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Strengthening of TVET system in earthquake affected areas

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Strengthening of TVET system in earthquake affected areas

Project Theme Education
Project Title Strengthening of TVET system in earthquake affected areas
BC: 41-2446-0066-ISB
Duration 2008 - 2009 (Two Years)
Total Project Budget USD 47,000
Funding Sources UNESCO
Implementing Partners - Technical Education and Vocational
  Training Authority, Pakistan
  Administered state of Kashmir
- Directorate of Technical Education &
  Manpower Training, NWFP
- Peshawar Government College of
  Technology, Peshawar.
- National Vocational and Technical
  Education Commission (NAVTEC)
Location Pakistan Administered State of Azad Kashmir. Peshawar, NWFP
Project Officer Vickram Chhetri
Contact (email) vickram.chhetri@un.org.pk
Technical and Vocational Education and Training - Regular Budget Project
Measuring 7.6 on the Richter scale, the 2005 earthquake caused massive destruction. The most affected districts were Muzaffarabad, Bagh, Poonch and Neelum in Pakistan Administered Kashmir(PAK) and Abbottabad, Mansehra, Battagram, Kohistan and Shangla in North West Frontier Province (NWFP). The massive reconstruction and rehabilitation efforts focused on provision of health services, water supply and sanitation, shelter and rehabilitation of primary education. The TVET sector, despite suffering equal damage in the disaster, was in effect neglected. Even under the ERRA-UN Early Recovery Plan's Education sector, TVET received the least attention.

The earthquake had destroyed 6,298 educational institutions ranging from primary schools to higher level educational institutions. UNESCO mounted interventions in the TVET sector in Pakistan's earthquake-affected districts aimed at reactivating damaged TVET institutions by providing support for community based training, equipment upgrade and furniture replacement. Its interventions were based on the UN-ERRA guiding principle of "Building Back Better" than before the earthquake.

UNESCO mounted interventions in TVET, these included community-based training in carpentry, electrical works, and plumbing for men; community-based training for women in tailoring and embroidery; provision of transitional buildings, provision of essential equipment and furniture for reactivation to full capacity of several TVET institutions; support for upgrading equipment at other institutions; support for curricula development and revision for women's Industrial Schools, and support for community-based training of women in traditional beadwork.

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