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Ibby Pakistan Biennial Report 2010-2012
IBBY PAKISTAN BIENNIAL REPORT 2010-2012 INFORMATION REQUESTED FOR THE NS BIENNIAL REPORTS Reporting period: 2010 - 2012 1. GENERAL INFORMATION 1.1 Country Pakistan 1.2 Name, address, telephone, fax, e-mail and website of the National Section (NS) Alif Laila Book Bus Society / IBBY Pakistan 3-B, Gulberg II Lahore, Pakistan (92) 042 3 5760552-35758395 (Fax): 92 042 35762238 www.aliflaila.org.pk 1.3 Representatives 1.3.1 President of the National Section (NS) Syeda Basarat Midhat Kazim 1.3.2 Secretary or main executive officer of the NS Ms. Rabia Khan 1.3.3 IBBY main Liaison Officer or contact person I. Ms. Sabah Rehman II. Ms. Ayesha Jabbar 1.4 Organization Structure 1.4.1 How is your NS organized? Describe the structure of the NS in general. The IBBY Pakistan NS team comprises of individuals and organizations working together as a to promote quality literature for children and to bring children and books together. The core team includes members of Alif Laila team (the NS is affiliated with Alif Laila Book Bus Society) , who volunteer for IIBBY projects. The section is headed by a President and a Secretary. The organizational structure is flat, with every one having a direct link with the team lead. IBBY Pakistan has brought together a group of experts,. The group of volunteers promote IBBY Pakistan and advocate reading and help IBBY Pakistan organize events and campaigns. 1.4.2 Is your NS affiliated to, or a branch of another organization or institution? If so, which one? The national secretariat, IBBY Pakistan is affiliated to the Alif Laila Book Bus Society, a registered non-profit, non-government organization. -
Passports to Privilege: the English-Medium Schools in Pakistan
Peace and Democracy in South Asia, Volume 1, Number 1, January 2005. PASSPORTS TO PRIVILEGE: THE ENGLISH-MEDIUM SCHOOLS IN PAKISTAN TARIQ RAHMAN _____________________________________________________________________ ABSTRACT Based on two recent surveys of some selected urban areas of Pakistan, the author draws interesting conclusions in this article about the English-medium schools in Pakistan. The elites of the country have long realized the power of the English language and have even institutionalized the process of acquiring the same. As seen elsewhere in South Asia, the English-speaking elites of the country profess one thing about their national languages and practise something else for their own children. The craving for excellence in English language as a tool for a more successful life is not confined to the city elites but has penetrated the army, the air force, and the naval branches of a country that has frequently been ruled by army generals. It is also clear from this article that the privileged children of Pakistan are westernised in terms of lifestyle and liberal in attitude towards India, although after joining the state, they are seen supporting the militaristic policies of the state. _____________________________________________________________________ INTRODUCTION English is the official language of Pakistan. It is used in all domains of power - government, bureaucracy, military, judiciary, commerce, media, education and research - at the highest level. Because it is empowering to learn English, people all over the country are ready to invest in it for the future of their children. Because of this demand, all over the cities of Pakistan one can see boards advertising institutions which claim to be English-medium schools or tuition ‘centres’ claiming to teach spoken English and English for passing all kinds of examinations and interviews. -
Chapter-Ii Historical Background of Public Schools
C H APTER -II HISTORICAL BACKGROUND OF PUBLIC SCHOOLS 2.0 INTRODUCTORY REMARKS The purpose of this chapter is to give an account of historical back ground of Public Schools, both in England and in India. It is essential to know the origin and development of Public Schools in England, as Public Schools in India had been transplanted from England. 2.1 ORIGIN OF THE TERM PUBLIC SCHOOL The term 'Public School' finds its roots in ancient times. In ancient time kings and bishops used to run the schools for the poor. No fee was charged. All used to live together. It was a union of 'classes'. The expenses were met by public exchequer. Thus the name was given to these schools as Public Schools. 2.2 ESTABLISHMENT OF FIRST PUBLIC SCHOOLS William of Wykeham, Bishop of Winchester established 'Saint Marie College' at Winchester in 1382. This foundation made a crucial departure from previous practice and thus, has a great historical importance. All the previous schools had been ancillary to other establishments; they Kod been established as parts of cathedrals, collegiate churches, monasteries, chantries, hospitals or university colleges. The significance of this college is its independent nature. 17 Its historian, A.F. Leach says "Thus for the first time a school was established as a sovereign and independent corporation, existing by and for itself, self-centered and self-governed."^ The foundation of Winchester College is considered to be the origin of the English Public School because of three conditions: 1. Pupils were to be accepted from anywhere in England (though certain countries had priority). -
Duke-UNCCH Religion & Science Symposium
Duke-UNCCH Religion & Science Symposium KENAN-BIDDLE GRANT PROPOSAL Abdul Latif, Duke Class of 2016 Tafadzwa Matika, UNC-CH Class of 2016 Kehaan H Manjee, Duke Class of 2016 Advisor: Dr. Christy Lohr Sapp, Associate Dean of Religious Life, Duke University October 21st 2013 Duke-UNCCH Religion & Science Symposium EXECUTIVE SUMMARY Religion and Science are two subjects that heavily impact society. The relationship between the two is often tenuous, but always worth noting. Educational policy in many countries is affected by the perceived conflict between religion and science. Scientific biomedicine and traditional religious medicine interact with each other around the globe. Many students at universities like Duke and UNC grapple with reconciling their faith and their scientific studies. The Duke-UNC Religion and Science Symposium will provide a platform for professors interested in the intersection of the two subjects to present their findings, while also allowing students struggling with the subjects to raise their voices. The symposium aims to promote collaboration between Duke’s Religion department and UNC’s Religious Studies department, while also reaching out to other interdisciplinary departments/institutions at the two schools. It also aims to bring members of both student bodies together for intellectually stimulating discussions. Duke and UNC house America’s top religious studies departments, which puts us in a unique position to tap into the vast knowledge they have with regards to our topic of discussion. Various Duke and UNC faculty, students, and alums have already demonstrated interest in the field, including Dr. Randall Styers (Magic, Religion, and Science; Religion and Secularism), Dr. Ebrahim Moosa (Neurohumanities, Islam), UNC Alumni and Director of NIH Francis Collins. -
Aitchison College, Mosque
COMMERCIAL CLIENTS INSTALLATIONS OF BREEZAIR COOLING & BRAEMAR HEATING COMMERCIAL & INDUSTRIAL RANGE LAHORE Honda Atlas Cars Pakistan Ltd., Complete Main Plant, Bhai Pheru High Noon Textiles Ltd. Ali Industrial & Tech. Institute (through Packages Ltd.) Izhar Ltd. LUMS, Lahore University of Management Sciences, several buildings. Berger Paints (Pak) Ltd. Jalal Sons Department Stores Mecas Engineering Ltd Sammad Rubber Works Ltd. Ital Sports Ltd. Guard Filters (Pvt) Ltd. Aitchison College, Mosque. Aitchison College, Sports Complex. Aitchison College, All boarding houses. Aitchison College, Junior School Auditorium. Abbassi Corporation Ltd. Arch. Nayyar Ali Dada - Nairang Galleries Arch Zahra Zaka Masood & Sons Big Bird Hatchery Ltd. Big Bird Poultry Ltd. Craftcon Pvt Ltd. Cakes & Bakes - complete main Factory Value TV. Interwood Mobel (Pvt) Ltd. Crystal Engineering Services Dawn Bread, (A. Rahim Foods Ltd.) Beaconhouse School System Eastern Leather Company (Pvt) Ltd. Kims Institute F. W. Fabrication OK Electrical Industries Marhaba Laboratories Ltd. Mallows Department Store Textile Resource Texcom Unicon Consultant ltd. Arch Pervaiz Qureshi. Filmazia TV SAS Cargo Pvt. Ltd Porsche Cars Ltd. University of Central Punjab, Johar Town. Eden Developers, Eden Villas, Multan Road. Mughal Steel, DHA Madeeha’s Beauty Parlour Guard Rice (Pvt) Ltd. Friends Diaries. Future Vision Ltd. Sharaf Logistics (Pak) Ltd. SOLE DISTRIBUTORS - ANSA INTERNATIONAL © Breezair has the Technical depth and strength unmatched by any other company! 1 | P a g e COMMERCIAL CLIENTS LAHORE CONT... Lateef Children Hospital & Polyclinic Construct Architects Ikan Engineering (Pvt) Ltd. Medipak Ltd. Shezan International Ltd. Millac Foods Ltd. Multilynx Ltd. Nee Punhal Fashion Industries. Masood Hospital, Garhi Shahu John Deere Agro Tractors Ltd. Treet Corporation Ltd. -
A Pragmatic Framework for Improving Education in Low-Income Countries Tahir Andrabi
Delivering Education: A Pragmatic Framework for Improving Education in Low-Income Countries Tahir Andrabi (Pomona College, CERP) Jishnu Das (The World Bank, Washington DC and Center for Policy Research, New Delhi) Asim Ijaz Khwaja1 (Harvard University, CERP, BREAD, NBER) Paper prepared for “Handbook of International Education” Abstract Even as primary-school enrollments have increased in most low-income countries, levels of learning remain low and highly unequal. Responding to greater parental demand for quality, low-cost private schools have emerged as one of the fastest growing schooling options, challenging the monopoly of state-provided education and broadening the set of educational providers. Historically, the rise of private schooling is always deeply intertwined with debates around who chooses what schooling is about and who represents the interests of children. We believe that this time is no different. But rather than first resolve the question of how child welfare is to be adjudicated, we argue instead for a `pragmatic framework’. In our pragmatic framework, policy takes into account the full schooling environment—which includes public, private and other types of providers—and is actively concerned with first alleviating constraints that prohibit parents and schools from fulfilling their own stated objectives. Using policy actionable experiments as examples, we show that the pragmatic approach can lead to better schooling for children: Alleviating constraints by providing better information, better access to finance or greater access to skilled teachers brings in more children into school and increases test-scores in language and Mathematics. These areas of improvement are very similar to those where there is already a broad societal consensus that improvement is required. -
Little Champs Art & Creative Writing Competition 2015
Little Champs Art & Creative Writing Competition 2015 Partner Institutes Institute Branch / City Aga Khan School Federal B Area, Karachi Aga Khan School Garden Branch, Karachi Allied School Hafizabad Campus American Lycetuff Raiwind Campus Lahore American Lyceum Faisalabad Campus Army Public College Malir Cantt. Karachi Army Public College Malir Cantt. Karachi Army Public School Rahim Yar Khan Cantt. Army Public School DHA Phase I, Rawalpindi Army Public School & College (Azam Gar) Lahore Cantt. Army Public School & College Bakhar Island Sukkur Army Public School & College Fort Road, Rawalpindi Cantt. Army Public School & College Thall Cantt. Hangu, KPK Army Public School & College Okara Cantt Army Public School & College Khushab Road, Sargodha Cantt Army Public School & College Quaid Garrision, D.G Khan Asas International School F-8/3, Islamabad Bahria College Islamabad Naval Complex Primary Wing Bahria Town School Bahria Town, Lahore Beaconhouse School System Defence Campus, Lahore Beaconhouse School System Garden Town Campus Beaconhouse School System JTC, Senior Girls, Lahore Beaconhouse School System LMA Primary, Gulberg Lahore Beaconhouse School System Okara Campus Beaconhouse School System Palm Tree Campus, Gujranwala Beaconhouse School System Sialkot Campus Beaconhouse School System Allama Iqbal Town Lahore Beaconhouse School System Canal Side Girls, Lahore Beaconhouse School System Wapda Town, Gujranwala Brainiacs Montessori & High School Naval Anchorage, Islamabad DA Public School O/A Levels , DHA Karachi DA SKBZ College DHA Karachi -
Kamil Khan Mumtaz in Pakistan
A Contemporary Architectural Quest and Synthesis: Kamil Khan Mumtaz in Pakistan by Zarminae Ansari Bachelor of Architecture, National College of Arts, Lahore, Pakistan, 1994. Submitted to the Department of Architecture in partial fulfillment of the requirements for the degree of Master of Science in Architecture Studies at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY June 1997 Zarminae Ansari, 1997. All Rights Reserved. The author hereby grants to MIT permission to reproduce and distribute publicly paper and electronic copies of this thesis document in whole or in part. A uthor ...... ................................................................................. .. Department of Architecture May 9, 1997 Certified by. Attilio Petruccioli Aga Khan Professor of Design for Islamic Culture Thesis Supervisor A ccep ted b y ........................................................................................... Roy Strickland Chairman, Departmental Committee on Graduate Students Department of Architecture JUN 2 0 1997 Room 14-0551 77 Massachusetts Avenue Cambridge, MA 02139 Ph: 617.253.2800 MIT Libraries Email: [email protected] Document Services http://Ilibraries.mit.eduldocs DISCLAIMER OF QUALITY Due to the condition of the original material, there are unavoidable flaws in this reproduction. We have made every effort possible to provide you with the best copy available. If you are dissatisfied with this product and find it unusable, please contact Document Services as soon as possible. Thank you. Some pages in the original document contain color / grayscale pictures or graphics that will not scan or reproduce well. Readers: Ali Asani, (John L. Loeb Associe e Professor of the Humanities, Harvard Univer- sity Faculty of Arts and Sciences). Sibel Bozdogan, (Associate Professor of Architecture, MIT). Hasan-ud-din Khan, (Visiting Associate Professor, AKPIA, MIT). -
Hippo 5 Asia.Xlsx
HIPPO 5 (UNDER ASIA CATEGORY) Status Cand no Name & Surname Venue Category Reading Writing Total Country FINALIST 968156 LEE ZE HAO FOON YEW HIGH SCHOOL, JB 5 39 31,5 70,5 Malaysia FINALIST 953346 Hasti Habibi 5 38 31,5 69,5 Iran FINALIST 949948 Enkhsaruul Narangerel Shine Mongol School 5 36 33 69 Mongolia FINALIST 925110 HASEEB TAHIR Lahore Grammar School O & 5 40 28,5 68,5 Pakistan FINALIST 958227 Fatema Alhumaili 5 40 28,5 68,5 Saudi Arabia FINALIST 964772 Reemaz Khaled EduMeter Individual 5 35 33 68 Egypt FINALIST 906390 Zuvaydov Abdurasul The center for development of t 5 30 37,5 67,5 Tajikistan SEMIFINALIST 918936 AINA ARMAN Punjab College For Women 5 40 27 67 Pakistan SEMIFINALIST 925107 ABDUL REHMAN JUNAID Lahore Grammar School O & 5 40 27 67 Pakistan SEMIFINALIST 925108 AHMAD BIN TAHIR Lahore Grammar School O & 5 40 27 67 Pakistan SEMIFINALIST 925111 IBRAHIM BIN AMJAD Lahore Grammar School O & 5 40 27 67 Pakistan SEMIFINALIST 925113 MOHAMMAD HUZAIFA Lahore Grammar School O & 5 40 27 67 Pakistan SEMIFINALIST 925115 SAYED IMAAD HUSSAIN Lahore Grammar School O & 5 40 27 67 Pakistan SEMIFINALIST 925116 SHAHRYAR NAGI Lahore Grammar School O & 5 40 27 67 Pakistan SEMIFINALIST 934389 Urikhan Purevjav Khuree Tulga School 5 40 27 67 Mongolia SEMIFINALIST 925109 BILAL AFZAL SHAFI Lahore Grammar School O & 5 40 25,5 65,5 Pakistan SEMIFINALIST 903103 NGUYEN NGAN HA Fermat Education 5 37 28,5 65,5 Vietnam SEMIFINALIST 904284 Joel Andrew Mallari TARLAC CENTER 5 40 24 64 Philippines SEMIFINALIST 968151 ARIANNA KUGENDRAN MAKTAB RENDAH SAINS -
Zone 66 Pakistan H3
Cand # Name & Surname Town Town R L U Total 834622 LEENA ALI FFC Grammar School- College Cambridge And Matric StreamMir Pur Mathelo 34 22 28,5 84,5 838086 AFIFA RAHIM KUNDI The Froebel's School Karachi 34 21 28,5 83,5 822909 SIMRAH SAQIB Karachi Grammar School Karachi 34 22 27 83 822914 ZAHRA AMINUDDIN Karachi Grammar School Karachi 34 22 27 83 834046 MARIAM NASIR Lahore Grammar School Phase V Girls Branch Lahore 34 22 27 83 847015 IBRAHIM KASHIF Beaconhouse School System Canal Side Boys Campus Lahore 34 22 27 83 834028 ZOHA KHAWAR Lahore Grammar School Phase V Girls Branch Lahore 33 21 28,5 82,5 822883 ABEER ASKARI Karachi Grammar School Karachi 34 21 27 82 822910 AYZA AFRIDI Karachi Grammar School Karachi 34 21 27 82 824322 SUNAINA AHMED QURESHI Headstart School F-8/1 Branch Islamabad 34 21 27 82 829750 AYESHA FAWAD HeadStart School F-11 Branch Elementary- Middle SectionIslamabad 34 21 27 82 831450 MOHID MONEEB Lahore Grammar School Defence Campus Phase v BranchLahore 33 22 27 82 834577 ZAINAB KIRMANI FFC Grammar School- College Cambridge And Matric StreamMir Pur Mathelo 34 21 27 82 834595 MAHRUKH FARRUKH FFC Grammar School- College Cambridge And Matric StreamMir Pur Mathelo 33 22 27 82 853086 SYED MOHAMMED EBAD The National School Burki Campus Lahore 34 21 27 82 822930 AYEMA USAMA KHAN Karachi Grammar School Karachi 32 21 28,5 81,5 831445 NOEL MALIK Lahore Grammar School Defence Campus Phase v BranchLahore 34 22 25,5 81,5 834740 MEHAK EMAN Faisalabad Grammar School Faisalabad 34 22 25,5 81,5 846839 DUA KHUDAI The City School PAF Chapter Prep SR. -
Taaleem Foundation ANNUAL REPORT
Taaleem Foundation 2018 ANNUAL REPORT 1 1 Notion This is the Seventh Annual Progress Report on the implementation of the four-year strategic plan (2016- 2019). The annual report is meant to communicate, in a transparent and accountable manner, the impact of Taaleem Network and its partners work as well as the use of resources by the Taaleem Foundation. Taaleem Foundation is a non-profit and non-governmental community support organization, registered in Balochistan (Pakistan) since 1993. During the years, Taaleem Foundation has established eight (8) schools in tribal and remotest areas of Balochistan which includes: Kohlu, Loralai, Killa Saifullah, Muslim Bagh, Zhob, Pishin, Mastung and Sui (Dera Bugti). Taaleem Foundation has also established a training center to cater vocational training and higher education in Sui to promote economic empowerment among females. Quality schooling, modern curriculum, co-education and all-female faculty are few of the success factors of this schooling system. Taaleem Foundation strives to educate a social change through quality education in the under privileged areas of Pakistan, especially Balochistan. It promotes educational and research activities by establishing high quality schools and learning centers; and encouraging female participation in mainstream education in the tribal areas. Gender awareness, participatory & consultative culture, public-private partnership and self- sustenance are the hallmarks of this organization. Taaleem Foundation’s Grammar School System, an initiative in mainstream education, has stirred the tribal society as an activist institutional local change agent for engineering social change, creatively. It has mobilized the concerned communities for collective thinking, with a view to achieve a self-supportive, self- contained and self-reliant growth model for integrated community development. -
Lahore Grammar School Paragon Campus School Profile for College
Lahore Grammar School Paragon Campus School Profile for College Admission Offices – 2015/2016 CEEB Code: 690302 ▫ [email protected] ▫ +92 423 7165450 ext. 107 ▫ www.lgsparagon.com LGS Paragon City, Burki Road – Cantt. Lahore, Pakistan. 54810 Lahore Grammar School Paragon Campus, established in 2009 is an autonomously administered member of the Lahore Grammar School Network. The LGS Network was founded in 1979 with the aim to provide an alternate source of rigorous academic training and develop an environment conducive to personal growth. At Paragon, this golden philosophy reverberates through the 40,000 square yards of campus space populated by a dynamic student body of 2,200 girls and boys enrolled in classes from kindergarten through the 13th grade final year of Cambridge A-Levels. The primary medium of instruction is English for all grade levels with the exception of Language courses including Urdu. The secondary and post-secondary school follows the Cambridge International GCE ‘O’ and ‘A’ Level curriculum. Students enroll in a minimum of 8 courses for the O-Level training in grade 9, 10 and 11 and are encouraged to study four courses in grade 12 and 13 for the A-Level curriculum. Final exams are conducted by Cambridge International and remain a prerequisite for graduation. Students have a wide variety of courses to choose from and are encouraged to explore their intellectual interests through experience. Learning is highly interactive owing to an experienced faculty and class sizes capped at 25 students per seminar. A list of courses offered for the O and A Level programs is provided below.