Social Causes: Education in Pakistan

SHAMMA-E-ILM:
THE POWER OF EDUCATION

A BUSINESS COMMUNICATION II
LONG REPORT
Submitted to: Mr. Wajdan Raza

Prepared by:
Muhammad Faisal Mukaddam- 14554 (Group
leader)
Faryal Inam- 13450
Fariya Akbani- 13499
Sara Ghulam Mohamad Sheikha- 13161

Shamma-e-ilm: the power of education

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ACKNOWLEDGMENTS

We are truly indebted to Mr Wajdan Raza for giving us this opportunity to prepare
a long report on Shama-e-ilm. We would like to thank him for all the support
and guidance which helped us to put together this report. He showed
commendable gesture of believing in our potentials and guiding us
throughout the completion of this report. He had faith in us which helped us
overcome all the obstacles with regard to the project. We owe our deepest
gratitude to Mr Wajdan Raza for his constant support and encouragement which
provided us the inspiration to complete this presentation.

It was a pleasure working on such an informative report and on a topic so
realistic. The feeling of self-fulfillment and self-actualization n having highlighted
such a pressing issue in society is one that goes beyond the realms of academics.
As one a scholar said, My parents brought me from the skies to the earth, but my
teacher put me back on the skies and so did Mr. Wajdan Raza.


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LETTER OF TRANSMITTAL

22nd April, 2014
Mr. Wajdan Raza
Lecturer, IoBM
Plot 143, Korangi Creek
Karachi-78600, Pakistan
Dear Sir,
Here is the Business Communication II long report on Shamma-e-ilm: the power
of education, which has been prepared with your approval and under your
guidance.
Working on this report was an honor for us. Any kind of criticism or further
recommendations will be highly appreciated. If any clarification or explanation is
needed, please feel free to contact us on
std_14554@iobm.edu.pk
Thank you for all your cooperation and guidance.
Sincerely,
Muhammad Faisal Mukaddam Faryal Inam, Sara Ghulam Mohamad Sheikha and
Fariya Akbani.


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Contents
SECTION -1 .....................................................................................................................................
ACKNOWLEDGEMENTS ............................................................................................................................. 2
LETTER OF TRANSMITTAL ......................................................................................................................... 3
TABLE OF CONTENTS ................................................................................................................................. 4
EXECUTIVE SUMMARY .............................................................................................................................. 5
SECTION -2 ..................................................................................................................................................
INTRODUCTION ......................................................................................................................................... 1
RESEARCH METHODOLOGY ...................................................................................................................... 4
RESEARCH HIGHLIGHTS ............................................................................................................................. 6
RESEARCH FINDINGS AND INTERPRETATION ......................................................................................... 12
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ........................................................................... 30
SECTION-3 ...................................................................................................................................................
BIBLIOGRAPHY .......................................................................................................................................... 1
APPENDIX-1 ............................................................................................................................................... 2
APPENDIX-2 ............................................................................................................................................... 4
APPENDIX-3 ............................................................................................................................................... 5
APPENDIX-4 .............................................................................................................................................. 6
APPENDIX-5 ............................................................................................................................................... 7
APPENDIX-6 .............................................................................................................................................. 8
APPENDIX-7 .............................................................................................................................................. 9
APPENDIX-8 ............................................................................................................................................. 10
APPENDIX-9 ............................................................................................................................................. 12
APPENDIX-10 ........................................................................................................................................... 16


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EXECUTIVE SUMMARY

This long report as the term project of Business Communication II is a story of
adventure, teamwork and self-actualization. Pakistan boasts a magnanimous 46%
literacy rate but that still leaves 86.4 million people uneducated in the country.
This particular statistic was the inspiration behind the project where we
embarked upon a journey of social empowerment and involvement. Pakistan
being a third-world developing nation has witnessed the problem of educating its
masses prevail and escalate over the years. This problem is fundamentally
affecting the youth or the children of Pakistan and the primary victims of this
ordeal are the under-privileged children who are unable to afford their own
education. Education in todays world has become a basic human need and right
and a nations hopes really do cling upon the excellence in education its youth
attains. We highlighted the primary problem that the issues of poverty, perception
and misconception regarding education and the lack of effort from the privileged
educated factions of society together result in the aggravation of illiteracy in
under-privileged children in Pakistan. This was tested through bipolar research
methodologies with 2 distinct groups of respondents. One was the privileged
educated class which consisted of 200 respondents filling out our designed
questionnaires from the Institute of Business Management and the other group
was of the under-privileged children teachers and management involved in NGO
projects around Karachi regarding education. The data was then collected,
compiled and analyzed to produce our findings and recommendations to the
issue.

INTRODUCTION
Pakistan boasts a magnanimous 46% literacy rate (UNESCO, 2013) but that still
leaves 86.4 million people uneducated in the country (Pakistan bureau of
statistics, 2014). Pakistan being a third-world developing nation has witnessed
the problem of educating its masses prevails and escalates over the years.
Even though a number of quality educational institutes have developed over the
years, yet this issue remains a persistent one. Pakistan has 21% of its population
living below the poverty line (UNDP, 2014), that coupled with a general
misconception about education and the lack of contribution and effort from the
privileged class has led to the escalation of impending issue of illiteracy in
Pakistan.
Primarily in Pakistan the lack of availability and access to education for the
masses is a problem resultant from the issue of poverty. In regions within the
country where there is a growing demand for education amongst the
underprivileged, there is a lack of subsidized educational facilities and in regions
where there is an availability there is a lack of quality and sigh standard
education.

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Even though there have been increased efforts from the government and the
private NGOs to raise educational awareness, standards and availability in the
rural areas of Pakistan but is has not been enough to counter the problem of
illiteracy which continues to grow at an alarming rate. Households that have
struggled to manage 2 meals a day simply cannot afford to send their children to
school, even for primary education. A proportion of the households who are
willing to send her children to school simply cannot do so because of the lack of
educational facilities and resources in their area. What this multi-dimensional
problem then results in is child labor. Pakistan only ranks second from the
bottom in terms of child labor statistics, with Ethiopia only having a worse
statistic (McKenna, 2012). A major aspect of this problem is attributed to a lack
of educational facilities for the under-privileged children. The youth literacy rate
of Pakistan is 71% which is even below countries like Bhutan (74%) and
Bangladesh (77%) (UNESCO, 2012). With NGOs like the citizens foundation,
Kaizen Pakistan and Justuju Welfare Foundation with TCF having 910 operational
schools and 126,000 students nationwide (TCF Annual report, 2013), there is still
hope for Pakistan but without a more holistic effort the problem will continue to
prevail.

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The problem of perception and misconception towards education has also been
a massive hurdle in resolving the issue of growing illiteracy in Pakistan. The
hesitancy of parents of under-privileged children in the rural areas of Pakistan
can be attributed to social as well as radical religious norms, pressures and
viewpoints. Parents as a result would rather prefer that their children stay home
or being working at an early age to help provide for the familys financial needs.
This has an adverse effect on the children specially the girls who are restrained
from their right to education. Of Pakistans youth only 61% of the girls go to
school as compared to the 79% of the boys (UNESCO, 2012). This problem is also
fundamentally attributed to the fact that the parents themselves are uneducated
and lack the required awareness needed to convince them to step out of their
comfort zones to educate their children. Haq (2011) describes the attitudes and
behaviors of the children adopted towards education are a largely attributed to
the parents encouragement and influence.
Another problem pertinent to the issue of illiteracy amongst the under-
privileged children can be attributed to the communication gap between the
privileged and the under-privileged social classes. Due to this there is a lack of
contribution and effort from those who are capable. A handful of NGOs and
governmental projects are all remains as the resistance against prevalent

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illiteracy in Pakistan. There is a lack of unified and channelized effort to counter
this issue. It is absolutely imperative to approach and tackle this issue in a more
efficient manner. Qazi ( 2010) analyzes the communication gap between the
government and the private sector as well which results in an unified effort to
tackle the issue.
Therefore it is essential to analyze the problems that have aggravated the issue
of illiteracy amongst underprivileged children in Pakistan.
This paper will look to highlight and analyze the hypothesis that the issues of
poverty, perception and misconception regarding education and the lack of
effort from the privileged educated factions of society together result in the
aggravation of illiteracy in under-privileged children in Pakistan.


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RESEARCH METHODOLOGY
This research is conducted on two bipolar income groups, which we classify as
privileged and under privileged. The privileged group consist students of
Institute of Business Management and under privileged group includes
children/students from funded schools, and their teachers. We have used
multiple methods to obtain data to reach the most accurate results to our
questions. A number of descriptive, quantitative and qualitative methods have
been conducted to acquire information from our sample.
Sample size
A sample of 200 IoBM students served as our privileged group.
A sample of 100 students, and their 7 teachers, from NGO schools served
as our under privileged group.

Research Methods
The research participants from the privileged class filled out our questionnaires
comprising of eight Multiple Choice questions and two subjective questions. The

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former questions were based to test the perception of the privileged class on
educational disparity between under privileged class and privileged class. The
later ones were designed to induce self-realization asking about their
contribution to the education system from the under privileged class.
The research participants from the under privileged class were interviewed by
our team (because they had not been exposed to questionnaires ever before).
One to one interviews were conducted with the children of grade 1, grade 2 and
KG-2. The conversation designed for the kids was to find out their interest in the
studies and the extent of support they get from their families. Panel interviews
were conducted with the teachers of the NGO schools to find out about the
problems they face from maintain discipline amongst their students to the
problems they face in managing their limited resources and dealing with the
hesitant approach and perception of the uneducated parents of the children.


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RESEARCH HIGHLIGHTS
JUSTUJU, a welfare organization initiated by the youth, provides education to the
less fortunate children. A step taken two years ago with a mission to provide
enlightenment to underprivileged children of society through quality education,
along with awareness regarding important national, religious and social issues.

The darkness of poverty that has trapped the lives of kids of AZAM BASTI is
enlightened by The Justuju Foundation School. The school provides quality
education from Kindergarten to Grade II with an aim to expand till grade III this
session. The devoted and dedicated teachers are a symbol of diligence and
devotion in providing education of these children. The school was in a good
condition and students seemed well disciplined. However, punctuality and
incomplete homework was the repeated complaint from the staff.

Madam Nousheen, the Head Mistress of Justuju School has been serving for the
past 9 months and according to her the school is running efficiently as the
teachers inducted are well educated and dedicated too. She started with 110

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kids and now there are 93 kids enrolled presently due to the strictness in
policies. In order to have created awareness amongst the local parents about the
admission process due to held on the 5
th
of April 2014, she personally visited
their houses and tried to educate them about the importance of education and
admission procedure. She took an initiative of conducting monthly Parent
Teacher Meetings which helped to create insight amongst the parents about
homework given to kids and how their input and contribution affects the minds
and behavior of kids.

We came across a very enthusiastic and motivated Grade II teacher, Miss Ishrat
Batool who teaches English and Science to Grade I and II students at the school
and also provides free tuition to the same kids in order to help them learn more
with personal attention. According to her, its the responsibility of the youth to
step up as this is the requirement of our society to build and develop pathways
for the less fortunate kids. The school provides free stationary, books and
uniform but Maam discourages this policy as she believes this way sense of
responsibility wont be inculcated. However, stationary is provided if such need
arises. At the moment, the school tuition fee is just Rupees 200 and the fees
policy is flexible according to the affordability of the parents. She compared

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American Welfare School that is located in the same area with Justuju and
expresses her views about the quality of education provided there and here.
According to her, the funds of AWS are in a big amount but education provided
there is not as effective. She believes in the words of anchor Faisal Qureshi Haq
Baat bolo, Haq Baat Karo.

The school administration currently faces infrastructural issues as the premise of
the school is very small and the school wishes to expand its classrooms. The
admin of Justuju is in process of looking for a spacious building where they can
easily transfer their current batch and there is room for expansion to a greater
level. There are bright kids like Hussnain, Alina, Areesha who deserve to be
promoted in grade III and the school cannot trust any other school in that area
for the future of Hussnain, Alina and Areesha. Mostly kids wanted to be soldiers
and serve their country, whereas we came across a kid in class I who wishes to
be a nurse in the future. While being interviewed, she expressed it as her
mothers wish to see her daughter as a nurse in a reputable hospital. The
Average age group of Grade II students was 8 years whereas Hasham was a 10
year old kid who is living with his aunt and uncle as his parents live far from
Justuju School. According to Maam Musarrat Mumtaz, parents of this area are

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not financially weak but they do not spend on education. As per her analysis,
Waseem in her class is the weakest amongst all. . Language issues are faced by
the staff members but with the passage of time this problem has resided to an
extent. According to Maam Asifa Batool the problems of our students become
our problems. We consider them all very special and give them the proper time
and attention they need.

Kaizen Pakistan is a joint effort of two students from IoBM to embarked on a
journey toeducate children in order to make our country a Parha likha Pakistan.
They define themselves as being under a state of Continuous Improvement
which polishes their aim to educate the less privileged of our society. The
individuals started the cause of educating the unfortunate in the backyard of the
co-founders home in Garden East. Keeping in mind the dire need of education,
they aimed for a larger group of students. Initially it was 8 students whom they
taught personally, but then they eventually shifted to Fatmiyah School where
they brought in more students who were motivated to the epitome of
accomplishments that come with education.


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With massive talent sprouting and uncountable potential fountains, Kaizen gives
a pathway for the literates to volunteer for supervising and teaching the kids.
Currently, it aims to prepare unfortunate kids for the admission test of private
schools along with that the team bears the fees in case of any affordability issue.
A proper curriculum is developed which they teach at their center and they
impose constant reinforcement so that the inconsistent behavior and uncertain
home environments do not affect the education of these kids.

Kaizen Pakistan is currently operating in a school located in Soldier Bazaar. They
teach the underprivileged kids from 1pm to 4pm from Monday till Saturday with
the weekend prescribed as activities day. The main issue that team faces is
pertinent to funds. According to their books, 50,000 is the monthly expenditure
that includes 16,000 in rents, administration fees of 5000 and about 20,000 is
the average expenditure on each kid that is majorly the fees of their respective
private schools. However age limit is not an issue. They deal with an open
market in which problems of dissonance in behavior is majorly seen. Maam
Noor is of the view that kids have the curiosity to learn and move further yet
more attention is required from their parents side.


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At the moment, 17 students are going to private schools and their fee is paid
through the funds collected. Kaizen aims to hire a principal for the next session
so that the prevailing problems are dealt with professionally. According to Umair
and Saqlain, they see a ray of hope shining on the faces of the underprivileged
students inducted in their school.


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RESEARCH FINDINGS AND
INTERPRETATION
Q1. Do you believe that there is a communication gap between the under-
privileged and privileged classes?
YES 200
NO 0

200
0
0
40
80
120
160
200
YES NO
N
o
.

o
f

R
e
s
p
o
n
s
e
s

Q1. Do you believe that there is a
communication gap between the
under-privileged and privileged
classes?

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To the question as to whether or not our respondents believed that there was a
communication gap between the privileged and under-privileged classes
resulted in a clean sweep result of all 200 respondents believing that yes there in
fact is a communication gap between the two social classes. This goes to show
that everyone who is anyone in the privileged class understand the fact that they
are not involved in active communication with the under-privileged class and so
their problems and pleas are not heard by those who can answer them. A 100%
inclination towards this one answers highlights the fact that there is a massive
problem of miscommunication that needs to be addressed. This report will look
to highlight how this particular statistic is imperative in determining the impact
social disparity has on the educational infrastructure and accessibility for the
underprivileged children in Pakistan.

Q2. IF YES, what do you think is the main reason behind it?
ECONOMIC DISPARITY 160
GOVERNMENTS IGNORANCE 28

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IGNORANCE OF THE PRIVATE
SECTOR
8
NONE OF THE ABOVE 4

To the second question in the survey which asked those specific respondents
whose answer was yes to the first question to highlight one particular aspect
that they believed was most responsible in leading to this communication gap. A
whopping 80% of our respondents believed that this gap or rift has appeared
due to the economic disparity between the two classes. They believe that since
there is a socio-economic gap between the members of the two classes, they do
160
28 8 4
0
40
80
120
160
200
ECONOMIC
DISPARITY
GOVERNMENTS
IGNORANCE
IGNORANCE OF
THE PRIVATE
SECTOR
NONE OF THE
ABOVE
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q2. IF YES, what do you think is the
main reason behind it?

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not intermingle with one another and do not connect with one another on a
personal level. This results in miscommunication between the two classes and
the demands and please of the under privileged class are not heard or
responded to by the privileged class. 14% and 4% blame the ignorance of the
government and that of the private sector respectively in accordance to the
communication gap appearing between the two classes. A small minority of 4
respondents believe that other reasons were responsible for this
miscommunication.

Q3. How would you rate the overall performance of Pakistans educational
sector? (5 being the highest)
1 28
2 101
3 70
4 1
5 0


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Question number 3 asked the respondents to rate how in their opinion the
educational sector of Pakistan was performing as a whole. A simple majority of
50.5% respondents graded the educational sector performance to be below par
or average with a score of 2 on the scale. The next majority of 70 respondents
believed that its performance was just average with a score of 3 out of 5. A very
small minority only believed that the sector was performing better than average
while none of the respondents ranked the sectors performance to be very good.
This just goes to show that the privileged educated sector of Pakistan
understand that fact that there is a massive problem with the local educational
28
101
70
1 0
0
40
80
120
160
200
1 2 3 4 5
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q3. How would you rate the overall
performance of Pakistans
educational sector? (5 being the
highest)

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board and sector. They are highly critical of its performance overall and since
they belong to the educate class they can understand that the sector is not
delivering up to its potential.

Q4. How would you rate the standards of education provided to children
(Under 12) in Pakistan? (5 being the highest)
1 20
2 130
3 40
4 10
5 0


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The next question narrowed down the respondents answers further regarding to
the mandate of this report and asked them to rate the standards of education
provided to children under the age of 12 in Pakistan. A pertinent and resonating
tend was observed here as well as 65% of our respondents that is 130 out of the
200 rated the standards of education to be below average with an average score
of 2 in tandem with the responses we had received for our previous question.
Only 20% believed that the standards of education provided to children were
average. Only 10 respondents believed that they were above average. Again it
can be observed that the overall perception of our respondents form the
privileged and educated class believed that along with the under=par
20
130
40 10 0
0
40
80
120
160
200
1 2 3 4 5
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q4. How would you rate the standards
of education provided to children
(Under 12) in Pakistan? (5 being the
highest)

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performance of Pakistans educational sector, the most problem was being faced
by the children under the age of 12. The standards of education provided to
these children was sub-standard and the below par performance of the sector
was majorly attributed to this particular fact.

Q5. How would you rate the overall performance of the educational NGOs in
Pakistan? (5 being the highest)
1 0
2 60
3 100
4 40
5 0


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Question 5 of our questionnaire directly aimed at the particular aspect the
report looks to look in to and highlight. It asked the respondents to rate the
overall performance of NGOs n Pakistan working specifically for the education of
the underprivileged children. The results were also in tandem with those of the
previous 2questions. 80% of our respondents believe that the performance of
these NGOs was either average or below average. This states that the privileged
educated class of Pakistan perceives that the problem of educating the
underprivileged children in Pakistan is very in efficiently and ineffectively tackled
by educational NGOs. they rate their performance as average and that their
0
60
100
40
0
0
40
80
120
160
200
1 2 3 4 5
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q5. How would you rate the overall
performance of the educational NGOs
in Pakistan? (5 being the highest)

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approach towards dealing with this pressing issue is flawed as it has not yielded
results. 40 of our respondents did however believed that the performance of
these NGOs was fair and better than average which reflects a slightly optimistic
view that the privileged and educated class has regarding the performance of
educational NGOs in Pakistan.
Q6. What names have you heard of the most regarding education for the
underprivileged children in Pakistan?
Justuju Welfare Foundation 11
The Citizens Foundation 131
Kaizen Pakistan 50
None of the above 8


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We asked our respondents in question number 6 as to which educational NGOs
they believe were most prominent in the filed for providing education to the
under-privileged children of Pakistan. A vast majority believed that The Citizens
Foundation was doing the most prominent and effective work. 50 respondents
believed that Kaizen Pakistan was performing the most efficiently in this
particular field. A small minority were only aware of the operations performed
by the Justuju Welfare Foundation.

11
131
50
8
0
40
80
120
160
200
Justuju Welfare
Foundation
The Citizens
Foundation
Kaizen Pakistan None of the above
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q6. What names have you heard of the
most regarding education for the

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Q7. Have you ever volunteered for or worked at any educational NGO in
Pakistan? If yes please mention below
YES JUSTUJU WELFARE 4
DARUL SUKOON 4
HRAP 2008 4
TCF 32
TOTAL 44
NO - 156


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Question 7 basically acts as the linchpin to the entire sure and the entire report
to a certain extent. After having realized in question one that 100% of our
respondents were aware of the fact that there is communication gap between
the privileged and the under-privileged classes, having rated the performance of
the overall educational sector in the Pakistan, the standards of education for
children under 12 and the performance of educational NGOs in Pakistan being
below average. A whopping 156 respondents or 78% of our respondents stated
that they have never volunteered at or worked for any educational NGO in
Pakistan. This just shows the disconnect between the 2 social classes. The lack of
interaction and the communication gap between the two has led to a widening
4 4 4 32
156
0
40
80
120
160
200
JUSTUJU
WELFARE
DARUL
SUKOON
HRA,P 2008 TCF -
YES NO
N
o
.

o
f

R
e
s
p
o
n
s
e
s

Q7. Have you ever volunteered for or
worked at any educational NGO in
Pakistan? If yes please mention
below

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gap between the problems the under- [privileged face and the efforts put in by
the privileged class. The lack of support and awareness results in secluded
efforts to help resolve the issue.

Q8. Which of the following in your opinion is most responsible for the downfall
of education for the underprivileged children in Pakistan?

Poverty 105
Perception of uneducated parents
towards education
52
Lack of effort and contribution from the
privileged class
43
None of the above 0


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The result from question 8 is in tandem with that of question number 2 and
clearly highlights the fact that the economic disparity and the poverty issues
faced by Pakistan result in the education drawback that the under-privileged
children face. Poverty results in a disrupted communication process between the
two classes and that it also most responsible for the problem of hampered
educational accessibility and standard for the under-privileged children in
Pakistan as highlighted by the 50% respondents in question number 8.

105
52
43 0
0
40
80
120
160
200
Poverty Perception of
uneducated
parents towards
education
Lack of effort and
contribution from
the privileged class
None of the above
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q8. Which of the following in your
opinion is most responsible for the
downfall of education for the

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Q9. What according to you should take the highest priority in reforming
Pakistan
Tackling of poverty across the nation 72
Quality and subsidized education for all 112
Providing water and food for all its
citizens
16
Availability of electricity and gas for all 0
None of the above 0


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112 respondents in question number 9 stated that for them the most important
step in reforming Pakistan was tackling the issue of illiteracy in Pakistan. It is a
firm belief within the educated masses that education should be subsidized and
provided to the people of Pakistan specially the under-privileged children who
lack the resources to gain education on their own. That is the best way to ensure
that Pakistan revives as a nation and develops to its true potential.
Q10. In one line, how have YOU contributed to the education of underprivileged
children in Pakistan?
72
112
16 0
0
40
80
120
160
200
Tackling of poverty
across the nation
Quality and
subsidized
education for all
Providing water
and food for all its
citizens
Availability of
electricity and gas
for all
N
o
.

o
f

r
e
s
p
o
n
s
e
s

Q9. What according to you should take
the highest priority in reforming
Pakistan

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CONTRIBUTED MEMBER OF A NGO 24
FREE TUTIONS 48
TOTAL 109
NOT CONTRIBUTED - 91


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FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
With the research and its findings this report has looked to have tested the
problem: the issues of poverty, perception and misconception regarding
education and the lack of effort from the privileged educated factions of society
together result in the aggravation of illiteracy in under-privileged children in
Pakistan.
The data has provided sufficient evidence to conclude that we can be confident
that in fact the issues of poverty, perception and misconception regarding
education and the lack of effort from the privileged educated factions of society
together result in the aggravation of illiteracy in under-privileged children in
Pakistan.
The major issues highlighted by the NGOs were exactly pertinent to the research
mandate of this report and that most of their problems revolved around issues
created by poverty, misconception amongst uneducated parents regarding
education and the lack of contribution and effort from the privileged educated

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class. This is in tandem with our findings from the second area of research with
the students of IoBM. The majority of the students agreed to the existence of a
communicating gap between the privileged and under-privileged classes and
they held economic disparity most responsible for it. They did not think very
highly of the educational sector of Pakistan especially when it came to the
education of children including the efforts made by the educational NGOs in the
country. However, their highlighted lack of involvement and personal
contribution goes to show that this is also one of the major contributors to the
issue in Pakistan.

BIBLIOGRAPHY
Hoor S. (2013). Science Education Section. Role of NGOs in education in Pakistan, 6.
The Citizens Foundation. (1995). TCF Story. Retrieved April 1
st
, 2013, from
http://www.tcf.org.pk
The Concerned Teachers Foundation. (2002). Hermann Gmeiner Schools. Retrieved
April 2
nd,
2013, from http://www.sos.org.pk
Sheema K. (2014, February 16). Education SOS: A for average, B for Bad?. The Express
Tribune.
Salma S., Amna Y., Mahwash A. (2009).Rethinking ECE in Pakistan. Journal of
Elementary Education, 21,(2), 65-76.
Baluch, MazharUlHaq., &SaimaShahid.(2008). Determinants of Enrollment in
Primary Education, A Case Study of District Lahore.Pakistan Economic and Social Review,
46 (2), 161-200. Retrieved from
www.pu.edu.pk/images/.../6%20Baluch%20Lahore%20Edu%20Study.pdf
De, Afke.Groot.(2007). Deprived Children and Education Pakistan. Retrieved from
www.childlabour.net/.../education project/ Pakistan_ Report_jan21 .pdf
Economic Survey of Pakistan Reports (19492010)
Gazdar, H. (1999). Universal Basic Education in Pakistan: A Commentary on Strategy and
Results of a Survey. WPS 39.SDPI.
National Education Policy Review (January, 2006). Green Paper, Retrieved from
www.moe.gov.pk/nepr/Green%20Papers.pdf
Khan, Kashif.Ud. Din. (2010). Report by Human Rights Commission of Pakistan, Status of
Primary Education in Pakistan. Retrieved from
http://www.state.gov/g/drl/rls/hrrpt/2009/sca/136092.html.
Malik, Rabea. (2007). Aid Effectiveness and the role of Donor Intervention in the
Education Sector in Pakistan- A Review of Issues and Literature (Recoup Working Paper
6) Mehboob-ul-Haq Human Development Centre. UK: Research Consortium on
Educational Outcomes and Poverty with DFID and University of Cambridge.
Teepu. Imran Ali Pakistan lagging behind on education for all: Unesco. Daily DAWN
dated, http://www.dawn.com
The EFA. ( 2000). Country Reports, Pakistan. Part II Analytic Section.htm
Rabia A., (2013, December 8). Stifling education: The quality of Pakistans government
school teaching, as well as the dire state of its textbooks, undermines the education of
our children. Message posted from http://www.blogspot.com
Pakistan: UNESCO Country Programming Document, 2013-2017,
http://unesco.org.pk/documents/2013/PAKISTAN_CPD.pdf.

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Pakistan social AND LIVINGSTANDARDs measurement survey(2012-
13)National/provincial/ District Government of Pakistan statistics division federal
bureau of Statistics Islamabad April - 2014http://www.pbs.gov.pk
The Journal of Multiculturalism in Education Volume 8 (October 2012) 1 , Increasing
Multicultural Students Writing Confidence and Motivation through Relational Care and
Culturally Responsive Teaching: An Exploratory Inquiry by Janet C. Richards, Ph. D.
Professor Department of Childhood Education and Literacy Studies College of Education
University of South Florida and Stephanie M. Bennett Doctoral Candidate College of
Education University of South Florida


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Appendix 1
Business Communication
Appendix I: Final Checklist for Business Long Report
(Note: Attach it as Appendix I in the section of Appendices. Tick in the appropriate box.)
Description Yes No
Front Matter
1 Have we included an APA supported or an APA violating (i.e. creative) title page?
2 Have we inserted a table of contents, formatted and numbered it appropriately?
3 Have we included a table of contents, a list of figures, and a list of pictures?
4 Have we included Turnitins Originality Report?
5 Have we added an executive summary and a letter of transmittal?
6 Have we inserted a letter of authorization? (Optional)
Body Text
7 Have we checked that the report follows an appropriate structure?
8 Have we ensured the headings and subheadings accurately reflect the content of each section?
9 Have we double spaced the body text?
10 Have we kept a margin of 1.5 on all sides of each page?
11 Have we used Ariel, Calibri or New Times Roman with 12 font size for the text?
12 Have we ensured each paragraph contains a topic sentence?
13 Have we used paragraphs that aid the flow and analysis of the reports findings?
14 Have we structured the sections of the report logically?
15 Have we used language/expression in the report that is suited to the needs of the reader?
16 Have we written a chapter of Introduction that explains the report purpose, defines the problem and
guides the reader to the centre of the report, i.e. methodology and analysis?

17 Have I Included pictures within the text and discussed their relevance?
18 Have we briefly written a chapter of Methodology that explains what method, tools and procedure were
used to gather data?

19 Have we written a chapter of Data Presentation and Analysis that presents factual and objective
information and analyses the findings?

20 Have we written the last chapter of Conclusions and Recommendations that:
draws the ideas together/ summarises the content and findings?
offer solutions to any problems in the body?
are concrete, specific and action oriented?
are acceptable to the reader and possible to implement?

21 Have we included appendices that are relevant to the report, clearly labeled and necessary?
22 Have we referenced in APA style in the text of the report?
23 Have we included a complete reference list in APA style?
24 Have we used APA style consistently?
25 Have we included the following in the body text? (1500-2000 words):
Chapter 1: Introduction (700-800 words)
Chapter 3: Methodology (200-300 words)
Chapter 4: Data presentation and Analysis (400-500 words)
Chapter 5: Conclusions (200-400 words)

End Matter
26 Have we added a list of glossary? (Optional) No

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27 Are we adding this list as Appendix I?
28 Have we attached the first short progress report as Appendix II?
29 Have we attached the second short progress report as Appendix III?
30 Have we attached individual team leaders reports by members as Appendix IV, V, VI, and VII?
31 Have we attached the teammates report by the team leader as Appendix VIII?
32 Other documents (Specify)- Bibliography, Questionnaire and Minutes of meetings.
Note: A chapter of review of literature will get you bonus marks.


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APPENDIX-2

Short Progress Report 1

Complied on 12
th
March 2014
Compiled by Faryal Inam

Over the past month the team has conducted 2 meetings (minutes attached) to discuss and
finalize the topic and scope of our report, the objectives to be catered to by the report and
specified the timeline that will be followed throughout the period of the course.

Also the team met to discuss the final format of compilation of the report sections and orders
and also to discuss the practicality of making a video for the purpose of documentation in the
report and for the purpose of the class presentation. This video will be made when the team
visits the sites for the research and talk to the students and the teachers at the sites.

As of 12
th
March the specified objectives have been met and the goals achieved.


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APPENDIX-3

Short Progress Report 2

Complied on 27
th
April 2014
Compiled by Fariya Akbani

Over the past 2 months the team has conducted 2 meetings (minutes attached) to discuss and
finalize the questions for the questionnaire survey and the meeting questions to be asked. Also
to discuss the dates and times of school visits to be conducted as a part of the research.

Also the team met to discuss the data collected from the school visits and the primary research,
to compile all the data results together and help draw conclusion to discuss and compile the
data is an appropriate data presentation form.

As of 27
th
April the specified objectives have been met and the goals achieved.


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Appendix 4

Team Leaders Evaluation
By Fariya Akbani

I personally believe that Faisal Mukaddam made a very brave leader. His actions
throughout the period of the course portrayed that our choice to select him as
the team leader was correct. Even though his actions came right down to the
deadline, he always found ways to make the team come together and complete
the tasks at hand before time no matter what. He often stood up for the team at
the time of the presentation as well and took brave steps to answer questions
that would harm his personal credibility but save that of the team. I personally
enjoyed working under Faisal and I hope I get the chance to do so again.


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Appendix 5

By Sara Ghulam Muhammad Sheikha

Working under Faisal Mukaddam has been tough. He is a man of words and
actions altogeht.er he is tough to please and strict with what he wants. He
sometimes did go overboard with the expectations he had from the team but that
is something positive because it drive us further on and compelled us to complete
the tasks on time and properly even though he is a close friend of mine he kept
friendship aside when it came to professional work. He did get rude at times but
inly when tie was short and work was s a lot and he was under pressure. Whoever
he always made it up to us. Overall I thoroughly enjoyed working with Faisal.


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Appendix 6
By Faryal Inam

Faisal Mukaddam has been a solid leader. Standing in the face of adversity he has
always challenged us to do better. He did not perform well under the pressure of
time but the workload of pressure did not bother him. He controlled the dynamics
of the team well and kept us all together. I am glad to have gotten the chance to
work with him and I hope I do so again.


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Appendix 7
Team Members Evaluation
By Muhammad Faisal Mukaddam- Group Leader

Fariya Akbani: Fariya has been an integral part of the team. Her contribution the
initial stages lacked but her ideas and work rate towards the business end of the
formulation of the report was integral to make it all come together. Fariyas
intellectual capacity was a great asset to our team. Her idea for making the video
and her contribution towards it is staggering. I am very happy and proud to have
had her as a part of my team.

Sara Ghulam Muhammad Sheikha: Saras absenteeism is something that
bothered me however she made sure it did not disrupt the progress of the report
r that of the team. She always submitted her work on time and was the driving
force behind compelling me to meet deadlines. Her contribution in the analysis
and description of the survey and data collection is outstanding. I am very happy
and proud to have had her as a part of my team.

Faryal Inam: Faryals jolly attitude sometimes got in the way of the flow of the
work however she was one of the most prized assets of the group because her
emotional and psychological impact on the team is what the work kept going and
compelled us to do better and better. Her contribution in the referencing and
citations in the report is what gives this report high credibility. She has been a
prized asset for the team and her creative ideas and thinking skills helped the
scope of this report differ from that of the other and be better. I am very happy
and proud to have had her as a part of my team.

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APPENDIX-8

The following questionnaire has been designed for the term project report of the course
Business Communication-2 under the supervision of Mr. Wajdan Raza.
This questionnaire looks to gain your insight regarding the problem of education amongst
underprivileged children in Pakistan and how it p[pertains to the lack of effort and
contribution from the members of the privileged class
Please take out some time to fill out this questionnaire. Your identity will be kept anonymous
and responses will not be used for any other purpose other than the project
Thank you.

Q1. Do you believe that there is a communication gap between the under-privileged and privileged
classes?
A) Yes
B) No
Q2. IF YES, what do you think is the main reason behind it?

A) Economic disparity
B) Governments ignorance
C) Ignorance of the private sector
D) None of the above
Q3. How would you rate the overall performance of Pakistans educational sector? (5 being the
highest)
1 2 3 4 5
Q4. How would you rate the standards of education provided to children (Under 12) in Pakistan? (5
being the highest)
1 2 3 4 5
Q5. How would you rate the overall performance of the educational NGOs in Pakistan? (5 being the
highest)
1 2 3 4 5

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Q6. What names have you heard of the most regarding education for the underprivileged children in
Pakistan?
1, Justuju Welfare Foundation 2, The Citizens Foundation 3, Kaizen Pakistan 4, None of the
above
Q7. Have you ever volunteered for or worked at any educational NGO in Pakistan? If yes please
mention below
_______________________________________________________________________________
Q8. Which of the following in your opinion is most responsible for the downfall of education for the
A) Poverty
B) Perception of uneducated parents towards education
C) Lack of effort and contribution from the privileged class
D) None of the above
Q9. What according to you should take the highest priority in reforming Pakistan
A) Tackling of poverty across the nation
B) Quality and subsidized education for all
C) Providing water and food for all its citizens
D) Availability of electricity and gas for all
E) None of the above
Q10. In one line, how have YOU contributed to the education of underprivileged children in Pakistan?
__________________________________________________________________________________


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APPENDIX-9

MINUTES OF THE MEETING FOR BCII TERM PROJECT

Date/Time of Meeting: 12:00 pm; 12
th
April 2014
Location of Meeting: IoBM Library
Members Present:
Sarah Ghulam (S.G)
Fariya Akbani (F.A)
Muhammed Faisal Mukaddam (F.M)
Faryal Inam (F.I)

Reading and Approval of Minutes: M.Faisal Mukaddam (Group Leader)

Agenda Item

To finalize the questions on the survey and decide other data collection methods
Discussion: New questions were suggested by the members in respect to the
requirements of the term report.
Action: Survey for both the segments (privileged and under privileged students) were
finalized and, interview was chosen as our secondary tool for data collection.

To divide tasks and responsibilities amongst the members.
Discussion: Skills of all the members were analyzed and the responsibilities were
divided accordingly
Action: Following is the list of responsibilities finalized
References and Data Collection: Fariya Akbani
Language and Writing: Faisal Mukaddam
Analysis and Evaluation: Sarah Ghulam M. Sheikha
Grammar and Compilation: Faryal Inam

To decide on a date for field visit (Schooling NGOs)
Discussion: A consensus was made based on the availability of each member
Action: Tentative dates (15
th
April, 16
th
April) were decided.

Future Meeting Agenda: Compilation of the term project.

Next Meeting: Saturday 19
th
April at IoBM library.

Meeting adjourned at 2:00 pm

Minutes Prepared By: Sarah Ghulam Mohammed


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th
April 2014
Location of Meeting: IoBM
Members Present:
Sarah Ghulam (S.G)
Fariya Akbani (F.A)
Faryal Inam (F.I)

Reading and Approval of Minutes: Faryal Inam

Agenda Item

To evaluate the data collected through primary research
Discussion: Different techniques of data analysis were discussed and appraised.
Action: Data from primary research was evaluated using statistical modeling feature

To decide on the representation style of the data from primary research.
Discussion: Different methods of data representation and different software for data
representation were discussed
Action: Bar graphs were chosen to represent the data collected

To prepare an abstract of our findings from primary research.
Discussion: Data was evaluated through different ways and ideas were brainstormed
Action: An abstract of the finding was prepared

Future Meeting Agenda: Final compilation of the term report

Next Meeting: Sunday 20
th
April at IoBM.




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th
February 2014
Location of Meeting: IoBM Library
Members Present:
Sarah Ghulam (S.G)
Fariya Akbani (F.A)
Faryal Inam (F.I)

Reading and Approval of Minutes: Fariya Akbani

Agenda Item

To decide the objectives for the research
Discussion: Each course objective and IoBM mission/vision statement was discussed
Action: Specific course objectives were selected as the core objective of our research

To finalized the topic of our research.
Discussion: Many ideas were brainstormed and discussed.
Action: Education for underprivileged was chosen as our research topic

To prepare a work timeline/deadlines for the project
Discussion: The project was divided into different sub tasks deadlines were assigned to
each task
Action: Deadlines were decided for all stages of the project

Future Meeting Agenda: Final compilation of the term report

Next Meeting: Sunday 12
th
April at IoBM.




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Date/Time of Meeting: 10:00 am; 20
th
January 2014
Location of Meeting: Conference call
Members Present:
Sarah Ghulam (S.G)
Fariya Akbani (F.A)
Faryal Inam (F.I)

Reading and Approval of Minutes: Fariya Akbani

Agenda Item

To divide the final compilation task
Discussion: The final compilation was divided into different task
Action: Different compilation tasks were divided amongst the member

To create a video of our research
Discussion: Different ideas were considered while designing the video.
Action: A final video of our research was produced.

Future Meeting Agenda: Preparation of the presentation

Next Meeting: Tuesday 22
nd
April at IoBM.




16 | P a g e

APPENDIX 10

Social Causes: Education in Pakistan

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SHAMMA-E-ILM:

THE POWER OF EDUCATION

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