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Kharochann School

 
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Khurram Owais Shah



Joined: 07 Nov 2007
Last Visit: 09 Oct 2010
Posts: 45
Location: Karachi
PostPosted: Fri Aug 01, 2008 10:11 am    Post subject: Kharochann School Reply with quote

Project: Kharochann school for remote islands
Organization: Action for Humanitarian Development
Team: Nabeel Hasnain (team lead), Tehniyet Kardar, Hasan Saeed
EC: Shahan Zafar, Umaimah Mendhro, Akbar Bhaidani

Please download the attached proposal, checklist and photos for review.

In response to Aisha's questions, AHD wrote:
In explaining the target population that would benefit the proposal states that about 100 children will be directly benefited by this school in one year. Out of the total 1560 people affected, this seems like a small number to be directly enrolled. Can this number be increased to ensure a more efficient use of the money?

Our target area is a remote island of Taluka Kharo Chhan, District Thatta. In this area there is no government infrastructure that could be adopted for running of school. Resultantly we initially have to construct infrastructure for proper and safe arrangement for children by constructing school shelter and providing furniture. By compromising on this we lose on community interest as they would no prefer their children sitting under open sky, especially in situation when there is less awareness on importance of education as our contemporary need. Due to small level sitting and shelter arrangements, we must focus on only 100 students maximum so that we keep quality of education by focusing on less students and more knowledge delivery. Only 2 teachers will facilitate 100 students that makes 50 students per teacher. Quality educations standards recommend 20 students per teacher, that means we need at least 5 teachers to educate 100 children. We cannot afford at this level due to limited budget and scarce resource. Teaching aid material cost are fixed for 100 students if quantity of students increased, all relevant costs will increase like, furniture, one extra room construction for students, tables, chairs, teaching aid material, books and copies for student. Based on these facts and ground realities, we will never recommend to increase the number of students. Still if desired and come achievements compromised, enrollment can be increased.

Are the majority of students going to be children or is there a way to involve older people in this program too?

Students will be 100% children. Older people/community is aware on importance of education to that extend that they already have agreed to provide land for school and promised to enroll their children especially girls in schools. Our organization has good ground work and mobilization at selected villages that we will not need any further campaigning for opening of school. We exist there since 8 years.

The NGO reiterates their commitment to gender equality throughout the proposal. I am wondering whether there are any specific steps taken to make sure the already existing social stratification does not bleed into the way this project affects the community

Target community is fishing community of Pakistan that is thought and proved to be moderate community of Pakistan as they were the first to engage their women in trade and economic activities at sea. We do not see any obstacle in involvement of women in these activities. Further, we are sure that we will be able to enroll more than 50% students girls at this school.

There was mention of the present situation where children are contributors in the family's earnings. Will this school affect the livelihood of the students' families? How will the NGO market the idea of this school in order to ensure consistent cooperation from the families in this impoverished area?

Children are engaged in work at home just because there are no facilities to productively nurture their children. No schools, No Parks, no Play ground, No Video Games, or No any other recreational activities. To save their children from vagabond like engagements and grow their children as good contributor to the economy and society when they grow up, they keep them busy in work at home most of the time but not all the time. We have repeated requests from community of target villages to start school so that their children are properly engaged and nurtured. Being illiterate is not their will, it is the circumstances that keep them illiterate. They very well understand the importance of education.

I am interested to know how the curriculum will address issues of gender and equality in the community. Can you describe the curriculum in general too?

Curriculum of the school will be from books of Sindh Text Book Board as standard government school syllabus so that we can get this schools recognized at government level for sustainability of project as this school must be registered with government. Another reason for doing this is non-availability of that much qualified teachers that can teach oxford and Cambridge curriculum at this school. Teachers will be from local community and will be trained to maximize the achievements in teaching students with quality.


Nabeel Hasnain wrote:
Some of my initial comments and questions on the project are:
-Assume timeline of project needs to be adjusted
-Need seems very apparent with extremely low literacy rate of villages; if 100 children are affected, will be a very positive development
-Where will teachers come from? Will they be committed, willing to work at small stipend? Will they be committed beyond just one year?
-If want to eventually transform into a government school to sustain in the long term, what are government’s criteria for sponsoring school, what are their requirements? These should be kept in mind while building/planning for school
-Who will be ‘Project Staff’ and what is their background/experience? How many people will this be, what will each individual's role be – should be defined if they are to be paid
-Will Rs. 65,000 be enough for reasonable construction of school (i.e. cement walls, roof?)
-Will children be allowed to leave home chores on a regular basis for significant amount of time during the day? Community buy-in needs to be strong in this regard, otherwise interest in school will wane
-Location of school will obviously be an issue, as it must be easily reachable by all four targeted villages (even if by boat)
-Does overall budget need to be adjusted given rising inflation/devaluation of currency?
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Tehniyet Kardar



Joined: 09 Jun 2008
Last Visit: 21 Mar 2009
Posts: 1
Location: London
PostPosted: Sun Aug 03, 2008 4:37 pm    Post subject: initial concerns Reply with quote

Some initial thoughts from me. I know some of them might be repeats, but here they all are anyway.

CRITICAL NEED: Education always has benefits so on that basis alone, the project should go ahead. However, is there a critical need?
1)With the literacy rate at 25%, (people having at least primary schooling) where did those people get educated from? If they had access to a school, why isn't the old one being supported and promoted rather than trying to build up a new school from scratch? Is there actually a demand in the village for education?
2)Furthermore, how easy is the access between the four villages that the school is supposed to cater to and how many people will they be catering too? We need to get an idea of the population from the 1998 population census (it should be online), and a vague idea of the demographic too.

The social return cannot be measured and the only impact that can be determined is the number of students that complete the course at school.

The following are the other key issues that need to be considered.

SUSTAINABILITY: KEY. Where will the funding come from in the future? The NGO claims that they will approach the government for funding for scholarships, etc. but as far as I am aware the government only sends out support to government schools and does not give to private schools. There is no such program or option with the Sindh Education Foundation. I have checked this out, and the NGO has either been misinformed or does not know that their idea is not possible.

MONITORING: Not just of the project, but OF the NGO and BY the NGO are both crucial.

1)The REPUTATION of the NGO needs to be looked into. Need to perform the NGO checks, who they've worked with previously. Have not seen the budgets. The NGO seems to have access to a large number of volunteers but have only 2 paid staff? Does that sounds strange? Will need to keep a close eye to avoid the 'ghost schools' scenario.
2)What previous projects have they had in the same area? What are they and how successful have they been?

OTHER QUESTIONS:
1)Where will the teachers come from? If local, where were they educated (see the critical needs section)? If not, then how will we make sure they come to teach every day? What are the required qualifications/standards? With Rs 3000 a month, a school can hire a graduate, not many private schools are paying that high a salary.
2)Rethinking of structure of budget? Why are monitoring costs so high? And staff project salaries high?
3)Is ADP the major source? Where else are they getting their funding from?
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Syed Nabeel Hasnain



Joined: 30 Jul 2008
Last Visit: 04 Apr 2010
Posts: 7
Location: Mountain View, CA
PostPosted: Mon Aug 04, 2008 3:46 am    Post subject: Reply with quote

My comments on the project using ADP evaluation criteria:

Critical Need:
- The targeted beneficiaries from this project are truly needy: An extremely low literacy rate persists in the district, and of those that are considered ‘literate’, majority have only received primary education
- As the children will be the recipients of the education, it will give them confidence, pride, and a means to seek more skilled labor
- Is ADP your only source of funding for this project? Which other sources have you contacted for funding?
- Could you please provide the literacy baseline survey report that you reference in your proposal?

Social Return:
- Does an established school nearby (even if only reachable by boat) exist that children should be encouraged to attend, rather than build a new one in this district? If so, would it be more prudent to fund the improvement of the existing school?

Measurability
- What metrics will you use to measure success of project? Number of students educated? Their progress every 6 months/year?
- Involving the Project Staff from your site and forming a ‘School Management Committee’ (SMC) seems to be a good idea in theory. However, is the buy-in from the community strong enough that representatives will be willing to be a part of the SMC?


Sustainability
- How convenient is the location of the schools for the four targeted villages? If too far from any one village, interest in the school may wane
- To what extent do you have a relationship with government contacts to aid in the sponsorship of school?
- Are you planning to utilize services provided by the ‘Support to Private Education Institution Programme,’ (an initiative of the Sindh Education Foundation: http://www.sef.org.pk/speip.asp)?
- Strongly suggest you meet all of their criteria for sponsorship: http://www.sef.org.pk/speip-implementation.asp
- If you are planning to use SPEIP, have you had any feedback/correspondence with them? How responsive and helpful are they?
- If not, how can we be sure the government will sponsor the school?

Credibility
- What experience do you have with similar education projects?
- What experience and/or relationships do you have with the Kharo Chhan district?

Other questions:
- Will Rs. 65,000 be enough for reasonable construction of school (i.e. cement walls, roof?)
- Who will be 'Project Staff' and what is their background/experience? How many people will this be, what will each individual's role be – should be defined if they are to be paid
- Have you already made any progress on this project?
- What is your adjusted time line for the project?

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Syed Nabeel Hasnain



Joined: 30 Jul 2008
Last Visit: 04 Apr 2010
Posts: 7
Location: Mountain View, CA
PostPosted: Sun Aug 17, 2008 5:04 pm    Post subject: AHD response - Kharo Chan questionnaire Reply with quote

Attached are AHD's responses to our questionnaire.
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Shahan Zafar



Joined: 22 Nov 2007
Last Visit: 15 Oct 2009
Posts: 10
Location: San Francisco
PostPosted: Sun Feb 01, 2009 10:08 pm    Post subject: Takeaways from Today's EC / Team Meeting Reply with quote

Team:
Once again congratulations on the amazing job so far! Here are my notes from our meeting in the a.m. Please add if I am missing something:

Key Immediate Next Steps:
1) Understand budget by line item and drill into the start-up costs of the Project. We also need to understand what our contingy plan is in case Gov't doesn't play here and the numbers associated with that scenario.
2) Clearly define our key metrics that we will use to evaluate the success of the project. I would contemplate including enrollment, attendace, # of teachers etc. as operating metrics and considering time to construction, approval etc. as key milestones.
3) Better understand the course curriculum currently being contemplated to be taught to the potential students. My gut suggests it will mirror Sindh Board's curricuculum but let's just understand better so no surprises down the line.
4) Identify precedents for such a school being adopted by Sindh gov't and map our projected metrics with the criteria mentioned on the government's website. As we all agree, sustainability of the project remains an issue and the more comfortable we can get around understanding the probability of success here, the more confident we will be of our decision.
5) Discussion reporting metrics and site visit logistics / frequency with the NGO. I would imagine frequent site visits will be a hassle so we should see eye to eye on this with the NGO.

Let me know if I am missing anything.
Best regards,
Shahan
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Syed Nabeel Hasnain



Joined: 30 Jul 2008
Last Visit: 04 Apr 2010
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Location: Mountain View, CA
PostPosted: Sat May 16, 2009 8:25 pm    Post subject: Kharo Chan Project Diligence Questions - AHD Response Reply with quote

1. Is ADP your only source of funding for this project? Which other sources have you contacted for funding?

Yes, ADP is only source of funding for this school project till date we have contacted for funding.

2. What was the source of education for those considered literate in the district (26% primary education rate)? Is there another school in the Thatta district accessible to the Kharo Chan villages that could be supported instead?

Villages selected under the objective of this project are on Island. It is major island of Taluka Kharo Chhan where population on island is estimated around 10000 (total Population of Kharo Chhan is 37636). Literacy rate of Taluka Kharo Chhan is 26% but literacy rate on this island is below 5%. Children belonging to resourceful families made arrangements for their children to attend school at other non-island villages, nearest city (50 Km) Garho for secondary education and Thatta city for Higher secondary and college education. Maximum educated person on this island is only 1 Mr. Ehsan Mallah at Village Abdullah Mallah. He is has attended 12 years of education (intermediate). He passed his intermediate at Thatta.

There are definitely schools at Taluka Kharo Chhan, but they are at distance from this area and people are not willing to send their girls to attend those schools due to their social customs and conservative attitude. It is quite possible to support nearest school at Kharo Chhan City by providing teacher, teaching aid material, books, copies, etc. but problem of girl’s education will remain unsolved.

3. Could you please provide the literacy baseline survey report that you reference in your proposal?

We can provide you baseline survey report of Taluka Kharo Chhan (this is complete baseline survey report, not exclusive education baseline survey report) and list of government registered schools in Taluka Kharo Chhan.

4. Where will the teachers come from? If local, where were they educated?


Some young educated persons with matriculate qualification are available at Kharo Chhan City that will be interviewed for the post. We will have to work on his/her teaching skills by continuously improving his/her teaching skills by mentoring and teaching skills capacity building.

5. To what level do you envision the school providing education? Primary level? Beyond primary?

School will provide Primary Education only for 1st Batch (from class 1 to 5). Visionary, we see it to go beyond primary at later stage as it is dire need of area.

6. Will the planned location for the school be easily accessible by the four targeted villages? How many children are in the Kharo Chan area, and what percentage of them do you see attending the school in the long term?

Planned location of school it at center of all targeted villages near village Abdullah. There are about 200-300 children in selected villages at age below 10 years, it is expected that more than 40-50% children would be enrolled. This enrollment can increase if more funds are generated for this school. Enrollment of all children means more space to sit and more manpower to teach.

7. What opportunities if any do you see arising for the children after receiving their primary education? Is a school with further studies accessible to them?

I see education itself an opportunity. Still, we are bargaining to start education services in area and together we see it visionary as comprehensive education system at Island Kharo Chhan that in future will provide advance education services to children and adults to achieve goal of 100% literate Pakistan.

8. To what extent do you have a relationship with government contacts to aid in the sponsorship of school?

Our rapport with government is at middle level and is continuously improving. We are confident that we will succeed in getting it registered as branch school of nearest Govt. School. We are confident that a small school started with the help of ADP will grow and we will surely generate more funds to increase its space and teaching staff capacity with improvement in education quality.


9. Are you planning to utilize services provided by the ‘Support to Private Education Institution Programme,’ (an initiative of the Sindh Education Foundation: http://www.sef.org.pk/speip.asp)? (See criteria for sponsorship: http://www.sef.org.pk/speip-implementation.asp)

Yes we are in coordination with SEF, Our team is well aware with this support and two of our executive committee members are ex-employees of Sindh Education Foundation. We will definitely build liaison with SEF to support this school.

10. What fall back source do you have for funding if the government does not sponsor the school after one year?

We together must at this stage build this understanding that any project that is not owned by community and government is a complete failure. Both must accept and adopt a development project, doesn’t matter it is infrastructure, health, education, WATSAN or anything else. Government and community are external risk factors of development project that can be minimized but never completely eliminated. We will make our sincere efforts and use our resources together to make it possible.

11. What experience do you have with similar education projects?

On contemporary experience basis we are quite confidence that it would be great for both of us if we success to function a school in such remote and hard area of coastal belt. We are quite confident that we will accelerate the linkages development with line department and local Government as Government can sponsor to this school. Simultaneously community sensitization and capacity building is equal important for solid outputs. We have clear vision of our target so it would be challenge for us that how sustainability can be taken placed?

Besides, our executive committee is well experienced on implementing successfully education projects. Two members of our executive have vast experience of implementing education projects at middle management level.

12. You mentioned in an earlier questionnaire that you have been present in the area for 8 years. Can you briefly describe the projects you have implemented since then and whether they have been successful?

Since our organization foundation, we have been implemented projects of Election Campaign UNDP, Capacity Building of community based organizations towards the Disaster Risk Management and preparedness with Oxfam G.B. All the projects successfully completed within the time and resources and positive impact in term of community interest and coordination enhanced that the reason that we have been here since last couple of time. We have been implementing these projects professionally with various local NGOs. On the platform of AHD we are currently implementing ‘Promote alternate energy to conserve Indus Delta ecosystem’ Funded by WWF-forever Indus Partnership Funds. This project will provide 5 windmills in selected villages in one year and raise community capacity to manage natural resources.

13. Will Rs. 65,000 be enough for reasonable construction of school (i.e. cement walls, roof?)

We have clearly mentioned in our reply to questions of Ms. Aesha Raees that Structure of school will be thatched (straw made). Construction of school will not require and concrete material).

14. Who will be 'Project Staff' and what is their background/experience? How many people will this be, what will each individual's role be?

Executive Committee of Organization will monitor and implement project their brief introduction is as follows:

S# Name of Staff Background Responsibilities
1 M. Yaseen Rind
Chairman Master of Business Administration

5 years corp. Sector (Oil Sector HR management) and 4 years development experience of implementing projects on DRM, Poverty Alleviation, Health, Education, Human Rights, Indus Delta Ecosystem and Awareness & Advocacy.
Overall management and communication of the project interventions

2 Nadeem Mansoor Jamali
General Sec. Master in Public Administration
12 years development experience in Health, Literacy, Community Development, sustainable livelihood initiatives, and Disaster Risk Management.
Monitoring and evaluation of the project

3 Allah Bux Khoso
Finance Sec. Master in Sociology, ACMA- Foundation
8 years development experience in community awareness, gender sensitization, organization management and Disaster Preparedness Project Implementation and manage financial resources

4 Naila Khan
V. Chairperson Master in International Relation
4 years development experience in community based education system Capacity building of teaching staff

5 Peeral Khan
Joint Sec. Master in Political Science
3 years development experience in Area Development and Education. Documentation of the project.


15. For the 'Project Staff' expense (budget of Rs. 8,000/mo.), will not the responsibilities of such a person overlap with whoever conducts the 'School Monitoring'? For example, could not duties such as ensuring that the school is running well, enrollment is high, and teachers are doing their job, all be performed during 'School Monitoring' trips? Also, if a Project Staff person is needed, how much time per month (or per week) do you think he/she would need to devote to this project?

We believe a devoted person is need of the project. But a devoted and exclusive staff for the project might be very costly for this project and beyond the affordability of the project. Instead a person that shares upto 50% of his time with good skills will be sufficient to manage a project. This project has also work of community mobilization for enrollment, formations of SMC, meetings with local government, meetings with line department, and meetings with philanthropists and other agencies to support the school. We see this school as a foundation stone to a process of increasing education trend in area. So we believe it is must to hire a person that will be managing the school and stakeholders.

16. For the 'School Monitoring Cost' (budget of Rs. 3,200/mo.), how many trips does this cover per month?

School monitoring will be responsibility of executive committee representative from Karachi and that cost will be for 2 monthly visits to project area from Karachi. Detailed monitoring plant might be developed in first month of project implementation.

17. Do you know of any schools (ideally in Sindh province) that the government has sponsored and funded after the school's first year of development? i.e. do successful examples of this model of dealing with the government exist?

Registration of schools as branch school started after decentralization process of Mr. Musharaf tenure (2003). Since then there are numerous schools in rural Sindh that are registered as branch school, especially NCHD schools. This model was adopted by NCHD at wider scale to open community schools at wider scale at villages where government schools does not exist.

Also, we would like to share with you that during a meeting with Sindh Education Foundation, we share with them possibility of this school and requested them to support the school by capacity building of teachers. They have agreed to help in capacity building of teachers.

_________________
Nabeel


Last edited by Syed Nabeel Hasnain on Sat May 16, 2009 8:32 pm; edited 1 time in total
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Syed Nabeel Hasnain



Joined: 30 Jul 2008
Last Visit: 04 Apr 2010
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Location: Mountain View, CA
PostPosted: Sat May 16, 2009 8:29 pm    Post subject: Email Discussion Relating Additional Diligence Information: Reply with quote

Nabeel Hasnain email to PT and EC, 3/23/09:

All,

I want to address the outstanding issues we spoke of on our last collective call on Feb 1st. Shahan outlined these issues on the forum, and these are the responses to those issues. This email is long, but after going through all the questionnaires and back and forth we have had with Mr. Yaseen, we seem to have skipped over a lot of information that he has provided (all of which has been forwarded to the EC at some point), but I will try and put down all the relevant points again here.

Understanding of school budget, startup costs:

Attached in this email is the school budget with notes for each of the main line items we thought necessary to question. Mr. Yaseen has sent us a separate construction budget which breaks down the Rs.90k required to build the school. It is in the second tab of the excel file.

Sustainability, details on Govt Funding, and contingency plan:
The plan for this school is to register it as a branch of the nearest government school and obtain funds to cover future operations costs through a government subsidy program. This subsidy program is offered by the Sindh Education Department and the funds are distributed as School Management Committee (SMC) subsidies of Rs.175 per child. It is through the Sindh Education Department that one registers a school as a branch school, so they are directly involved in the distribution of funds.

Based on our inquiries to Mr. Yaseen and our call to the Executive District Officer of Education in Karachi, there are numerous schools built in rural Sindh which have received funding through this SMC model, so a precedent exists (see attached questionnaire). The National Commission for Human Development has relied on this model extensively. AHD has been involved in Thatta for 8 years now and since two of their management team have experience in with the Sindh Education Foundation, I think we can take their word for the likelihood of this school being funded.

However, if for some reason the school is not funded by the SMC program, then AHD will be responsible for raising funds to cover future operating costs. They are confident they will be able to do so if the need arises, but this of course is an uncertainty.

Metrics for, and measurement of, success:
- Teachers keep daily attendance records of students. Inquire reason for absence of students showing less than 85% attendance
- Tests to measure students’ performance every 6 months, and more frequently if possible. Submit results to parties involved (families, SMC, AHD). Whether results are good/bad probably will not tell us if the school is ‘successful’, rather will just serve as a metric to see how the students are doing
- School Management Committee (SMC) notes attendance of Teachers, shares notes and concerns with AHD Project Staff
- School Management Committee:
- Consists of community members from the 4 villages: From among the parents and tribal elders, volunteers chosen to be in committee – perhaps two from each village. These 8 should choose one other person who will lead the SMC
- SMC should meet monthly, along with AHD members in Thatta district; photographs of schools and notes on meetings should be submitted to ADP
- ADP Project Staff will visit the site twice a month (part of the budget), one or both of these meetings will be with SMC. Over time, frequency of visits may be reduced based on need

Timeline:
The original timeline provided in the Project Summary Form has been adjusted with Mr. Yaseen’s consultation. A few points: May 1st is a very tight turnaround to get the funds raised, this may need to be pushed back, but we are keeping this for the time being. More time has been allotted for the construction of the school. It is necessary to have this school coincide with a regular school schedule, so it should be up and running by August 1st, 2009. Timeline is provided in the attached document.

Teachers:
One Matric level educated and quite enthusiastic teacher has been identified. There are 5 other potentials from the area, one of which will be chosen by AHD. The Sindh Education Foundation will help in the training of these teachers, free of cost.

Course Curriculum:
The school will provide primary level education, will start out with ‘Class I’ level courses from the regular Sindh Education Board curriculum. Vision is to teach at least up to Class V level and beyond if possible.

Our Recommendation:
Tehniyet, Hasan, and myself have discussed this project extensively over the past several months, and this last weekend held another call to decide on this project. Our recommendation is that ADP should fund this project.

We took into consideration ADP’s criteria for funding, all the information we have gathered, and the positive recommendation of the site visit volunteers. Also important was our faith in Mr. Yaseen to carry out this project. His commitment to development projects in the area really has been remarkable. He has been impressive throughout our diligence process in showing earnestness and patience in answering our questions, has shown great depth of knowledge of the region and of practical matters for executing the project.

_________________
Nabeel


Last edited by Syed Nabeel Hasnain on Sat May 16, 2009 8:31 pm; edited 1 time in total
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Syed Nabeel Hasnain



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PostPosted: Sat May 16, 2009 8:31 pm    Post subject: Email Discussion Relating Additional Diligence Information: Reply with quote

Nabeel Hasnain email to PT and EC, 4/19/09:

Hello all,

After the conference call with the EC last week, there were some issues that we felt still needed to be resolved if this project is to be approved for funding. The team got hold of Mr Yaseen Rind in a conference call to try and resolve these concerns.

1) The Subsidy of Rs 175: According to AHD, the School Management Committee will get a subsidy (from the government upon approval of funding) of approximately Rs 175 per child attending the school. There was some uncertainty as to whether that figure was monthly or annually. Mr Yaseen confirmed that the subsidy is monthly.

2) The Project Staff Salary: This was a strongly debated point. The salary and the monitoring trips cost add up to about 33% of the budget. The EC was unwilling to accept this and suggested negotiating the figures down to 20% of the budget. There was a consensus in the group that ADP should and would be willing to pick up the monitoring costs due to distance from Karachi, the remoteness of the location and security concerns. However, the staff salary was deemed too high, mostly because it would be hard to determine exactly how much time is spent by the staff (one individual) on the Kharochann project specifically.

When we talked to Mr Yaseen about this, he insisted that we were not aware of the ground realities and the necessity for a man constantly visiting the site and making sure progress was happening. He said that the project would not go ahead without the additional staff. He was willing to negotiate and present to his own Executive Committee a decrease in the operating costs budget to Rs 66,000 (20% of the total budget). However, he insisted that this entire portion of the budget would go towards paying the staff salary and that AHD would somehow try and cover the rest (the remaining Rs 30,000 of the staff salary and the Rs 38,000 of the monitoring costs) themselves. The individual hired will live close to Kharochann (about 35km away) so will be able to make frequent trips easily. The Monitoring Costs are not to be covered for this individual, but for the Executive Committee of AHD when they make their trips to Kharochann.

If the EC were to make it a condition for the project that overhead be 20% or less, AHD would probably agree--but only if they have the power to spend the funds as mentioned above (with the entire overheads support going towards the payment of the staff salary).

3) Sustainability: There were also some concerns about the sustainability of the school. Mr Yaseen was quick to reassure us on the call that he is concurrently talking to Action Aid, UNICEF and other organizations with whom they had previously worked with, to obtain additional funding (beyond SMC funds) for future years and donations of materials for the school.

Attached is the school budget with a few added columns, showing how we think the numbers may play out. 'ADP Proposed' shows overhead costs of 20% devoted to the 'Project Staff Salary'. Another column shows potential future costs in 2010. Whether or not a Project Staff Person is retained, SMC funds regardless could only be used for the running costs of the school.

Please let us know if you have any questions about this.

Regards,
Nabeel

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