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While my personal achievement is important to me, I believe that true happiness is achieved by serving others. Zareena, 17-year-old gender activist from Umerkot.

The lifestyle and traditions of the people of Ahori Farm (a rural village in Kharor Syed) in Umerkot have remained the same for years. Most of the residents here toil the land on a daily basis in an effort to survive. Through this on-going mundane lifestyle, little thought is given to educating girls or helping them develop as equal and empowered community members of Ahori farm. Many girls here do not go to school and educating girls is widely condoned in the village.

Seventeen-year-old Zareena is a rare exception in this close-knit village of Ahori Farm. She has always been different that the other girls – she spoke out against inequalities and had a fierce inclination towards education and learning new things. With her determination, she completed secondary school, unlike a majority of the girls her age in the village. However, Zareena is now being pinched by the bitter-truth of the society she has been born it – her further education has been put to a stop. Due to cultural and social reasons, her parents have refused the continuation of her further studies.

Only twenty percent of the Ahori farm girls have been allowed to complete their education fully, and sadly, Zareena was not among them. All of her friends, Monika, Roshana, Sonia, and Nadani, have also been prevented from pursuing higher education due to the same reasons. To fulfill their urge to study and as an act of goodwill, Zareena and her friends started giving home tuitions to younger boys and girls in their neighborhood.

In May 2017, a skills development center was set up in Ahori Farm. Many of the girls immediately enrolled for trainings on embroidery and other handicraft skills at the centre but Zareena had no interest in learning those kind of skills and did not join the centre.

Soon after, though, she found out about the gender equality related activities that were part of the same project (Community World Service Asia & YCare). That is what sparked her interest in the project. She was soon contacted and was selected to be trained as a community gender activist in the project. After receiving a couple of sessions of the training, Zareena realized that it was the centuries’ old norms and traditions of their village that had led to suppressing women. These customs had left the women with no determination to progress.

As women, we regularly face situations where we are treated unfairly in life, and yet are not allowed to question this tradition or reality. I had never heard about the term gender discrimination before I took the gender training. In the training, I not only discovered the concept of gender discrimination, but I also learnt how to understand gender inequalities and all its complex dynamics.

Zareena was very apprehensive about her work as a community gender activist when she started it initially at the village level. She knew that the society that she had grown up in would not accept women in such roles of change and influence. However, seventeen-year-old Zareena persevered and decided to take the risk and try changing the old norms of her community by starting from her own home. She tried to talk to her parents about the need and importance of girls’ education and how a change is vital towards the pre-conceived perception set of women in their community. At first, they ignored her, but Zareena’s mother slowly began to understand her, and eventually agreed with her. Sensing the positivity, Zareena was encouraged to further magnify this notion and cause.

With the support of her mother and elder brother, Zareena conducted interactive meetings on Girls Education and Women’s Role in Decision making with targeted households in her village. Many in her village still did not welcome a girl as young as Zareena talking about such unmentionable concerns.

More than a hundred girls still do not attend formal school in Ahori Farm even today. However, Zareena is hopeful that she can convince many parents in the village to allow their daughters to be enrolled in schools. Zareena’s elder brother has assured her that he would establish a girls’ tuition center for free.

The centre has provided me a platform through which I can serve the girls of my village in supporting them to be educated. Recently, from our village, five girls, including myself, have just enrolled into the Government High School and Government Girls Degree College in Umerkot. The parents of the other four girls trust and support my cause. They have faith in me for improving the lifestyle of our people. More than anything, I am grateful to my mother and to Mr. Ramesh Kumar, a member of our Community Gender Activists group, both of whom stood by me, helped and supported me.

According to the project team, many more parents from Zareena’s village are now allowing and encouraging their daughters to attend not only primary but high-schools as well.

It is difficult to manage all expenses within a small income like my husband’s. Healthcare treatments were most sidelined as the incoming money barely lasts a day with two young daughters and an elderly mother to care for.  All of it is consumed in household expenses. If there was a dire need for healthcare, we would travel long distances to access services. It seemed like a burden in terms of both time and money. In addition, we women here are more dependent on men to travel far distances which makes it even more inconvenient to avail the healthcare resources,

expressed a twenty-three years old, Zeena unhappily. The family of four, the family’s only source of income is her husband’s daily wage of approximately PKR 150 (USD 1.5). With this menial income, meeting everyday needs become very difficult for the family.

Two years ago, when Zeena was expecting her second daughter, she heard of a Maternal Neonatal Child Healthcare (MNCH) center established in Ranta village from her neighbors. Upon finding out that the MNCH center is located near her village, Zeena’s husband allowed her to visit the MNCH on her own for a check-up.

After my first visit to the MNCH, I started visiting the center regularly through my nine months of pregnancy as prescribed by the lady doctor there. The doctor’s fees at the MNCH was minimal, thus very affordable for villagers like ourselves, who earn less and have no savings.

The services provided at the center were always timely and effective,

added Zeena who, along with her husband, was also given health and hygiene sessions at the MNCH for her to start developing a healthy diet during pregnancy and after.

My hemoglobin was low therefore the lady doctor advised me to eat food which contains iron including fish, green vegetables and beans. My husband made sure I took a healthy diet as prescribed by the lady doctor as this time he was more aware.

I was also given a family planning session. It was the first time I took part in a session like this, as in our area there is no concept of child birth spacing. In fact, here parents opt for more children so that they can contribute financially once they grow up. I was very glad to know about family planning as it highlighted the importance of good health for women and infants,

expressed Zeena.

Zeena adopted healthy and hygienic nutritional practices at home which improved the health of her baby and her during pregnancy. After her daughter’s birth, Zeena visited the MNCH for antenatal care regularly, which helped the doctor to treat and prevent potential health problems throughout the course of her pregnancy. It also aided in promoting healthy lifestyles in the village, benefiting both mothers and children.

After a smooth nine-month pregnancy, Zeena gave birth to a healthy daughter at the MNCH center without any complications as she had strictly followed the diet chart and took all her prescribed medicines on time. Zeena’s husband and mother-in-law were very pleased with the services and efforts of the staff at the MNCH.

It is difficult to find effective services especially for pregnant women in our area. When Zeena was pregnant the first time, we had to travel to Belo city which was very costly and Zeena would get very tired during travel as well. The MNCH at Ranta is a blessing as many in nearby villages now have a proper health facility, which is affordable for our community, to go to. Zeena’s second pregnancy was very easy for us as I would bring her to the MNCH regularly as per doctor’s advice. The doctor guided us well and today I am blessed with a healthy grand-daughter,

shared Zeena’s mother-in-law.

Zeena has regularly been attending the MNCH for postnatal care. She was given a session on breast feeding by the midwives at the MNCH. Zeena was also advised on breast-feeding her newborn for six months and gradually to start feeding her small meals as per diet plan then after. The effectiveness and sustainability of the MNCH is empowering rural women and communities in many villages of Thatta. Moreover, the center is facilitating in addressing the health needs of the community and in raising awareness on health issues and rights of women and children.

Yousif Channa briefing the participants about implements placed in Agriculture Training Institute (ATI).

An exposure visit of fifty-five rural farmers from different villages in Badin, Sindh, to the Wheat Research Institute (WTI) in Sakrand, Central Cotton Research Institute (CCRI), Agriculture Training Institute (ATI) and the Seed processing unit of Sindh Seed Cooperation  took place in September. This visit was conducted as part of building the capacity of rural farmers on adopting sustainable agricultural practices, under the CFGB supported, Sustainable Farming and Food Security project implemented in Sindh, Pakistan.

Through this project, together with the participation of the farming communities, we are promoting the production of food, fiber, and other produce using farming techniques that aim to protect the environment, public health, communities, animal welfare as well providing long-term development and food security among the communities. Most of these Sindhi communities are most affected by climatic hazards and the adverse impact of climate change.

Muhammad Yousif Channa, Senior Instructor at ATI and Coordinator of Integrated Pest Management (IPM) Unit, Sakrand facilitated this farmers’ exposure visit. The work and development of high yielding new wheat varieties of WTI were shared with the farmers and the two new wheat categories, of early and late sowing,  released by WTI, were introduced to them.

The farmers then visited the Wheat Museum where different varieties of wheat were on display. The different types of machinery in use to implement the diverse practices used for wheat crop management were shown to the farmers. This learning was essential to the rural farmers’ knowledge as they could see it’s practical implementation, enabling  them to easily apply it in their own farming to ensure successful integration of sustainable agricultural practices in their villages.

Ashraf Soomro, Director at the WTI, Sakrand, engaged the farmers in an interactive discussion to identify and address the issues they face in crop management. While responding to questions about water shortage Ashraf Soomro recommended sowing wheat on Ridge, which was also demonstrated to them, as it would save 30% to 40% of the water. He also shared with them hand bills and a booklet on wheat production technology.

At the CRRI, the farmers watched a presentation on the institute itself, the many cotton varieties it has developed and most importantly on cotton pesticides and the damages it does. The Senior Scientific Officer at the institute, then went on to talk about insects that are beneficial to crop growth and how those can be managed. During these presentations, it was learnt that development of different cotton takes 10-12 years.

The Plant Physiologist at CCRI delivered an in- depth presentation on crop production technology, focusing on soil analysis and fertility management, for the farmers. He emphasized on the importance of soil analysis, without which it would be impossible to identify if the soil is enriched with nutrients or not.

After the CCRI, the farmers’ visited the Seed Processing Unit of the Sindh Seed Corporation. The focal person at the Unit, shared and demonstrated the process of adulteration, the removal of broken and shriveled seeds, and the process of seed grading,  to ensure the production of the best seed quality.

As the last stop of the exposure visit, the farmers were introduced to the Agriculture Training Institute (ATI) and to different methods of adopting sustainable agriculture practices. The Senior Instructor at the ATI demonstrated different and cost effective methods of farming. These included compost making, plantation with pitcher irrigation, drip irrigation by using water material, propagation via air layering and organic gardening, all carried out at the ATI.

Ashraf Memon, Instructor and Veterinary Doctor at ATI, not only shared better livestock management practices but also responded to queries and prescribed medicines and indigenous techniques to control the various diseases.

The farmers were very appreciative of this exposure and learning opportunity. Not only did they learn various crop management techniques first hand but would also take back the learnings to share among their farming communities. For them it was much appreciated the visit as they learned different techniques of cop management which will be useful for them to implement in their field of work.

Since our forefathers’ time, we used to sow either by placing the seed or a vegetative part of the plant in the soil. The technique of Air Layering, i.e. to make new plants from the  branch which is in the air, was very new and  we couldn’t ever imagine that we could produce a new plant this way. This exposure visit has taught us innovative techniques of farming which can be beneficial for us.

Ghulam Mustafa Kaloi, farmer from Babar Kaloi village, Badin.

It was the first time for me to ever visit such specialized institutions. Visiting the Cotton Research Institution was a great opportunity for us to witness  and learn how to develop new cotton varieties and manage pests through an integrated approach.

Muhammad Zaman Lalial, Ghulam Hussain Lalial village, Badin.

We waste many thing which, if processed properly, can be very productive for the land. One of the example is the dispose off the medical infusion drips after utilization however we have learnt that that wasted drip can further be used for drip irrigation where there is scarcity of water. This was a new learning for me at the Agriculture Training Institute Sakrand. Water scarcity is a serious issue in our village and we cannot afford expensive irrigation Drip and Sprinkler irrigation systems due to our weak financial status. I learnt the simple and no-cost DRIP irrigation technique by using the waste material at the ATI and I applied that technique at home for kitchen gardening. I am very thankful for being given this exposure visit as it has taught me a lot.

Ahmed Khan, Muhammad Sheedi village, Badin.

Group photo of students from different universities of Jamshoro and Hyderabad.

The Youth Alumni of Hyderabad, Pakistan, organized an event titled “Muktalif Magar Muttahid” (different but united) in celebration of International Peace Day. Aqsa Rajput, a senior member of the Alumni, while welcoming the guests spoke about the value peace, dignity and respect holds as a basic human need irrespective of one’s beliefs or thoughts.

Celebrating the idea of peace among people of different faiths, alumni speakers shared their thoughts and views. Some highlighted issues of racial and religious discrimination prevalent in societies globally while others shared possible ideas to overcome these issues and maintain interfaith harmony.

Aqsa Rajput, among many other Youth Alumni members, has participated in various trainings on governance, democracy, constitutional rights and other such themes in the last three years. This unique event on Peace Day, where all panelists were youth members themselves, was organized by her as a way of sharing her learnings with her peers and other youth members. Aqsa shared that organizing and taking part in such activities also helps youth members like herself in enhancing their leadership and communication skills. Being the first speaker at the event, Aqsa underscored the many types of discrimination that is practiced in various countries, religions and societies and how the most vulnerable suffer the most in such circumstances. With that, she also highlighted the importance of education and how that plays a key role in empowering communities, specially girls. Aqsa had recently visited Nepal as part of a youth exposure and exchange visit, of which she gave an example of how people of completely different faiths and religions live peacefully and happily in one county.

As part of her address, Aqsa focused on the need for building more peace and establishing frequent interfaith dialogues among people of varying religions to develop a relationship of mutual respect and dignity.

Participants, representing various universities in Sindh, shared other similar examples. One youth member, Salman Chattha, used Canada as a good example of a country where people of many faiths live together peacefully. He highlighted how the Canadian government provides equal opportunities to their own people, as well immigrants and minorities, recognizing them as an asset of the country and celebrating religious diversity, rather then seeing it as a liability. Salman also referred to Quaid-e-Azam’s address at the first constituent Assembly on11th August, 1947, in which he shared his vision of Pakistan, being a country that would celebrate and ensure “equality of all citizens”

Another youth activist, Mahrukh Parvez, shed light on the international theme of this year’s Peace Day – Together for Peace: Respect, Safety and Dignity for All. She reiterated that,

the world needs to come forward for fostering peace.

She further added,

I strongly condemn the human rights violations in Myanmar of the Rohingya community.

The panel sessions then followed a question answer exercise, where participants shared their views and experiences on discrimination, if any, that they had faced. Some girls among the participants, quoted experiences of gender discrimination faced by them. Another youth member shared his own experience of practicing religious discrimination towards people of other faiths, and acknowledged how the panel and speaking sessions at the event made him realize that all citizens are equal irrespective of their belief, caste or creed. Queries on other similar issues were put forward to the speakers and were discussed in detail. Many participants claimed that their understanding on accepting and celebrating diversity has fairly improved since participating at the Peace Day event.

Towards the end of the day, a theatre performance on the theme of religious discrimination by youth group members was held. The event concluded with participants coming together to share messages of peace in solidarity with the Myanmar’s Rohingya community.

Shazia, a participant at the event expressed,

I am now taking a positive message of peace being the only solution for a country’s development and progress.

Many other participants, after the event, committed to being more determined and active in promoting and enhancing peace and tolerance among their communities.

 

DurationSep 01, 2007May 31, 2008
LocationKeti Bandar and Kharochan Talukas of Thatta district in Sindh Provicne
Key Activities
  • Installations of 225 (two hundred twenty-five) Abyar hand pumps (where water table is accessible up to 30-40 feet)
  • Installations of 16 (sixteen) Jiyapo hand pumps (where water table is very deep and above 50 feet)
  • Conduct 37 (thirty-seven) health and hygiene awareness sessions
  • Distribution of 2,200 (two thousand two hundred) hygiene kits
  • Distribution of 4,400(four thousand four hundred) Jerry Cans (each 20 litre)
ParticipantsApprox. 80,000 individuals

DurationNov 15, 2008May 31, 2009
LocationRojhan sharqi, Fatehpur, Noorpur mojahwala, Dajal, Wah lashari of Rajanpur district
Key Activities
  • Installation of 185 hand pumps
  • Health hygiene and DRR sessions
Participants33,700 individuals

DurationSep 01, 2011Nov 30, 2012
LocationUC Bijora, Sujawal, Jaar, Keenjar of district Thatta
Key Activities
  • Health and hygiene sessions, Rehabilitation of water courses, drainages and ponds
  • Provision of nadi filters
  • Installation of 40 hand pumps
Participants13,856 individuals

DurationJul 01, 2016Jun 30, 2017
LocationThatta & Umerkot Districts, Sindh
Key Activities
  • Two 5-day training on pedagogical techniques and classroom management for 50 teachers
  • Two 5-day Master Teachers’ Trainings for 30 Master Teachers
  • Two three-day refresher training workshops for 50 teachers
  • 30 follow-up visits conducted by Master Trainers
  • Two 3-day civic Education camps for 60 students and 10 teachers
Participants110 including teachers and students

The team of Community World Service Asia and PDMA conducted a meeting with the families of food assistance project implemented in district Tharparkar.

Community World Service Asia has signed a Memorandum of Understanding with the Provincial Disaster Management Authority (PDMA) in Sindh. The core components of the agreement focus on:

  1. Disaster Risk Reduction and Response
  2. Advocacy on Climate Change and Disaster Risk Reduction
  3. Quality and Accountability

Through this agreement, PDMA Sindh and Community World Service Asia will consort together on strengthening disaster risk reduction and response mechanisms in the province and advocating and acting together on climate change adaptation, emergency response, and relevant recovery activities to help Sindh’s disaster affected communities.

Ajay Kumar, Assistant Director Operations of PDMA Sindh, with his team, conducted a field visit to oversee the projects in Sujawal, Badin, and Tharparkar districts this August. The team first visited a community-level Emergency-Operating Center (EOC) and met with the Disaster Management Committee (DMC) established in Rahim Dino Thaeem, a village in Sujawal. The committee briefed the functions of the DMC and Emergency Operation Center. Ajay Kumar suggested that the EOCs needed to be linked with each other as well as connected with the district EOC through a wireless system.  Community World Service Asia assured to work on the suggestion and analyzed how this would further strengthen the role of the EOC in the community.

PDMA Sindh team then visited Community World Service Asia’s Food Security and Livelihood project in Abbas Thebo, Badin. There, their team along with our staff, me the farmers, enrolled in the project supported, Farmer Field School (FFS). FFS promotes sustainable agricultural practices. It examines most appropriate methods of irrigation water use, role of Macro and Micro Nutrient trends in plants growth, weed management, land preparation, sowing methodology, demarcation of acres, and determining seed quality.

Abbas Thebo farmers shared that the involvement in FFS has enhanced their working capability in the agricultural fields.  Approximately 12,000 fruit and forest trees have been allotted to and planted by the farmers, and kitchen gardening kits were distributed to women-headed households. Farmers participated in different festivals including the Farmers Festival recently held in August and took part in exposure visits to increase their knowledge on the subject.

The team’s next stop was at Baghtani village in Chachro, Tharparkar where they met drought affected families supported by PDMA Sindh in 2015. The Baghtani community still remembered the team members and praised the organization for visiting the village again. They told PDMA Sindh that its’ food assistance, given every seven months during the drought in 2015, helped the villagers survive the peak of the drought season. The food rations received were sufficient in quantity for their families. The community these days is very grateful to the rains they have received as it has brought their rain-deprived homeland some relief.

Upon the end of his visit, Ajay Kumar expressed,

“I commend the efforts of Community World Service Asia’s field team and the opportunity given to me to meet communities that have benefited from the various projects. It was nice to observe the enhanced capacity of communities in disaster risk reduction, early warning, sustainable agricultural farming, and strengthening of community institutions. This will all ultimately help communities to depend less on external support.”

Nisar Ahmed Memon, a 43 years old headmaster at the Government Boys Main Sindhi Chandia School, in Sujawal, Sindh, has always been passionate about bringing change through education. With this resolve, he joined the field of teaching in 1992 and has since then been engaging children to learn through play and active learning.

Community World Service Asia visited our school in 2015 introducing the DRR component under the Christian Aid supported project. I was instantly interested in the idea as it was a new concept and people in a rural area like Sujawal were not aware of disaster management before. We shared our profile with the team and a Disaster Risk Reduction Training was organized. Two DRR trainings were held for two consecutive years starting in 2016. Fifty students participated in each training. Participants were taught to analyze and build on knowledge to identify and prepare for major disasters and on how to cope afterwards. These skills were particularly important given the large-scale flooding that Sujawal experienced in 2010 damaging many of our houses, crops and savings.

The training focused on six disasters; earthquake, fire, flood, heavy rainfall and cyclone. Sessions on measures to take pre, during and post the various disasters on minimizing its destruction and the after effects were conducted. Being the first training of its kind, teachers and students at Nisar Memon’s school showed keen interest and enthusiasm in learning through group and drill activities.

As an outcome of the training, DRR groups were formed at the Main Sindhi Chandia School. With six groups in total, two students from each class were selected to represent as members in the groups.  The groups have been divided as Flood Group, Cyclone Group, Fire Group, Earthquake Group, First Aid Group and Planning & Coordination Group and each group has a representation of fifteen to twenty students. A faculty member is assigned to each group to supervise them. These groups then train other students on specific DRR practices so that the knowledge is shared with everyone in school. Every week, these DRR groups brief students of a selected classroom on possible natural hazards and the measures that need to be taken. A drill activity is conducted as a demonstration for the students to clearly understand the measures, use of equipment and their role if any such emergency situation arises. All students get the opportunity to equally participate in the drill activities, enabling each student to apply their knowledge on DRR to real situations.

We encourage students to share their learning at homes as well which enhances their understanding and strengthens their involvement in the community. In addition, the whole school, including teachers and students, are aware of the six main disasters and the measures to be taken. This is a great achievement for us as an institution because in rural areas this kind of skill development is not generally found.

In school curriculums, the topic of natural disasters is touched upon under the subject of Social Studies but that does not provide students with DRR related knowledge or skills. Nisar Memon has introduced drill activities as part of the teaching curriculum supporting the Social Studies lessons on disasters.

After covering the chapters on natural disasters, the teachers then engage students in drill activity of the disaster taught, which allows students to develop a complete understanding of the disaster and of the measures that need to be taken when it occurs,

explained Nisar.

A DRR Carnival was organized to provide an opportunity to young children to present their DRR work. The main purpose of the event, celebrated on 25th May, 2017, was to engage teachers and students from different schools to hear about their experiences; how they implemented DRR in their schools and how it contributed to making their schools safer.

Our students participated in the event with great enthusiasm. They prepared plays and skits to perform at the carnival which displayed various disasters and the role of men, women and children in tackling these disasters to reduce loss.

A total of five hundred guests, including students and teachers from various schools, government officials and other stakeholders, actively participated at the event. DRR themed paintings made by students of GBPS Main Sindhi Chandia, Sujawal were also on display.

The active headmaster, Nisar Memon, also participated in a four-day training on Emergency Preparedness and Contingency Planning which was conducted to train government and other relevant institutions staff on effective DRR methods.

Falak Nawaz from Network Of Disaster Management Practitioners (NDMP), lead facilitator at the training, conducted an effective and productive training which enhanced our knowledge on international strategies for Disaster risk reduction and contingency planning. We were briefed on the difference between contingency planning and disaster risk management planning. In addition, we were oriented on the importance of contingency planning.

Students in rural areas readily welcome whatever new learning opportunities they are offered as it allows them to further enhance their knowledge, intellect and skills.

We have displayed a school map in the school which shows different exits and placements of various equipment that are to be used in times of various disasters. We have hanged bottles filled with little sand outside some classrooms. In case of no warning, the movement of the bottles will indicate earthquake or strong winds of cyclone. This way the teachers and the students will be able to take immediate measures required for the safety of all. In addition, fire extinguishers are placed in the school premises and their locations displayed on the school map. We want to ensure maximum safety of our students therefore we implement brief revisions of the map and drill activities on a weekly basis as well. We have also installed emergency bells which will ring at the time of the disaster to alert everyone in the premises.

Students are trained to react accordingly to different disasters and escape routes are identified. The disaster groups are actively involved with students on how to respond to emergencies on a weekly basis. This has enriched the knowledge and developed DRR skills of around 850 students in the GBPS School.

In future, these children will grow up and be in different places. If any disaster occurs, they will be able to protect themselves and the communities around them. This thought motivates me everyday to further work on this cause,

expressed Nisar contentedly.

With more of these trainings and DRR activities conducted in school, the interaction between teachers and students has increased, strengthening their relation and building student-teacher trust. Many students at the school were afraid of their teachers at first and were hesitant to express themselves. After participating in the training and drill sessions, students have become more expressive and vocal with the teachers, making the learning environment in school more friendly and productive.

I am happy to announce that our enrollment has increased from 723 to 850 students in just a year. Our students and teachers have shared their learning and experiences at homes and communities. This has raised our standard of learning which has attracted many parents to enroll their children in our school. The families completely trust us with their children.

Recalling the floods in 2010, Nisar shared that most of Sujawal drowned in the floods. By the time the flood warning was announced, many women and children had already drowned in the rising waters as preparedness measures were not in place and there was no awareness on DRR.

As the schools reopened after the flood water receded, families feared to send their children to schools. The interest in education decreased due to the overwhelming fear of the floods. Similarly, they feared of other disasters like earthquakes and cyclones hitting their homes and villages. This DRR initiative has increased the confidence of students as well as their families. They are fully aware on how to react when a warning is announced and at times of emergency situations.

Lives are secured and that is a great improvement on its own. We have started a continuous process as these children will grow up and have families one day. They will share their knowledge with their children. This initiative will save lives of generations to come,

beamed Nisar.