One of the primary concerns of OISD is the access of education. Over the period  OISD has provided access opportunity to more people. Simultaneously, OISD focuses on the sustainability of the access for the future generation.


Quality education has become pivotal for all education systems in the developing countries. Quality ascertains how much and how well people learn and the extent to which their education translates into a range of personal, social and development benefits. MDGs and EFA objectives are the commitments of international community, including Pakistan, made in the World Education Forum (Dakar 2000), under UNESCO calls of improvement in the quality of education in all its aspects aiming for a situation where people can achieve excellence.

OISD contributed towards international commitments by numerous means and projects by teachers training, providing TLM, sports kit, library material, formulating and capacitating PTSMCs, Women groups etc. Below are the glimpse of OISD achievements toward Quality Education:


OISD has an obvious extra ordinary role in teachers training programs since it is in the arena of developing the educational stigma of low standard quality education in KP. OISD contributes in a great measure in developing the capacity building of the teachers in KP. OISD has built capacity building of teachers at all level starting from early childhood education, primary, middle, high and college teachers along with school administrators and community members. OISD has developed training module on the following pedagogy and contents:

ECE teaching techniques

Teaching of English, Maths and Science for primary, middle and high level

Classroom management

Multiple Intelligences

Multigrade teaching

Joyful learning

Corporal punishment

Growth development

n                     COMMUNITY PARTICIPATION

Community participation is one of primary focuses of the organization and OISD increased the community involvement at school level for the promotion of education in their communities and to solve the school related issues. For the same purpose OISD team formed/ reactivated committees at different level to encourage community to participate and to improve quality education through the community involvement.


According to EFA goal I all young children must be nurtured in safe and caring environments that allow them to become healthy, alert, secure and be able to learn.

OISD started working on Early Childhood Education and introduced 100 ECE classes  Releasing Confidence and Creativity (RCC) Project focused on Early Childhood Education (ECE) development which targeted the group of the children from the ages of 4 to 5 years to improve their developmental domain (physical/ social/ emotional and cognitive) with child centered approach teaching/learning and contemporary practices in the classroom and through supporting practices and structures in communities, schools, NGOs and the government in general, that effectively promotes early childhood education particularly in government schools.


Our organization worked with UNICEF, under the Focus District Program, which aimed to address good governance issues.

These management tiers were formed through a gradual process and were trained with attention to various aspects of management. The tiers helped to bring-up the voice of the community from bottom to top and also to disseminate information. Under this program, the communities were mobilized to Universal Primary Education, management of health facilities, immunization, safe drinking water, hand pump installation and sanitation. This program developed a positive impact within the communities and assisted in strengthening the government-community partnership in all social sectors for sustainable development.


It has been an inspirational experience to see people of the community, especially women working to improve themselves and to become useful and contributing in education improvement in their own community. The contribution, mobilization and opportunity is being provided by the OISD for women empowerment improvement in quality education by means of increasing the enrollment of girls ratio as to the ratio of the boys with the help of appointing most of the female teachers and imparting training for them


It has been well recorded the poverty in rural areas has historically been higher than in urban areas, it is notified that poverty increase more sharply in rural areas in 1990s, to overcome the same declining graph in Nov2000, the government of Pakistan adopted a strategy to reduce poverty gap and restore the economic stability. This strategy of the Government was articulated in the Poverty Reduction Strategy Paper (PRSP) for the cause OISD provided support for the poverty elevation.

An overwhelming emphasis on the achievement of high development of education indirectly addressing the step towards poverty elevation, OISD focuses the rural areas of KP, In order to minimize the poverty gaps males/females of the community were provided opportunities to get employment and contribute in the economic welfare of their families.


The OISD also conducted various trainings to build the capacity of the organizations to involve them in the developmental process. Like the LAFAM, SCOPE and RCDC are the tree organizations trained by OISD during 1994-96 and they become the partner under the BPEP project with Government of KP, World Bank and RNE.

The OISD have also carried various capacity building activities for different organizations to build their capacity in social sector.


The Government of Pakistan in collaboration with the provincial government established camps for the immigrants who were given the status of refugees by UNO. The hosting country had to face many problems while serving the refugees. The UNO through different organizations funded to confront the refugees. The UNHCR shouldered the major task to support the refugees. Therefore, the UNHCR funded several National / Local organizations to work in the camps.

The OISD supported the UNO in its efforts to provide social services to the refugees in the camps. In view of the previous experiences OISD engaged to provide technical and vocational education to the refugees in the camps.

Support to Afghan Refugee and Education Program

Support to Afghan Refugee and Education Project (SARPP) was also a part of initiatives to support afghan refugees and in line with the UNHCR collective return program. Under the program vocational training opportunities, business development courses, functional literacy and health education training to increase the economic capabilities.


During the period OISD has conducted following research studies and advocacy campaigns to support the government efforts for education:

Education in Pakistan What Works and Why Study

Evaluation of performance of teachers of Releasing Confidence & Creativity Project

Mainstreaming of Education of Afghan Refugee Children at Pakistan System

Enrollment campaigns to support the government efforts for education.


Ensuring environmental sustainability is one of the commitments made in international forum (Dakar 2000). Inadequate availability of drinking water and toilets contributed to the lower enrolment and high drop outs rates especially of girls’, while ignorance of hygiene and healthy drinking practices in homes also caused diarrhea and other disease, particularly among children.