IEDF was established by young Pakistanis in 1997 after getting initial training in community development and human rights at Arifwala, district Pakpattan. It was proposed by participants to create body of young energetic Pakistanis to improve the degrading situation of public schools, quality of education, human rights and democracy. In response to diverse emerging issues of extremism and violence it added peace and tolerance in its goals and objective to work.
Governing Body and Membership Profile: Governing body of IEDF consists of 12 active and highly experienced and qualified rural development professionals with 8 male and 4 female members. The 3 governing body members are full time active working executives of the organization. Governing body members are having 10– 22 years experience in the development field with national and international exposures. Three of 11 members are having hand in experience in working with international donor organizations. The geographical experiences of these members are central Punjab. Hands on experience of the GB members are from the field of community development, education, working with disable children,M&E, Gender Equity, Event Management, NGO program management; financial management; networking and capacity building.
IEDF is registered under the societies act Societies Act XXI 1860 of Pakistan with registration no# RF/4463/L/S/08/343. It is regulatory body under the board of trustees and has National Tax NO 3185419. Its mandate is to work to improve the existing degrading situation of human rights, education, peace &tolerance, law and order and bringing emerging issues to the attention of government and other international community for action through awareness , coordination, networking and lobbying. The mandate and objectives of IEDF emanate from it own objectives as well as constitution of Pakistan, and other international agenda and manifesto to achieve its mission and goals statements. IEDF works in line with policies, laws and priorities of Pakistan. Its board members belong to middle and lower middle class and represent main stream society.
They are then designed in to various programmatic interventions broadly defined as: Capacity Building of Teachers and School Heads