: When God created Adam (as.) He also created Eve (as.) at the same time and endowed her with respect. Now days it becomes a tradition That when women are abused and deprived from their rights, it is argued that Allah bestowed superiority to man on a woman. This superiority does not mean that we abused them, deprived them from education. They should not keep at home like cattle but they should be respected like men. If we analyze all these rights, it is clear that all right are rights are quite respectful and easy to perform. If a person wants to actualize his belief, then he must perform these obligations because he is answerable before God on the Day of Judgment. God may forgive a man from His own rights but as far as human rights are concerned even God cannot forgive until and unless the aggrieved person did not forgive his rights to the person. Thus we must perform these obligations on priority and should practice these rights like other matters as Islam. Shafique Ahmed, Class 9th Tipu Model School and collage Swat

16 districts inundated in KPK Flood is a natural calamity which caused degradation of land; damaged bridges disconnected power and electricity supply and displaced people. Thousands of people lost their lives due to this disaster. Devastating floods hit all five provinces of Pakistan and Azad Kashmir In July 2010. Almost same immensity flood had struck same area in 1929 and whole infrastructure was destroyed, mass amount of people were displaced. But the flooding of July, 2010 was more destructive than the previous one. It struck most of our districts such as Swat, Charsadda; Nowshehra etc. 1400 casualties were reported. Millions of people were displaced. Countless families affected badly. Most of the affected areas were rescued by public and private entities as basic necessities of subsistence were inexistent locally. Most of the bridges were flowed in the water and due to it vast area of the province was disconnected with other districts and main highways of the province. May Allah bless and secure us from this calamity.

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project completion report on open minds pakistan project · 2016-05-03 · project completion...

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