HANDS Welfare Foundation
HANDS Institute of Development Studies
HANDS Endowment Trust
Education Services
The ultimate goal of HANDS Education and Literacy service is to promote education for human and institutional development. Some of the initiatives that we have undertaken include public-private partnerships, Npnon-formal education, scholars academies, early childhood development, and adult literacy programs
| Description | 2022-23 | Up to Date |
|---|---|---|
| Schools | 761 | 7,190 |
| Students | 150,839 | 648,593 |
| Teachers | 3,628 | 45,480 |
Services Models
Public Private Partnership
The public-private partnership approach is the ray of hope for the sustainability of public sector services. The Government of Sindh has outsourced 20 schools to HANDS which are known as Education Management Organization (EMO) Schools and are considered as part of our public-private partnership model. The schools are located in Karachi, Larkana, Dadu, Sukkur, and Khairpur districts. HANDS regularly enhances the management and administrative skills of both teachers as well as non-teaching staff of the EMOs by holding Continuous Professional Development sessions. The purpose of these sessions is to enrich the teaching staff’s content knowledge of the relevant subjects as well as to modernize the teaching and learning process. Training to enhance teachers’ pedagogical skills includes the use of tools, teaching methodology and alternate learning mechanisms.
Highlights of Public-Private Partnership (2022-2023)
| Districts | Schools | Students | Teachers |
|---|---|---|---|
| 05 | 20 | 9753 | 431 |
Scholars Academy
The HANDS Scholars Academy model ensures quality education for all. HANDs signs an MoU with Sindh Education Foundation and the District Government/Education Department before intervening in selected schools and improves the quality of education by training teachers and school management committees, raising awareness in the community about education and implementing a holistic approach to school management. The classes are from pre-primary to grade five – focusing on Early Childhood Development. The schools have water, electricity/alternative energy, separate bathrooms for girls and boys, furniture and safe play areas.
Highlights of Scholars Academy
| Districts | Schools | Students | Teachers |
|---|---|---|---|
| 04 | 15 | 2537 | 112 |
Early Childhood Development (ECD)
This program targets children from 3-5 years of age from impoverished backgrounds. The aim is to support children’s overall personality development sustainably in a safe learning environment. To ensure the provision of quality education, teachers are trained in ECD methods. The initiative helps reduce dropout rates and increase retention rates.
Number of classes and teachers enabling the development of young children
(up to date)
| Classes | Learners | Teachers |
|---|---|---|
| 5,693 | 148,018 | 15,172 |
Adult Literacy
Through this model, HANDS Education and Literacy Program, strives to provide opportunities for illiterate adults. Adult Literacy Centers cater to adults, which is why academic learning and skill development are focused on simultaneously helping illiterate adults. It becomes a productive part of the society.
Beneficiaries and teachers in educational classes for adults (up to date)
| Classes | Learners | Teachers |
|---|---|---|
| 684 | 28,920 | 684 |
School Cluster Policy-A pilot project
The objective of the school clustering policy is to support the Sindh Education and Literacy Department is to smoothly implement thef School Clustering Policy and enhance the capacity of the relevant stakeholders to advance the level through field coaching so that new delegated powers can be exercised by the cluster schools’ head teachers and technical support to the government of Sindh, for scaling up the clustering policy execution and develop the monitoring and reporting system
Highlights of School Cluster Policy (2022-2023)
Child Safe Spaces
Child psychosocial well-being refers to the emotional, social, and psychological development of a child. It encompasses their ability to form relationships, express their feelings and navigate the world around them. A child’s psychosocial well-being is shaped by a variety of factors including genetics, environment, experiences and relationships with others. A positive and supportive environment, nurturing relationships with caregivers and opportunities for socialization and learning all contribute to a child’s psychosocial well-being. Conversely, adverse experiences such as neglect, abuse or trauma can negatively impact a child’s psychosocial development and lead to long-term consequences. It is important for caregivers, educators and mental health professionals to prioritize a child’s psychosocial well-being in order to promote their healthy development and overall well-being
