PES/PDN has adopted the following strategies:

• participatory methodologies and community participation: organisers believe that communities can judge their needs and find solutions to their problems. Local communities, especially women, are actively involved in PES/PDN's programmes - from need identification to planning, implementation, and maintenance. PES/PDN sees itself as a facilitator that is sensitive to the local culture and religious norms and practices.
• knowledge building: entails engaging in critical and systematic study of those issues and institutions that encourage or discourage citizens from participating in democratic processes.
• capacity building: a wide variety of methods enhance and strengthen capacity at individual and institutional levels. Young people are a key focus of efforts to address poverty.
• advocacy: enabling participation and empowerment of marginalised people through systematic, ongoing monitoring of existing policies and the facilitation of dialogue between those with varying perspectives.

PES/PDN has engaged in the following activities:

• addressed poverty by promoting micro-enterprise development, especially for young people.
• addressed basic education needs by forming a network of 100 community/private schools and establishing 3 model schools that focus on basic education and that are based on the following: Reform of the curriculum and of the educational system as a whole, teacher training sessions, cost-effective instructional technology, increased academic standards, the provision of financial support to needy students, and the restructuring of higher education.
• conducted research and organised projects as part of the Health & Population Program in an effort to advance the basic right of women, men, and young people to safeguard their own sexual and reproductive health; promote free and informed reproductive choice; improve access to appropriate reproductive health care services; provide immunisation facilities to babies and children directly or through EPI; and educate mothers on nutritional needs, childcare, child survival, and development. For example, PES launched a pilot population and reproductive health education programme in ten schools. Training sessions for teachers have been arranged; population education materials (like manuals and charts) are disseminated to teachers and students. The latter materials were produced with the input of teachers, students, and community workers.
• set up various learning centres:
  
  • 5 female learning centres provide non-formal education to those girls who do not have access to the formal schooling system. A small computer lab has been established at the Technical & Girls School with the help of TVO and local philanthropists and volunteers. The centres are self-supporting.
  • working children learning centres were set up in Orangi, Qasba, and Manghopire. Hours are flexible to enable working children to attend; most of the classes are held on holidays. A group of volunteers and university students participates in this project. PES has also prepared a plan of action to eliminate child labour as well as to educate existing working children. Research is underway to determine how to initiate such projects at a grassroots level.
  • an information resource centre that is designed to provide professional advisory and consultancy services to social development institutions.
• worked to pursue policy advocacy efforts in an effort to increase citizens' participation in implementing and overseeing policy changes, strengthen democratic political culture and gender equality, enhance the free flow of information, and increase institutional financial viability.
• networked with thousands of NGOs, research institutions, and academic institutions all over the world.
• launched a monthly citizens forum to debate local, national, and international issues.
• initiated a basic health care education programme involving classes for health care and physical fitness. PES collaborated with the Pakistan Medical Association (PMA) to arrange medical sessions at schools.
• initiated dialogues on peace, development, and rights at grassroots and national levels. For example, an electronic forum called the Northtosouth mailing list has hundreds of members around the world. Dialogues were hosted for a wide range of people seeking to discuss a range of issues, like the terrorist attacks of September 11 2001.
• created model for sustainable development for those who work to establish sustainable schools and other projects.
• launched e-newsletter on civil society enhancement, entitled Connection.
• conducted research on the third sector in Pakistan, philanthropic development and social investment, the self-regulation of the citizens sector, good corporate citizenship, excellence in partnership, dynamics of development aid, definition of NGOs.
• co-founded Pakistan Development Alliance (PDA), which involves collaboration with donors, policy makers, government, NGOs, and the corporate sector. Dedicated to strengthening the nonprofit sector, citizen action, and civil society in Pakistan, PDA is designed for learning sharing and building resources.

Economic Development, Rights, Technology, Political Development, Children, Youth, Women, Population, Health.

Pakistan is confronted with the problem of unemployment and under-employment, which is compounded by the increasing number of persons entering the labour market and the low number of job opportunities being created in agricultural and industrial sectors. According to the latest labour force survey 1996-1997, the labour force participation rate of males is higher then females. The unemployment rate is very high among youth and educated professionals.

Pakistan has one of the highest population growth rates in the world. The infant mortality still remains high: 30% of pregnant and lactating women are underweight.