PIEDAR undertook projects within its program framework. Summaries of the main ones are provided below. The links on the left provide more information on our leading projects.

We started in 1992 with social mobilization in one village to improve farmer's field channels. Subsequently, we scaled up and demonstrated it was possible to mobilize irrigators for self help in the renovation of Sarkari (Government) watercourses in a variety of physical and social situations. Then we mobilized farmers residing across 19 villages to make an apex organization that was registered by the Punjab Irrigation and Drainage Authority to progressively take over the management of a 30 kilometer long distributor of the Haveli Canal from the Irrigation Department.
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Lane Organisations were promoted for self-help sanitation. They laid sewers in more than 300 lanes with the technical assistance of PIEDAR. There was a marked reduction in illness. Many lanes have been transformed into spaces for social events.
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PIEDAR started a micro-credit program in 1995 with three models of micro-finance for the poor, the details of which are given below:
• Credit to individual poor under social guarantees;
• Credit to solidarity groups after requisite savings; and
• Promoting community organizations as Micro-Finance Operators.
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PIEDAR started a program in 1995 to open home schools in the rural area of Khanewal district. Only a third of the rural girls aged 5-14 years were attending schools in the district. The purpose was to demonstrate on a significant scale that village home schools, owned by their female teachers, could deliver quality primary education while reducing dependency on external funding.
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PIEDAR focused on building the capacities of civil society organisations in Khanewal district, and on the relations between these organisations, and to embedding specific environmental activities within their networks.
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PIEDAR developed a child-centered, activity-based approach to environmental education that was extended across the country along with manuals showing how to infuse environmental concepts into primary and secondary school disciplines.
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