CARE International in Pakistan

Five-Year Program Document

Sector Plans

Health (Focus: Reproductive health - access and discrimination – availability and quality)

15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
H.1: Enhancing the  Provincial and district- H.1.1: Developed and  # of alliances developed  Map out networks.
knowledge and capacity level advocacy by strengthened partnerships and strengthened  Act as facilitator to bring groups,
amongst women to diverse groups, (media, with alliances and/or  # of girls high and organizations and networks
improve and maintain CSOs, CBOs, and networks advocating for secondary schools (public together
holistic health and community leaders). women’s health and need and private) adopt and  Youth groups engagement
nutritional practices by Networks and alliances for health education in impart Health and  Invest in research
advocating for health will actively promote secondary schools nutrition education as part  Engage media for identifying and
education up to women’s health issues of their curriculum highlight gaps in women health
secondary level and and the need for health H.1.2: Holistic health and  % of girls with improved and importance of HE at schools
actively engaging education up to nutrition education knowledge on  Advocacy campaigns
political parties to secondary level incorporated (LSBE reproductive health  Define LSBE approach
promote women’s  Political parties approach) in secondary  # of provincial curriculum  Engage CSOs, media, networks,
health issues actively promote schools educational and training wings adopt politicians, line officials to build
women’s health issues curricula in at least one LSBE the capacity on women health
through evidence province.  Change in the levels of issues and policy advocacy
based advocacy and capacity of CSO, media, (FPAP)
successfully lobbying H.1.3: Improved capacity of networks, politicians, line  Capacity building and technical
for provision of health parliamentarians, officials on women health support for research and
education up to politicians and religious issues designing advocacy campaigns
secondary level. leaders, through evidence  Increased voice & (SPO)(Ahung)(WPF)
 Demand driven based advocacy, to devise accountability both inside  Involving all stakeholders for
advocacy by policy incorporating health and outside of legislatures making health & nutrition
empowered women education into secondary for policy work to education compulsory up to
and their families/ level education curricula in incorporate RH education secondary school level and for
communities to one province. into secondary education ending customary practices
incorporate Health and  # of networks utilize  Capacity building of teachers and
nutrition education at H.1.4: CBOs that include database and operational community influential,
secondary level empowered women, research for evidence community members and
educational curricula. supportive men, village based advocacy campaigns parents for rights of Women of
elders and religious  % politicians, Reproductive Age
 15 Year Pathways
H.2 Create support  Religious institutions’
amongst religious clergy
and traditional
elders/leaders to
promote a positive
interpretation of  Religious doctrine
women’s reproductive
health rights, as well as
gender sensitive
customary practices
15 Year Results 5 Year Results
leaders, demand health
and nutrition education at
secondary level schools in
their respective districts
H.2.1: Focused/Improved
leadership publicly dialogue through
endorse a more positive partnerships developed
interpretation of women and strengthened with
RH rights religious institutions to
support women RH rights
present a more positive H.2.2: Media providing
interpretation of platforms to religious
women’s RH rights leaders and other power
through formal and holders to engage in
informal teachings dialogues and support
endorsed by references women reproductive
to relevant literature health right issues
and material H.2.3: Religious leaders of
5 Year Indicators 5 Year Activities
parliamentarians and  CSO, networks utilize data base
religious leaders engaged on best practices and
and active in discussions operational researches related
with the parliament to to women health as evidence for
promote women’s health advocacy established
 At least -- # of CBOs with  Resource center/library
50% women established
representation demand  Workshops/ seminars
quality information  Religious leaders and celebrities
 % of women demand as ambassadors
availability and quality  Capacity building of
information material  community influential,
 # of CBOs demonstrates community members, women
behavior change at the and men on health and nutrition
community level.  Supply chain of Family Planning
material and Information
Education & Communication/
Behavioral Change
Communication/Etc. on
eradicating customary negative
SRH practices
 Sensitization/capacity building of
religious leaders on RH
 # of partnerships  Religious institutions’ leadership
developed with different publicly endorse a more positive
sects of religious interpretation of women RH
institutions to support RH rights
rights  Religious doctrine present a
 # of partnership more positive interpretation of
established with religious women’s RH rights through
TV channels to promote formal and informal teachings
women health endorsed by references to
 Change in the public relevant literature and material
opinion about women’s  Traditional elders and clergy are
health right issues supporting initiatives that
 # of media talk shows promote women’s RH rights and
promoting women health gender sensitive practices
15 Year Pathways 15 Year Results 5 Year Results
 Traditional elders and different sects agree and
clergy are supporting produce a common
initiatives that promote doctrine endorsed by
women’s RH rights and highest ranking religious
gender sensitive scholars with clear
practices references from Quran and
Hadith.
H.2.4: Improved capacity of
CBOs engaging traditional
leaders and religious
leaders at grass root level
to promote reproductive
health and gender sensitive
practices in their respective
districts
5 Year Indicators 5 Year Activities
rights through traditional
leaders
 % increase (from Baseline)
of religious scholars
presentation on media
endorsing women rights
 # of partnerships
developed with religious
sect institution leaders in
producing references
From Quran and Hadith
 # of religious institutions
presenting guidelines on
women health including
RH.
 Agreed guidelines on
women health rights
produced after gap
analysis and present on
different platforms
 % of women demand
availability and quality
information and services
 # of resolutions passed by
CBOs promoting women
health issues
 # of women groups
established
 # of religious leaders
mentioning RH and gender
sensitive practices in their
Friday sermons
 # of religious leaders
ensuring that women get
their rights according to
the Nikahnama at the time
of marriage
 15 Year Pathways
H.3 Partner with civil  Strengthened
society, government and
academia evidence
based advocacy will be
used to increase
collaboration among
health service providers,
increase budgeting for
women’s health,  Health systems
strengthen
accountability to MNCH
(Maternal, Newborn &
Child health) goal
indicators and reduce
malpractice tolerance.
H.4 Engage in and  Strengthened networks
support networks using
15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
 # of religious leaders
preventing early
marriage/refusing to
conduct marriages for
underage boys or girls
H.3.1 Strengthened and  # of CSOs demand for  Rehabilitation of health facilities
partnerships with expanded partnerships increased resources for and equipping those with
diverse civil society with civil society groups MNCH quality service. electronic equipment (EPR
groups, government and advocating for increased  # of CSOs involved in joint General)
academia using resources and improved monitoring to improve  Development of Health
evidence based accountability for quality quality MNCH service Management Information
advocacy to strengthen MNCH service delivery. delivery System (HMIS)
District HIS. H.3.2 Strengthened  # & types of gaps in health  Capacity building of health
partnerships between civil information system, provider on health informatics
strengthened through society groups, academia quality of care procedures,  Building capacity of CBOs on
participatory and government to (RH service delivery) DHIS
governance advocate best practices identified by academic  Strengthening networking
and demonstrate gaps in research institutions. among CSOs, govt. and other
RH service delivery  Best practices Identified stakeholders, political parties for
H.3.3 Improved and demonstrated by CS budgetary allocation sensitive to
governance of health  # of health officials trained MNCH
systems through on governance and HIS  Facilitate and implement policy
Partnerships between Civil  # established and and legislations against
Society organizations and functional district health malpractices MNCH
district level health management committees  Develop/ Revitalize District
Authorities  # of District Health Health management committees
H.3.4 Improved capacity of Management committees ensuring community
CBOs to demand increased monitors primary and representation
accountability and secondary RH service  Capacity building health officials
improved governance of delivery points. on health system strengthening
health systems.  # accountability issues tools
identified by CBOs and  Capacity building of Village
presented to DHMC. Resource Master Trainers (YRC)
 and CBOs on accountability and
governance
H.4.1 Strengthened  District networks demand  Rehabilitation of health facilities
for effective lobbying of provincial and district identified resources for and equipping those with
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
social mobilization and political parties, CS networks that advocate for improved MNCH services electronic equipment
media to lobby for groups and decision- increased and adequate at primary level.  Development of Health
improved health makers for adequately resources for improved  Provincial networks Management Information
services for women, resourced and improved quality MNCH services at dialogue with policy System
focusing on adequately quality of MNCH primary and secondary makers to increase  Capacity building of health
resourced quality MNCH services at primary, level resources provider on health informatics
services at primary, secondary & tertiary  # of districts allocated  Building capacity of CBOs on
secondary and tertiary levels H.4.2 Operational Alliances increased resources for DHIS
levels. at provincial and district MNCH services at the  Strengthening networking
 Operational alliances level improve awareness of primary level among CSOs, govt. and other
successfully mobilize health users on quality  # of OA developed at stakeholders, political parties for
health users to engage standards & types of district and provincial budgetary allocation sensitive to
in forums seeking essential MNCH services. level. MNCH
improvements in MNCH H.4.3 Alliances and  % couples making  Facilitate and implement policy
services through networks partner with informed joint decisions and legislations against
established platforms. media at provincial level to regarding sexual and malpractices MNCH
demand equitable and reproductive health  Develop/ Revitalize District
 Media provides a quality MNCH services at  % women with met need Health management committees
platform for alliances primary and secondary for emergency obstetric ensuring community
and networks to level care representation
demand equitable and  % women attending 4 ANC  Capacity building health officials
improved quality of visits at a health facility on health system strengthening
MNCH services at  % women reporting tools
primary, secondary and satisfaction with the  Capacity building of Village
tertiary levels quality of care received Resource Master Trainers (YRC)
 # of partnerships with and CBOs on accountability and
media at district level to governance
highlight MNCH issues by
2015
 # & types of advocacy
campaigns organized by
media at district level
H.5 Ensure adequate  Strengthened H.5.1 Improved capacity of  % of women reporting  Improved capacity of partners
reproductive health care partnership with NDMA, partners and stakeholders satisfaction with the and stakeholders to provide
and promote gender PDMA and FDMA to to provide quality RH availability and quality of quality RH services in
sensitive health and promote RH care in services in emergencies SRHR related services emergencies
hygiene interventions in emergency responses H.5.2 Primary Health Care  % of deliveries attended  Primary Health Care service
 15 Year Pathways 15 Year Results
CARE’s future  Government plans
emergency responses. incorporate gender
sensitive health and
hygiene interventions in
DRR
H.6 Work with the  Established public
private sector and private partnership to
government to promote reduce vulnerabilities of
health insurance for marginalized women
poor women as a means  Public private
of reducing their partnerships
vulnerability demonstrate health
insurance models
5 Year Results
service delivery in
emergencies ensures
MNCH and FP supplies and
commodities through
partnerships with
PDMA/DDMA
H.5.3 PDMA incorporates
gender sensitive health and
hygiene interventions with
focus on women as a core
target group of the
emergency preparedness
plan.
H.6.1 Public private
partnerships (PPP)
established and health
insurance models piloted
to address needs of
marginalized women at
district level
H.6.2 Capacities of
marginalized women to
effectively use health
insurance plans are
5 Year Indicators 5 Year Activities
by skilled birth attendants delivery in emergencies ensures
 % of clients referred by MNCH and FP supplies and
TBS/CWs to primary and commodities through
secondary level partnerships with PDMA/DDMA
 No of health providers  PDMA incorporates gender
practicing MISP for MNCH sensitive health and hygiene
 # of mobile health units interventions with focus on
providing FP services women as a core target group of
 % of women making the emergency preparedness
informed FP choices plan.
 % of primary health care
facilities providing a range
of contraceptives
 No stock out of MNCH &
FP supplies at PHC
 # of delivery kits delivered
to all pregnant women
 # of women Hygiene kits
acquired/obtained/procur
ed as supplies
 PDMA contingency plans
focus on women health
and hygiene
 % of pregnant women
receiving antenatal care at
least once.
 # of PPP established  Improved capacity of partners
 # of women with health and stakeholders to provide
insurance plans quality RH services in
 # of women receiving emergencies
health insurance during  Primary Health Care service
emergencies delivery in emergencies ensures
MNCH and FP supplies and
commodities through
partnerships with PDMA/DDMA
 PDMA incorporates gender
sensitive health and hygiene
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
improved interventions with focus on
H.6.3 PPP disaster oriented women as a core target group of
health insurance models the emergency preparedness
improve linkages between plan.
communities, government
and private sector for joint
emergency response to
reduce vulnerabilities of
women and their families.

Education (Access and discrimination – standards and quality)

15 Year Pathways 15 Year Results
Ed.1 Work with media to  Increased and continued
highlights gaps in female Evidence Based
education and with Advocacy for
women leaders in highlighting gaps in girls’
society to strengthen education through
participation in and media by partnering
lobby of parliament for with like- minded
pro-girls education organization.
polices.  Increased support and
endorsement by
parliamentarians for
girls’ education policy
initiatives.
 Women leaders and
celebrities in each
province serving as role
model and ambassadors
of promotion of girls’
education
5 Year Results
Ed.1.1 Research/brief
produced evidences for
identifying gaps and
preparing recommendation
for improved girl’s
education.
Ed.1.2 Partners (CSOs)
engaged with media
disseminating
evidences/gaps in girl’s
education for political
mobilization and support.
Ed.1.3 Women
leaders/celebrities
identified and engaged
promoting girls’ education.
Ed.1.4 Parliamentarians
sensitized through EBA for
addressing key issues
5 Year Indicators 5 Year Activities
 At least one successful  Design and conduct secondary
research study for research study(ies) to assess
identifying gaps and current body of evidence and
preparing commission new research if
recommendations for needed
improved girls education  Research & document case
designed and conducted studies of successful women to
 Media and be used for sensitization of
parliamentarians have at media, parliamentarians etc. on
least 2 case studies of girl’s education
successful women  Prepare recommendations
covered/developed in each based on these research studies
target province on girls education
 Recommendations  Mapping of potential partner
(number determined by organizations working/worked
the findings) drafted with media on
between March 2014 and education/gender/ governance
July 2014.  Develop projects/partnerships
 # of evidences/gaps with identified CSOs for media
15 Year Pathways 15 Year Results 5 Year Results
 Public spending on related to girls’ education
education increased in education sector
after evidence based plans/policies
advocacy through Ed.1.5 Increased support
media, women leaders revise and Improve
and parliamentarians. education sector plans and
their implementation
especially focusing girls’
education
Ed.1.6 Public spending on
education increased by
percent through lobbying
5 Year Indicators
disseminated through
media for political
mobilization and support
 # of political
statements/decisions
issued in response to
media’s evidence/gaps
disseminated
 Representation of
provincial and national
level celebrities
 Change in public opinion
brought about through
women leader/celebrities’
engagement for promoting
girls’ education
 At least two of orientation
sessions conducted for
these women in each
target province by August
2014
 All Women leaders
(orientated and taken on
board) endorse /
participate in campaigns at
provincial and national
levels by Dec 2015
 # of parliamentarians
sensitized for addressing
key issues related to girls’
education
 At least two motions/bills
presented in (each
target)provincial
assemblies for
incorporating
recommendation in
5 Year Activities
engagement Run
advocacy/media campaigns in
collaboration with partners for
girls’ education
 Identify women leaders and
celebrities from various fields
(politics, sports, media, social
work, business)
 Orient and sensitize these
leaders on girls’ education issues
 Engage women leaders for
projecting/supporting girls’
education on multiple platforms
 Design and conduct evidence
based advocacy
campaigns/briefings,
orientations/ seminars focusing
on key issues related to girls’
education plans/policies
 Design and conduct
campaigns/briefings,
orientations/ seminars focusing
on decision makers (e.g.
secretaries, ministers) to
address gaps in current sector
plans/policies particularly
related to girls education
 Identify options within current
financial resources (provincial)
that could be diverted towards
education policy implementation
 Run advocacy focusing on
allocating extra resources to
education.
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
education sector
plans/policies by 2018
 Gaps in sector plans
implementation identified
and shared with decision
makers between Dec 2013
and Dec 2014
 Change in percentage
public spending at both
provincial as well as federal
level
 By Dec 2016 at least two
provinces sign MOUs with
CARE/Partners committing
50% increase in provincial
education budget by June
2017
Ed.2 Engage influential  Religion/Sect based Ed.2.1 Media providing  Level of change in opinion  Establish working groups of local
voices to create support political parties and platforms to religious of various religious schools religious scholars, feudal and
amongst religious other power-holders leaders, politicians and of thoughts regarding girls’ elites to address discriminatory
groups to address supporting and other power holders to education practices by briefing / sermons
discriminatory practices advocating for girls engage in dialogues and  Empirical research findings to the local communities
constraining girl’s education; support girls’ education; available for bringing  Awareness of masses through
education, and also to  Primary and secondary Ed.2.2 Research on peace necessary changes in the media campaigns demanding
promote peace building education curricula focus education teaching curricula of primary and quality education for girls
to counter the influence on peace education, tolerance, inter-faith secondary schools for  Design and conduct research
of inter-faith harmony, and harmony in primary and peace building education studies (primary and secondary)
fundamentalism/militant improved gender roles in secondary education  At least 10 assessing the current level of
s. domestic and public curricula. religious/traditional evidence on peace education
spheres. Ed.2.3 Religious/traditional leaders participating in and its impact on socioeconomic
 Different religious sects’ leaders participating in enrollment campaigns in prosperity
schools/madrassa enrollment campaigns for each target district  Develop and incorporate
includes peace girls’ education.  At least one enrollment recommendations in all
education as part of campaign facilitated in advocacy campaigns
curricula and promotes each target  Mobilize local imam/religious
girls education through district/province each year scholars/politicians local
partnership with starting from March 2014. religious scholars, and local
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
government and CSOs. influential individuals to lead
and/or participate in enrollment
campaigns
 Facilitate enrollment campaigns
in partnership with CSOs
Ed.3 Implement projects  Evidence (in addition to Ed.3.1 Evidence based and  Best models researched  Survey best models (e.g.
with local civil society research studies) pilot projects focusing on and presented to CS and community based schools
and government to generated for advocacy girls’ education government for replication projects) for identifying potential
create evidence for through model / implemented in  # of best models projects to adopt;
advocacy and awareness innovative pilot collaboration with CS and replicated by provincial  Design and partner with
raising at all levels to education projects on government. government specialist organizations to
create more favorable the value of girls’ Ed.3.2 Advocacy  Design two advocacy implement those projects
environments for female education and its prototypes developed models engaging CSOs,  Design new innovative projects
participation in the barriers. (CSO, media, CBOs) media and CBOs by June working with CS and/or
education by promoting  Behavior changed at endorsing BCC towards 2015 supporting government sector
greater acceptance of community level female mobility, education  # of plans
women’s and girls’ addressing barriers to and teacher recruitment session/meeting/briefings/  Design and run
mobility, gender girls’ education and Ed.3.3 Strengthened letters/walks held by June awareness/advocacy campaigns
sensitive curriculum and promoting women and strategic and operational 2015 focusing:
female teacher girls’ mobility. partnership with a number  KAP surveys indicate  Female mobility
recruitment.  Endorsement &/or of civil society Behavior change in  Girls’ education
adoption of successful organizations developed  # of networks /platforms  Female teacher recruitment
models promoting identified by March 2014  Enabling environment in schools
gender sensitive  # of networks/platforms  Sensitize and mobilize local
curricula by provincial joined by July 2014 influential/elders/mothers to
government.  # of meetings/briefing lead/participate through social
 EB projects creating held by July 2014 accountability tools (e.g. SMCs,
enabling environment mothers group)
for promoting female  Mapping of education
teacher recruitment. networks/partners
 Developing/participating
networks and consortiums at
various levels to develop
programs responding to CIP’s 5-
year pathway results
Ed.4 Work at the  Demand driven Ed.4.1 Local forums  Changes in the local voice  Develop capacity building
community level with Advocacy by local bodies created, strengthened, and accountability for programs focusing on local
 15 Year Pathways
local bodies to inform
and create demand for
improved national
governance of the
education system, as
well as strengthen local
accountability for
standards in girl’s
education.
Ed.5 Facilitate coalitions,
social networks and
political allies to a)
advocate for
strengthening regulatory
control with respect to
quality and standards,
and b) improve
transparency and
planning of expenditure
and recruitment in
education.
15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
to improve governess of mobilized and capacitated improved education accountability forums (SMCS,
education system at all on education governance. governance union councils, mothers group,
levels Ed.4.2 Improved  Changes in the # and levels etc.)
 Increased demand for governance and of capacity of local forums  Train these local forums in
and participation in accountability pilot models for education governance participatory accountability and
better governance of the of the education systems  # of local forum governance and grievance
education system from developed. established targeted redressal mechanism
communities and local district level by June 2014  Develop/strengthen M&E
bodies including school in one province systems available at provincial
management  At least one forum and district levels
committees, union established at provincial  Introduce/strengthen social
councils, youth groups level by June 2015. audits at local level (engaging
and other community-  # of training conducted on SMCs, mothers groups, union
based organizations; ToRs. council representatives)
 Strengthened local  Model is based on the  Develop feedback loops/system
accountability for research findings and based on social audits
standards in girls’ feedback by the relevant  Documentation of experiences
education through stakeholders
participatory approach  At least one baseline
at local level. study conducted By
August 2014
 At one model developed
and tested by Jan 2015
 Coalitions, social Ed.5.1 Existing regulatory  At least two provincial  Evaluate regulatory mechanisms
networks & political control of program and regulatory control of of financial management and
allies advocating for financial management, and program and financial quality standards at district and
reliable regulatory quality and standards for management evaluated provincial levels
control system of girls’ education reviewed by Dec 2015  Prepare and disseminate
education standards. and prepare  One review study recommendations and liaise
 Regulatory bodies recommendations for assessing standards and with policy makers
established at local improvement quality for girls’  Design projects based on
levels and linked to Ed.5.2 Projects developed education surveys, evidence produced
provincial and national to address gaps in public  One project designed through projects, research
levels to improve regulatory controls, and developed by Dec studies, and best practices
accountability and program and financial 2015
transparency in management
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
recruitment and
expenditure.
 Improved management
and regulatory
mechanisms introduced
at district and provincial
levels facilitating (a)
transparency in financial
planning and
implementation (e.g.,
budgeting recurrent
costs and development
expenditures, capital
and human resource
management), and (b)
improved education
standards;
Ed.6 Ensure government  DRM and school safety Ed.6.1 A number of  Conduct a baseline to assess
and community plans plans in place and projects aiming to improve current DRR and DRM programs
consider and reduce the capacities improved to capacity and raise and government mechanism at
impact of disasters on reduce the impact of awareness in relation to district and provincial levels
education infrastructure disasters on education DRR and DRM developed in
and provision will form access and infrastructure partnership with local
part of CARE’s practice through evidence based society, education
based advocacy. advocacy in department, UNICEF,
collaboration with local Unesco, UNDP and
civil society, international organizations;
Government and Ed.6.2 DRM and DRR in
humanitarian primary and secondary
organizations curricula made to
 Gender sensitive DRR provincial governments;
integrated into Primary Ed.6.3 Increased capacity
and secondary level of teachers and children on
curricula with improved developing schools safety
capacity of institutions and mainstreaming mock
for its replication drill
 Local capacities
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
strengthened to reduce
the impact of disasters
on access to education
and infrastructure;
(duplicating I)?
 DRR is mainstreamed in
Government plans with
voidance that education
infrastructure and
educational services are
better prepared to
withstand and cope with
the impact of a disaster
(DRR);
 A functional mechanism
and capacity exists for
Disaster Management
Authorities at all level to
provide technical
support to education
Ed.7 Enhance our private  Strong partnership with Ed.6.1 TVET Partnerships  Completely shifted to EE1  Study vocational education
sector partnerships to private sector in place with private sector  At least one study projects/practices which were
provide women’s and functional for developed to reach CARE’s conducted studying designed and implemented
vocational trainings as improving the quality of impact group (marginalized vocational earlier to know the lessons
well as help build market driven TVET women) streams/practices run by learnt
capacity within the services prioritizing Ed.6.2 Career counseling government over the last  Study existing and previous best
education system aimed female youth and (academic and vocational) 20 years, by Dec 2014 practices (career counseling) and
at improving quality. women; pilot models developed in  At least one study identify best practices from
 Provincial governments public HSSC and SSC conducted studying career similar contexts at national and
have endorsed TVET system. counseling models of regional
gender balanced public, semi-private and  Develop and implement model
preparatory courses to be private schools (locally and projects (career counseling) in
a part of formal education regionally) by Dec 2014 collaboration with CSO and
system to enable  At least pilot model government
informed choice. designed and  Advocate with government for
implemented by 2016 replication and scale up
 Number of
15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
meetings/dialogues
conducted with
government
representatives by 2016
 Number of
parliamentarians briefed
by 2016
 Economic Empowerment (Skills and Capacity – Access and Rights - Productive Resources and Workforce)
15 Year Pathways 15 Year Results
EE.1 Engage the public  Pro women policy related
and private sector in to TVET implemented.
providing and increasing  X% Increase in budget
the availability of allocation in TVET
demand driven life skills  Increased accessibility to
and vocational training, affordable and
and the introduction of marketable skills training
related curricula in for vulnerable women
secondary schools. and girls in public and
private institutions in
selected
 Inclusion of TVET policy
and increased budget in
party manifestos.
 Education sector reforms
include the LSBE and VE
for girls and boys in
secondary schools
5 Year Results
EE.1.1 Demand driven life
skills and vocational
trainings curricula
standardized in TVET
institutes and selected
government/ private
institutes in different
geographical areas. To be
reviewed by team
EE.1.2 Government TVET
services availability
increased
EE.1.3 Increase in
enrollment and completion
of TVET courses,
employment/ self-
employment and income
level of women in formal
and informal sectors
5 Year Indicators
 No. of curricula on demand
driven skills standardized
and endorsed by
government.
 # of curriculum compliant
labs established/
replenished per
standardized/ endorsed
course.
 % increase in the allocation
of non-recurring TVET
budgets at provincial level.
 Change in the No. of
available spaces (buildings,
etc.) for TVET services.
 Result 3 indicators:
 % change in TVET graduates
after the introduction of
standardized curricula.
 No. of TVET graduates
placed in jobs / self-
employment
 % change in the income
level of TVET graduates in
formal and informal sector.
 % change in the level of
household income of the
TVET graduates
5 Year Activities
 Campaigning for inclusion of
LSBE and VE.
 Piloting/modeling initiatives for
incorporating public private
partnership to impart demand
driven vocational training and
life skills education.
 Lobbying and advocacy with
district/local level TVET
institutions.
 Budget allocation & spending
analysis of the last five years of
public TVET institutes for
evidence based advocacy ,
 Establishment of new TVET
spaces through contracting their
utilization from others
 Training of expanded pool of
instructors for delivery of the
demand driven TVET curricula
 Career counseling through
multiple stakeholders (schools,
colleges, TVET institutes, private
sector (PS) technical institutions,
Skill Development Council)
 Development of demand driven
curricula on marketable skills
identified through market
research and skills gap analysis.
 Standardization of demand
driven curricula in TVET
intuitions of selected areas.
 Analysis of increase in income
level of TVET graduates after
securing employment/ self-
 15 Year Pathways 15 Year Results 5 Year Results 5 Year Indicators 5 Year Activities
employment
EE.2 Facilitate and  Networks/alliances EE.1.1 Media, research  Change of the scores in  Engage and support current
coordinate media, facilitated and institutes, networks, national and international alliances advocating for
academia and civil capacitated to address women parliamentarians rankings for Pakistan’s equitable rights for women in
society discriminatory and forums advocated for women right’s (human the work force targeting
networks/coalitions to barriers/practices related equitable rights for women rights) performance. parliamentarians and policy
raise awareness, to informal sector/home in work force.  Changes in the policy makers (continuous process for
generate research, build based women workers. EE.1.2 Increased structures/stature due to five years) (Possible partners:
capacity and advocate  Laws and policies knowledge, awareness of # of issues NCSW, WPC, ILO, PILER, HNP,
for policy reform to enforced and increased citizens (impact groups) advocated/raised by Oxfam)
remove discriminatory budgetary allocations for and capacity of media, civil media, research institutes,  Identify research institutes to
barriers/practices, and equitable rights for society, and academia to networks and women conduct research on
to enhance the rights of women in work force by address issues related to parliamentarians. implementation of women
domestic workers public and private sector. women in the work force.  At least one campaign (on focused policies for evidence
(includes workers in  Enhanced enabling equal pay for equal work) gathering, in light of 18th
informal sector/ home environment and conducted for formulation Amendment,
based workers, laborers improved social of policy  Develop database of evidence
and domestic workers) protection for women in  % increase in impact gathered from research.
and increase the formal and informal group’s awareness and  Lobbying with women
opportunities for sector. demand of their rights (for parliamentarians for
women to enter the equal pay for equal work). enforcement of labor laws
workforce with  No. and type of  Engage and establish
equitable rights as men. institutions that have partnerships with public and
developed mechanisms for private experts, capacity building
effective implementation institutes
of women friendly labor  Run media campaign to raise
laws. awareness of citizens on
equitable rights for women and
issues related to women in
workforce
EE.3 Support social  Cross cutting result EE.3.1 Identified,  Result indicator: No and  Identify advocacy groups,
movements to enhance across the EE pathways supported and facilitated type of alliances movements, alliances and
and protect women’s  Strengthened social movements to formed/strengthened to campaigns working on women’s
right to productive (existing/new) social protect women’s rights to advocate for productive financial rights. (1 year).
assets and access to movements, activism productive assets and rights of the women. (Possible partners: SPDC, SPDI).
financial services. and campaigns on financial services  Result Indicator: % of  Fund and support the Secretariat
increased access and alliances that have of an existing social movement
 15 Year Pathways
EE.4 Implement projects  Gender sensitive land
to facilitate advocacy on
land rights for the
marginalized;
strengthen women’s
decision making on  Poor and marginalized
household and local
productive assets; and
encourage and build
capacity in
public/private
partnerships on the
delivery of women
friendly financial
services.
15 Year Results
control for women to
productive assets and
financial services.
rights, tenancy act
reforms and women
friendly financial services
increased.
women have improved
rights, decision making
and voice.
5 Year Results 5 Year Indicators 5 Year Activities
successfully engaged protecting women’s rights for
political parties, Govt productive assets (continuous
department in social for 5 years)
movements for  CARE and IPs develop advocacy
productive assets of plan for the supported social
vulnerable women by end movement (Possible partners:
2014 IPs, others)
 Create awareness with men and
boys and promote men
engagement (Possible partners:
 Engaging with political parties,
Government Department, CSOs
and local influential through
making alliances. (Possible
partners: Civil Society, IPs,
power holders)
 Create a small focused forum of
relevant MPAs and MNAs at
district level
EE.4.1 Public Private  No. of PPP tested as a  Identify and map financial
Partnership models model for strengthening institutions for potential
developed and women’s decision making partnering of (Possible partners:
implemented that through financial PMFN, Tameer, concerned micro
strengthen women’s inclusion. finance institutes and banks in
decision making through  No. & type of financial the targeted areas).
financial inclusion and products/services  Review state bank’s regulations
access to pro poor, women replicated by other for for micro-finance institutions to
friendly, financial poor women by mid-2015 make financial products
services/products and  No. of financial products/ friendlier and accessible for pro
productive assets. services tested among poor population. (1 year)
poor women by mid-2016. (Possible partners: SPDC)
 No. of financial products/  Partner with financial
services adopted by poor institutions to develop, pilot and
women by end 2016. improve women friendly
 No. of impact group financial services and make them
benefiting from the newly easily available to the
developed financial marginalized women. (5 years)
 15 Year Pathways
EE.5 Through practice  Improved institutional
and research strengthen
understanding of the
15 Year Results
EE.5.1 Enhanced learning
responses to mitigate and improved
disaster impact on understanding of the
5 Year Results 5 Year Indicators 5 Year Activities
products with private (Possible partners: Pakistan
sector partnerships; (5 Micro Finance system, Tameer,
years). To be reviewed by Khuskhali, strongest in the areas)
team.  Result 1 activity (d): Train and
 Change in the income & facilitate marginalized women to
savings of marginalized directly access and efficiently
women No of women use financial products and make
having increased income informed decisions (for 5 years)
(minimum wage) by 2016. (Possible partners: IPs, ECI,
 No of women having private sector partners, Tameer,
increased savings by 2016. Kashaf, RSPNs) Synergies: EPR
 No of women having (B2 C1 and C5);
increased productive  Finalize inclusion of model
assets (livestock, gold, design offering bank account,
etc.) base by 2016. funds transfer.
 No of households having  Women in local government
increased food security access resources and facilitate
and nutritional intake by involvement of women in local
2016. government (Possible partners:
 Capacity building of Womenfolk
Assistance ship to build
entrepreneurial skills for
economic empowerment.
 Create awareness for DRR and
opportunities to offer insurance
and savings to overcome impact
of disasters in cooperation with
private sector (for 3 years)
 Modeling/piloting of
 project supporting and
sustaining women’s control over
productive assets (lands,
financial services, technical
knowhow and inputs)
 Change in the attitude of  Develop DRR curricula for impact
public/private sector groups as cross cutting for
stakeholders towards relevant economic
 15 Year Pathways
impact of disasters on women’s livelihoods
vulnerable women’s
economic rights and
actively promote
appropriate institutional
responses to mitigate
disaster impact on
women’s livelihoods and
to support recovery.
15 Year Results 5 Year Results
stakeholders on disaster
impact on vulnerable
women and girls.
EE.5.2 Social protection
and safety net products
(insurance, savings) are  No. of insurance
made available for
vulnerable women and girls
to overcome disasters’
impacts.
5 Year Indicators 5 Year Activities
disaster preparedness empowerment activities. (1 year)
and response with  Identify key government and
special focus on private sector institutes to
marginalized women and support linkages for advocacy
girls. and improvement in
humanitarian governance
products/services  Develop directory for available
adopted among poor social services on disaster help
women to make them services and share it with
resilient by mid-2016 stakeholders and impact groups
 Technological inclusion for early
warnings related to impact
groups
 Develop and disseminate early
warning messages for impact
groups (Possible partners: IPs,
CIIP)
 Identification of institutions
providing social security
products (1 year)
 Raise awareness and map
compatibility of SSP for impact
(1 year).
 Pilot with specific targeted group
in specific areas for scale up (1
year).
 Capture key learning and share
with all project stakeholders
 Preparation and preparedness of
contingency DRR plan
incorporating SSP (1 year)
 Explore innovative
approaches/products for safety
nets. (1 year)
 EPP 5 Year Plan
5 Year Objective
Objective A: To increase  A.1 Care Pakistan
capacity of government
and non-government at
national and provincial
levels to prioritize and
adopt gender sensitive
approaches in accordance
with humanitarian
principles (HP) for
emergency response and
DRR at various forums and
networks
 A.2 Increased
5 Year Results 5 Year Indicators
 # of successful joint initiatives
recognized as completed with DMAs as per
strategic partner by their own priorities.
NDMA and PDMAs  DMAs approach and engage
for gender sensitive CARE Int’l for technical
disaster support, institutional
preparedness, DRR strengthening and capacity
and disaster building.
management  % of joint initiatives reflecting
gender dimensions in the DRR
and preparedness
 # of MOUs ( with duration and
broad scope) signed with
DMAs authorities related to
DRR that are aligned to HFA
(regarding strategic long term
partnership)
 1- % of gender sensitive DRR
capacity of Disaster knowledge increased through
Management different trainings of DMAs.
Authorities (DMAs)  2- 60 trainings conducted as
for gender sensitive per identified gaps.(at least 2
disaster response trainings per districts in five
and DRR in disaster- years)
prone districts
(strategic
partnership
developed)
5 Year Activities
 Stakeholder analysis to assess engagement of local civil
society and other stakeholders including village women
and men organizations and with NDMA and PDMAs
 Building partnership with local NGOs for partnering with
Disaster Management Authorities (DMAs) at national and
provincial levels gender sensitive emergency preparedness
and response programming.
 Identify and strengthen / form provincial and national NGO
networks for advocacy, monitoring and participate in
strengthening of gender sensitive DRR for DMAs at
provincial and national level
 Advocate and facilitate PDMAs/NDMA to priorities adopt
gender sensitive strategies / approaches during emergency
response
 Facilitate MoU for between NDMA/PDMAs and NGO
Networks for developing partnership, building capacity
and supporting gender sensitive and effective emergency
response
 Arrange and provide possible support to fill capacity gaps
of gender sensitive approaches for DRR at provincial and
national level
 Develop, publish and disseminate periodic briefing/working
papers and strategies on, gender sensitive DRR and
emergency response, etc.
 Identify 30 most vulnerable districts, out of 50 vulnerable
districts identified by NDMA [and other districts outside of
NDMA list that are prone to disasters (history of disasters,
preparedness related interventions, etc.) as identified by
CARE POs]
 Building partnerships with 30 identified District Disaster
Management Authorities (DDMAs) through POs and local
NGO networks
 Encourage, develop and facilitate local NGO networks in
selected districts for promoting gender sensitive
approaches during preparedness and emergency response
5 Year Objective 5 Year Results 5 Year Indicators
 A 3 CIP is actively  1-# of DRR forums
engaged in disaster established/strengthened at
response and DRR district and provincial level
related forums, with clear TORs.
networks and  2- # of various meetings
coalition attended with cluster DRR
forums and other
humanitarian network (ALWG)
 3-# of research studies related
to DRR conducted.
 4-Be a part of # of effective
established consortiums
 A.4 Strengthened  # of gender sensitive advocacy
humanitarian campaign launched.
governance  Level of satisfaction by
through advocacy humanitarian community on
with key preparedness and response
stakeholders for (timeliness, coverage,
gender sensitive appropriateness, adhering to
disaster response in fundamental humanitarian
Pakistan principles and accountability)
 % of community men , women
and children are satisfied with
5 Year Activities
through advocacy and building capacity of DDMAs to
respond accordingly.
 Conduct consultative workshops/meetings with 30 DDMAs
to identify capacity gaps for gender sensitive disaster
response and gender focused preparedness interventions
through local networks/partner organizations
 Capacity building and promotion of good governance
practices among DDMAs in 30 target districts for gender
sensitive disaster response, preparedness, DRR,
(application of Sphere standards, adherence to
humanitarian principles, IASC guidelines, and coordination
with relevant stakeholders etc.)
 Support and facilitate DDMAs through POs for emergency
preparedness and contingency planning
 Actively network with key humanitarian stakeholders (and
networks) and participate in key forums to ensure CIP is
informed and a proactive humanitarian actor
 Access information and/or participate in research, analysis
and reporting on long term changes and emerging issues
that might increase vulnerabilities and risk exposure
(particularly related to women) 8 to 10 briefing papers by
CARE on the subject
 Strengthen access and analysis of information for gender
responsive preparedness and response; early warning,
relevant cluster meetings
 Participate in forums like Pakistan Humanitarian Forum
(PHF) to advocate for improved accountability and
governance by humanitarian actors in Pakistan, and to
strengthen leadership of National Humanitarian Network
(NHN) on common advocacy issues around gender
sensitive emergency needs
 Facilitate national NGOs networks for advocating issues like
humanitarian principles, gender sensitive emergency
response and gender focused DRR strategies (in adherence
to Sphere Standards and IASC guidelines)
 Develop, publish and disseminate research studies, best
 5 Year Objective
Objective B: To strengthen
the capacity of local civil
society organizations and
communities on DRR
5 Year Results 5 Year Indicators
the standardized response by
Govt and humanitarian actors
( in case of any disaster)
 # of research reports/briefing
papers'/human interest
stories/ findings disseminated.
 strong and well-functioning
coordination mechanism,
accountability sustainable
humanitarian architect,
control, coordination. Political
commitment)
 % of increase in knowledge of
CSO reprehensive on gender
sensitive humanitarian
advocacy, accountability and
humanitarian principles.
 B.1 Improved  Partners capacity building
capacity of plans in place
Implementing  # and type of trainings
partners on Gender conducted.
Sensitive Disaster  % of partners has their own
Response and developed contingency / EP
Disaster plan.
Preparedness/ DRR  Partners' policies/SOPs are
gender sensitive (financial.
logistic & procurement, HR,
Security & MEAL) are aligned
to emergency context.
 Aligned EPR policies / SOPs
(what are those points to
measure and demonstrate the
partners capacity to respond)
---how we will know that
partners have these capacities,
knowledge, skills etc.?? )
5 Year Activities
practices, success stories etc. on application of
humanitarian principles and gender disaggregated
outcomes
 Conduct advocacy campaign for inclusion of retrophiting
plans for schools as part of the ADP in the vulnerable
districts
 Private partnership for poor women to reduce their
vulnerability to disasters
 Consultation and reviews of gender segregated findings
with partner organizations to identify areas for mutual
sharing and future partnership
 Sign MoUs with selected partners in 30 selected districts
( for two-way partnership with POs for sharing of resource
with CARE including outreach to communities, contextual
knowledge of geographical locations, maintaining and
sharing of gender segregated data, conduct and share
gender-focused assessments, and sharing of risks &
opportunities)
 Need assessment and capacity building of existing local
NGO partners on gender sensitive; disaster response,
preparedness and DRR
 Identification and selection of potential new local NGO
partners in newly identified vulnerable districts ( willing to
build two-way partnership by contributing positively for
disaster response in districts, after reference check with
INGOs who previously worked with them)
 Capacity building of local partners for gender focused
disaster response (including gender sensitive assessments
5 Year Objective 5 Year Results 5 Year Indicators
 B.2 Increased  1- # of communities that have
resilience of developed and implemented
community, their gender sensitive CBDRM
teachers, children and contingency plans.
and schools on  2-# and type of trainings
gender sensitive conducted for communities,
DRR. children, and teachers
targeting X % of women & girls
 3-# and type of gender
sensitive DRR curricula revised
based by provincial
government.
 4-# and type of new DRR
focused products (insurance,
early warning and savings etc.)
developed with private sectors
partnership.
 4-# of people benefitting from
the products developed in
partnership with private
sectors.
 5-Community based EWS in
place that is known,
undertook and accepted by X
5 Year Activities
(gender disaggregated data), relief distribution, adapting
humanitarian principles, fund raising, emergency policies
and procedures, gender sensitive monitoring and tracking
etc.).
 Training and technical support to POs to strengthen their
governance mechanisms and policies including
procurement, finance, reporting, recruitment etc.)
 Training of POs on contingency planning and emergency
preparedness planning with genders sensitive approaches
 Strengthen capacity of partners on security assessment and
management as part of gender sensitive DRR
Build capacity of partners and stakeholders on quality RH
service delivery in emergencies response
 Develop gender sensitive training materials and modules
for community awareness on DRR with special focus on
vulnerabilities
 Develop gender focused Community Based Disaster Risk
Management CBDRM training manual and material and
undertake ToT for partner organizations to implement in
the field
 Awareness sessions on gender sensitive DRR and CBDRM
for beneficiary groups of all projects/programs being
undertaken by POs with support of CIP
 Training of partner organizations to empower and build
capacities of communities on first aid, community disaster
management plans, awareness rising, community based
contingency planning, etc.
 Provide grants to partner organizations to undertake
gender focused DRR interventions
 Partner organizations support communities to develop
their gender sensitive CBDRM and contingency plans and
implement them
 Bridging gap between communities and line agencies,
government responsible for gender sensitive Early
Warning System (EWS) through collaborating with public
and private sector
 Build partnership with private sector including Tameer
5 Year Objective 5 Year Results 5 Year Indicators 5 Year Activities
% of targeted community Bank and Telenor to introduce and model gender sensitive
household. micro insurance, community saving schemes, early warning
system as vital DRR interventions.
 Pilot business models to leverage private sector
investments in disaster risk reduction and disaster
responses.
 Implement a successful health insurance model for
marginalized women to reduce their vulnerability through
public private partnership
 DRM and DRR in primary and secondary curricula made to
provincial governments;
 Build capacity of teachers and children on developing
schools safety plan, mainstreaming mock drills and road
safety
 B 3 DRR is  1-Mainstreaming  Incorporating gender sensitive DRR in country
mainstreamed in guidelines/checklist is programming by Sep 2014
CIP program and available/ utilized for current  Working with other CARE programs / projects to
framework and and future project. incorporate DRR in their interventions (community
projects  2-# of new DRR projects awareness, disaster risk assessments of physical (public)
successfully completed. infrastructure, CBDRM etc.)
 3-# of government officials  Develop guidelines for and hold sessions with district
trained on using planning government (through local partner NGOs) for
commission DRR mainstreaming gender sensitive DRR in district
mainstreaming guidelines. development plans
 Secure resources to enhance support for gender sensitive
DRR initiatives with partners; ensure sufficient availability
of DRR funding (DRR funding likely to come from
government, NGOs, Bilateral & Multilateral sources and
community).
 Review of new CIP proposals for include in them gender
sensitive DRR by including activities and budget