Through Bashara Rahim, who is currently working for the government of Pakistan. He is a Fulbright Scholar, Assad Alumina, and Charles Walis Fellow. She acts as a President Association of Business, Professional and Agriculture Women; Executive Director Development Agent for Change (DAC)- a non for profitable human friendship President Fulbright Alumni Association KP.
These schools run according to two different models, which are based on comparative education scholars, background papers for EFAGMR, policy framework, local community requirements and factors by supply and demand. In the first model, known as a double shift school, afternoon school, or half -day school, students are taught by a salary female teachers and two volunteers for three hours. The second model includes mutual cooperation between a charity organization and a low -cost private school.
The proportion of girls and boys in these schools is 43 % and 57 % respectively. Unlike average rates nationwide, their dropout rate is very low. One of the major reasons behind the boys dropout is a lack of interest in education and help with family income. Home work, family and transportation problems are behind girls leaving.
Our organization takes various steps to promote their entry and stability in education. For example, free uniforms and shoes are provided once or twice a year. Food Aid /Ramadan packages and EID gifts are also distributed to students’ families as privileges. In addition, health awareness campaigns have been organized to keep students healthy and dynamic. In addition, to maintain good oral hygiene, dental doctors are arranged. Children interested in going to school are provided with financial support, but tuition fees and procurement stations are unable to pay, so they can enroll in low -cost private schools. Our NGO’s contribution to teachers’ salaries, textbooks, stationery, uniforms, food costs have a positive side effect as it encourages children, especially girls to enroll and live in school and enable them to eat healthy food. \
Handle the covid -19 in Ojala schools
After communicating with colleagues and drawing on recent GEM reports and blogs, it was decided to give priority to the health education of these children to showcase important methods of hygiene, a friendly session for children. A 30-minute session, for 11 students (aged 3.5-8 years old), came to raise awareness of the dangers from pandemic diseases and to protect yourself and their family. An offline book about germs and cleaning ‘Hello! My name is Corona virus’ Pashto was read aloud. Adults demonstrated the right way to sneeze, wash, and use children.
In addition to providing better cleaning, photos of the virus were taken on the white board, and the children were asked how they feel about it. Almost all the children said they were saddened. This view of talking about emotions for female teachers and volunteers was new. But they were assured because this point of view will help improve the emotional literacy of the students: understanding different emotions, the intensity of emotions, identity, expression, expression and emotions. These are important skills: curriculum experts, psychologists and, education scientists believe that when students face strong negative emotions, their ability to focus and solve a problem is severely damaged. On the contrary, positive emotions can make it easier to learn and contribute to academic success.
The way the schools were run was also changed. The children were asked to keep a distance of six feet according to government guidelines. Breathing exercises were done to show how to check the symptoms through this breathing exercise. The session was attended by teachers and volunteers who are currently making a copy of their communities.
After a few days, one session was made by two volunteers, one from Afghanistan and the other religious minority in Persian and Urdu in Peshawar, respectively. There will be more such sessions in the coming days. Our aim is to make these exercises a part of the regular teaching and learning process and practice practical exercises at least twice a month.
Oxfam Pakistan provided heartfelt hygiene items (masks, soaps and senators) for students’ families as well as schools. Students’ mothers, grandmothers, and fathers were invited to schools, and it was shown how to wash their hands. He praised the move and said that such actions were not taken by any other school. Given the interest of students in this new style of teaching, we are planning to arrange audioViews and Internet contacts to teach school, emotional and critical thinking skills for the school so that it can be enhanced. Student Learning
Children’s psychologists use a device “Tell her name to overcome it“The name of fear and to identify them, to reduce their effects. We believe that using well -known sources to educate the virus and help children in Peshawar will help to convey the information to their families and friends.
The whole exercise was planned cautiously. We knew that these children’s parents were poor and uneducated or semi -ill, children do not have access to reliable information for children and they suffer from misunderstanding that spreads around it. After the awareness meeting, children were told that they were lessons for a lifetime, on which they would practice daily and they would share this knowledge with their friends and family members.
Benjamin Franklin once said, “Tell me, and I forget, teach me, and I remember, add me, and I learn.” By joining it, students learn the art of good hygiene and deliver them to others, which has a wave effect.
