IDC Inquiry into Pakistan follow up

  1. Aid cuts could leave 9,000 vulnerable girls out of education: We still do not know whether we will receive funding for the second stage of our TEACH girls’ education programme. We had initially been told we would find out by mid-March. In the best-case scenario, where we receive an extension, girls will still be drastically impacted. We have had to pause programming. This means that 5,000 girls in the second cohort will not finish the full programme because of the delays in donor’s feedback. This means they will have to transition into government schools at a lower level than they would have been able to previously. Their long-term education prospects will be harmed. If our budget is cut, we will have to cancel the 2nd Cohort. This means 9,000 vulnerable and marginalised girls who would have accessed education programmes will be denied the chance and may never access education in the future.


  1. Communication issues with FCDO third parties.

IRC communicates primarily with the Fund Manager. The fund manager is a third party who manages the grant and acts as an intermediary between us and the donor. There has been little – if any – communication between the donor and the implementer which leaves little room to make adaptation.  Direct communication with the donor is usually limited to meetings that take place mostly once a quarter. Given the fast-changing operational context in Pakistan, it provides little opportunity to discuss, agree, and respond to the emerging needs with the donor resulting from these changes in the context. Furthermore, the fund manager role has seen a high rate of staff turnover, which makes it harder to establish a trusted and informed relationship with whoever is in post.


  1. Secure infrastructure vital for girls’ education


  1. Tribal issues and religious discrimination a factor in education


Tribal structure, norms and values are strictly opposed to female education, particularly coeducation. Pakistani society has many fault lines across tribal, religious and ethnic identities. These interact in different ways to impact the ability of girls to access education. The delivery of education should ensure it accounts for the impact of these different identities. For example, the curriculum taught in the school should promote inter-faith harmony, respect and peace building and avoid any sectarian and religious agenda. Schools should not be established in locations or with names that relate to personal, religious, ethnic, or political identity.  Information on how religious and ethnic minorities have and are contributing to Pakistan should be included in curriculum. Writings promoting tolerance and acceptance for fellow citizens and humans should be highlighted. IRC ensures to follow these guidelines as a foundational building block for any programming in Pakistan.


  1. Donors need to improve synergies on programming

Quality education delivery in Pakistan requires improved programmatic synergy.  The donors should coordinate among each other to not only avoid duplication of efforts but to identify areas for thematic integration and geographic collaboration. For example, one donor may decide to support improvement of physical infrastructure while the other donor may intervene in teachers training to improve education delivery. For example, FCDO is supporting the constructions of schools, provision of missing facilities and technical assistance in Punjab & KP under Punjab Education Support Program[2] and Khyber Pakhtunkhwa Education Support Program[3] whereas USAID implemented large-scale teacher training programmes under Pakistan Reading Project[4] to improve education delivery in Pakistan. This approach should be more commonplace in Pakistan. It will require technical support, financial investments and greater alignment over country development objectives from all the donors which will lead to improved educational outcome for girls in the context like Pakistan. 


IRC Programmatic examples

Teach and Educate Adolescent girls with Community Help (TEACH)








Our other recent UK funding includes:

RELIEF, a four-year project (2016-2019) providing relief and recovery assistance, including WASH and economic wellbeing, that reached 400,000 people in the newly merged districts of Khyber Pakhtunkhwa;

Building Disaster Resilience in Pakistan, supporting communities in Ghotki and Dadu to minimise the impact of disasters;

We also received funding from the FCDO to provide cash assistance to approximately 48,000 families in five districts across two provinces in response to COVID-19 (Oct 2020 - Mar 2021).  

Finally, we received UK aid funding from 2015 – 2020 to deliver the Internally Displaced Peoples (IDP) Vulnerability Assessment and Profiling (IVAP) project. This project identified updated information on the needs and vulnerabilities of IDPs. This enabled agencies to provide humanitarian assistance in a more impartial and targeted manner. The project was used to support the governments COVID response, including Track and Trace tools and analysis of developing outbreaks.



[2] (PESP 2,

[3] (KESP 2,,

[4] (