Education

EDUCATION
Objectives

To identify the significance of education to society as a whole and the individual in To discuss the implications of education for humanity. To identify the problem areas related to education within Pakistani society. To give credit to individuals working towards the promotion of education in society.

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All great nations have an educational philosophy. Every nation has great leaders of educational thought. Theories as to the purpose of education have to be developed in accordance to the national objectives the societys ethos, a societys values and beliefs and keeping in touch with the ever changing environment. Contemporary knowledge and skills, aptitude and attitude have to be developed keeping once pace with the time and demand of the forces. Hence there will always be emerging trends and issues in education and it constantly evolves. But it must have its roots in the society. There are so many aspects to education for example; Art Education, Classical Education, Foreign Language, Humanities, Music, Physical Education, Science Physics, Astronomic, Architecture, Engineering, Legal Education, Medical Education, Military, Naval and Air, Agriculture and Vocational, in fact there is no end to education. This is just to name a few in the series of subjects being taught in a modern but established University. The evolution of learning and education revolves around the advancement of methodical techniques of erudition and teaching. In all probability, every existing generation, from the genesis of human life, has in one way or the other passed on its supply of principles, customs, routines and expertise to the oncoming generation (Diana Elizabeth Kendall, 2003). This transition of tradition is moreover termed as acculturation and the complementary knowledge of societal standards and conduct is referred to as socialization. The record of the curriculum of such teaching is reflective of history in itself (Gabriel Compayre, 2003). In accordance with the traditions and understanding of primeval societies became increasingly intricate, numerous proficiencies were taught from one individual who was skilled at the vocation to apprentice such as farming, animal husbandry and military skills. Verbal

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customs were vital in cultures without printed transcripts (Walter J. Ong, 1982). Literacy in preindustrial people was related to the civil bureaucracy, trade, law, religion and commerce. A proper education in literacy was given to a privileged cluster of people at spiritual organizations or at the institutions of the wealthy and influential. The Story of Education But the story of education is interesting and it begins with Greece. It was the 5th and the 4thcentury B.C. that have produced some of the most-noblest men of knowledge by Greece. The Western Civilization is proud of what it has gained as a heritage from the Greek which has shaped the educational philosophy and educational policy of the West. The Greeks lived in citystates and they believed the prime responsibility of education was the most important services of the state. It was considered important to educate citizen to prepare them to define the city and to compete with other states in all respect. The two most important city-states were Athens and Sparta. There was a great contrast between the ways these two states educated their children and the young. Whereas to the Spartan it was essential to guard their frontiers and also to be prepared against the majority within. Their sense of insecurity arose from the fact that they were always a minority within their territory. Therefore the principal aim was militarily efficiency. With this objective the education policy was designed to produce soldiers have courage and adapted to obedience and discipline. The description of this education comes to us from Xenophon. At the age of 7 babies were taken from their mothers for rigorous training and physical fitness. They were trained to be leaders and by the time they were eighteen they become cadets and were recognized as citizens at the age of 30. Austerity was the keynote of their life pattern. But unlike the Greeks, the Spartans also believed in the physical training and fitness of their women, which provided in their own playing field. But what the Spartans lacked was training of political leadership. As a result of this they did not produce distinguished citizens or philosophers of any stature. The end result was it did not develop the capacity to survive over a long period of time because of lack of political sagacity. Our moral lesson from this is the importance of all round education but with emphasis on political educational leadership. No nation can survive for long without a balanced education. In contrast the Athenians prepared their children for peace and for war. They aimed for wellbalanced individuals with well rounded personality, poise, grace and everything in moderation.

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They attached great importance to nothing in excess. The feature of this education policy was: - primary with average range from 6 to 14, secondary ranging 14 to 18. On becoming an adult, the boys became cadets for military training for two years. But after this they all went for philosophy and literature. However, girls did not share this education and were groomed at home by their mothers. At higher education was generally based on discussion and lecture from professional lecturers who were called Sophists. Some sophists were great people and one of them was Socrates. Plato was a student of Socrates and Aristotle was the student of Plato. Both have discussed education in length, but Plato gave his educational philosophy in his Republic and later on in Laws. The Western Civilization owes its educational thinking to this philosophical treatise. A great complement was paid by a great philosopher much later. If you want to know what is meant by public education Rousseau writes in Emile Read Platos Republic but it is the finest treatise on education ever written. Both Plato and Aristotle considered a good sound education as a prerequisite for a successful political environment. Plato writes that you cannot separate education from politics because main purpose of education is to produce good citizens. Their logic was to be a good citizen it was necessary to be a good man. And Plato goes on to say in Laws Education produces good men and good men act nobly Our lesson that we desire from this is once again educated society will produce profound teachers and profound philosophers and hence noble people all dedicated and sworn to the allegiance of their country. Plato distrusted democracy because of the punishment meted out to Socrates by the majority. He proposed a utopia-community life for up bringing the younger generation but it was the destruction of the family as a social unit. He has been eroticized by many on these issues, including Rousseau. Aristotle agrees in most part with Plato on education and it is a state function. In politics he writes No one will doubt that the legislature should direct his attention above all to the education of the youth.. Furthermore he also agrees with Plato on the subject of Democracy as

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he asserts in favor two purpose-training for citizenship and development of personality and finally the affection for the state and the community. The philosophy of education by Plato and Aristotle was spread far and wide by Alexander who was a student of Aristotle. The Hellenic civilization was spread far and wide and education played a major role in his conquest of right up to North Western part of India up to the Indus River. The seat of learning was setup in Alexandria, Pergamum, Antioch, and Rhodes. After Alexander the Ptolemies continued with the same education system and Alexandria Library boasted 700,000 books. But its claims to fame were mathematics and also research and scholars such as Euclid and Archimedes. Hellenization of the Western World Through his conquests and strategy of establishing Greek communities in conquered territories, Alexander was successful in introducing the Hellenic civilization to the nations along the border of the Mediterranean. In just a decade (334 to 324 B.C.), the conqueror had merged Syria, Persia, Asia Minor and Babylonia into his empire, which then spanned to brim of the Indian subcontinent. Education was a key concern in Hellenic culture and institutions of edification matching Athens were created in Antioch, Rhodes, Alexandria and Pergamum amongst other places. After Alexanders demise in 323 B.C., the family of Ptolemy took reigns of Egypt until it fell to the Romans in 30 B.C. The first of this dynasty constructed an enormous library in Alexandria which accommodated approximately 700,000 pieces of writing along with a museum and living quarters for scholars and researchers. The library churned out revolutionary work in the disciplines of science and mathematics; Archimedes and Euclid were two of Alexandrias most well-known disciples. The book Elements by Euclid is counted amongst the greatest books ever written and a relic of Greek intellect by Lord Russell in his History of Western Philosophy (1946). The Hellenization of the Western world can be best described in the words of Cicero, who claimed that the civilization poured in a great flood from Greece to Rome. Ancient Rome

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The great city of Rome, before the onset of Greek influence, depended heavily on parents to provide the rudiments of education a healthy upbringing and training in civic traditions and character. The fathers were charged with the role of ensuring boys that were pious, healthy and competent in public dealing as well as combat. Similarly, the mothers were responsible for their daughters being righteous, modest and well-versed in household chores. It has to be noted that, no efforts were made to stimulate artistic interests in the population; the main focus was towards real-world training in the context of civil and moral duties of the individual. Even though, the rational viewpoint was very constricted, these policies resulted in a populace that was extremely loyal to both the family and the state. Determined and affluent students travelled to Constantinople, Rome, Athens or Alexandria to gain a universitytype education. As analyzed by Cicero, the Hellenist civilization was flowing in as if the floodgates had been opened. Individual instructors established schools that taught basic Greek reading and writing skills, basing their teachings on the works of renowned scholars like Homer. At the same time, massive volumes of Greek literature were being translated into Latin and this proved to be the key to its penetration into Roman minds. Furthermore, schools specializing in philosophy and rhetoric were set up; these attracted students pursuing careers in public life and law. Nevertheless, critics of Hellenism feared that its ideology would enlarge the abyss amongst the different social classes. Even though Greek thought had great impact on their education, the Romans were never enthusiastic regarding the involvement of the state in educational affairs. Hence, no government made a crack at regulating the education mechanism until much later on. Vespasian was the first ruler to subsidize education which ultimately led to greater control; later emperors influenced the appointment of instructors as well as their pay structure. An imperial decree passed in 425 A.D. installed the government as the supervisory authority for education and hence, individuals wishing to operate an institution had to acquire official permission. It has to be realized that until this passing of the legislation, the notion of government control of the education was quiescent. In a technique similar to Alexanders, the Roman Empire also ingrained their institutions and culture in communities that they conquered; this resulted in a large number of races becoming a part of the Roman edification system.

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The dissemination of Roman education also saw Christianity becoming more and more popular. This also highlighted the issue of its relationship to schools with their pagan cultures. The Beginnings of Christian Education Initially, Christianity largely appealed to the deprived and uneducated classes of society; this proved unbeneficial in furthering its cause. However, during the 2nd century, a large segment of its supporters came from the more literate and affluent background which naturally wanted its next generation to attain a good education comparable to their own. The problem arose that only non-Christian affiliated schools provided this sort of superior education. But left without a choice, many Christians chose to send their children to secular schools. To the disappointment of a large number of people, continual barbaric invasions in the 5th century culminated in the abolition of the Roman scheme of education. But the institution of the Church survived the ordeal and was assigned with the task of rebuilding the educational system later on. These invasions pushed the world into a darker period for approximately four centuries. Even though the Church gave religious edification to the clergymen, general education had little or no religious significance. The monastic schools were also not considered as important, specifically in the history of education and Christian education in particular. Throughout the Early Middle Ages, the spiritual strongholds of the Church became the hubs of literacy and education; this in turn, safeguarded the institutions choice from Latin knowledge and sustenance of the skill of writing. Preceding their official creation, numerous medieval educational institutes were operated for long stretches of time as Christian church or monastic schools. Here the monks delivered lectures; proof of these abrupt precursors of the later university at countless locations, dates to the before the 6th century (Pierre Riche, 1978). Statuettes, mosaics, drawings and stained glass windows were essential instructive mediums through which Biblical subjects as well as the image of the saints were propagated to the illiterate masses (Stanley E. Porter, 2007). Medieval Education Europe, by the 11th century had attained a degree of societal and political stability. A large part of this was owed to the conversion of the barbaric tribes to Christianity. Hence, there was a greater recognition of the Church and its policies in matters relating to all spheres of life.

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Furthermore, trading started with the east and the crusades stimulated intellect through contact with the highly cultured Moors in Spain. In the Christian world, scholasticism became the overriding medium of logical progress. This coupled with great enthusiasm in the contention of its features and extensive rational ferment in addition to the development of towns and cities. It also led to the establishment of universities which fulfilled an enormous gap in requirement of the Western world at that point in time. More than one thousand years of the pursuit of education has made the Western civilization a highly technical, knowledgeable and competent society. It grew in stature and might only on the basis of education. Medieval education, however, suffered from a wide array of problems and the advantages were limited to a small group of individuals. Still, the general population was not ignorant to any degree. The Church, in its fulfillment of its duty towards education, integrated an effective educational scheme into the Church as an institution through ecclesiastical policy from the 11th century onwards. The liberties that the medieval schools enjoyed were almost always associated with the unconditional authority of the Church. As mentioned before, licenses had to be obtained before any person could set up a school and begin educating. This was an effective instrument in managing the loyalties of all the educators and keeping them in line with the teachings of the Church. The training that the youth had to undergo in medieval times was very different from that of before. The type of training was also differentiated between the masses; this meant that the class differences were amplified. The training for those of high rank was planned to cultivate the nobles into becoming worthy knights, unbiased and a practical manager of an estate. Critics claim that this type of education was meant only to flourish in a primitive social order and even though some of its ideals endured, the system became outdated when a greater sense of nationalism started to stir within the hearts and minds of the people. Modern teaching mechanisms of education in Europe develop their beginnings from the seminaries of the High Middle Ages. The vast majority of educational institutions in this time period were created based upon the spiritual philosophies with the main resolve of training the clerics. Numerous universities in the early time period, for instance, the University of Paris had

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Christian leanings. Apart from this, a large amount of non-spiritual institutions of higher education were present, such as the University of Bologna. The Renaissance This period was a crucial milestone in the history of Western edification; not only had it breathed life into the ancient teachings but also look forward towards a newer world, full of hopes and opportunities. It is often regarded as the period of enlightenment, a play on the word explains how the world was pulled out from the dark ages. This movement of sort began in the north of Italy and with the passage of time, seeped into the nations resting north of the Alps. The basic ideology revolved around the language and literature of Greece and Rome but many other disciplines such as music, geometry and arithmetic were taught in addition to physical exercise in line with the Greek thought regarding the development of both, the mind and body. This period of time had its pitfalls but also achieved some note-worthy victories and chances for further advancement. Islamic Education A library in Bagdad by the name of The House of Wisdom also acted as an educational center for eradication and translation through the 9th to 13th centuries. Scholarly research in the fields of medicine, astrology, philosophy, agriculture and mathematics in other languages were translated for the benefit of the Arab population. The works drew on Greek, Indian and Persian efforts; these included revered philosophers and academics like Galen, Aristotle, Euclid, Plato, Hippocrates, Plotinus, Pythagoras, Brahmagupta, Charaka, Sushruta and Aryabhata. All these intellectuals had gathered vast amounts of information and knowledge from the entire world, building on the existing work through their own innovations. The House was unmatched in the disciplines of the social sciences and humanities as well as sub-disciplines in the natural sciences such as astronomy, mathematics, geography, chemistry, medicine as well as zoology. Baghdad had a high-standing reputation and was considered the wealthiest metropolis in the world in addition to being a hub for scholarly advancement at that time. At that time, Baghdad was also the most densely populated regions in the entire world (George Modelski, 2003).

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The Islamic mosque-cum-schools (Madrassas) in Baghdad also imparted spiritual education through the teachings of the Quran in the Arabic language; this was in stark contrast to the pass European universities that were deeply entrenched in Christian ideology (Gibb, 2002). During the 9th century, the Bimaristan medicinal teaching centers were established in the primeval Islamic world; here, diplomas related to medicine were awarded to pupils of Islamic medicine, who then became eligible to practice professionally. The Al-Azhar University, instituted in the year 975 in Cairo was given the status of a Jami'ah (University); it had a Madrassa, a dogmatic institution, an array of post-graduate courses such as in Islamic astronomy, Arabic grammar, Islamic law and jurisprudence in addition to primary Islamic philosophy and logic. During the reign of the Ottoman Empire, the districts of Edirne and Bursa turned into key centers of learning. Throughout the 15th and 16th centuries, the municipality of Timbuktu in the country of Mali in West Africa transformed into an epicenter of Islamic education with learners descending from all over the world. The district was also home to the respected Sankore University as well as other madrassas. These educational institutions were normally geared towards the learning of the Quran, but comprehensive teachings in the arenas of history, astronomy, logic and were also practiced. With the passage of time, an enormous rise in the number of manuscripts amassed was witnessed in the region where more than 100,000 documents (some from pre-Islamic time) were safeguarded by the most renowned families of the community. Their subject matter is informative, particularly in the topics of botany, music and astronomy. In excess of 18,000 texts have been brought together by the Ahmed Baba Center (National Geographic News). The Muslim scholars who contributed to the knowledge base of the world and whose original work, theories, discoveries and treatise had laid the foundation of modern science, sociology, medicine, philosophy, astronomy, mathematics, geography, social justice, governance and human rights. It may not be the place to go into details of the contributions of these scholars, but it I the right occasion to name them as they have been ignored and as for some reason, their names have also been Latinized. They have contributed to a wide variety of academic disciplines and they are Jabur Ibn-Haryam, Al-Asmai, Al-Khwarzami, Al-Jahiz, Al-Farghani, Al-Tabari, Al-Kindi, Ibn-Qurrah, Al-Battani, Al-Razi, Al-Farabi, Al-Masudi, Al-Sufi, AlBuzjani, Al-Majriti, Ibn-Sina, Al-Hartham, Abbas Ubn-Firnas, Al-Biruni, Al-Mawardi, AlZarqali, Omar Al-Khayam, Al-Ghazali, Ibn-Zuhur, Al-Idrisi, Ibn-Rushd, Al-Bitruji, Al-Bartar,

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Jalal Al-Din Rumi, Al-Tusi, Al-Nafis, Damishqi, Al-Shirazi, Ibn-Batuta, Ibn-Khaldoon, Muhammad Targai Barg and Al-Amli. Consequences of the Reformation The period known as the Reformation had a negative and disruptive impact on education as a whole; the secularization of religious property too often usurped the donations of the schools so that in majority of the institutions in both England and Germany, a large number of schools either vanished or lived a famished existence with exhausted funds. Education was also deeply disturbed by choices take by some governments upon their inclination towards one sect of Christianity. In countries that continued with the Catholic school of thought retained control over the mechanism of education. Those who adopted Lutheranism, such as the Germans, modeled their institutes of higher learning on Protestant lines. There were also thought-provoking efforts to form a connection between the needs and education with the times. National Systems The origin the national system offering public education which is supervised and funded by the state in accordance with the rules and regulations can be tracked back to the reconstruction of Prussia following the overthrow of Jena. The United States of America was the very first country to offer edification through a common school system which separated both the Church and the state. Englands history in the educational context, however, is pockmarked with never-ending conflicts between the religious institutions, the state and special interest groups. Neighboring Scotland had been free and independent in its education policy. Both France and Germany displayed extremely coherent educational mechanisms under the theme of centralization. The USSR was also able to establish compulsory schooling for duration of ten year and managed to drastically improve the literacy rate. Emergence of the New Era of Schooling in the West In the latter half of the 19th century, much of the Central, West and other regions of Eastern Europe started to deliver rudimentary edification in arithmetic writing and reading, partially due to the politicians belief that schooling was required for the systematic political

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conduct. As more individuals became knowledgeable, they comprehended that a lot of ancillary learning was simply available to those who had enough money. Having developed methods of primary instruction, the key countries had to contribute extra consideration towards secondary education around the time of World War 1 (Kagan et. al., 2007). Elementary Education in England to 1900 The advancement of the education industry coupled with social upheaval towards the end of the 18th century following the culmination of the French Revolution resulted in ingraining in the public mind, the fact that England required a uniform system of proper day schools throughout the country. Andrew Bell and Joseph Lancaster were the two individuals who independently thought of the notion of a nationwide system of popular education on a voluntary basis. Controversy emerged when both of them staked claim to be the originator of the idea. Commonwealth of Nations Motivated colonialists, as people before them, wished for the best educational facilities for their offsprings as were available to them in their own countries. Therefore, they eagerly supported the colleges and universities which allowed them to develop very quickly. Moreover, social equality permitted the creation of a unitary, nonselective system of secondary education; the growth of dominant central authorities at the provincial level was enhanced by the demand for geographically equal distribution of opportunity, particularly between the urban and rustic centers. The federation of separate colonies into separate dominions left the control solely to the provinces and the states, even though there was little disparity between the separate systems of each province. The colonialists usually replicated the models that were being operated in their home countries and consequently, the socio-economic adaptation of these was extremely slow. France As was the case with other countries in Europe, the universities in France were amongst the first educational institutions to transform into faculties solely dedicated to the pursuit of instruction in Latin as well as theology, a subject that overshadowed all others. Supplementary

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colleges were also created to prepare the young males for the universities and hence, acted as secondary schools. Regardless of the changes resulting from the period of Renaissance, the concerns shown in relation to the sciences through the 17th and 18th centuries and the labors of social workers like St. Jean Baptiste to create a sort of primary education, universal education only existed as a thought in the minds of a few before the French Revolution. Unfortunately, the movement did not have the chance to acknowledge these principles; Napoleon revived the preceding educational systems and only made modifications with regards to the study of mathematics. He did not restructure the secondary or primary education in a single unified state system. The Tsarist Period Apart from Belorussia and Western Ukraine, the scheme of education in Russia at the start of the 18th century was controlled from St. Petersburg by the tsarist government in the Russian language. In Western societies, education was propagated by the Church and was bound to the institutions ideals; in Russia, the education was instigated by Peter the Great as a state organization for administrational purposes in both situations of peace and war. The second stab at building up a national system of schools was made by Catherine II following numerous pull outs; she finally established a clause in the year 1786 for the establishment of schools. The third effort was made by Alexander I, who in turn was influenced by the leaders of the French Revolution along with the English utilitarianism. The extremist Russian scholars vehemently opposed to the elitist institutions for the gentry and asked for the re-creation of a democratic scheme with contemporary curriculum in the secondary schools. India The determinative years of Indian traditions, literature and education span over a number of centuries before the Christian era. Vedic literature includes poems, sacred hymns as well as ballads that were written before 1000 B.C. Around 500 B.C., there was a notable fall in the creativity of the population owing to the ever-increasing rigidity of the caste system. It caused

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edification to limit its intellectual horizons and limited it to specific divisions of the population. To add to the miseries, child marriages dented female education as well as intellectual creativity. The corrosion of the Indian culture coincided with multiple foreign invasions after the 4th century which ended with the Muslims establishing their rule over the region. Buddhism nearly died out and consequently, its art and education suffered greatly. Only Hinduism possessed the strength to weather the onslaught and remained the religion of the majority. Following the Muslims, Portuguese became the first Europeans in India followed by the Dutch and the French, culminating with Great Britain as the dominating power of the region. British Education in India Initially, the British had little or absolutely no interest towards edification with many of the rulers fearing negative consequences for the colonial power if education was worked upon. Others, as many civilizations before them have, believed education to be a religious matter that did not necessitate state involvement which was in line with the British policy of state secularism. Moreover, the conquerors practiced a laissez-faire policy towards education and were used to treating education as a luxury rather than a necessity that was only reserved for the privileged classes. Critique of British Education Increasing Indian nationalism in the second half of the 19th century turned the people to view Western learning through a more critical lens. The masses began to demand greater focus on the Indian language and its culture as well as state provisions for educating the masses. Still, the British scheme of education contributed considerably towards the Indian way of life. It paved the way for the primitive society to get contemporary Western education and abolished the barriers endemic to medieval India. It also conceived many novel and liberal ideas that stimulated the very movement that opposed British imperialism, as predicted before. The British also advocated secular education in contrast with the Indians conventional religious education as well as an unbiased approach to different castes. Entrepreneurship Education

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The core discipline of entrepreneurship education is in the course of developing and attaining acceptability and recognition in the developing nations. Particularly within Pakistan, it has been an arduous task and in spite of the time and effort put in, remains a relatively unfamiliar academic field (Khan, 2011). However, the situation is dissimilar in Europe, the United States of America and Japan; the subject has widespread acknowledgment in those regions, especially as a component in the economic prowess and efficiency. There is no uncertainty in the fact that the United State of America spearheads the way but the European Council through the Lisbon Proclamation in the year 2000 had also started the pursuance of economic growth through entrepreneurship (Khan, 2011). The President of the Council at that time pledged the European Union to become the Entrepreneurship Leader since it had been realized that entrepreneurial activity produced fresh economic growth along with productivity (Audretcsh, 2008). Entrepreneurship is a route towards developing an enterprising environment through capitalizing upon entrepreneurial and social capital. This refers to institutions, culture, and historical context that is conducive to the creation of new firms. This involves a number of aspects such as social acceptance of entrepreneurial behaviorthe activity of bankers, venture capital agents (Audretsch 2008) It has also been acknowledged that the phenomenon of entrepreneurship can be enhanced to produce better results through entrepreneurship education. Hence, the main question revolves around the definition of entrepreneurship education itself. According to Bechchard & Toulouse (1998) the definition of entrepreneurship education is: A collection of formulized teaching that informs trains and educates anyone interested in participating in social economic development through a project to promote entrepreneurship awareness, business creation or small business development. Jones and English (2004) define entrepreneurial education as:

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Entrepreneurial Education can be viewed broadly in terms of the skills that can be taught and the characteristics that can be engendered in individuals that will enable them to develop new and innovative plans. To obtain this state of mind has its genesis in the infantile period during the schools days. Consequently, entrepreneurship should be trained straight from school emulating entrepreneurial spirit among children. They will acquire knowledge about operating together in groups and how to explore ones creativity, concretize ideas and to be innovative in addition to taking initiative. This also shapes the finest capabilities of the individuals and improves confidence. These can culminate in a high school end-project where the students can do research which should be along the lines of a Company Building Project (Khan, 2011). The unindustrialized world still does not grasp the necessity of entrepreneurship education even though there is widespread awareness of the subject; three of the leading Universities have already launched academic programs pertaining to entrepreneurship in Pakistan. If everyone becomes dedicated to the cause, then a commitment has to be made towards the cultivating of a competent faculty and curriculum even for post-graduate levels. The academic courses have to be manufactured for the instructors depending upon the basic ideology behind the instruction. These should include the role of the teacher as the leaders, facilitator, coach, mentor and benefactor. Kuratko (2003) states: There can be no lethargy if we are to move the Entrepreneurship cause to the next level. We need to attract and develop the next generation of teachers. The war is not over. Similarly Hasan Sohaib Murad Rector UMT has drawn attention to this problem and issues of faculty by saying: The faculty that is teaching in business school (is teaching) because they were not entrepreneurs. The faculty should stop thinking of themselves as teachers assigned a job based on credit hours; he should be a facilitator and an enabler of an environment of learning of doing. Conclusion

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It is evident that education as a field has been concentrated upon throughout the course of human history and has been discovered as the most potent force in the development of a society. Almost every philosopher and scholar has referred to it as the reason for the development of society. Yet it has remained an elusive issue calling for serious consorted efforts. Having realized the importance of education, all societies have developed their own philosophies based on their regional wisdom. This chapter has afforded an opportunity to get to know the fate of this subject: it will provide more options to the social entrepreneur to choose their path and serve humanity. More light will be shed on the issue through a series of case studies about social entrepreneurs that follow. These individuals have devoted both their time and energy towards ridding society of the issues related to education; something that is imperative to any form of societal advancement. You, the reader will uncover the progress that has been made and what needs to be done along with the issues that needs immediate attention.

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References Audretsch, D, B. (2008) Knowledge Spillover Entrepreneurship and Innovation in Large and Small Firms, in Scott Shane (ed.), Handbook of Technology and Innovation Management, John Wiley & Sons, Ltd. Compayre, G., & Payne, W. H. (2003).The History of Pedagogy. Whitefish, MT: Kessinger Pub. Gibb, H. A. (2002). The Encyclopaedia of Islam (New ed.). Leiden: Brill. Jones, C., & English, J. (2004).A contemporary approach to entrepreneurship

education.Education & Training, 46(8/9), 416423. Kagan, D., Ozment, S. E., & Turner, F. M. (2007).The Western heritage: since 1300 (9th ed., AP ed.). Upper Saddle River, N.J.: Pearson Prentice Hall. Kendall, D. E. (2003).Sociology in our times (4th ed.). Belmont, CA: Wadsworth/Thompson Learning. Khan, I. M. (2011). Entrepreneurship Education: Emerging Trends and Issues for Developing Countries. International Higher Education Congress, 8, 742-750. Kuratko, D. F. (2003). The emergence of entrepreneurship education: Development, trends and challenges. Entrepreneurship Theory and Practice, 29(5), 577597. Modelski, G. (2003). World cities: -3000 to 2000. Washington, DC: Faros 2000. Murad, H. S. (2011). Entrepreneurship Education and the Challenge of Lecture presented at the Junior World Entrepreneurship Forum Pakistan, Lahore.

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Ong, W. J. (1982). Orality and literacy: the technologizing of the word. London: Methuen. Porter, S. E. (2007). Dictionary of biblical criticism and interpretation. London: Routledge. Reclaiming the Ancient Manuscripts of Timbuktu.(n.d.).National Geographic News. Retrieved July 27, 2012, from http://news.nationalgeographic.com/news/2003/05/0522_030527_timbuktu.html Riche, P. (1978). Education and Culture in the Barbarian West from the Sixth Through the Eighth Century. Columbia: University of South Carolina Press.

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Najmi Jilani
ICON Special Education Center
Abu Bakr Imran Profile of the Entrepreneur There are some people around us who are chosen by Allah to serve for the betterment of the society. These people are the true heroes and are an asset to the society they are contributing to. Their courage and commitment to work set them sets them apart from others in the society. Mrs. Najmi Jilani is one such social entrepreneur, working on special children's education. She has completed her MSc. in Applied Psychology and MA in French from Punjab University. After finishing her education, she worked for one year with emotionally disturbed children in America. She has been Senior vice Principal at Asena Foundation, the head of the Special Children Education at Lucas, Lahore American School (Asia) and Pameer International School. Due to lack of funding, changing economic conditions these schools closed their special children's education department. As she was motivated to work for the Special Children Education, she visited a number of schools convincing them to open up a department of special children's education with their mainstream schooling, but no one accepted her proposal. Finally, she was able to convince the principal of the Nicon Grammar School located at Wazir Ali Road in Lahore. The principal gave her an area two rooms where she worked with special children, but after a year the principle asked her to wind it up as it was getting complicated to run that department. Over there she took her first step towards entrepreneurship and started paying rent for those two rooms which they were using for special children. She kept working there till the time came when she didnt have enough space to cater to the increasing number of students. The school also lacked a play area for the students. So she decided to shift and rented a place on Scotch Bright Road, the institution is still situated there. Current Situation Despite all those initiatives, the progress has been very slow. Special Education is still an emerging subject in Pakistan and the main obstacle in the way of rapid expansion of services is

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the lack of trained manpower, a general unawareness about the gravity of the situation and poverty which prohibits poor people to enroll their children in such special institutions. The special persons still are not treated at par with the general public and have to face the curse of sympathetic treatment rather than getting their due right of a legitimate treatment. The Federal Government has approved a special quota for jobs for special persons, but there are still problems in its implementation in letter and spirit. Dissemination of information about special education through publications and reports of research still remains below par on the required level. The supporting equipment for special children is quite costly and, sometimes, is inaccessible for poor children. Profile of Social Enterprise Children have special needs if their physical and mental growth is slow or impaired and if they are facing difficulty in normal social interaction. These special children require specialized educational centers, where trained teachers can handle them with care. In 1947, at the time of independence, there were only two institutions for the special children in Pakistan. There has been a remarkable growth of services since then and presently, a vibrant interlinked system is available in the country. With the promulgation of Special Person's Ordinances, 1981, the services for special persons received a boost when a full-fledged Social Welfare and Special Education Division and four Special Education Centers, one for each disability, were established. Icon initially started in Nicon Grammar School, but due to lack of classrooms and a playing area they had to relocate. They shifted the campus to Scotch Bright Road. Since then they have served the society and helping special children. ICON SEF SPECIAL EDUCATION CENTER believes that each special need child can be taught functional skills such as basic reading, writing and comprehension. Learning these skills develops confidence and allows the child to live a more normal life. ICON SEF SPECIAL EDUCATION CENTER offers individually tailored programs with special emphasis on enhancing childs social, emotional, cognitive and creative abilities, which enables him or her to live as independently as possible. There are about 8-9 staff members in ICON, and it has a monthly expense around one lack per month. Whereas it only generates revenue of around 35000 to 40000, the rest is all run on donations.

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ICON provides student following programs: Physiotherapy Where a physically disabled child may start walking; he may play football or run in a race. Physiotherapy is a powerful means to cure children who are in danger of muscular damage or have weak bones and muscles. At ICON qualified physiotherapist works closely with the children that are in need of physiotherapy. Speech Therapy Every mother wants her child to speak normally and if the child has difficulties in speech, ICON is the right choice for them. They have qualified staff to provide speech therapy to the children. Arts and Crafts Art is used to teach children to communicate through drawings. This increases their inner satisfaction which is demonstrated through a measurable increase in their attention span. It also increases the childs hands and eye coordination and provides needed feedback on how the child observes his/her surroundings. Music Therapy Music Therapy uses music as an addition to relaxation therapy, or in psychotherapy to elicit expressions of suppressed emotions by prompting patients to dance, shout, laugh, or cry in response. Music therapists are most frequently called upon to help the mentally or physically disabled. For instance, patients suffering from speech difficulties or autism may be enabled to express themselves more effectively by making musical sounds, and music can help people with physical disabilities to develop better motor control. Music is used as a powerful therapy for intellectually impaired, shy and withdrawn children. Listening to music relaxes and calms the nerves and singing helps to build confidence and helps with speech problems. We have a comprehensive music teaching program for the children. Braille

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At ICON, they have qualified Braille teachers equipped with a collection of textbooks and Braille machine. According to a dictionary, Braille is a writing system for visually impaired or sightless people, consisting of patterns of raised dots that are read by touch. Therefore it is quite true that the blind need a separate set of books and machinery to study. The cost of acquiring all the material is high and thus limits the variety of books that the blind can have. Moreover, most of the books are not available in Braille. Guidance and Counseling ICONs special needs guidance counselors work closely with parents to establish a profile of their child. This information is then used to generate individually tailored plans for each child. It is not unusual to find that the special children are quite different from each other. Each special child has a unique set of needs. It is thus a challenging task to identify the special needs of each individual and chart out a plan to train that individual. Unlike a conventional school, where there is usually a single plan for all students, we have to take care of the needs for each and every individual. Behavior Modification Understanding a childs disruptive action is the foundation of the special behavior modification program. The teachers create an environment, which brings significant positive changes in the behavior of and actions of even severely disturbed children. According to a research in the study of both psychology and anthropology, behavior modification is a very successful strategy to improve the lives of the special individuals. It is emphasized that the positive behavior can be reinforced by the known methods of conditioning. For example, rewarding a positive behavior can reinforce a positive behavior. Punishment is a controversial tool as it can have a negative impact on the self-esteem of the special individuals and therefore, it is advisable that it should not be used at all. Main Streaming Main streaming with normal children is an important feature of our children and special children are encouraged in various programs such as computer classes, physical education, music and art. This method is effective for the children having Downs syndrome. Main streaming is

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synonymous with providing the special people with the environment that is available to the normal people. It helps the individuals to lead better lives that are close to those which normal individuals have. This is very important as everyone wants to accept the special people as a part of the society. Individualized Educational Program (IEP) After assessment of each student we formulate long-range goals and short-term objectives to develop an IEP for each student. The IEP program is drawn in consultation with the parents. Outdoor- Indoor Activities Indoor and Outdoor activities help to channelize the energy. These activities not only improve physical and mental abilities, but also provide opportunities for group activities and social interaction. Studies have shown that the reinforcement of the physical abilities of the disabled can have a positive impact on the mental abilities. An unverifiable source states that a special child was sent for swimming lessons. After weeks, he was able to gather the confidence to respond to the questions of his instructor using body language. Self-Management Skills To use the toilet, dressing up, eating and grooming yourself are some of the most basic skills covered in self-management skills. These skills are designed to provide students with their much needed independence. Being independent is perhaps the best source of self-esteem for the special individuals, just as it is for the normal individuals. Being dependent on others means that one has to face many embarrassing situations, such as attracting the unwanted attention of those around oneself. Donations All the donations are arranged by Mrs. Jilani herself. The majority of donations come from here relatives and friends. No funds are being taken from the government. Relatives from abroad keep on sending donations on monthly basis or lump sum amounts. Her Nephew graduated from Lahore University of Management and Sciences, and donated his room furniture

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and AC which partially runs on solar energy. 70% of the furniture at school is owned by Mrs. Jilani which she has donated to ICON. The people living near ICON contribute for donations too. Printing of brooches, boards and other leaflets are done for free by printing press of a close friend. Her husband is member of the rotary club so some members of rotary club also keep on donating. There are also some Non- Government Organizations (NGOs) that donate to them. Teachers All full-time teachers have multiple years of experience in working with special needs children and are well qualified in such skills. They have made arrangements for specialized teachers in the areas of arts, music and physical therapy to assist our regular staff. Parents can also encourage suggesting guest speakers, doctors and lecturers. People also come for internship which helps the institution a lot as each child over their needs individual intention. A mother of a special child often comes there for teaching on a regular basis. Achievements ICON expanded their campus they moved to a separate building where they could offer a wide variety of programs for these special children. They helped and worked on special child who was then able to attend the mainstream school for mathematics class. Biggest Hurdle When asked by Mrs. Jilani about the biggest hurdle she had faced in making this NGO, she replied in two words raising funds. She said it wasnt in her nature to ask anybody for help or for funds but this venture forced her to go against her nature and she had to ask a lot of people for help. Problems Confronting the Society It has been observed in our society that generally the mental disabilities are considered as a taboo, something as an act of God, and most people do not bother to know more about these things. What people really think about the disabled is sometimes very pathetic for us to know. Some of the attitudes of the people are:

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People with Mental Disabilities are born to sinners. Therefore these sinners should bear the brunt of raising these children. Why should one make special arrangements for these people? They are a small percentage of our population. Mental Disabilities do not exist

Of course, all of the above is based on misconceptions. These are the most ignorant messages that one can encounter. In fact, these disabilities do exist. The bare fact is that one doesnt need to do much research to prove it. It is a widely recognized research subject and there seems to be no deficiency in any research material available on it. There is no link between mental disabilities and sins. Only a disabled person can better understand the feeling of being neglected and marginalized. If only one can put himself in the place of those unfortunate people, only then one can understand the hollowness of the above statements.These are the reasons why we find very few places that are designed for the needs of these special people. There are no civic codes to cater for these people. Even our transport system is not designed to help them travel. Ones mission should be to make the world a better place, A better place for all people including the disabled. We should accept that they are very much a part of our society, and should be integrated into it without any bias or prejudice.A comprehensive media campaign is definitely required to educate the masses in this regard. What Needs To Be Done A comprehensive nationwide survey for assessing the exact nature of the needs and requirements of the Special Children in Pakistan. There is a dire need for developing expertise of Special Education. Promotion of early detection of disability. Enhanced cooperation between the community, NGOs and the Government. Separate legislation for education, vocational training and rehabilitation. Accessible environment to facilitate the special children in their mobility. There is a dire need of rapid service delivery for special children.

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Mobile Rehabilitation Units at the doorsteps of the community are required. Main streaming of the special children in the education system. Active involvement of NGOs in rehabilitation of special children.

Personal Assessment Mrs. Jilani has taken up a step which has helped around 50 to 60 special children to improve themselves and become as independent as possible. Special children require individual intention because each child is different from other in one way or the other. ICON is proving these special children with free education so that they dont become a burden on their parents and the society. There are a lot of other organizations working for these special children. The community should involve themselves more in this type of work and help the poor and needy as much as they can.

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Talat Rana
Jahan-ara Mermorial School
Profile of the Entrepreneur Ms. Talat Rana is a simple Pakistani woman who lives in Lahore and belongs to a good and respectable family.She completed her education from the very well-known college in Pakistan, Home and Economics Lahore in 1958.She was the first head girl of her college.After completing her education from the home and economics she got married to Mr. KD Rana and got attached to another respectable family.Mr. KD Rana Worked for PIA and Mr. Ranas had to shift to Europe with his family where Mr. Rana and his family lived for 20 years.Then again due to Mr. Ranas job the family had to move to Jeddah where Mrs. Rana started her career in teaching.She started teaching in the field of home and economics for the girls in Jeddah.Because of a supportive family and a supportive husband she was allowed to work and make her own identity in the world outside. So the journey of Mrs. Rana did not end in Jeddah but when she shifted to Pakistan with her family, she opened an art gallery in town houses in Gulberg, Lahore. The art gallery was known as Creative Concepts, it was not only an art gallery but also a teaching school for girls. Over there Ms Talat Rana used to teach 22 courses among which six to seven courses were regarding arts and other courses regarding physical fitness such as yoga, along with grooming classes which were also provided to the female students.The art gallery started in 1986 and it was temporarily shut down due to the medical condition of her mother, after a heart attack, but after a short period her mother passed away and to take responsibility of her father, she permanently shut down the creative concepts in 1992.Due to her immense cultured efforts put into her institution, she was able to produce amazing art work for many art enthusiasts; because of which she established her name in the market. In 2002 she felt the need to provide her parents with assistance in the form of sadqa e jariya. For which, she planned a certain social work project in the name of her parents. During

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her visits to Rana farms on Badian road, she realized that she has the ownership of a considerable portion of land, along with her aptitude to teach, came the idea of building a school for girls in her mind. In 2003, Ms. Talat Rana suffered the huge loss of her husband, during the time of which she was not only taking care of the recently in progress school, but also her husbands travel agency known as Travel Fast Travel Agency.Her inner will power and confidence made her so strapping and brave, that today she is not only running her husbands business in a triumphant manner but also running the school in a victorious way. Motivation In 2002 she was impelled to care for her parents as a sadqa e jariya. For which she had planned for a certain social work project in the name of her parents.Ms. Talat Rana was visiting her farms at Badian road Lahore, known as Rana farms, where she realized that she could utilize the area in the name of social welfare that can prove to be beneficial for the entire society. She did not work only to fulfill her wish or for the betterment of the society, but also by this she set an example for the women of Pakistan that any individual can achieve their goals, provided they restrain the will power within them.The example of her determination shines through the successful school for girls in a village that is absolutely free of cost.She made the impossible, possible by opening a girls educational institute in a patriarchal society where even today, the male members do not think that females have any rights, along with convincing the male members of that area to allow their daughters attain education for the betterment of their future. In 2002, she started a female school, the name of which was kept in the name of Ms. Talats late mother. The three Arabic words Rab e- Zidni-Ilman became her power to fight with the male dominant society so that girls can be educated. According to Ms. Talat Rana, she wants to include leading active scholars who have assisted her and also advised her throughout the journey of JahanAra Memorial school and who have dedicated their lives in rendering services for improving the lives of poor women of the Pakistani society and imparting religious knowledge besides regular educational studies. They are the backbone to providing all the necessary help to JahanAra memorial since 2002.Another

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source of motivation to Ms. Rana is Begum Abida Gumani the chief executive of the Al Huda organization. Profile of the Social Enterprise The school was established in 2002.Its premises span over two and a half Kanal land with a double story building consisting of 12 rooms. The upper storey was added in 2003, and the construction process was completed in 2007.Amongst the 12 rooms, 10 are classrooms, one is staff room and one includes the library.The school is equipped with fully furnished kitchens, toilets and washrooms for the students and two verandas on both floors. The staff consists of 12 senior ladies, all of whom work on a voluntary basis.These ladies not only teach different subjects to the students, but are also managing the operational activities of the school.A transport facility is provided by Ms. Talat Rana to smooth the progress of these teachers.The school also has 8 junior teaching staff members, from financially impoverished background, who are paid or facilitated according to their qualifications. JahanAra Memorial School is a girls primary school with Urdu as its medium of instruction.All regular subjects are taught according to the Punjab syllabus as they are registered with the Punjab education board.Religious studies are also taught along with other subjects. Currently, the school has 250 students, who are provided free of cost books, stationary, complete winter and summer uniforms, school bags, shoes and mid-day snacks which necessarily includes milk, an assortment of fruits and cookies.The organization also provides occasional medical checkups along with free medicines.The School fundamentally runs on a charity basis amongst which, 30 to 40 percent expenses are paid by the Government and other 60 to 70 percent are covered by the charity or self-investment by Ms. Talat Rana. Aims, Objectives and Future Plans Firstly, the school aims to impart all areas of knowledge and education to underprivileged girls and also to encourage these women and girls to learn more about Islam and spent their lives according to the Islamic teachings (Shariat).Secondly, the organization aspires to help females to become better individuals, Muslims, and good Pakistani citizens.Thirdly, they want to provide them with proper socioeconomic opportunities and also to create awareness in the males and females about health care and proper hygiene by providing enough education which enables

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them to read, write, count and have also any kind of vocational training that enables them to earn a living. Future plans of the organization are to take sensible initiatives that can make the lives of the mothers of our nation better, in the hope that they will be able to contribute to the revival of our countrys economy and work collectively for a productive state, setting aside gender based issues. Ms. Talat Ranas Experience The start of the journey was a difficult one for Ms. Talat Rana, as the community at Badian consisted of narrow mindedness, according to which, females do not have any sort of personal rights by which they can live independently.This was the major barrier that Ms. Talat Rana had to break through to alter the perception of the general people residing in that area.Ms. Talat Rana started off with only 4 female students, by convincing their parents that she would be providing these girls Islamic and Quranic teachings. Eventually more students were enrolled. There were very few students initially, but soon after when people living nearby realizing the fact that the this woman is working around the clock only for the benefit of their daughter and sisters, they also became conscious that their girls are learning a safe and healthy ways to live, along the fact that the students were enrolled free of cost, and were provided with free lunch and uniforms due to which visible change was seen in them, due to which other parents also started sending their daughters and sisters to study. The school started off with four classrooms and later due to an increase in the number of students, the school added 12 more classes.Recently, Ms. Talat Rana completed the second floor of the school campus by donating her savings, to provide for more space. The school got registered in 2005 and in 2011, the school got the authorization to send their students for the board examination and the examination resulted in an accomplishment for the school as every student not only passed, but also the school topped in some of the courses as compared the nearby government schools.It was a great success for JahanAra memorial because they never expected that in their first try each and every student would be able to pass the board examinations.Due to the school lacking proper professional teachers, the majority of the teachers are volunteers, having lesser experience as compared to any other teacher of another institution.

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The main reason why parents felt more secure about the school was that it had employed all female staff and management members.When questioned about the management and members of the school, Ms. Talat Rana stated that the teachers and members of the school are not only the main strength and a permanent guiding force, but is also responsible for motivating many other ladies who have joined into the schools teaching and managing school affairs on a voluntary basis.The school functions only because of the devotion, and commitment of such ladies to their work. Funding Mostly as stated before that 70 percent expense burden is taken by Ms. Talat Rana and another 20 percent is paid by the government as they have assigned Rs. 350 for each student.Sometimes covering the 70 percent becomes the worst experiences for Ms. Talat Rana as there is not enough cash in hand to overcome the burden of expenses.But according to Ms. Talat Rana, God is with them that at that moment they feel an invisible support and somehow the donations reach to them. Also to create awareness amongst those individuals that can provide donations, the school arranges an annual dinner in which selected people are invited who can contribute to the institution.As namely, the owners of Multi Foam have donated funds to construct two more classrooms at the campus. Ms. Talat Rana believes that humanity still exists in the world and there are people who can help others without any sort of expectations of returned favors.She provides the example of a woman, who comes during recess time and provides milk for each and every student. On one of the dinners, the wife of the late governor of Punjab Mr. Salman Taseer, Ms. Amina Taseer was invited to distribute gifts amongst the students. The experience of Mrs. Taseer with the students was excellent, and they invited all the students to the Governor House for lunch and sent special air conditioned buses for their transportation. Problems The problems faced by the organization and Ms. Talat Rana were present from the day they started.The initial problem was about raising funds to overcome the burden of expenses.Next was the issue that most teachers are working as volunteers for the organization,

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due to which, strict rules cannot be implemented for them.Due to this, if any teacher or the member of the school has high absenteeism from the school without informing the higher authorities, arranging a new teacher to substitute got quite problematic.Then came the matter of questioning the actions of the members, since they are working free of cost, it is not compulsory for them to show up the next day, and so, the uncertainty along with the fear of losing these volunteers kept the system at an edge. Achievements According to the management of the school, the greatest achievement for them is that they have taught the students of JahanAra memorial school in such a manner, that each and every student managed to pass the Punjab Board Examination in their first try.Another valid accomplishment of the management was the fact that the students, who previously could not read and write at the age of 10, could now do both. According to Ms. Talat Rana, after her retirement Ms. Dur-e-shawar is the one who will be running the organization.Ms. Dur-e-Shawar is the most active member of the organization. The biggest achievement was that they had taken the students out of the premises of Badian for interaction with the outer world, whilst seeing the smiling faces of the students while enjoying the trip to Lahore. According to Ms. Talat Rana the biggest achievement is that they have succeeded in changing the lives of all the female students of the organization compared to their past condition.She said that students have changed completely; she enrolled the students who were not aware of how to greet, what hygienic factors are, how to keep themselves tidy and clean and how to read and write. Now these students know each and every thing and these girls are also trying to make their family learn proper ways of living a life.

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Azeem Daultana
Urban Community Development Program (UCDP)
Profile of Entrepreneur Pakistan is a developing country which is rich with all the resources needed to turn it into a great success. Only the right personnels are needed to identify an opportunity and to turn it into a successful idea. These right individuals could be anyone; a normal person on the street or a billionaire in the most posh area of Pakistan. What is needed by a country to produce such people is a high rate of literacy and emphasis on education for anyone and everyone. Education plays a very major part in making or breaking a nation and thus every successful nation focuses on education above all else. In developing countries like Pakistan where many other problems exist such as the war against terror that is being conducted by the Pakistan Army and Government against extremist organizations the government is unable to fully focus on society building sectors such as health, and education in their budget. To fill this gap many private organizations with the support of both the government and the people build for example schools and hospitals for the poor in order to provide them with the much needed education and health. The entrepreneur Mr. Azeem Daultana (Late) did exactly that for Pakistan. With the vision of providing education to all and eliminating illiteracy in Pakistan, he worked day and night to open new educational institutions or the up gradation of new ones. Mr. Azeem Daultana completed his A-levels from Aitchison College Lahore in 1998. He did his bachelors from Punjab University and then joined the politics which was his familys profession. He was also enrolled his Executive Master of Business Administration at LUMS. He became Member of National Assembly from Vihari in 2008 defeating his own aunt Mrs. Tehmina Daultana who was running from PML-N. He died in a car crash in his village on January 11 2012 and was to get married two weeks later. Care for humanity and desire to do social welfare work ran in his blood. His mother Mrs. Farah Pervez Saleh, CEO of Citizen Commission for Human Development is a renowned social entrepreneur. Citizen Commission for Human Development has done numerous projects

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for the betterment of people of Pakistan including setting up of camps in flood affected areas, providing medical facilities to flood and earthquake affected areas. Starting a campaign for food, clothes for flood and earthquake affected. His aunt Tehmina Daultana focused on the health sector in her district. She provided a testing laboratory which was not previously available. Moreover, Mr. Azeem Daultanas grandmother Mrs. Aqeela Daultana is running a charity school in Vihari by the name of the Aquila Daultana Trust for previous 20 years. In that school around 600-650 students (both boys and girls) are taught. Previously the students were taught till class 8. Mr. Azeem Daultana upgraded that school till Matric level. Mr. Imran Aqueel Daultana, another relative of his, has a Non-Government Organization by the name of Health and Education Development Organization (HAEDO) which was registered in 2008 and currently working to provide proper sewage, drinkable water, and education to the poor and the needy. With so much work for humanity done by his family, Mr. Azeem Daultana focused on the education sector the most. He opened a girls college in Ludon which was built on four acres of land which was provided by Mr. Azeem Dualtana from his own property. This is considered by the locals of the district as his biggest contribution because the girls had to travel at least 40km each day from Ludon to Vihari to get to the college. He has also worked to get many schools upgraded. Some were upgraded from primary schools to secondary schools, and some were upgraded to colleges for both boys and girls. His other achievements include his struggle to provide Sui gas for the Ludon and getting a bridge approved which is to be built from Vihari to Halipur over a river. His other dream was to launch a television channel similar to National Geographic of Pakistan which showed programs focused on the natures blessing found in Pakistan. All the expenses and research had been carried out but the idea is still in the pipeline since the Pakistan Government cannot spare the required funds for the channel at the moment. Mr. Azeem Daultana wanted his family to unite their organizations and work under one organization which looked after all the social welfare sectors, be it health, environment, education, or society building. His dream did not come true during his lifetime and is yet to be fulfilled. Presently, after the death Mr. Azeem Daultana, Mrs. Fatima Ramzan is looking after the organization. The organization does not have a CEO at the moment but one will be elected

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soon. The interview was taken from Mrs. Fatima Ramzan and Mr. Amir who was the head of the accounts division at Urban Community Development Program. Mrs. Fatima Ramzan has worked alongside Mr. Azeem Daultana since the very start of the organization in 1996. Mrs. Fatima did her matric from Batapur School. She then did her graduation from Queen Mary College. After that she did her M.A Education and M.A Islamiyat from Allama Iqbal Open University. She has worked for the organization since 1996. Motivation Mr. Azeem Dualtana was always of the opinion that education was the first step towards nation building. His main motivation to make such an organization was his family itself. With the rich social welfare work history of his family, he did not face any resentment or hurdle in the creation of the organization. The family and he provided for the funds necessary for the making of the organization. Apart from family support it was the poor situation of education which existed in the country. The lack of infrastructure and teachers saddened him and motivated him to do something for his country. The Quran has also played a very important role in motivating Mr. Daultana since it also advocates aiding humanity. Once a preacher in the madrassa from where Mr. Azeem Daultana got his Islamic education from came to him and asked him to ask the government to give him some funds to buy more Quran. Mr. Daultana straight away gave money from his own pocket, saying that it would take time to get the funds released and that the education in the madrassa should not come to a halt. The motivation for the program also came from other developing countries such as Bangladesh where projects were started to eliminate illiteracy and to educate children so that they may at least be able to sign. Profile of the Social Enterprise The Urban Community Development Program (UCDP) is the brainchild of Mr. Azeem Daultana, started its operations in 1996 but formally registered with the Joint Stock Companies under the Society Registration Act 1860 in 2004. The core concept behind the making of this organization was to provide education for all and to at educate the children to the extent to which they could differentiate between right and wrong and pen down their signatures.

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The organization was made by Mr. Azeem Daultana. His family and he himself provided for the funds needed by the organization and no other investor was involved in the financing of the organization. The organization is the sister company of Citizen Commission for Human Development with Farah Pervez Saleh and Jharti, another Non-Government Organization by another member of the family. Aims and Objectives The Urban Community Development Program (UCDP) focuses on education as its core focus. It is a Non-Government organization. Its purpose is to monitor schools which come under the National Education Foundation (NEF) program. This program was started by the government in which the provincial authorities allocated funds for the development of education. It was a program which was previously the task of the federal government but now handed over to provincial counterparts. The debates are still going on as to who should look after NEF and in the process it is affecting many NonGovernment Organizations negatively. The aim of the organization was to help eliminate illiteracy by the year 2015 which is now not possible due to lack of funds. The literacy rate till primary education stands at 85% currently in Pakistan which was around 57% in 1996 when the program was started. The objective of the organization is to decrease illiteracy rate, to bring a change in the attitude of the people of Pakistan, to provide free education for the poor and needy that cannot pay fees and free books to children. Another objective of the program was to provide education to children who were older than the age of 11, education for this age group was not accepted in government schools for primary education and thus was not allowed to go to school. It was to provide free education to those children who were not able to pay their fees due to poverty and worked in shops to earn a living rather than studying. The objective of UCDP was to supervise the schools and to provide them with books and stationary which were provided by the government to the NGO to be given forward to the schools. Business Model

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The Urban Community Devolvement Program (UCDP) has a proper hierarchical structure. There are 7 directors of the Board which looked after most of the working of the organization. Mr. Azeem Daultana was the CEO of the organization. He was reported to by Mrs. Fatima Ramzan who is currently looking after the organization. She, herself is reported to by 3 supervisors. Schools In the beginning, there were around 200 schools which the Urban Community Development Program monitored. However, a policy change in the government in 2007 limited only to 50 schools per Non-Government Organization. The schools are not proper building but are the houses of the teachers themselves. The teacher can teach in his or her balcony or room in his home. There are around 35-40 children both male and female per school making it an annual batch of 1750-2000 children. The teacher takes no fees whatsoever from the students. The children are taught till class five and there is one teacher per school who teaches all the core subjects. Co-education is given to the children and their age ranges from 6-14 years for girls and 6-12 for boys. If a child is older than 10 years and hasnt gone to any school before, he or she is given a basic course for 8 months before being promoted further where he or she would be able to get primary education in the coming 2 to 3 years. Location According to the policy, only one school can be opened within a radius of 1 kilometer. These schools were opened simultaneously in 1996 in small areas within Lahore and on the outskirts of it such as in Shahdara, Jallo, and Koth Lakhpat. Teachers There are a total of 50 teachers, one for each school. They teach all the different subjects to the children. The teachers are selected by the Urban Community Development Program after visiting the location where they would teach a thorough research into the background of the teacher. After selecting the teacher, they are aided in opening bank accounts in Punjab Bank. Their CVs are then sent to the government which keeps a record of them in their own accounts.

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In the beginning, when there were just 200 schools, it so happened that some of the teachers got married or passed away, some schools were continued by their relatives while other were closed down, creating slight problems. Teachers were given a 15 day short course where they were told how to teach, how to maintain an attendance register, how to carry out a weekly parent teacher meeting and what mediums to use in teaching. Initially the teachers were told to teach through any suitable method. Thus, they began teaching using mediums such as audio or visual. Later a proper curriculum was developed for the children and proper books were assigned from which the children were taught. Funding The initial funding of setting up, the Urban Community Development Program was provided by Mr. Azeem Daultana and his family. For the schools, however, no real funding was required. The building of the school was owned by the teachers, hence, no expense were incurred in building it. The children were to sit on floors since no furniture was used; eliminating the expense of furniture as well. There was no school uniform set and was up to the teacher to set a uniform and if he or she does then either the funding was provided by the Urban Community Development Program or by the teachers themselves. The government, through its NEF pays for the wage of teachers and the books. The teacher's wage is deposited directly into their bank accounts, which is paid by the government on a quarterly basis even though the pay is monthly. Before 2007, the teacher was responsible for the payment of rent or utility bill from his or her own pocket. This effectively reduced his wage by a certain amount. In 2007 the government through an Act made categories. The teachers who taught till materials were given Rs. 3000 as salary and Rs.1000 utility surcharge per month. A teacher who taught Bachelors and Masters was given a Rs. 4500 salary and Rs. 1000 as utility surcharge. The government also gave provided the Urban Community Development Programs with books and it was their responsibility to provide the schools with books and stationary when required. The extra Rs.1000 which was given as a utility surcharge could be used by the teacher to give his or her utility bill, rent, or even buy books for the children if they were not delivered by the NGO due to some unforeseen circumstances. The government also gave Rs. 250 before 2007 to Urban Community Development Program per school as the monitoring fees and to pay the NGOs building rent and wages. It was

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raised to Rs. 500 after the bill was passed in 2007. Thus, it can be said that other than the Daultana family, the government provides funds to the organization from the funds it has reserved to be provided to different Non-Government Organizations. Hurdles and Difficulties The Urban Community Development Program, when dealing with the government, at the state faced many hurdles and difficulties. The first one was the selection of the teacher from each area. The teacher needed to be an educated individual and one on whom the surrounding people had trust on. Going to each neighborhood and finding the right person for the task was an extremely difficult task. The second difficulty was faced recently when the Federal government shifted the funds for the non-government organizations to the provincial government even though the provincial government was not willing enough to take on the responsibility. Disputes erupted between the two governments leading to suspension of giving of wages and books. The main reason for the dispute was that since such funding has no returns and was an additional burden, the provincial government wanted to focus more on other development sectors rather than handing over the funds to NGOs. The suspension caused unrest among the teachers as they were not given pay for almost a year. This also caused the suspension of book delivery which the UCDP and teachers then bought themselves for the children. The third and the biggest hurdle faced was the convincing of children and the parents to come or send their children to the schools. For this Mr. Azeem Daultana did a door to door campaign to convince the parents and to build a good reputation of the organization amongst them. The parents were of the opinion that these schools and the organization was a hoax and would close down soon. They thought that when their child could go to a shop and work and bring back Rs. 300 to 400 per day then why to send him to school. The teachers had to bring the students to the schools themselves which proved a difficult task at the start. Some teachers also got married after 2-3 years of the start of the program and thus some schools did indeed close down which negatively affected its perception in the eyes of the public. Achievements

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The schools have continuously achieved a high pass out rate of around 85-90%. It is helping the nations aim of achieving 0% illiteracy in the future. These schools have passed out more than 15,000 students since the time it was formally registered in 2004. The greatest achievement of the organization is that it has remained true to its cause of spreading education for the poor and helping them out since they are indeed the future of Pakistan. Future The organization is willing to go forwards but is restricted by the policies of the government and lack of resources. The people over at the Urban Community Development Program are motivated enough to open more schools if permitted by the government. They are willing enough to provide education till at least Matric in all of their institutions but lack of resources are hindering their cause. They wish to provide the best possible education for free all over Pakistan and hope to produce leaders someday. Impact on Society and Beneficiaries Every noble cause achieves a greater achievement than it thinks. Be it the achievement of its aims or objectives, or creating space in the heart of people even if few through their actions. Urban Community Development Program under the leadership of Mr. Azeem Daultana was able to do just the same. Producing more than 15000 students since its formal registration in 2004, the organization has managed to create space in the hearts of the student themselves and their parents. Mothers pray for the organization and the teachers now although they were not enthusiastic about the program when it was in its initial phase. They know now that their child would earn much more than he or she would have done without education. They know that their child knows the difference between what is right and what is wrong. They know that their child would be able to read to an agreement before signing it and would be a lot less vulnerable to fraud. Urban Community Development Program has helped many achieve their dreams. It has helped some achieve their happiness as well. Children, who want to study but cannot due to lack of resources, are helped. It might have helped in creating 15000 future entrepreneurs, both social and business, who could help the country to progress even further in being a great nation.

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Education is an important part of every single persons life. It differentiates a man from an animal. It teaches decency to people and change their thinking for good. It might play a role in making a person rich when he would be poorer without it. Previously teachers used to search for children to teach in their neighborhood and rarely any parent sent their children, now with the reputation of Urban Community Development Program, the teachers are facing problem of having more children than they could handle, and thus this is an encouraging note for the government to allow opening of more schools which would help the nation in the future and the children now.

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Syed Babar Ali

Babar Ali Foundation
Taabeer Ather Profile of Entrepreneur He is in the true sense a legend of Pakistan, someone who has dedicated his life for the cause of Pakistan. As he would love to say, you don't have to be a politician to lead the cause of Pakistan. This sense of responsibility has made him a leader par excellence. He has excelled in whatever he has done as a visionary, as an educationist and as a social entrepreneur, taking care of women in the inner walled city or in the villages. His choice of business and industry has been both pragmatic and full of social consideration keeping in mind the development aspect. In many aspects he has been a trend setter. Hence, he is a businessman and a philanthropist, but most importantly a social entrepreneur. Syed Babar Ali was born in 1926 in a well renowned family. He studied at the University of Michigan in 1947; the year Pakistan became a state. He returned to Pakistan in December of that year, ultimately earning his bachelor's degree from the Punjab University in Pakistan. He has witnessed every turn in it (Pakistan's) tumultuous history at 83, he feels he has earned the right to give it advice (N.Y Times 2009/12/19) As an entrepreneur and industrialist, Syed Babar Ali envisioned and set up Packages Limited (Pakistan's largest paper & board mill), Milkpak Limited now Nestle Pakistan Limited (the largest food processing company in Pakistan); Tetra Pak Pakistan Limited, IGI Insurance Company Limited, Tri-Pack Films Limited, and IGI Investment Bank. He is Chairman of SanofiAventis Pakistan Limited, Siemens Pakistan Engineering Company Limited, and Coca-Cola Beverages Pakistan Limited. He believes in the joint venture philosophy and most of his businesses are joint ventures with major multinationals. The question is: what makes him a social entrepreneur? It is difficult to identify one cause. There are so many causes one after the other. Some known to everyone and some not known at all. He promoted the cause of the World Wide Fund for Nature (earlier World Wildlife

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Fund) where he served in various capacities, both in Pakistan and international level, from 1972 to 1996. He was the International President of WWF from 1996 to 1999 succeeding HRH Prince Philip, the Duke of Edinburgh. He is now Vice President Emeritus, WWF International, and President Emeritus WWF-Pakistan. He is also a member of Layton Rehmatullah Benevolent Trust Karachi and Shalamar Hospital, Lahore. Motivation Syed Maratib Ali, the late father of Syed Babar Ali established Syed Maratib Religious and Charitable Trust Society in 1939 for promoting public welfare and education of deserving students. His father has always been a source of inspiration for him and as he grew in an environment of philanthropy it developed as an article of faith in him. He set up Babar Ali Foundation in 1985; the Foundation gives about a million dollars a year primarily for education and health in Pakistan.As an educationist, he led the establishment of the Lahore University of Management & Sciences (LUMS) in 1985 of which he is the first Pro-Chancellor. LUMS is Pakistan's premier management education institution, which has evolved into the approximate equivalent of Harvard University in Pakistan (NYT 2009/12/19). In 1992, he founded Ali Institute of Education for training of primary and secondary school teachers. He is a member on the Board of the following important educational institutions of Lahore: Aitchison College, F.C. College, Kinnaird College, and Lahore School of Economics. He is a member of the Regional Advisory Board of London Business School and a Member of the Initiative on Social Enterprise at Harvard University. He received honors and awards from the Government of Sweden, the Netherlands, an OBE from Britain (1997), and was awarded an Honorary Doctorate Degree of Laws from McGill University, Montreal, Canada (1997). The biggest achievement for Syed Babar Ali has been the establishment of Lahore University of Management Science where students get education of international standards and can compete all over the globe with other students. Babar Ali believes that If you plan for a year, plant a seed. If for ten years, plant a tree. If for hundred years, teach the people. When you sow a seed once, you will reap a single harvest. When you teach the people, you will reap a hundred harvests.

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You cannot build a country if you're not thinking beyond your own lifetime, Pakistan's young people should be citizens of the world not narrow minded or intolerant (NYT 2009/12/19). Education for the youth of Pakistan has no doubt been has greatest contribution. But this education has been the best quality of educators matching with the best in the world. He has brought about a quit revalue than has changed the face of the Pakistan youth and its image for time to come. The Pakistani educated youth has given international with a lead and comprehensive spirit. Profile of the Social Enterprise Babar Ali Foundation was established in 1985. Since its inception, the foundation has received contributions from Syed Babar Ali and his family which also included the donation of a plot of his land located on Upper Mall, Lahore on which he constructed a building at a cost of Rs. 28.6 million in 1996.

Aims and Objectives The objectives of the organization are to build, aid, assist, set-up, manage, maintain and run schools, colleges, institutions of learning and practical training, libraries, museums, galleries, handicraft centers, parks and places of medical aid and relief. The Foundation also promotes and encourages nature conservation, culture and sports and awards scholarships to outstanding female students for higher education in Pakistan. Mission To promote sustainable development by supporting education, training and research. As well as assisting institutions, libraries and hospitals; encouraging nature conservation, culture and sports. Undertaking measures for the diffusion of knowledge and expertise. Education

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Education and health are the two major objectives of this Foundation since 1986. Pakistan's education system has been one of the casualties at the hard of all successive governments. Good public education can create opportunity in societies, but in Pakistan it has been under financed and ignored, in part because of political class that runs the country. This class is not itself uneducated by and large, nor does it have neither the will nor the desire to promote education. Hence not even 40% children are enrolled in schools. It is with a vision to correct this situation that Baber Ali Foundation has hosts of programs. Yet the Foundation knows it is a drop in the ocean. But one of its achievements is LUMS. A glimpse of some of its contribution to education through Ali Institute of Education alone are: Training of school teachers Provision of better qualified teachers Schools in remote areas Promotion of science and engineering education Scholarships for graduate and postgraduate students Scholarship for vocational training

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Shehzad Roy
Zindagi trust
Taabeer Ather Profile of the Entrepreneur Shehzad Roy was born on February 16th 1977 in Karachi, Pakistan. He made his debut in music in 1995 with his first album Zindagi. At that time he was only in grade 11. Even though he went on to do Bachelors in Commerce, it was clear to him that music was going to be his career. From a young age, he was struck by the huge class divide in Pakistan's society. When his cousins would visit from overseas they would ask him why the street children were not in school studying. Roy of course did not have an answer. It was painful for him to see these young children who had no future and who were never going to break free of poverty. Determined to help these children, he established a nongovernment organization, Zindagi Trust, in 2002. The organization's objective was to provide quality education to the underprivileged children of Pakistan. As according to Shehzad Roy Quality education is every citizen's right. Roy has dedicated his life to the establishment of Zindagi Trust, the non-for-profit charity helping the underprivileged children of Pakistan. He uses the proceeds from his concerts to fund the trust's operations. At the age of 25, in 2002, Roy pioneered the concept of I-am-paid-to-learn that provides child laborers with monetary compensation for attending Zindagi Trust educational units. Zindagi Trust aims at reaching out to the working children of the country and provides them basic functional literacy at the doorstep of their work places and residences as well as supplements their earnings by providing them a stipend. Roy has established 35 educational units with 3000 children being educated in the most impoverished regions of Pakistan.

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Additionally, Zindagi Trust is committed to promoting quality Government school reform and improving the curriculum and textbooks of the education system of Pakistan. Roy was honored to be one of the youngest ever recipient of the Tamgha -e-Imtiaz for his organization's earthquake rehabilitation in Kashmir and he was also awarded the Sitara-e-Eisaar; both are the highest Civil Honors awarded in Pakistan for distinction in serving humanity. He was selected to be a torch bearer for the 2008 Olympic Torch relay as the pride of Pakistan. Recently, Roy took the city of Chicago by storm when he was awarded the 2009 Patricia Blunt Koldyke Fellowship award for excellence in social entrepreneurship. Profile of the Social Enterprise Zindagi Trust operates under the auspices of a Pakistan-based Board of Trustees. Zindagi Trust was registered in July 2002 in Pakistan under the Societies Registration Act 1860 and donations received in Pakistan are tax-exempt. Zindagi Trust is a non-profit philanthropic organization and it aims at reaching out to the working children of the nation and provides them basic functional literacy at the doorstep of their work place and residences and supplements their earnings by providing them a stipend. Vision We would lead the way in providing opportunities and strategies to a better life through education to the underprivileged working children of Pakistan. It endeavors to achieve implementation of a unique concept called I am paid to Learn, wherein a group of 80-100 children working in a certain neighborhood are brought to a government or a private school rented in the afternoon and education is provided to these working children for five days a week to acquire some basic education and life skills. Mission We plan to achieve our vision and purpose by committing to the following mission: To continue to provide formal education for working children enrolled in the Trust's program and to create an institution, known for its commitment and excellence to the cause of education, and providing a platform for employees and stakeholders to excel in their mission. This also provides them a motivation to continue their formal education once some literacy has been imparted upon

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them by the ZT Schools. Presently, ZT supports over 2800 students studying in schools operating in Karachi, Lahore and Rawalpindi. In ZT, students are provided education in a three year span commencing from kindergarten (KG) level and finishing at class five levels. They are provided education of English, Urdu, Social Studies, Islamiat, Mathematics, Science and Computers. Teachers are trained every year on current methodology of teaching/learning, whereby they are motivated to move away from typical rote memorization and encourage children to learn through conduct of interactive sessions. In order to ensure the highest quality of education is imparted to these children, Zindagi Trust's professional system of operation is comprehensive and communityoriented. Here at Zindagi Trust; they uphold the highest standards of administration by continually monitoring their programs to ensure that donations are used to maximum effectiveness. But Roy soon realized that he won't be able to bring all the street children into I am paid to learn schools and this initiative, even at its best, would be a mere drop in the ocean. He wanted to do something that would educate the masses instead of just a few thousands. In 2007, Zindagi Trust and Bookgroup took over the management of a public school called SMB Fatima Jinnah Government Girls School. The objective was to turn it into a centre of excellence with the hope that government would replicate the model all over Pakistan. For the first time in Pakistan, Zindagi Trust replaced decades- old government text books with imaginative and thought-provoking text books. The aim is to produce a 'thinking' individual, says Roy. Students must learn to inquire freely rather than becoming book parrots. There has to be a culture of discussion, interaction, and proactive thinking.