Education

Applications for UK scholarships from Pakistani students invited

2009-12-12T16:32:00.001+05:00

The Open Society Foundation, the Foreign and Commonwealth Office (FCO), the Cambridge Commonwealth Trust and Royal Holloway, University of London invites applications for scholarships for the academic year 2009-2010.

The scholarships are for one-year taught postgraduate programmes leading to the award of MPhil in broad range of courses and LLM Law including Masters degrees in medical sociology and democracy, politics and governance.

Applicants will be expected to be both nationals as well as residents of Pakistan and the deadline for applications is 30 January 2009.

After completing their scholarship, scholars are expected to return to Pakistan to resume their studies or work here.

Address:

Pakistan
British Council

No.32 Street 19

Sector F6/2

Postal Address:

PO Box 1135

Islamabad

Pakistan

Tel. 92 (51) 111 424 424

Fax: 92 (51) 111 425 425

Email: Scholarship.Enquiries@britishcouncil.org.pk

For further details and application forms, please visit the following website

Pakistani students to study in Hongkong

2009-12-12T16:29:00.001+05:00

Applications are now open for 135 PhD Fellowships (tenable for 3 years) for the year 2010-11, provided under the Hong Kong PhD Fellowship Scheme, established under the Hong Kong Research Grants Council (RGC).
Applications are now open for the Gates Cambridge Scholarships 2010. These are full cost scholarships, provided by the Gates Foundation, for international students from outside the UK who intend to undertake the post-graduate studies at University of Cambridge UK for the year 2010. Every year about 100 scholarships are awarded from the trust.

Get Online Lectures

2009-12-12T16:21:00.003+05:00

In my blog i have collecte the all online collegs and university.you can upload and listen online lecture.
VU
Academic Earth
lecturefox
Lectures Online
Princeton
ECSE
Molgen

ISLAMABAD

2009-12-10T22:58:00.001+05:00

ISLAMABAD: April 06 Students searching their names in result sheet displayed at Islamabad College for Girls after announcement of the 5th class annual results

Peshawar university BA/BSc results announcement

2009-12-10T22:57:00.001+05:00

Peshawar, Sep 20: Girls clinched top three positions in BA/BSc annual examinations of University of Peshawar, which announced results on Saturday.

According to a press statement issued from the office of controller examination, the BSc part-II examination was topped by Rakhshanda Yousaf of Jinnah College for Women who grabbed 456 marks out of 550.

Noor-ul-Saleem Afridi of the Jinnah College for Women, and Ameena Yousaf of Army Burn Hall, stood the second and third positions by achieving 443 and 440 marks, respectively.

In BSc part-II exam, of 3,950 students 2,391 students were declared pass, with 62 per cent result.

Similarly, 4,622 candidates appeared in the BSc part-I examination, of which 1,785 were declared passed with 41 per cent result.

The BA part-II exam was topped by Sara Shabir Khan of Jinnah College for Women who grabbed 424 marks out of 550, followed by Amna Talat of FG College and Maryam Zahid of Jinnah College for Women, obtaining 414 and 409 marks, respectively. In BA part-II exam, 23,960 students appeared, and 3,715 were successful.

In BA part-I, of 27,008 students 7,511 were declared successful. The pass percentage was 29 per cent.

Likewise, 367 students appeared in BSc Nursing part-II exam, and only 40 were declared successful, while 578 students appeared in BSc Nursing part-I exam, and 131 passed.

Similarly, 21 students appeared in BA part-I Theology exam and only 4 students got successful, while 42 students took part in the examination for BA part-II Theology, and 6 students passed.The statement said Detail Marks Certificates (DMCs) have been dispatched to the candidates.

Your Comments
"i want my result ba 2009 "
Name: imran khan
Email: imran_afridi@yahoomail.com
City, Country: peshawar, Pakistan

"i have got 338marks in BA ANNUAL 2009...........BUT im not satisfied with the result.....whats shuuld i do? "
Name: imran
Email: costway@hotmail.com
City, Country: peshawar, Pakistan

"I have got 141 marks in B.A part I annual exam but I am not satisfied with the result "
Name: Khan Alam
Email: cutekhan_alam@yahoo.com
City, Country: peshawar, Pakistan

"Anyone plz tell me the dmc of roll no 73180 BA part 2 as soon as possible thanks "
Name: asad khan
Email: asadactive@hotmail.com
City, Country: peshawar, Pakistan

"i have got 338marks in BA ANNUAL 2009...........BUT im not satisfied with the result.....whats shuuld i do? "
Name: imran
Email: costway@hotmail.com
City, Country: peshawar, Pakistan

"how to search by name? "
Name: sameera
Email: lucky_shine44@yahoo.com
City, Country: peshawar, Pakistan

"i got 243 marks from edwardes college peshawar. our teachers r 2 much bad. now what i do"
Name: humayon
Email: khanzamas@hotmail.com
City, Country: peshawar, Pakistan

"Anyone please send the b.com result of peshawar univesity"
Name: intikhab alam
Email: khanalam.khan@yahoo.com
City, Country: abbottbabad, pakistan

Barclays Results announcements

2009-12-10T22:55:00.001+05:00

The latest and archived financial results announcements, including Full Year and Quarterly updates in PDF, webcast and Excel formats.
downlaod here

10 December Human rights day

2009-12-10T22:52:00.001+05:00

The promotion and protection of human rights has been a major preoccupation for the United Nations since 1945, when the Organization's founding nations resolved that the horrors of The Second World War should never be allowed to recur.
Respect for human rights and human dignity "is the foundation of freedom, justice and peace in the world", the General Assembly declared three years later in the Universal Declaration of Human Rights. In 1950, all States and interested organizations were invited by the General Assembly to observe 10 December as Human Rights Day (resolution 423(V)).

The Day marks the anniversary of the Assembly's adoption of the Universal Declaration of Human Rights in 1948. Over the years, a whole network of human rights instruments and mechanisms has been developed to ensure the primacy of human rights and to confront human rights violations wherever they occur.

Aga Khan University

2009-12-06T22:27:00.001+05:00

The Higher Education Commission has been set up by the Government of Pakistan to facilitate the development of indigenous universities to be world-class centers of education, research and development. Through facilitating this process, the HEC intends to play its part in spearheading the building of a knowledge-based economy in Pakistan.

Following past decades of underinvestment, the renewed realization of the Government of Pakistan of the importance of the higher education sector towards fuelling economic growth led to the establishment of the Higher Education Commission in 2002. Founded by Presidential Ordinance No.LIII in September 2002,the Commission has been entrusted with a broad mandate to evaluate, improve and promote the higher education and research sector in Pakistan. The reform agenda has been supported through the granting of a large array of powers to the Commission to fulfill its mandate, and record increases in financial resources by the Government to support this process.

The Google Foundation

2009-12-06T22:25:00.000+05:00

Early in the formation of Google.org, Google took the value of 10% of the 3 million shares from Google's initial public stock offering and used those funds to establish the tax-exempt Google Foundation. The Google Foundation is managed by Google.org and supports its mission and core initiatives.As a private foundation, we annually file a Form 990-PF with the U.S. Internal Revenue Service, which provides financial information and lists grants awarded during the fiscal year. You can find those forms, as well as our articles of incorporation and bylaws, below
Because the Foundation is only one source of funds used by Google.org for grant making and investments, these forms do not provide a comprehensive list of giving. For that, please see our
As a private foundation, the Google Foundation annually files a Form 990-PF with the U.S. Internal Revenue Service providing financial information and listing grants awarded during the fiscal year by the Foundation. We've provided below our recent Forms 990-PF:

FATA Development Authority

2009-12-06T22:22:00.001+05:00

FATA, home to valiant tribesmen, widely known for their centuries old proud traditions of hospitality and affection, came into international limelight and focus due to turbulence across this region bordering Afghanistan, after the event of 9/11.

In the wake of post 9/11 crises, the Task Force constituted by the President of Pakistan on restructuring of administrative and developmental regime in FATA, recommended innovative and participatory approach to tackle rampant poverty that fans extremism so as to bring economic, social uplift and mainstreaming of the people and area.

FATA Development Authority therefore, came on the national development scene as one of the major outcomes of the report of Task Force. FDA was established as a specialized development organization in 2006, to broach more innovative, fast track and participatory approach to replace the conventional straight jacket development systems. FDA is structured on corporate and commercial lines with a lean bureaucratic setup. Public Private Partnership is a hallmark of its operational strategy.

The goals of the FDA as enshrined in its Statutory Regulations are to plan and execute sustainable development projects in the assigned sectors. The aim is to harness abundant human resource and exploit and add value to equally abundant natural resources of the area so as to create economic and employment opportunities in FATA.

Admission Notice 22-10-2009

2009-12-06T22:18:00.002+05:00

Admission Notice,
New Natioanl Education Policey 2009
Job Consultancey announcement
Achivements For National Education
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Welcome to Ministry Of Education

2009-12-06T22:16:00.002+05:00

We would like to extend to you our very warm welcome on visiting this site. We have attempted to develop this site keeping the diverse requirements of our visitors in mind. The site is meant to give you as much information as may be of relevance to your needs. The site is being updated on a regular basis and based on the feed back received, new material is being added. If you require any specific material or document, or you have any suggestions/proposals for improvement of this site, we will be privileged to hear from you. Just click the contact us link below and take a few minutes to send us your requirements/suggestions or proposals.
Thank you once again. Happy browsing.

National Education Foundation

2009-12-06T22:14:00.001+05:00

Established in 1994, the National Education Foundation has provided educational support to many disadvantaged communities of the country. Its low-cost high-quality educational innovations have reached thousands of children who have had no educational opportunities. NEF’s programs and interventions have promoted and addressed critical educational development issues including: gender equality, improvement in literacy standards, community participation and empowerment etc. NEF has worked jointly with many NGOs and CBOs at the grassroots building their capacity to respond to education and development challenges of their areas.

Implementing the new Education Policy 2009

2009-12-06T22:13:00.002+05:00

Pakistan is about to be given yet another Education Policy to be implemented from 2010. The draft of this forthcoming education policy (2009) has been available on the Ministry of Education, Government of Pakistan’s website since the past two years. The draft policy evolved this time with the inclusion of civil society who was asked to prepare a White Paper for policy recommendations.

This process continued post General Musharraf’s Government when elections installed a democratic government at the Centre and in the provinces. The Pakistan Coalition for Education convened a series of meetings in all the four provinces to provide advocacy to the latest education policy. A lot of effort by concerned citizens has gone into making the right policy decisions and outcomes so that the education sector can be “fixed” once and for all. At present this Education Policy is being reviewed by the Federal cabinet for final approval.For a policy to start off in the right direction and base its recommendation on, it must state the “vision” for the coming generation’s education or what outcome it hopes to achieve from its educational provision. This particular policy’s vision formulated by the Ministry of Education is:

“Education is a categorical imperative for individual, social and national development that should enable all individuals to reach their maximum human potential. The system should produce responsible, enlightened citizens to integrate Pakistan in the global framework of human-centred economic development.”

No doubt the above vision leaves no stone unturned to provide the kind of educated individual who will be a model for fellow Pakistanis as well as one for all countries of the world. The 21st Century skills and fast-paced knowledge revolution demands such a vision through a national education system. However, to accomplish the policy’s aims, the present Pakistani system requires a high percentage of enrollment, minimum drop out rate, equity, access and a “qualitative” approach to learning in the classroom. So far, in the 60 years of its existence, the earlier policy makers have failed miserably in achieving even a modicum of the requirements stated above.

What makes Education Policy 2009 different in its approach for a workable solution to achieving the impossible? For one, Chapter Three (3) Understanding System Deficiencies, of the policy document exhaustively defines and analyses the deficiencies that have plagued the education sector in the past. It identifies two major reasons and I quote:

“There are two fundamental causes for the weak performance of the education sector:

(i) a lack of commitment to education — a commitment gap — and

(ii) an implementation gap that has thwarted the application of policies”.

student yatra

2009-12-03T14:58:00.002+05:00

lets take a look for best feture
Studyyatra.com has been promoted by OSWAL GROUP OF INDUSTRIES, who are pioneers of textiles in North India.

Oswal Group has more than 5000 personnel. Its sales turnover is USD 125 millions. The group has established two high schools where more than 5000 students study. It also runs charitable hospitals.

Studyyatra.com gives firsthand information about students who are interested to study in various countries based on their specific area of interest. It ensures direct contact between students and educational institutions which is extremely important for both as it saves time. It gives educational institutions quick access to member students ensuring enrollment of deserving students.

Work Visa in Australia

2009-12-03T14:55:00.004+05:00

Getting a job in Australia is easy. There are currently over 100,000 skilled jobs advertised in Australia. Employment opportunity in Australia has never been better.

Study in USA

2009-12-03T14:51:00.002+05:00

Study in the USA is the education guide for international students. Here you can Request Information from English as a Second Language (ESL) programs, universities, colleges, and boarding schools in the USA and Canada. Search the list of programs by language or category. Featured Programs provide you with university and post-secondary level program descriptions, as well as Request Information forms for contacting admissions offices. Younger students (ages 10-17) may consult the Boarding Schools listings for secondary-level, pre-university, and summer programs. TOEFL information is available in the Articles Area.

Glimmer of Hopes approach to International

2009-12-03T14:32:00.002+05:00

A Glimmer of Hopes approach to International Aid and Development is unique. The foundation is run like a business and it measures its success like a business. It is in operation to turn a profit. What is Social Profit? Its the amount of social and humanitarian benefit gained as a result of investing in the well-being of others. Using an innovative strategy that includes integrating its projects to achieve maximum impact, A Glimmer of Hope is making a sustainable difference in the lives of some of the poorest people in the world in rural Ethiopia. Built into its entrepreneurial model is a high degree of efficiency and it has already reached more than two million people for an average cost of less than $9 per person. According to Michael Dell, chairman of DELL and co-founder of the Michael & Susan Dell Foundation: A Glimmer of Hope is extremely professional and well-respected because of its work that reaches across the globe. Yet, its the foundations direct engagement with the community locally in Ethiopia that provides so much value and ensures projects being funded are those the people really want and need.
A Glimmer of Hope divides its efforts into two main categories: Humanitarian Aid and Microcredit. To achieve its objectives, it identifies and works with the best development organizations in Ethiopia. With these organizations as its partners, A Glimmer of Hope is providing access to essential social services in areas where they are needed most by the people who need them most. These services include clean water, education, microcredit, health care, irrigation and veterinary services.

Use alwyes registerd MS Office

2009-12-03T14:29:00.003+05:00

Microsoft have confirmed that Microsoft Office 2010 will launch in June next year. If you don’t want to wait till June 2010 to get your hands on a copy of Office 2010 then perhaps you could see articale on ms office 2010

Need Teacher's for America school

2009-12-03T14:25:00.002+05:00

A study of the “Pathways” effort to provide scholarships and other support so nontraditional teacher candidates get needed college or other credentials.

Tuck School Of Business

2009-12-02T15:35:00.002+05:00

If you are an outstanding candidate looking for a vibrant intellectual environment and an exceptionally close-knit community, you should apply to Tuck.

Tuck is an extraordinary place to prepare for a successful career in business management. A Tuck MBA will benefit your career and your future. You will use the knowledge you gain at Tuck every single day.

But you really need to experience Tuck for yourself. Once you visit Hanover to interview, tour the campus, attend classes, have lunch with students, and meet a professor or two—you'll start to understand what we're telling you. There is a difference here.

The decision to attend business school—and which business school to attend—is important. You owe it to yourself to invest the time and energy to fully investigate all the options that interest you.

If you have questions let us know! We look forward to hearing from you.

Limkokwing University of Creative Technology Worldwide

2009-12-02T15:32:00.002+05:00

The Limkokwing Global Alliance was established out of a need to meet market demands for a new kind of education that caters to the requirements of the developing world.

The Limkokwing Global Alliance is the investment arm of the Limkokwing University of Creative Technology Worldwide with a collegial network of over 177 Universities in 77 countries. Limkokwing University is embarked on a global journey to transform education so young people are able to learn as much as they can according to their ability and interests and so that industry is able to use their talent to build the capacity to move forward onto the next level.

The University’s unique philosophy of merging the best of East and West attached to its Global Empowerment programme initiative has won the hearts and minds of governments in the developing world. The University is rapidly spreading across the world through the establishment of campuses which are now present across 3 continents in 11 campuses. It is expected to increase to 20 locations by 2013.

Join us as we institute a change in Global Education and access the world’s fastest growing 21st century education network. We are seeking to establish smart partnerships that will enable rapid deployment of education services to the market place. We are also seeking partners with whom we can jointly develop new markets.

Get Business education

2009-12-02T15:29:00.004+05:00

The Teaching Company brings engaging professors into your home or car through courses on DVD, audio CD, and other formats. Since 1990, great teachers from the Ivy League, Stanford, Georgetown, and other leading colleges and universities have crafted over 200 courses for lifelong learners. We provide the adventure of learning, without the homework or exams.

Admission Notice

2009-12-02T15:27:00.003+05:00

BZU Multan get admission downlaodable

2009-12-02T15:24:00.002+05:00

The University is located at a distance of 10 km from the city centre. The University Campus is spread over 960 acres of land. The University has a fleet of buses and coaches which operate regularly in order to provide transport facilities to students and staff. The University started functioning in 1975 in rented buildings with 8 departments. Presently University has 20 departments and 3 constituent colleges namely; University Gilani Law College, University College of Agriculture and University College of Engineering and Technology. The University is providing the maximum possible residential facilities to the students and staff.

The Bahauddin Zakariya University is a general University, providing instruction in both Arts and Science subjects. However, keeping in view the fact that agriculture is the mainstay of this region, (the place and its environs can boast of producing the country’s best silver crop (Cotton) and fruit crops (Mangoes, Citrus, and Dates), it was considered expedient to train manpower in the region for solving agricultural problems. Accordingly, a College of Agriculture was established in 1989. (The College of Agriculture and its complement, an Engineering College, form an integral part of the University Plan). The College of Engineering & Technology was established in 1994. Department of Commerce was started from November, 1996. BBA classes were started in the Department of Business Administration from October, 1996. Bachelor of Computer Science has also been introduced in the Department of Computer Science from November, 1996. B.Sc. Electrical Engineering class was started in November, 1997. Information Technology Centre was established in July 1999

Eid Mubarak

2009-11-28T11:51:00.002+05:00

Eid ul-Adha is a festival celebrated by the muslims throughout the world. This religious festival is celebrated on the 10th day of Dul Hijja right after the Hajj day, to remember the sacrifice of Hazrat Ibrahim.

Like other muslim countries, in Pakistan eid day starts with the special eid prayers in the mosques. After the prayers the commemoration of qurbani took place, which is the foremost part of eid ul adha. Men, women, and children all dress up in new clothes and arrange gatherings to share the joy of eid with each other.

Pakistani girls also take part in the celebrations of eid. They wear new and beautiful dresses on the festival and also put on churrian and mehndi. Apart of dressing, cooking is also the main job of girls and women on eid ul-adha. They cook different meat dishes which increase the enjoyment of the day. On this eid we pray to Allah that may the coming year will bring peace in our country and we celebrate every eid with happiness and joy.
from Dilshad Ahmed for all muslim and non muslim being a human

Pakistani Girls College

2009-11-28T11:47:00.003+05:00

Pakistani girls are improving thier knowladge about in politices tech fashion TV and see more

Beaconhouse School of Sysytem

2009-11-28T11:45:00.002+05:00

The first Beaconhouse school opened in Lahore in 1975. Beaconhouse has now established more than 130 schools in 30 cities and towns in Pakistan. Students study a variety of curricula, and Beaconhouse alumni are successful in all walks of life in Pakist
The first Beaconhouse school opened in Lahore in 1975. Beaconhouse has now established more than 130 schools in 30 cities and towns in Pakistan. Students study a variety of curricula, and Beaconhouse alumni are successful in all walks of life in Pakistan.

Beaconhouse has also established a foothold in Bangladesh, opening its first campus in Dhaka in 2006. Beaconhouse plans to open more schools across the region

University of Blochistan

2009-11-28T11:41:00.001+05:00

The University of Balochistan, Quetta is the oldest educational Institution of higher learning of the province entrusted with the responsibilities to educate and train the potentially talented human resource and manpower to meet the emerging needs of the industry and society. It plays a vital role in development of Pakistan in general and Balochistan in particular. The province of Balochistan is passing through a process of rapid socio-economic development which needs well qualified and competent scientists, professionals, academicians and administrators. The University is cognizant of this need and prepared to provide meaningful higher education to the youth of the province

my blog get a 7.5 very good rank in education bloges worlwide

2009-11-28T11:37:00.003+05:00

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adsense education media and fourm

2009-11-28T11:32:00.003+05:00

join my social media fourm to my blogger prmot my blogger as well as i need please in this fourm i collect the all information about the technlogy and media

2009 for Admission to MBBS

2009-11-22T12:41:00.001+05:00

First Selection List for Admission to MBBS Session 2009-10 in the Following Medical Colleges of Punjab pakistan
King Edward Medical University, Lahore According to Merit Position

Fatima Jinnah Medical College, Lahore According to Merit Position

Allama Iqbal Medical College, Lahore According to Merit Position

Services Institute of Medical Sciences, Lahore According to Merit Position

Nishtar Medical College, Multan According to Merit Position

Punjab Medical College, Faisalabad According to Merit Position

Rawalpindi Medical College, Rawalpindi According to Merit Position

Quaid-e-Azam Medical College, Bahawalpur According to Merit Position

Shaikh Zayed Medical College, Rahim Yar Khan According to Merit Position

Sargodha Medical College, Sargodha According to Merit Position

Nawaz Sharif Medical College University of Gujrat, Gujrat According to Merit Position

RAFIA YASMINE KHAN son/daughter of TALIB HUSSAIN KHAN, date of birth 4/1/1991, and resident of district BAHAWALPUR (district of domicile) has obtained 986 marks in Entrance Test (Entry Test; MCAT) out of 1100 and 973 in FSc/Equivalence marks by IBCC out of 1100, with Aggregate of 88.8091%, with Merit Position: 1 in Quaid-e-Azam Medical College QMC Bahawalpur. He/she has got admission to First Year MBBS Session 2009-10 in Quaid-e-Azam Medical College QMC Bahawalpur.

Apply Online For Postgraduate Courses

2009-11-22T12:40:00.000+05:00

Once you've found a postgraduate research position or taught course that suits you, you can apply online through Graduate Prospects. We've made applying for postgraduate study as easy and hassle-free as possible, as our extensive application form leads you through every step of the process and ensures that the graduate school or University that you're applying to gets all the information they need to consider your application.

Result are avalible here for BA and BSC Bhawalpur

2009-11-22T12:36:00.002+05:00

The Islamia University of Bahawalpur Pakistan All Rights Reserved. site hit counter. IUB Press Release (MBA Seminar) New | Result Notice Economics BA MBA BTech BSC MSC MCS and LLB also avalible admission form.....

uettaxila Taxilla unvirsity admission are open

2009-11-22T12:33:00.002+05:00

Prospectus of Taxilla unviversity are availible here

Allama iqbal open university

2009-11-11T11:07:00.002+05:00

I am delighted to welcome the new and continuing students of AIOU to enroll in the programs of their choice for the Autumn 2009 semester. As you will notice the University has continued to expand its course offerings to meet the growing educational needs of its students and the nation. All the post-graduate programs available this semester comply with the HEC criteria and standards for admission, retention, and graduation reed more......

MBA

2009-11-11T11:06:00.001+05:00

This innovative MBA programme is an internationally recognised business degree which is academic in nature. FBT’s MBA programmes differ from other MBA programmes on offer as FBT offers a vast range of specialisations. The following different MBA specialisations are on offer: Finance, Accounting, Project Management, Marketing, Sales Management, PR and Reputation Management, HR Management, International Business, Islamic Banking and Finance, E-Business, Travel and Hospitality Management and IT Management

Master of Business and Administration at LSBF

2009-11-11T11:05:00.001+05:00

The Master of Business Administration (MBA) is an internationally recognised business degree and a valuable qualification for those aiming to become global business leaders. It is academic in nature, yet provides practical preparation for individuals in business and management. Ten or twenty years ago, any MBA might have been enough to secure the best jobs. Today, employers want to know where you studied.
London School of Business & Finance (LSBF) has a history of designing innovative and industry-relevant programmes which answer the questions senior executives face worldwide. This pioneering nature and ongoing quest for excellence was as well the key to forging our dynamic academic partnership with Grenoble Graduate School of Business (GGSB) which has seen the triple accredited, globally ranked GGSB MBA delivered in the heart of London.

Get admission in MBA

2009-11-11T11:02:00.002+05:00

Over 92% of our clients gain admittance to one of their top four choices including Stanford, Wharton, Harvard, Yale, Columbia, Northwestern, Chicago, Cornell, Dartmouth, Duke, Michigan, and NYU. We want you to be part of that success!
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ForexTips for homebased ladies

2009-11-11T11:00:00.001+05:00

At ForexTips.com you will find extensive analysis and information on everything going on in the Forex market. Our goal is to provide you fresh, useful content about what is going on in the Forex industry. This information will assist you in your efforts as a new or active forex trader. We hope that you utilize the forex tools, forex tips, and forex market knowledge to help increase your success in the market. Come back often as everything is updated daily!

Forex education

2009-11-11T10:59:00.001+05:00

Choose from eight currency factsheets, a comprehensive guide to surviving volatile markets,
a 15-page article detailing how to use candlesticks and a free practice account to apply what you’ve learned.

Educational Domains

2009-11-11T10:58:00.001+05:00

Educational domains are web sites that provide comprehensive information pertaining to different educational sectors. In the present world, the demand for higher education is increasing day by day. Due to this reason, a number of service providers have found it profitable to develop a highly flexible and competitive marketplace for institutions of learning. Educational domains provide you with the opportunity to reach a broad worldwide audience with information regarding education-related services and contents.

Educational domains comprises components similar to those in business environments, including resources, processes, and institutional structures. The topics that find space in educational domains are wide and varied and include distance education programs, adult and continuing education, curriculum design and development, accreditation, evaluation of higher education programs, home schooling, guidance, colleges and universities, food and catering, health and nursing, languages, basic skills, information technology, journals, art and design, news and media, chats and forums, instructional designs, and so on.

Educational domains can end with extensions such as .edu, .com, .info, .biz, .net, or .org. The .edu TLD can also be used as second-level domain with country codes as for example, .edu.in (.in is the assigned code for India), .edu.cn (.cn is the assigned code for China) and so on. Domains in the format .k12.xx.us, .cc.xx.us, and .uni-xx.de are also widely found.

The top level domain .edu was primarily formulated for the post secondary institutions, accredited under the US Department of Education's list of Nationally Recognized Accrediting Agencies in the United States. To be qualified to apply for the .edu TLD, institutional accreditation is mandatory, not program accreditation alone.

You can choose any of the accredited registrars to initiate the registration process for educational domains. Almost all registrations for educational domain names are available to colleges, universities, and other institutions providing instruction, subject to applicable rules and policies. There are numerous registration companies offering fast and simple educational domain registration. Moreover, you can find websites showing lists of domain names that are available for sale in the education category. These websites allow you to search for educational domains by word length, number of words or by price.

Teachers’ Domain

2009-11-11T10:57:00.001+05:00

Teachers’ Domain is an online library of more than 1,000 free media resources from the best in public television. These classroom resources, featuring media from NOVA, Frontline, Design Squad, American Experience, and other public broadcasting and content partners are easy to use and correlate to state and national standards.
Teachers’ Domain resources include video and audio segments, Flash interactives, images, documents, lesson plans for teachers, and student-oriented activities. Once you register, you can personalize the site using “My Folders” and “My Groups” to save your favorite resources into a folder and share them with your colleagues or students.
Teachers’ Domain strives to strengthen teacher knowledge by providing innovative teaching methods that incorporate technology in the classroom and inspire students to learn.

edu domain

2009-11-11T10:56:00.001+05:00

the association for information technology in higher education, is the sole registrar for names in the .edu domain. The Department of Commerce awarded management of the domain to EDUCAUSE in October 2001. Requests for new names in the domain are accepted on a first-come, first-served basis for eligible institutions, and holders of .edu domain names must use this Web site to manage their domains and hosts. EDUCAUSE also is the exclusive provider of contact information for the .edu domain, available on the Whois server.

2009-11-06T15:05:00.002+05:00

Get 100% pure study visa with the help of internation study visa consulting department in UK.USA . and Canada...

Immigration Services

2009-11-06T14:56:00.003+05:00

Australian and canadian immigration service providing from for pakistani students......more information please visit
Academic studies (F-1 visa)

for people who wants to study or conduct research at an accraited U.S colleges or univercity...
Non academic or vocational studies (M-1 visa) for people who wants ti study or train at nonacadmic instituions of U.S
more information please visit ...

Non-Immigrant Visas

2009-11-06T14:51:00.002+05:00

Every years hunderd of thousend of students come from around the world to take advantage of excllent and waired education in UK............education insitutions among....more information please visit

Pakistan Visa Information

2009-11-06T14:44:00.004+05:00

we'd like to welcome you a start of of somthing a big. A UK education is just that. A vest mix of forword -looking courses. you can take advantage by the UK and USA based immigration counsulting for easily get the study visa with fool proof mathod. you need get first of all clean & study documents...more information please visit...

View the full list of immigration requirements on the British Council website

2009-11-06T14:39:00.003+05:00

All pakistani nationals who wish to study in the UK will need to apply for a study visa befor they are eligbile to the enter the UK and begin to their programm of study please more visit to...

Welcome to UK

2009-09-11T11:10:00.003+06:00

United Kingdom, constitutional monarchy in northwestern Europe, officially the United Kingdom of Great Britain and Northern Ireland. Great Britain is the largest island in the cluster of islands, or archipelago, known as the British Isles. England is the largest and most populous division of the island of Great Britain, making up the south and east. Wales is on the west and Scotland is to the north. Northern Ireland is located in the northeast corner of Ireland, the second largest island in the British Isles. The capital of the United Kingdom is the city of London, situated near the southeastern tip of England.People often confuse the names for this country, and frequently make mistakes in using them. United Kingdom, UK, and Britain are all proper terms for the entire nation.The United Kingdom is a small nation in physical size. At 244,110 sq km (94,251 sq mi), the United Kingdom is roughly the size of Oregon or Colorado, or twice the size of New York State.Despite its relatively small size, Britain is highly populated, with an estimated population density of 251 persons per sq km (650 per sq mi) in 2006. It is highly developed economically, preeminent in the arts and sciences, sophisticated in technology, and highly prosperous and peaceful. In general, British subjects belong to one of the more affluent states of Europe and enjoy a high standard of living compared to the rest of the world.

College Improvement Program at Foreman Christian College

2009-09-11T11:07:00.004+06:00

This program is assisting FCC in the development of a four-year bachelor's degree program and strengthening of programs in basic science and information technology. One thousand merit and need-based scholarships are provided for Bachelors of Arts and Science degrees. A four-year Bachelor of Science degree program meeting U.S. accreditation standards has been initiated. American faculty visits FCC to design curriculum for 18 disciplines including the four-year Bachelors degree programs
Implementing Partner: Forman Christian College, Lahore
GOP Partner: Government of Punjab Education Department
Period: September 2004 - September 2009
Funding: $5,000,000

Task Force on Improvement of Higher Education in Pakistan

2009-09-11T11:07:00.002+06:00

Acknowledging individually all of the many contributors to the discussions of the Task Force is a difficult undertaking, as there is the danger of unwitting oversight. With that caveat, acknowledgements are first and foremost due to all members of the Task Force for the time and effort that they devoted to the task at hand. Everyone actively contributed to the deliberations and enriched the final output.
We thank the seminar participants from across the country who provided valuable insights, and their inputs worked as a guide to the Task Force in remaining focused on the issues of concern and keeping the ground realities in mind.
We are very grateful to the Federal Minister for Education, Ms. Zobaida Jalal, whose initiative resulted in the formation of the Task Force. The Minister participated in several meetings and provided support and valuable guidance throughout. We also acknowledge the participation, encouragement and advice provided by the Governors of Sindh and Balochistan, the Federal Minister for Science and Technology, the Governor, State Bank of Pakistan, the Sindh Minister for Finance, Planning, and Development, the Punjab Minister for Education, and numerous other officials.
The convenors and members of the Task Force Committees (Appendix 4) put in many additional hours deliberating on issues of central importance, especially those deliberating on governance and management of higher education. Their outputs served as working documents that provided grist for the Task Force deliberations. Captain U.A. G. Isani and Dr. Latif Virk provided useful information and analysis on higher education in Pakistan. The latter also carefully recorded the proceedings of the meetings. Dr. A.Q. Mughal and his colleagues at the University Grants Commission were generous in providing institutional support.
The Task Force appreciates the contributions and the extensive work done by The Boston Group(1) and presented in its report "Higher Education in Pakistan: Towards a Reform Agenda". This was an important input, and we expect this to be a precursor of future collaborations between expatriate Pakistanis and local efforts.
The Task Force secretariats at the Aga Khan University and the Lahore University of Management Sciences facilitated the work of the Task Force. Thanks are especially due to Dr. Arif Ali Zaidi who co-ordinated the functions of the Task Force and Dr. Robert Maudsley, Dean of the Faculty of Health Sciences at the Aga Khan University for supporting the Secretariat.
The World Bank provided funds for the work of the Task Force. Its report (co-sponsored with UNESCO) on 'Higher Education in Developing Countries: Peril and Promise' triggered the process that lead to the establishment of this Task Force, and often served as a guide to its deliberations. The encouragement and inputs of Drs. Henry Rosovsky and David Bloom, who participated in the initial deliberations on higher education in developing countries at Lahore and Karachi in February 2001, are deeply appreciated.
The Task Force acknowledges the many others who have played a critical supportive role in facilitating its work.
Mr. Adil Ahmad's contributions for putting together the ingredients of this report need special mention. And finally, Drs. Camer Vellani, Tariq Banuri, S. Zulfiqar Gilani and Khalid Hamid Sheikh gave words to the rich and complex output of the Task Force and attempted to encapsulate all of that into the coherent whole that is before you.

PROBLEMS AND PROSPECTS OF HIGHER EDUCATION IN PAKISTAN

2009-09-11T11:05:00.001+06:00

The purpose of the study was to investigate the problems and prospects of higher education in Pakistan. Higher education plays the role of leadership in the society. The functions of the university are to develop the people physically, mentally and spiritually. It improves and promotes the economic, social, political and cultural life of the nation. All over the world universities are guiding and co-operating with the industrial and agricultural development organizations and they are developing their economics rapidly and meaningfully. In Pakistan, after more than five decades, the developmental indicators are not showing positive results. The participation rate at higher education is about three percent of age group (17-23) and this is 16.2 percent as world average of this age group. The advanced countries are achieving more than 40 percent participation rate in higher education. There are problems of quality of staff, students, library and laboratory. Relevance with society needs, research facilities, financial crisis, arts students more than science students, weaknesses of examination, ineffective governance and academic results are not at par with international standards. Considering the gigantic problems of higher education in Pakistan, the researcher selected this topic for research. The main objectives of the study were: (1) determining the present profile of higher education in Pakistan; (2) examining the past efforts done for the improvement of higher education; (4) highlighting the budget provisions for higher education; and (5) exploring problems of higher education in Pakistan. Experts dealing with education in the Ministry of Education, Ministry of Science and Technology, Higher Education Commission, Provincial Departments of Education, university teachers, university administrators, planners, examination experts, university students and community leaders constituted the population of the study. Eight universities were selected randomly for the sample. Twenty university teachers and forty students from each university were included in the sample. Thirty community leaders and fifty experts were also included in the sample. Four questionnaires were developed after pilot testing for the collection of data. The data were collected by the researcher personally. He made many efforts for collection of data from the experts, leaders, teachers and students. Data were tabulated and analyzed using the Likert's five-point scale and chi-square. After drawing the conclusions, some workable recommendations were made for the improvement of relevance, quality, finances, effectiveness and access of higher education in Pakistan. Following conclusions were drawn from responses. (i) access was very limited in universities. (ii) quality was very low in the fields of academic, administration, research and equipment. (iii) faculty and staff need development in knowledge and skills. (iv) funds were provided inadequate and misappropriation was common. (v) character building of the students was ignored. (vi) there was no linkage between university and industry. (vii) examination system was faulty. (viii) good governance was non-existent. (ix) private sector was expanding without merit. Following recommendations were made on the basis of conclusions: (i) Enrolment in universities should be increased by providing adequate all types of educational facilities. (ii) Quality of faculty, staff, students, library, laboratory, research and equipment should be enhanced. (iii) Development of faculty and staff should be ensured through meaningful continuous in-service training. (iv) Funds for higher education should be increased reasonably. (v) Character building of students should be focused. (vi) Linkage between university and industry should be established. (vii) Good governance should be ensured. (ix) More open universities should be established. (x) New disciplines should be started to meet the need of the market. (xi) Night classes should be started with transport facilities. (xii) Summer vacations should be banned. (xiii) Political activities should not be allowed. (xiv) Rules and regulations should be enforced forcefully.

Over 1,500 apply for education loan

2009-08-24T14:18:00.001+06:00

VILLUPURAM: Over 1,500 applications seeking education loan were
received at a special camp organised at the Collectorate here on
Saturday.
Collector R. Palanisamy said that the camp was an initiative by Higher
Education Minister K. Ponmudy to encourage students pursuing higher
education.
Bank loans would be disbursed to students who want to enrol for
engineering, medicine, arts and humanities courses. Priority would be
for those from economically weaker sections. Based on the stipulated
criteria, all other eligible candidates who fulfil the norms would
also get loans. Candidates from 22 panchayat unions in the district
attended the camp.
Applications and attestations were scrutinised on the spot and
allotted to banks, which were directed to process them within 20 days.
Candidates whose forms were being rejected would be informed.
Those who missed the camp could submit applications at the weekly
grievance day sessions at the Collectorate.

Attracting and Retaining Teachers in Rural Areas

2009-08-24T14:12:00.001+06:00

The American Association of School Administrators (1999) has observed
that the main problem of rural school districts is attracting and
keeping quality teachers. The rural teacher shortage affects all
subject areas but particularly math, science, and special education.
This Digest examines the problem from a legislative and policy
perspective. It suggests strategies to address the problem, noting
sample programs from several states.
Legislative and Policy Background
The rural teacher recruitment and retention problem varies across the
United States. Some states have teacher surpluses; others have
shortages. According to the National Association of State Boards of
Education, an adequate number of teachers is trained each year
(Bradley, 1998). The problem is with distribution. State legislatures
deal with teacher recruitment and retention in various ways, depending
on their circumstances (see "What Some States are Doing" below)
(Education Commission of the States, 1999).
In an attempt to alleviate the problem, President Clinton signed the
Higher Education Amendments law in October 1998. Title II of this bill
creates teacher recruitment grants to improve teacher quality and
reduce shortages of qualified teachers in high-need districts (U.S.
Department of Education, 1999).
Why Teachers Stay or Go
The principal reason teachers leave rural areas is isolation--social,
cultural, and professional. Recent research on rural teacher
recruitment and retention appears thin, and much of it has been
conducted outside the United States. For example, a survey of teacher
mobility (94 past and current teachers in a rural British Columbia
school district) found that teachers leave communities because of
geographic isolation, weather, distance from larger communities and
family, and inadequate shopping (Murphy & Angelski, 1996/1997).
The literature suggests rural administrators have difficulty finding
qualified teachers who fit in with the school and community and who
will stay in the job. The "ideal" rural teacher is certified to teach
more than one subject or grade level, can teach students with a wide
range of abilities in the same classroom, is prepared to supervise
extracurricular activities, and can adjust to the community (Lemke,
1994; Stone, 1990). In the British Columbia study, teachers stayed
because of their principal, spouse employment in the community, and
satisfaction with the rural lifestyle (Murphy & Angelski, 1996/1997).
Recruiting Rural Teachers
To recruit rural teachers, administrators must target candidates with
rural backgrounds or with personal characteristics or educational
experiences that predispose them to live in rural areas. The emphasis
on background and experience is crucial for racially or culturally
distinct communities. Selling points in recruitment efforts are the
benefits of teaching in rural schools, such as few discipline
problems, less red tape, more personal contact, greater chance for
leadership, small class size, individualized instruction, greater
student and parent participation, and greater teacher impact on
decision making (Boylan & Bandy, 1994; Lemke, 1994; Stone, 1990).
Most rural teachers were raised close to where they now teach. Various
"grow-your-own" strategies offer incentives to local residents with
potential to become teachers, such as assisting them in obtaining the
needed education and training. For example, Future Teachers of America
(FTA) clubs encourage students to consider returning to their home
communities once they have received their teaching credentials (Lemke,
1994).

2009-08-13T01:17:00.001+06:00

The incident came three days after militants bombed two other schools, one in Peshawar and the other in the Bajaur tribal region.
‘A girls' high school was blown up early Thursday morning in Shin Warsak town,’ 13 kilometres west of Wana, the main town in South Waziristan tribal region, local government official Allah Bagh Khan said.
He added that there was no loss of life in the explosion but it completely destroyed the school building.
Militants have destroyed hundreds of schools, mostly for girls, in Pakistan's northwest and its troubled tribal regions during the past couple of years.
At least 200 girls' schools in the northwest Swat valley were bombed during a two-year Taliban campaign to enforce sharia law.
The army, which is wrapping up a two-month campaign in Swat, has said it is poised to launch an assault into the tribal areas along the Afghan border to track down senior Taliban leaders, including Mehsud.
In the region Thursday morning, the military fired artillery at Taliban hideouts in Spinkai Raghzai and Sararogha villages of South Waziristan, a security official said

Taliban destroy 60% of schools in northwest Pakistan

2009-08-13T01:15:00.001+06:00

Aug 04, 2009 – SWAT valley, Pakistan (July 14, 2009) Student World Assembly (SWA) has become increasingly concerned for citizens and students living in the northwestern Swat valley of Pakistan, where there has been ongoing violence due to the fighting between Pakistani Taliban groups and the military. The fighting has lead to the displacement of nearly two million people from their homes. Most of the refugees are living in tents set up in neighboring districts with inadequate facilities or assistance. Only ten percent have re-settled in camps set up by the government or agencies. Officials say about 700 militants have been killed in the military offensive, but hundreds of thousands citizens remain stranded in Swat valley because of curfews, absence of transport, and a lack of alternate housing. This is the largest internal displacement of people in Pakistan since August 1947, when the country split from India after independence from British rule. Swat Valley is located 100 miles from Islamabad, and was once a common tourist destination. In 2007 the Taliban took control of nearly eighty percent of the Swat Valley territory. Since the Taliban took over, they have committed serious human rights abuses in Swat Valley, including the unlawful killing of many government workers. Pakistani Taliban has publicly displayed over two dozen bodies of those who violated their edicts at the main square of Mingora, the Swat Valley area’s largest city, now known as “bloody square.” The Taliban has also implemented a campaign against secular education, particularly targeting female schools. In the past 18 months, the Taliban has destroyed over 170 schools, over 100 of which were girls’ schools, disrupting the education of over 50,000 students of various levels. An SWA Advocate residing in the SWAT district spoke of the Taliban disruption of the education system, stating, “6 students were shot in the Jehan Zeb College” and “educational institutions are being blown, blasted and buried by the Taliban.” The response to the presence of 30,000 Taliban insurgents in the Swat Valley has been the deployment of up to 15,000 government troops that often participate in indiscriminate use of heavy artillery and military operations. The current surge in fighting in SWAT began late April after militants dishonored a peace deal between pro-Taliban cleric Sufi Mohammad and the government of North West Frontier Province to end a two-year bloody conflict over imposition of Islamic Sharia law in the valley.

2009-08-13T01:11:00.001+06:00

PFL made a presentation for approx 30-35 students, mostly A2 level and some of them were AS levels. PFL’s in-house reps of Cardiff and UEA gave the presentation about their respective university and after that PFL opened an information desk. Cardiff is a very popular university for the students of OASYS, especially for business studies. The overall session was very productive since now a lot of students know that PFL has a Cardiff university representative in their office. The counselor was also very pleased by the presentation and the information we shared with the students.

UNESCO in Pakistan

2009-08-13T01:07:00.002+06:00

UNESCO Chair in the Conservation and Management of Historic Towns and Urban Centers (839), established in 2009 at the National College of Arts (Pakistan)

Fields/Disciplines: Architecture, archaeology, history, urban planning, anthropology, community studies, arts education Objectives:
To promote an integrated system of research, training, information and documentation in the fields of architecture, archaeology, history, urban planning, anthropology, community studies, and arts education. It will serve as a means of facilitating collaboration between high-level, internationally recognized researchers and teaching staff of the University and other institutions in Pakistan, Asia and the Pacific, and Europe.
To focus on graduate and post graduate levels of training in the skills needed for the conservation and management of the historic towns and urban centers of Pakistan and the region;
To focus on creating and sustaining linkages between stakeholders and creating platforms for communication and exchange;
To disseminate professional research and popular level information about heritage conservation and management, development and education;
To mainstream cultural heritage and to highlight its pivotal role in the development in the region.

Governance

2009-08-13T01:04:00.002+06:00

DIL operates under the auspices of a US-based Board of Directors and a Pakistan-based Board of Trustees. DIL was granted tax-exempt status 501 (c) (3) by the IRS in February 2000. DIL was registered in July 2000 in Pakistan under the Societies Registration Act 1860 and donations received in Pakistan are tax-exempt. All members of the Board of Directors and the Board of Trustees are volunteers and serve without compensation.

2009-08-13T01:00:00.003+06:00

Focus on Female EducationFemale students consist of 60% of DIL’s student population. This is a great achievement given that the national literacy rate for women in Pakistan stands at only 38%.
US-Based GovernanceDIL operates under the governance of a US-based Executive Board that establishes organizational policies, develops strategic goals and initiatives and monitors projects to determine whether DIL’s educational and administrative standards are being met. In addition, the US-based Executive Board works closely with DIL’s Pakistan-based Board of Trustees in decision-making on all policy and project matters.
Community-Owned SchoolsDIL schools are community-owned and have a village education committee that provides support to teachers and ensures the community’s involvement and oversight.
Addressing the Needs of Rural Teachers and StudentsDIL’s Teacher Development Center works with rural teachers to improve their teaching skills and subject content knowledge. DIL collaborates with the teachers when developing lesson plans and teaching materials, etc. to ensure that their needs are fully met.
Activity-Based LearningIn this inquiry-based approach, students develop knowledge and understanding through engaging activities that help to foster creativity and critical thinking skills.
Low Dropout RateThe average student dropout rate for DIL schools in 2007 was only 2.5%, which is an enormous success considering the national dropout rate in Pakistan is 45%.
Oversight and TransparencyDIL takes great pride in its school and program monitoring system and has always maintained complete financial transparency. DIL’s monitoring framework consists of a three-tiered approach that includes local monitors, regional monitors and national monitoring visits conducted by DIL’s Board of Trustees and Executive Board members. The DIL accounts are audited annually by reputable accounting firms both in the US and Pakistan

What We Do (DIL)

2009-08-13T00:44:00.001+06:00

DIL establishes, adopts and manages primary and secondary schools for underprivileged children in partnership with non-governmental organizations in all four provinces of Pakistan. In addition, DIL directly operates community schools in Punjab and Sindh. DIL has developed an educational approach that incorporates the following elements:
Local Partnerships- DIL’s unique approach to establishing and running schools in close partnership with regional NGOs and local communities has proven to be the most successful medium for providing education to students in the most remote regions of Pakistan.
Teacher Development- DIL recently opened the Teacher Development Center in Islamabad to provide ongoing in-service training as well as pre-service training for its teachers. The center, which caters to the needs of the rural teachers, designs, plans and conducts training sessions based on student-centered teaching methods.
Curriculum Development- DIL enhances the standard government curriculum to prepare students for future success. The curriculum being developed is based on best practices used throughout the world and better equips students to succeed in the global marketplace.
Child-Centered Education- DIL actively engages in student-centered teaching at its schools. This approach is an alternative to the traditional system of repetitive memorization and has been shown to improve student achievement. Child-centered education emphasizes creativity as well as social skills and critical thinking skills.
Access to Technology- DIL is in the process of implementing a plan to outfit its schools with computer labs so students will have greater access to technology. DIL is also developing educational software specifically designed to supplement DIL’s curriculum.

2009-08-13T00:35:00.004+06:00

(Islamabad) The Ministry of Education on the instructions of the Federal Minister of Education, Prof. Ahsan Iqbal, has asked the people to give their opinion on the draft of the Education Policy prepared by the previous Government.
The draft Education Policy designed by Shaukat Aziz's Government has been placed on the Education Ministry's website: www.moe.gov.pk. The general public of Pakistan has been requested to read the draft of previous Govt's Policy and give their opinion on it to the Ministry of Education.
The opinion of the people will be reflected in the coming Education Policy. The sources in the Education Ministry has revealed that the proposed new Education Policy will be adopted through consensus among all the stakeholders. It is also learned that the new Education Policy will be widely debated in National Assembly prior to its implementation.
Islamabad, April 24, 2008
PRESS RELEASE

Donor's Conference for Education Sector will soon be called. Quality accreditation system for schools being launched: Ahsan labal
(Islamabad) Federal Minister for Education, Prof. Ahsan Iqbal, has said that Government will allocate its best resources for the uplift of the education sector in Pakistan. He expressed these views while talking to the Japanese Ambassador who called on the Minister here in Islamabad.
Quality accreditation system for Public Sector Schools will be launched to ensure the best quality imparting of knowledge. The quality of Public Sector Schools will be brought at par with the private schools, the Minister added. Ahsan Iqbal apprised the Japanese Ambassador that Donors' Conference for Education sector in Pakistan will soon be called. There is a considerable coordination gap between the Donors' agencies and the Government of Pakistan and this gap needs to be filled. The Minister also spoke regarding the coming Education Policy and said that special emphasis will be laid on implementation of the Policy.

Haseen Story About Learning

2009-08-13T00:32:00.003+06:00

I am Haseena Luk from Chutto Faqeer Luk and I am 17 years old. I have been fond of education since childhood. However, there was no school in our village and I was not allowed to travel to any nearby city or town to seek schooling. Through fellow villagers, I became aware that a school was going to be established in our village. There was not a single literate young woman who could fill the role of teacher so one was appointed from a nearby village.
One day, I was playing in the street when the teacher passed by. She asked me why I was not in school. I told her I was fatherless and poor and my mother was unable to purchase books or afford my education. My mother married my father, a 55 year old man, when she was only 14. He died when he was 62 and my mother ended up shouldering the responsibility of five children. She supported us by laboring in the fields during cotton-picking season. My teacher came to my home and met with my mother in order to discuss my education with her. My mother again refused and disclosed poverty as the only reason. My teacher assured her that full assistance would be provided and she would have no expense. She agreed and gave me permission to attend school. I proved to be a good student. I often grasped things quicker than other students and I was made class monitor. My teacher often asked me to help teach my classmates.
After junior school, I got admission in Sojhro Model School Sagyoon and continued my education. Often I achieved first position in class. My teachers taught me with love and patience. When I entered Class 7, my mother arranged my marriage to a 50-year-old married man who had children older than me. I cried and refused to go through with the marriage, but nobody listened to me. When my teachers found out, they tried to stop my mother, but she refused. She said that she too was married to an old man at a young age, so why shouldn't her daughter? My mother argued that she was not willing to let her daughter get educated because literate girls find their own husbands. My teachers tried their best but my mother would say, "Haseena is my daughter and her future is up to me. Nobody has the right to interfere in our domestic affairs."
I was married to the old man when I passed Class 7. After my marriage I remained persistently ill. I did not want to live any more.
Then one day Ms. Shamshad came to our village and I went to see her and cried a lot. She told me that situations could not be improved by crying. She said, "if that was the case, then why wouldn't all women simply cry once and be rid of their problems? Indeed this is not the remedy. We should face our issues with a smile and manage them with courage." She made me realize that I was literate, unlike other girls in the area. I was smart and could handle the situation. She advised me to improve my relationship with my husband and get his consent for further education. I listened and finally got him to agree and rejoined Class 8 at the DIL- IRC School in Sagyoon. During the school year I became pregnant and my fellow students and teachers were very cooperative, caring and friendly. When I was unable to sit in a student's chair, teachers offered me their chairs and encouraged me to attend school regularly. I attempted my last paper in the final stages of pregnancy and delivered a baby boy on the same day. I have now passed Class 10 in first division.
I am now the mother of two children. I am satisfied with my life because I can nurture my children better. I am very thankful to Development in Literacy for improving the lives of poor and vulnerable girls living in remote and deprived areas. I am grateful for your kind support.

Ongoing Activities

2009-07-27T18:34:00.000+06:00

USAID increases access to education for Pakistanis by rehabilitating inadequate and damaged school facilities, and building new schools. It is constructing and equipping science and computer laboratories for teachers' colleges in several cities. USAID will upgrade and rehabilitate thousands of schools nationwide. This effort will include parents and communities in school management and planning. The need of girls will receive special attention. Adding to these efforts, USAID will fund the construction of additional schools. To ensure that more Pakistani children attend school and graduate, USAID is expanding a school-feeding program in the most food-insecure areas of Pakistan

list of international ngos working in pakistan

2009-07-27T18:13:00.000+06:00

Official statistics released by the Federal Education Ministry of Pakistan give a desperate picture of education for all, espcially for girls. The overall literacy rate is 46 per cent, while only 26 per cent of girls are literate. Independent sources and educational experts, however, are sceptical. They place the overall literacy rate at 26 per cent and the rate for girls and women at 12 per cent, contending that the higher figures include people who can handle little more than a signature. There are 163,000 primary schools in Pakistan, of which merely 40,000 cater to girls. Of these, 15,000 are in Punjab Province, 13,000 in Sind, 8,000 in North-West Frontier Province (NWFP) and 4,000 in Baluchistan.
Similarly, out of a total 14,000 lower secondary schools and 10,000 higher secondary schools, 5,000 and 3,000 respectively are for girls, in the same decreasing proportions as above in the four provinces. There are around 250 girls colleges, and two medical colleges for women in the public sector of 125 districts. Some 7 million girls under 10 go to primary schools, 5.4 million between 10 and 14 attend lower secondary school, and 3 million go to higher secondary schools. About 1.5 million and 0.5 million girls respectively go to higher secondary schools/colleges and universities.

Educational Improvment in Pakistan

2009-07-27T17:03:00.000+06:00

Developments in Literacy (DIL) is dedicated to providing quality education to disadvantaged children, especially girls, by establishing and operating schools in the underdeveloped regions of Pakistan, with a strong focus on gender equality and community participation.
Stories about brave chaild