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Primary Education Monitoring Program

Education facilities Survey Report

(Tando Muhammad Khan)

April- 2010

Submitted by:

HANDS Education & Literacy Promotion Program

140-C, Block II, PECHS, Karachi

Tel: (021) 34532804, 34527698, Fax: (021) 34559252

Email: info@hands.org.pk,

Web: www.hands.org.pk

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Abbreviations

EDOE Executive District Officer Education

ADOE Assistant District Officer Education

TMK Tando Muhammad Khan

EFA Education for All

ECE Early Childhood Education

MDGs Millennium Development Goals

SMC School Management Committee

GGPS Govt. Girls Primary school

GBPS Govt. Boys Primary school

SGM Senior General Manager

SPSS Statistical package for the social sciences

SPO Strengthening Participatory Organization

HANDS Health and Nutrition Development Society

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Contents

Acknowledgment

Executive Summary

Introduction

o Project briefing

o District profile

o HANDS & SPO

o Research Objectives & methodology

Summary of Research

o Basic information

o Facilities

o Governance

o Issues identified during research (face sheet)

o Community response

o Findings, observation & recommendation

Annexure

o List of school

o Photographs

o Case studies

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Acknowledgements

We are significantly obliged by Almighty Allah (Jal wa Shan hoo) that with His

benedictions we contributed this Study Report. It is a matter of gigantic bliss and pride

that we carried out delegated assignment well in time

The basic purpose of the project is to secure the well-being of people, irrespective of

caste, creed, color, sex, by improving their quality of life and to improve the primary

education system of the district through Monitoring Committees to identify the quality

issues regarding services being delivered to the public not only this but also improve co-

ordination among civil society groups and government at all tiers for better performance

of public administration.

We are thankful to the districts, communities, and teachers who contributed to this study.

We also acknowledge the efforts and dedication of the teams of enumerators in Tando

Muhammad Khan districts.

Special thanks to the Monitoring & Evaluation Team at Head Office HANDS for helping

us in the analysis of the data and report writing.

We are highly thankful to our donor Strengthening Participatory Organization (SPO) for

their financial and technical support in this project. Without their support we would not

be able to run this project in respective area.

We are highly thankful to Dr. Sheikh Tanveer Ahmed, (Chief Executive) and Senior

General Managers Team (SGMT) at HANDS for their technical and leadership support

that enabled us to conduct this Study in a confident and professional manner.

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EXECUTIVE SUMMARY

Health And Nutrition Development Society (HANDS) with Strengthening Participatory

Organization (SPO) signed an agreement to launch a project named “Primary Education

Monitoring Program” in district Tando Muhammad Khan.

The basic purpose of the project is to secure the well-being of people, irrespective of

caste, creed, color, sex, by improving their quality of life and to improve the primary

education system of the district through Monitoring Committees to identify the quality

issues regarding services being delivered to the public not only this but also improve co-

ordination among civil society groups and government at all tiers for better performance

of public administration.

This report details the findings of the study that was carried out to assess the overall

situation of primary education in district Tando Muhammad Khan. Total 154 schools

were surveyed out of them 117 school found functional, 28 schools found permanently

closed and 9 schools were temporary closed. There are 2 school management belong to

the federal Government and 115 school run by provincial government. 7 schools are

running in evening shift and most of them 110 schools are running in morning shift.

Situation of girl’s education is same like the other districts of the Sindh. Number of boy’s

school is always found higher than girls’ school. Through data collection we found that

there were 56% boys school, 24% girls and 20% mix school were found in district Tando

Muhammad Khan. 96% schools were Sindhi medium and 3% are Urdu medium. There

were 88% are government buildings, 12% donated and only 2% were donated. 98%

schools had Pakka rooms and only 2% had Kacha rooms were available. Major

requirement for repair found in 15 classrooms, 2 halls and one head teacher room.

Education & literacy department provided stationary material to 49% and 51% didn’t

receive any type of Instruction Material in this year.

In 57% schools drinking water facility was available and in 43% schools drinking water

facility was not available. Electricity was available in 49% schools and in 51% school

electricity was not available. In this current year only 9% schools received stationary

items but unfortunately 91% school didn’t receive stationary. Toilet facility was present

68% school and 32% schools were without toilet facility. Play ground was available in 83

schools and not present in 34 schools.

It is good in schools that SMCs were conducted the regular meeting, through data we

found that 69% schools conducted the meetings and 31% were not conducted these type

of meetings. SMCs were seems to be self-reliant and they demand the school staff and

basic facilities. 42 SMCs were demand for the school staff, while 58% SMC doesn’t

demand for staff. According to data there 111 teachers are female and 239 male teachers

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were recruited in these schools. In the data collection we know that there were (11%)

teachers are MA, (49%) teachers BA, (29%) teacher pass intermediate, (11%)

matriculated.

According to community the student enrollment was actual 97% were answered that

enrollment was actual, 1.7 to some extent, and only 0.9% respond fake enrollment.

According to community 87% student receive books & stationary on equality basis, 8%

said not equality base, 5% answered to some extent. According to the data in 7 schools

student were punished, in 35 school to some extent but majority of school 75 school no

corporal punishment were noted. Teacher’s attendance was very good in 91% schools,

7% up to some extent and only 3% school attendance not found good.

Teachings aid were found available in 28 schools, to some extent in 21 school but

majority of the school 68 no any teaching aid were found. Furniture (desk) was available

in 76 schools, to some extent in 17 schools and furniture is not available in 24 schools.

Student were found involved in 69 schools, to some extent in 21 school and they were not

involved in 27 schools. To ensure quality education district education department official

conducted field visit of schools. They conducted field visit in 96 schools but they were

not conducted field visits in 21 school.

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INTRODUCTION

This project has been design to address identify the issues/challenges in education

systems of Government primary schools not only this but after the data collection

identification ensure the provision of missing facilities to the primary schools and

improve its administrative affairs through form monitoring committees on Union Council

level and on the District level as well and launch an advocacy campaign. This project is

design to carry out effective planning of primary education at district level and through

form monitoring committees with the concerned organizations and the District

government level.

HANDS conducted a survey to identify the current status of primary education in

targeted district. The study is conducted to gather information from the targeted district

Tando Muhammad Khan.

Aim of the Study

The study aims to review and improve the education system of government

primary schools in Sindh.

Objectives of the Study

To review the Education system of the government primary schools by

conducting a survey and the information gathering through a questionnaire.

In concerned Union Councils of the District, results achieved after /survey of

schools will be shared to the office of the District Education Office, Tando Jam.

To provide missing facilities to the primary schools and to improve its

administrative affairs.

To form monitoring committees on Union Council level and on the District level

as well who through an advocacy campaign will make the government to be

bound for the betterment of schools and their education system.

For the effective planning of primary education of the District, monitoring

committees at the District level with the concerned organizations and the District

government will also provide professional accomplice.

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District profile:

The study was conducted in

district Tando Muhammad Khan.

District Tando Muhammad Khan

found its inception after the

bifurcation of old Hyderabad. The

devolution process was when

introduced it compelled the

government of Sind to shorten the

size of District in the context of

geographical boundaries as well

as its population. Keeping in view

the old and historical District of

Hyderabad was divided into four

Districts out of which three newly

made Districts were previously the Talukas of old Hyderabad. The new Districts included

Matiari, Tando Allah Yar and Tando Muhammad Khan. The district derives its name

from Mir Mohammad Khan Talpur who was a famous personality in the history of

Englo-Pakistan. His son Mir Allah Bux T alpur has the historical sacrifices during the

British Regime. He did his best to articulate the Tando Mohammad Khan as the Taluka

(The then name was GUNI of Tando Mohammad Khan). The Mir Family is famous in

the history of Pakistan who played a very key role during the independence as well

during the British regime when the local development was nothing but linked by the local

influential. Mir Mohammad Khan planned all the boundaries and put the parts of GUNI

in the jurisdictions. The efforts were continued by Mir Ghulam Ali Khan Talpur who not

only established the educational institutions for the provision of quality educations but he

was so social that he himself was involved in the social services of the area. He is

remembered in the history of Tando Mohammad Khan and famous in all the areas of

Hyderabad and Badin.

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Structural Status

Tando Mohammad Khan District comprises three Talukas: Tando Mohammad Khan,

Tando Ghulam Hyder and Bulri Shah Karim; Revenue units comprise 6 circles, 36 tapas

and 160 Dehs. The district is named after the city of Tando Muhammad Khan, founded

by Mir Muhammad Khan Shahwani Talpur. It is located at a distance of 35 km from

Hyderabad on the Badin-Hyderabad National Highway.

Population

The total population of the District Tando Muhammad Khan according to the census of

the year 1998 is 447, 215.

Education

The District facilitates its population with the primary, middle, secondary and higher

education. Government schools are a core of the rural section o the population of the

District. Education is central to socio-economic development of a country. It plays a

critical role in building human capabilities and accelerates economic growth through

knowledge, skills and creative strength of a society. The positive outcomes of education

include reduction in poverty and inequality, improvement in health status and good

governance in implementation of socio-economic policies. Thus multifaceted impact of

education makes it an essential element for policy framework.

Situation Analysis of Education of District Tando Muhammad Khan

Organization Chart of Education Department

S.No Taluka UCs Dehs

1 T.M.Khan 6 29

2 B.Shah Karim 6 76

3 T.Ghulam Hyder 4 55

Grant Total =SUM(ABOVE) 16 =SUM(ABOVE) 160

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The office of the Executive District Officer Education, which is working under the

District Government Tando Muhammad Khan, has been established after the creation of

the new District 2005 The E.D.O Education is Mr. Muhammad Hassan Soomro. The

office is responsible to look after the affairs of boys’, girls’ primary and secondary

schools, institutions of technical education, special education (local bodies’ wing), sports

education etc. Briefly it deals with the overall affairs pertaining with school education

under the supervision of District Government Tando Muhammad Khan and Education &

Literacy Department, Government of Sindh.

Education is the life line of any nation. Education with its proper quality is unavoidable

for the prosperous Tando Muhammad Khan, the province of Sindh and then Pakistan.

The people of the Tando Muhammad Khan District are not pretty sound in financial

aspect consequently they depend upon government schools for their children's education.

Due to their over loaded struggle for the economical survival, the relevant class has a

specific passive attitude towards the government schools. On the other hand the

efficiency of government schools has significantly dropped due to so many complicated

factors.

Important Contact Numbers of Education Department

S # Name Designation Contact. No.

1 Muhammad Hassan Soomro EDO 0300-3068174

2 Haji Muhammad Ashraf Memon D.O. (Ele) 0300-2718261

3 Ms. Sayeda Farasat Sultana Shah D.O. (Sec & HS) 0307-3525495

4 Ghulam Nabi Laghari D.O.(Semis & Planning) 0344-3561953

5 Prshotam D.O.(Tech) 0333-2613976

6 Afroze Memon D.O.(Sports) 0300-3247750

7 Anweruddin Jamali D.D.O. (Sec & HS) 0346-2532560

8 Muhammad Akram Kumbhar D.D.O. (Sec & HS) 0301-3624989

9 Saeed Ahmed Noonari D.D.O. (Semis & Planning) 0333-2607793

10 Niaz Hussain Soomro D.D.O (Academic & Training) 0333-7594329

11 Habibullah Jamali A.D.O. (M) E.E TMK 0333-2813188

12 Ms. Yasmeen Khuwaja A.D.O. (F) E.E TMK 0333-2803639

13 Khair Muhammad Keerio A.D.O. (M) E.E BSK 0343-3708500

14 Ms. Zubaida Aijaz Memon A.D.O. (F) E.E BSK 0301-3219251

15 Muhammad Aslam Khuwaja A.D.O. (M) E.E TG.Hyder 0333-2739968

16 Ms. Rehana Muneer A.D.O. (F) E.E TG.Hyder 0300-2190628

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Brief introduction of HANDS

HANDS is a not for profit registered organization working since 1979, intervening in

public and private social sectors to promote Health , Education and alleviate Poverty in

marginalized communities. HANDS is benefiting more than 8.0 million populations of

nearly 14586 villages of 17 districts of Sindh and in partnership in other provinces of

Pakistan. HANDS is certified by Pakistan Center of Philanthropy (PCP) and Institutional

Management Certification Program (IMCP) by USAID for management standards.

HANDS also registered with European Union.

Vision: Healthy, Educated, Prosperous Pakistan

Mission: To provide basic health services, primary education, income generation

opportunities and development of institutions to empower the underprivileged

communities.

Brief introduction of SPO

SPO believe in rejoicing in progress and celebrating commitment. Our work with

communities across the country validates the belief that destinies change when people

themselves make decisions governing their lives. We do not define Pakistan by its

beautiful landscapes, mighty rivers, sandy beaches, breath-taking mountain peaks,

Mughul architecture, monuments and relics. To us, the country is about 140 million

people, who work tirelessly; whose majority struggles hard to make a decent living; who

are denied the basic amenities of life and whose economic, social, cultural, civil, and

political rights have yet to be realized.

Vision: A democratic, socially just and tolerant society guided by participatory

principles, which realizes the full potential of its people and their aspirations for

sustainable and self reliant development.

Mission: To strengthen and support community organizations and public interest

institutions of Pakistan for the benefit of poor and disadvantaged sections of society for

sustainable development through a participatory approach. SPO area of activities is

spread across Pakistan covering four provinces and 54 districts.

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Research Methodology

Study design

The both qualitative & Quantitative variables were used in this study.

Study setting

The study was conducted in district Tando Muhammad Khan.

Study population

The study population was comprised on teachers, SMC members, and govt.

officials at district Tando Muhammad Khan

Study period

The data was collected during April 2010.

Inclusion criteria

The teacher, SMCs and govt. officials who are directly belong to primary

education system

The teacher, SMCs and govt. officials who currently working in district Tando

Muhammad Khan

Exclusion Criteria

The teacher, SMCs and govt. officials who disagree to give consent

Sample size

Data was collected from 10% of the GG/GBPS Primary schools of district Tando

Muhammad khan were

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Data collection tool

Questionnaire

The study questionnaire was comprehensive, open ended and designed in a simple

language that can easily be understood by data collectors & study subjects. The

questionnaire was developed in Urdu language this was include all the questions relating

to demographic and socio-economic variables and other variables as listed in the

variables list which may be associated with the Primary education .

The tool which used for the data collection included the following:

Questioner for Primary school:

Parents

Teacher data

SMC questionnaire

Physical conditions of school

Govt. officials questionnaire

Pre-testing

Pre-testing was done by administrating questionnaire to the 10% of target

population. The pre-testing was done in the district Tando Muhammad khan. The pre-

testing procedure helps us to check the validity of questionnaire and the required

modifications will be made accordingly.

Method of data collection

Data and required information is gathered during the study April 2010 by data

collectors by visiting the selected school in respective districts by Random Sampling

Method.

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Quality control

During the entire study process, the quality control was ensured. Great efforts

were put in the development & designing of questionnaire by cross-checking it for logical

sequence & consistency. The data was collected by trained and qualified staff. The

principal investigator was ensured the quality of data collection by doing random visit to

the sites of data collection to check whether the questionnaires are filled properly or not.

Moreover, the questionnaire will be edited for any missing information or incorrect

response at two levels that is field editing and office editing.

Data Collection Team

The data collection teams were comprised of principal investigator, field

supervisor, data collectors and drivers. The field supervisors and data collectors were

selected by principal investigator for study period according to the current standard rates.

The selection criteria for field supervisor will be educational qualifications of at least post

graduation with good communication skills and having some previous experience of

research work. While the selection criteria for data collectors will be at least graduation

with good communication skills and fluency in Urdu language. Furthermore, the

characteristics of being responsible and committed were definitely be preferred.

Training of Data Collection Personnel

Field supervisor and data collectors were trained. The training was including the

following components:

Familiarity with the entire data collection team

Detailed explanation of activities of data collection process

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Proper communication with study subjects

Obtaining verbal and written consent

Filling out the questionnaire correctly

Preservation of dignity, respect and confidentiality of subject’s information will

be emphasized

Plan of Analysis

Validation of 10% of the data was done through the supervisors of the data collection

team. All the data was analyze, and then tabulation graphs were developed and initiated

report writing process.

Data entry

Data was entered and checked for accuracy and consistency with the help of SPSS

software; Expert data entry operators were double entered the data and to ensure its

validity, files were compared and rechecked. Analysis was done by using software of

statistical package for the social sciences, (SPSS) version 10.0.

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RESULTS School Status

This report details the findings of the study that was carried out to assess the overall

situation of primary education in district Tando Muhammad Khan. Table no.01, shows

that 154 schools were surveyed and out of them 117 (76%) school were functional, 28

(18.3%) schools found permanently closed and 9 (6%) schools were temporary closed.

Table.01 Variable Frequency

Education facilities Surveyed 154

Functional 117 75.9

Temporary Closed School 09 5.8

Permanent Closed School 28 18.3

School Management

Table 1.1 shows that out of 117 functional schools, 2 schools management belong to

federal Government and 115 schools were under the management of provincial

government.

Table.2

Management Frequency Percent

Federal Govt 2 1.7

Provincial Govt. 115 98.3

Total 117 100

Schools Shift

Following table 1.2 is showing that there are only 7 schools running in evening shift and

most of them 110 schools are running in morning shift.

Table.3

Shift Frequency Percent

Morning 110 94.2

Evening 7 5.8

Total 117 100

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Gender wise Distribution of schools

Following graph shows that the situation of girl’s education is same like the other

districts of the Sindh. Number of boy’s school is always found higher than girls’ school.

There were 65 (56%) boys school, 28 (24%) girls and 24 (20%) mix schools in district

Tando Muhammad Khan.

Medium of Education

Following table showed there were 113 (96%) schools are Sindhi medium and 4 (3%) are

Urdu medium.

Medium Frequency Percent

Sindhi 113 96.6

Urdu 4 3.4

Total 117 100

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88%

1.7% 10%

Chart Title

Government Rented Donated

Ownership of School Building

113 (88%) school buildings were owned by government, 10 (12%) were donated and

only 2 (1.7%) were rented.

Building Availability

Schools buildings were available for all (100%) schools, none of the school was found

under the tree

Building Availability

Frequency Percent

Yes 117 100%

Total 117 100.0

School Room Construction

The infrastructure of the schools was generally in good condition, 115 (98%) schools had

Pakka rooms and only 2 (1.8%) had Kacha rooms available.

Variable Frequency Percent

Pakka Rooms 115 98.2

Kacha Rooms 02 1.8

Total 117 100%

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60

49

8

0

10

20

30

40

50

60

70

Not available Appropriate Inappropriate

Teaching & Learning Material

Requirement of Repair in Schools

Classroom environment has great impact on child learning, for this purpose we collect the

data for major requirement for repair. The data revealed that major repairs were required

in15 classrooms, 2 halls and one head teacher room. Some minor repair required in 32

classrooms 5 halls and one head teacher office.

Requirement of Repair Large Scale Small Scale

Class Rooms 15 32

Hall 02 05

Staff Room 0 0

Head Master’s Room 1 1

Provision of Instruction Material in current year

Education & literacy department provided stationary material to57 (49%) and 60 (51%)

didn’t receive any type of Instruction Material in this year

Teaching & Learning material

No teaching and learning material was available in 60 schools where as in 49 schools

material was available & appropriate, and in 8 schools material was available but

inappropriate.

Material Frequency Percent

Yes 57 48.8

No 60 51.2

Total 117 100

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Availability of teaching & learning material

Following graph shows the different type of material such as maps 30 school, charts 41,

teaching kit 9, white & black board 44, audio visual aids 5, text books 75 and teachers

guide provided in 9 schools.

Presence of School Boundary

Boundary wall is necessary for school safety, security and other purpose like gardening

etc. Data shows that there were 85 (73%) schools had boundary wall and 32 (27%) are

without boundary wall.

30

41

9

44

5

75

9

0

10

20

30

40

50

60

70

80

Maps Charts Teaching Kit White / Black Board

Audio Visual Aids

Text Books Teachers Guide

School Boundary Frequency Percent

Yes 85 72.6

No 32 27.4

Total 117 100.0

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55

1218

0

10

20

30

40

50

60

Good Fair Bad

Condition of Entrance Door

Out of 85 schools that had boundary wall, 55 schools had good condition entrance door,

12 have fair condition and 18 schools had their entrance in very bad condition.

Availability of Drinking Water

In 67 (57%) schools drinking water facility was available and in 50 (43%) schools

drinking water facility was not available

Frequency Percent

Yes 67 57.3

No 50 42.7

Total 117 100.0

Water Condition

Safe drinking water was available in 53 schools and 14 schools drinking water was not

available.

53

14

0

10

20

30

40

50

60

Drinkable Not Drinkable

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Source of Water

Out of 67 schools piped water connection was available in 3 schools, 59 had hand pump

facility and 5 schools had electric pump.

Availability of Electricity

Electricity was available in 57 (49%) schools and in 51% school electricity was not

available. Out of 57 schools where electricity was available, 44 schools had good

condition of their electric supply system whereas it was not satisfactory in 13 schools.

3

59

5

0

10

20

30

40

50

60

70

Piped Connection Handpump Electric Pump

Availability of Electricity

Frequency Percent

Yes 57 48.7

No 60 51.3

Total 117 100.0

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Provision of Stationary in current year

In this current year only 9% schools received stationary items but 91% school didn’t

receive stationary

Provision of Stationary Frequency Percent

Yes 10 8.5

No 107 91.5

Total 117 100.0

Toilet Facility

According to data toilet facility was present in 80 (68%) schools and 37 (32%) schools

had no toilet facility. Out of 80 schools where toilet facility was present, only 36 school

had toilets facility in good condition but in 44 schools toilets was available but in poor

condition.

Toilet Facility

Frequency Percent

Yes 80 68.4

No 37 31.6

Total 117 100.0

Availability of Play Ground

Play ground was available in 83 schools and not available in 34 schools.

83

34

0

20

40

60

80

100

Yes

No

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Condition of Play Ground

Out of 83 play ground 65 were in good condition and 18 were in very poor condition.

Facility for Co curricular Activities

In 33 (28%) school teachers conducted co -curricular activities while in 84 (72%) school

they don’t celebrate these types of activities.

Frequency Percent

Yes 33 28.2

No 84 71.8

Total 117 100.0

Information about School Furniture

Item Furniture

Available Useable

Teachers tables 233 208

Teachers Chairs 426 349

Student’s Desks 834 785

Student’s Benches 1075 945

DARIAN 36 24

Black Board 233 207

Charts & Maps 659 612

Bags 103 104

Flash Cards 325 319

Samples / Models / Others

122 126

Fans 234 203

65

18

0

10

20

30

40

50

60

70

Good

Bad

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Availability of School Canteen

We found through the data that out of 117 schools only 7 schools had canteen facility was

available and 6 schools was in good condition and 1 one canteen condition is very poor.

Frequency Percent

Yes 7 6.0

No 110 94.0

Total 117 100.0

School Whitewash

65 (56%) school white wash seems to be good condition while other 52 (44%) school

needs to have white wash.

Frequency Percent

Yes 65 55.6

No 52 44.4

Total 117 100.0

Availability of Store Room

Store room was not available in 109 (93%) only in 8 (7%) schools store room was

available, 4 store room was in good condition while 4 was very poor.

Frequency Percent

Yes 8 6.8

No 109 93.2

Total 117 100.0

Security status of School

During data collection we found that in 19 (16%) school security system was appropriate

and 98 (84%) a big number of schools security status was in appropriate.

Frequency Percent

Appropriate 19 16.2

Inappropriate 98 83.7

Total 117 100.0

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School Management Committee

SMCs are statutory organs that govern schools on behalf of the government as provided

for in the Education Act of 1969. The SMC is the educational policy-making body for the

school and function together with head teachers as a leadership team to provide

educational programmes and services that ensure quality teaching and learning. SMC

were found in all schools.

Frequency Percent

Yes 117 100%

No 0 00%

Total 117 100%

Demand for school staff

SMC was seemed to be self-reliant and they demand the school staff. 42 SMCs were

demand for the school staff, while 58% SMC didn’t demand for staff.

Frequency Percent

Yes 49 41.9

No 68 58.1

Total 117 100.0

Meetings by School Committee regarding the security of School & Students

School management committee was present in 117 (100%). SMCs were conducting

regular meeting, through data we found that 81 (69%) schools conducted the meetings

and 36 (31%) were not conducted these type of meetings.

Frequency Percent

Yes 81 69.2

No 36 30.8

Total 117 100.0

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Gender wise distribution of Teachers

In 117 schools 350 teachers were available, out them 111 teachers were female and 239

male teachers were recruited in these schools.

Academic Qualification of Teachers

In the data collection we know that there were 39 (11%) teachers were MA, 173 (49%)

teachers BA, 100 (29%) teacher pass intermediate, 38 (11%) matriculated.

3811%

10029%

17349%

3911%

Matriculation

Intermediate

Graduate

Masters

239,

68%

111,

32%

Male Teachers Female Teachers

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7

110

0

20

40

60

80

100

120

Yes No

Teaching Staff

In these schools sanctioned post of male permanent staff are 202 & 95 for female.

There were 38 for male staff and 24 for female sanctioned post temporary staff was

available.

31 permanent vacant post for male & 7 for female staff were found. Vacant post

temporary for male and female were not found there.

Sex Sanctioned Posts Vacant Posts

Permanent Temporary Permanent Temporary

Male 202 38 31 0

Female 95 24 07 0

Steps by local government to improve attendance of teachers

Out 117 schools only in 7 schools local government take initiatives to improve

attendance of teachers, while they didn’t take any action on 110 schools for teacher’s

attendance.

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87.2

7.7 5.1

0

20

40

60

80

100

Yes No Up to some extent

Information from community

Children Enrollment

According to community the student enrollment was actual, 97% were answered that

enrollment was actual, 1.7 said to some extent, and only 0.9% respond fake enrollment.

Provision of Books & stationary on equality basis

According to community 87% student receive books & stationary on equality basis, 8%

said not at equality base, 5% answered that to some extent books & stationary on equality

basis.

Corporal punishments

According to the data in 7 schools student were punished, in 35 school to some extent but

majority of school 75 school no corporal punishment were noted.

97.4

0.9 1.70

20

40

60

80

100

120

Actual Fake Actual Up to some extent

7

75

35

0

20

40

60

80

Yes No Up to some extent

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Teachers Attendance Ratio

Teacher’s attendance was very good in 106 (91%) schools, 8 (7%) up to some extent and

only 3% school attendance ratio of students was very poor.

Frequency Percent

Good 106 90.6

Bad 3 2.6

Up to some

extent

8 6.8

Total 117 100.0

Parents Teachers Meeting regarding attendance

Parents & teachers were conducted meetings for improvement of attendance in 93

schools, 15 to some extent and in 9 schools no any meeting were noted regarding the

attendance.

Visits of Headmaster/Headmistress for School standard

According to data out 117 school 104 (89%) school head teachers visit school to maintain

standards of schools, 8 (7%) visit to some extent and only 5 (4%) didn’t visit school for

above mentioned purpose.

93

915

0

20

40

60

80

100

Yes No Up to some extent

Frequency Percent

Valid Yes 104 88.9

No 5 4.3

Up to some

extent

8 6.8

Total 117 100.0

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Availability of teaching Aids

Teachings aid was available in 28 schools, to some extent in 21 schools but not available

in 68 schools.

Availability of Desks for Students

Furniture (desk) was available in 76 (65%) schools, to some extent in 17 (15%) schools

and furniture is not available in 24 (21%) schools.

Frequency Percent

Yes 76 65.0

No 24 20.5

Up to some extent 17 14.5

Total 117 100.0

Involvement for students

Student were found involved in 69 schools, to some extent in 21 school and they were not

involved in 27 schools.

28

68

21

01020304050607080

Yes No Up to some extent

69

2721

0

20

40

60

80

Yes No Up to some extent

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Teachers Students Ratio is satisfactory or not

In 76 villages (65%) community people said that student teachers ratio was satisfactory

and in 34 (29%) were said teacher child ratio was no satisfactory and in 7 (6%) villagers

were satisfied up to some extent.

Frequency Percent

Valid Yes 76 65.0

No 34 29.1

Up to some

extent

7 6.0

Total 117 100.0

Misbehavior of teachers with students

In majority of school teachers behavior found positive, 73 school teachers behavior was

very positive, to some extent 19 school but in 25 school teachers misbehave with their

students.

25

73

19

0

20

40

60

80

Yes No Up to some extent

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96

7 14

0

20

40

60

80

100

120

Yes No Up to some extent

97

9 11

0

20

40

60

80

100

120

Yes No Up to some extent

Interview of Head Master / Head Mistress

Meetings of SMC

SMC members conducted regular meetings in 97 schools for the betterment of school, 11

school SMCs to some extent but 9 schools were not conducted any meeting for school

improvement.

Visits of Education Department officials

For the ensure quality education district education department official conducted field

visit of schools. They visited 96 (82%) schools and they didn’t visit in 21(18%) schools.

Visits Frequency Percent

Yes 96 82%

No 21 17.9

Total 117 100.0

Advance skills in teachers

Out of 117 schools advance skill teachers were available in 96 schools, to some extent in

14 schools and skilled teachers were not available in 7 schools.

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Availability of Education Certificates

Majority of teachers documents were found available in 115 schools only in 2 schools

teachers’ documents were not found.

115

20

50

100

150

Yes No

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Major findings from qualitative data Opinion of Community regarding the overall performance of the school

High points

Community is satisfied from the performance of the school

Teachers are punctual of timings.

Teaching way of the teachers is very good

Teachers are hard worker

Area of improvement

The school building is in a critical condition

Water facility is not present at the school

Electricity is not present at the school

Comfortable furniture is not available

Washrooms in the school are non-functional

Community Participation in the performance & School Progress

High points

Community participates in school events and work for the betterment of

the school.

Community peoples conducted meetings with EDO & ADO regarding the

school improvement

SMC utilize the funds in a proper way

Area of improvement

Some communities are non co-operative, they don’t take any part in the

academic matters of their child

Some of the parents are not attending the SMC/Parents meeting

Surveyors own observations

High points

Community girls are acquiring education in well means

School environment is much learning

Teachers are dedicated & have interest to teach the students

Student enrollment is good

Student are very confident

Teachers are hard worker

School building found in condition

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Area of improvement

The building of the school needs some renovation

Most of the teachers were not found in schools during official hours

Washroom are not available

Electricity is not available

Water facility is not available

Recommendations of Surveyors

Schools old buildings should be renovated on urgent basis

Teacher child ratio should be maintain in every school

Teachers should be trained on different subject (math, science, English etc.)

Stationary and teaching aids should be provided to teachers

Enrollment campaign should be launch

Provided adequate furniture to all school

School bags and uniform should be provided to every child

Peon/Aya should be recruited in every school

Sweeper should be appointed in Primary schools

Conduct awareness session regarding the importance of education

Establish play area/Swings should be provide in every school

Basic facilities should be ensure at every school like, latrine, provision of water

and electricity

First aid box should be provided in schools

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Annexure:

U.C Wise list of schools

UC1- Pattar

S.

No

SCHOOLS SHIFT

1 GBPS- Yar Muhammad Bhatti 1ST

2 GBPS- Palio Ghumarani 1ST

3 GBPS- Pir Bux Kandra 1ST

4 GGPS- Soomra Muhalla 2ND

5 GGPS- Yar Muhammad Kandra 1ST

6 GGPS- Alam Khan Talpur 1ST

7 GBPS- Budho Gamb 1ST

8 GPS- Budho Bhatti 1ST

9 GBPS- Patar 1ST

10 GGPS- Patar 1ST

11 GPS- Old Karimabad 1ST

12 GPS- Majeedabad 1ST

13 GBPS- New Karimabad 1ST

14 GPS- Mohsinabad 1ST

15 GGPS- Palio Ghumrani 1ST

UC 2

S.

No

SCHOOLS SHIFT

01 GBPS- Sattar Dino Patghao 1ST

02 GGPS-Bhatti Muhalla 2ND

03 GGPS- Al-Murtza Manzil 2ND

04 GGPS- Shoukat Colony 1ST

05 GGPS- Rab Dino Noonari 1ST

06 GGPS- Solonagi Abad 1ST

07 GBPS- Haji Loung Channa 1ST

08 GPS- Rano Solangi 1ST

09 GPS- Hajji Muhammad Nooh Noonari 1ST

10 GGPMS- Ghariabad 2nd

11 GBPMS- Talpur Colony 1ST

12 GBPMS- Gharibabad 1ST

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UC 3

S.

No

SCHOOLS SHIFT

01 GBPS- Haji Yar Muhammad Muhlla 1ST

02 GGPS- Dulha Jopir Mohallah Jural Shah 1ST

03 GGPS- Nasirabad 2ND

04 GB- Millat Primary School 2ND

05 GGPS- Mir Muhalla (Iqra School) 2ND

UC 4- Shaikh Birkhyo

S.

No

SCHOOLS SHIFT

01 GBPS- Nawab Khan Mari 1ST

02 GBPS- Abdul Sattar Daidino 1ST

03 GBPS- Saindad Wassan 1ST

04 GBPS- Umrio Bhel 1ST

05 GBPS-Juman Machhi 1ST

06 GBPS- Haji Nouman Talpur 1ST

07 GGPS- Syed Mahar Shah 1ST

UC 5- Tando Saindad

S.

No

SCHOOLS SHIFT

01 GBPS- Ahmed Sher Rajput 1ST

02 GBPS- Rajo Nizamani 1ST

03 GBPS- Hayat Sahito 1ST

04 GBPS- Jaffar Rind 1ST

05 GBLSS- Bijar Khan Talpur 1ST

06 GGPS- Baqar Nizamani 1ST

07 GGPS- Jumon Leghari 1ST

08 GPS- Bakhsho khan burdi 1ST

09 GGPS- Tando Saindad 1ST

10 GBPS- Tando Saindad 1ST

11 GBPS- Bhai Khan Talpur 1ST

12 GBPS- Mohabat Khan Bhurgri 1ST

13 GBPS- Khair Muhammad Panhwer 1ST

14 GPS- Chandioabad @ Muzro Awan 1ST

15 GBPS- Sarhandiabad 1ST

16 GPMS- Adam Panhwer 1ST

17 GBPS- Punhoon Laghari 1ST

18 GBPS- Haji Ahmaed Wisriyo 1ST

19 GPS- Nabi Bux Laghari 1ST

20 GPS- Noor Muhammad Kaleri 1ST

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21 GBPS- Haji Jumma Laghari 1ST

22 GPS- Haji Khan Kaleri 1ST

23 GPS- Dodo Laghari 1ST

24 GBPS- Muhammad Bux Laghari 1ST

UC 6- Lakhat

S.

No

SCHOOLS SHIFT

01 GBPS- Muhammad Vighamal 1ST

02 GBPS- Nango Shah 1ST

03 GBPS- Muhammad Ali Zaur 1ST

04 GBPS- Urs Samoon 1ST

05 GBPS- Haji Ahmed Mangsi 1ST

06 GBPS- Dildar Khaskheli 1ST

07 GBPS- Muhammad Siddique Vighio 1ST

08 GBPS- Pir Bux Thebo 1ST

09 GGPS- Muhammad Ali Zaur 1ST

UC 1-Tando Ghulam Haider

S.

No

SCHOOLS SHIFT

01 GBPS- Mir Muhammad Lashari 1ST

02 GBPS- Gul Muhammad Boohar 1ST

03 GBPS- Khuda Bux Rind 1ST

04 GBPS- Mehar Khan Laghari 1st

05 GBPS- Ahmed Chandio 1ST

06 GBPS- Allah Dad Nizamani 1ST

07 GBPS- Mitho Khan Chandio 1ST

08 GGPS- Alan Khan Nizamani 1ST

09 GGPS- Wasoo Laghari 1ST

UC 2-Dando

S.

No

SCHOOLS SHIFT

01 GBPS Haji Ibrahim Laghari 1ST

02 GB PS Allah Yar Chandio 1ST

03 GBPS Ghulam Muhammad Laghari 1ST

04 GBPS Pahar Laghari 1ST

05 GBPS Widh 1ST

06 GBPS Haji Hussain Mallha 1ST

07 GBPS Pir Siddique Shah 1ST

08 GGPS Haji Ibrahim Laghari 1ST

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UC 3-Nazar Pur

S.

No

SCHOOLS SHIFT

01 GBPS- Haji Soomar Bhatti 1ST

02 GBPS- Tayyab Halepoto 1ST

03 GBPS- Ahmed Shah Rafique @ Kamil Kerio 1ST

04 GBPS- Sharif Shah 1ST

05 GBPS- Ibrahim Jaghsi 1ST

06 GBPS- Allah Dino Samoon 1ST

07 GBPS- Darya Khan Warar 1ST

08 GBPS- Gul Hassan Kerio 1ST

09 GGPS- Mitho Khan Chang 1ST

10 GGPS- Ali Muhmmad Warar 1ST

UC 4-GH.S.B

S.

No

SCHOOLS SHIFT

01 GBPS- Mevo Chandio @ Gul Muhammad Mallah 1ST

02 GBPS- Fateh Muhammad Abro 1ST

03 GBPS- Wangai Maheri 1ST

04 GBPS- Raza Muhammad Rind 1ST

05 GBPS- Leemoon Rind 1ST

06 GBPS- Muhammad Rahim Rind 1ST

07 GBPS- Bacho Khaskheli 1ST

UC 1-Mulakatiyar

S.

No

SCHOOLS SHIFT

01 GBPS- Jario Mir Bahar 1ST

02 GBPS- Qazi Muhammad Soomar Goth 1ST

03 GBPS- Karim Dino Mir Bahar 1ST

04 GBPS- Kapoor Mori 1ST

05 GBPS- Juman Jhirk 1ST

UC 2-Allah Yar Turk

S.

No

SCHOOLS SHIFT

01 GBPS-Hafiz Muhammad Khaskheli 1ST

02 GBPS- Haji Saeed Khan Lund 1ST

03 GBPS- Pir Qadir Bux Shah 1ST

04 GBPS- Bhaledino Sathio 1ST

05 GBPS- Ghulam Hussain Sathio 1ST

06 GBPS- Moledino Sathio 1ST

07 GGPS- Allah Yar Turk 1ST

08 GBPS- Shahmir Khan Lund 1ST

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09 GBPS- Jummo Khan Noohani 1ST

10 GPS- Haji SIddique Lund 1ST

11 GPMS- Chainya 1ST

UC 3-Janan Soomro

S.

No

SCHOOLS SHIFT

01 GBPS- Dadoon Mori (Marvi Home School) 1ST

02 GBPS- Jan Muhammad Lashari @ Gul Muhammad Lashari 1ST

03 GBPS- Dadoon 1ST

04 GBPS- Haji Waryal Jamori 1ST

05 GGPS- Abdul Rahim Katiyar 1ST

UC 4-Bulri Shah Karim

S.

No

SCHOOLS SHIFT

01 GBPS- Imam Bux Palari 1ST

02 GBPS- Rind Muhhlah 1ST

03 GBPS- Haji Sawan Lund 1ST

04 GBPS- Khair Muhammad Samoon Ii 1ST

05 GBPS- Choudri Shafi Muhammad Arain 1ST

06 GBPS- Khair Muhammad Sammon I 1ST

07 GBPS- Mian Muhammad Umer Abassi 1ST

UC 5-Saeed Pur

S.

No

SCHOOLS SHIFT

01 GBPS- Jhangli Somro 1ST

02 GBPS- Asghar Abad 1ST

03 GBPS- Hamid Sand 1ST

04 GBPS- Khuda Bux Mazar 1ST

05 GGPS- Ghulam Hussain Somroo 1ST

UC 6-Saeed Mato

S.

No

SCHOOLS SHIFT

01 GBPS- Haji Soomar Laghari 1ST

02 GBPS- Ismail Khaskheli 1ST

03 GBPS- Khuda Bux Sathio 1ST

04 GBPS- Mureed Sathio 1ST

05 GBPS- Jummon Magrio 1ST

06 GBPS- Chakar Khan Jamari 1ST

Pag

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07 GBPS- Muhammad Sathio 1ST

08 GBPS- Anwer Ali Shah 1ST

09 GGPS- Wali Muhmmad Khaskheli 1st

10 GBPS- Qabool Pur 1st

11 GBPS- Chodaro 1st

12 GPS- Haji Hussain Dal 1st

13 GBMS- Muhammad Yousuf Gharano 1st

The list above shows the total no. of schools which were 152 out of which 37 primary

schools were non-functional and 115 primary schools found functional. The list of

Functional and non-functional schools is given as below;

List of Functional Schools

Sr.

No.

Name of School/Village Shift

01 GBPS- Yar Muhammad Kandra 1ST

02 GBPS- Palio Ghumarani 2nd

03 GBPS- Soomra Muhalla 1ST

04 GGPS- Alam Khan Talpur 1ST

05 GBPS- Sattar Dino Patghao 1ST

06 GGPS-Bhatti Muhalla 2nd

07 GGPS- Al-Murtza Manzil 2ND

08 GGPS- Shoukat Colony 1ST

09 GGPS- Rab Dino Noonari 1ST

10 GGPS- Solonagi Abad 1ST

11 GBPS- Haji Yar Muhammad Muhalla 1ST

12 GGPS- Dulha Jopir Mohallah Jural Shah 1ST

13 GGPS- Nasirabad 2ND

14 GB- Millat Primary School 2ND

15 GGPS- Mir Muhalla (Iqra School) 2ND

16 GBPS- Saindad Wassan 1ST

17 GBPS-Juman Machhi 1ST

18 GBPS- Rajo Nizamani 1ST

19 GBPS- Hayat Sahito 1ST

20 GBPS- Jaffar Rind 1ST

21 GBLSS- Bijar Khan Talpur 1ST

22 GGPS- Baqar Nizamani 1ST

23 GBPS- Muhammad Ali Zaur 1ST

24 GBPS- Urs Samoon 1ST

25 GBPS- Dildar Khaskheli 1ST

26 GBPS- Pir Bux Thebo 1ST

27 GGPS- Muhammad Ali Zaur 1ST

28 GBPS- Mir Muhammad Lashari 1ST

29 GBPS- Mehar Khan Laghari 1st

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30 GBPS- Ahmed Chandio 1ST

31 GBPS- Mitho Khan Chandio 1ST

32 GGPS- Alan Khan Nizamani 1ST

33 GGPS- Wasoo Laghari 1ST

34 GBPS Haji Ibrahim Laghari 1ST

35 GB PS Allah Yar Chandio 1ST

36 GBPS Ghulam Muhammad Laghari 1ST

37 GBPS Pahar Laghari 1ST

38 GBPS Widh 1ST

39 GBPS Haji Hussain Mallha 1ST

40 GBPS Pir Siddique Shah 1ST

41 GGPS Haji Ibrahim Laghari 1ST

42 GBPS- Haji Soomar Bhatti 1ST

43 GBPS- Tayyab Halepoto 1ST

44 GBPS- Ahmed Shah Rafique @ Kamil Kerio 1ST

45 GBPS- Sharif Shah 1ST

46 GBPS- Ibrahim Jaghsi 1ST

47 GBPS- Darya Khan Warar 1ST

48 GGPS- Mitho Khan Chang 1ST

49 GBPS- Wangai Maheri 1ST

50 GBPS- Muhammad Rahim Rind 1ST

51 GBPS- Bacho Khaskheli 1ST

52 GBPS- Qazi Muhammad Soomar Goth 1ST

53 GBPS- Dadoon Mori (Marvi Home School) 1ST

54 GBPS- Jan Muhammad Lashari @ Gul Muhammad Lashari 1ST

55 GBPS- Dadoon 1ST

56 GGPS- Abdul Rahim Katiyar 1ST

57 GBPS- Asghar Abad 1ST

58 GGPS- Ghulam Hussain Somroo 1ST

59 GBPS- Jario Mir Bahar 1ST

60 GBPS- Hamid Sand 1ST

61 GGPS- Wali Muhmmad Khaskheli 1st

62 GBPS- Haji Saeed Khan Lund 1ST

63 GBPS- Pir Qadir Bux Shah 1ST

64 GGPS- Allah Yar Turk 1ST

65 GBPS- Mureed Sathio 1ST

66 GBPS- Jummon Magrio 1ST

67 GBPS- Chakar Khan Jamari 1ST

68 GGPS- Syed Mahar Shah 1ST

69 GBPS- Ismail Khaskheli 1ST

70 GBPS- Gul Muhammad Boohar 1ST

71 GBPS- Khuda Bux Mazar 1ST

72 GBPS- Allah Dad Nizamani 1ST

73 GBPS-Hafiz Muhammad Khaskheli 1ST

74 GBPS- Bhaledino Sathio 1ST

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75 GBPS- Ghulam Hussain Sathio 1ST

76 GBPS- Budho Gamb 1ST

77 GBPS- New Karimabad 1ST

78 GBPS- Patar 1ST

79 GGPS- Patar 1ST

80 GPS- Mohsinabad 1ST

81 GPS- Old Karimabad 1ST

82 GPS- Majeedabad 1ST

83 GPS- Budho Bhatti 1ST

84 GBPS- Haji Loung Channa 1ST

85 GPS- Rano Solangi 1ST

86 GPS- Hajji Muhammad Nooh Noonari 1ST

87 GGPMS- Ghariabad 2nd

88 GBPMS- Talpur Colony 1ST

89 GPS- Haji Khan Kaleri 1ST

90 GPS- Dodo Laghari 1ST

91 GBPS- Muhammad Bux Laghari 1ST

92 GBPS- Qabool Pur 1st

93 GBPS- Chodaro 1st

94 GPS- Haji Siddique Lund 1ST

95 GPMS- Chainya 1ST

96 GPS- Haji Hussain Dal 1st

97 GBMS- Muhammad Yousuf Gharano 1st

98 GBPS- Shahmir Khan Lund 1ST

99 GBPS- Jummo Khan Noohani 1ST

100 GPS- Bakhsho khan burdi 1ST

101 GGPS- Tando Saindad 1ST

102 GBPS- Tando Saindad 1ST

103 GBPS- Bhai Khan Talpur 1ST

104 GBPS- Mohabat Khan Bhurgri 1ST

105 GBPS- Sarhandiabad 1ST

106 GPMS- Adam Panhwer 1ST

107 GBPS- Khair Muhammad Panhwer 1ST

108 GBPS- Haji Ahmaed Wisriyo 1ST

109 GPS- Nabi Bux Laghari 1ST

110 GBPS- Punhoon Laghari 1ST

111 GPS- Noor Muhammad Kaleri 1ST

112 GBPS- Haji Jumma Laghari 1ST

113 GBPMS- Gharibabad 1ST

114 GPS- Chandioabad @ Muzro Awan 1ST

115 GGPS- Palio Ghumrani 1ST

Pag

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List of Non-Functional Schools

Sr.

No.

Name of School/Village Shift

01 GBPS- Pir Bux Kandra 1ST

02 GBPS- Abdul Sattar Daidino 1ST

03 GBPS- Umrio Bhel 1ST

04 GBPS- Ahmed Sher Rajput 1ST

05 GGPS- Jumon Leghari 1ST

06 GBPS- Muhammad Vighamal 1ST

07 GBPS- Nango Shah 1ST

08 GBPS- Haji Ahmed Mangsi 1ST

09 GBPS- Muhammad Siddique Vighio 1ST

10 GBPS- Khuda Bux Rind 1ST

11 GBPS- Allah Dino Samoon 1ST

12 GBPS- Gul Hassan Kerio 1ST

13 GGPS- Ali Muhmmad Warar 1ST

14 GBPS- Fateh Muhammad Abro 1ST

15 GBPS- Raza Muhammad Rind 1ST

16 GBPS- Leemoon Rind 1ST

17 GBPS- Karim Dino Mir Bahar 1ST

18 GBPS- Juman Jhirk 1ST

19 GBPS- Haji Waryal Jamori 1ST

20 GBPS- Yar Muhammad Bhatti 1ST

21 GBPS- Nawab Khan Mari 1ST

22 GBPS- Choudri Shafi Muhammad Arain 1ST

23 GBPS- Rind Muhhlah 1ST

24 GBPS- Imam Bux Palari 1ST

25 GBPS- Khair Muhammad Samoon II 1ST

26 GBPS- Khair Muhammad Sammon I 1ST

27 GBPS- Kapoor Mori 1ST

28 GBPS- Jhangli Shoro 1ST

29 GBPS- Mian Muhammad Umer Abassi 1ST

30 GBPMS- Haji Soomar Laghari 1ST

31 GBPS- Muhammad Sathio 1ST

32 GBPS- Moledino Sathio 1ST

33 GBPS- Haji Nouman Talpur 1ST

34 GBPS- Anwar Ali Shah 1ST

35 GBPS- Khuda Bux Sathiyo 1ST

36 GBPS-Mevo Chandio @ Gul Muhammad Mallah 1ST

37 Gbps- Haji Sawan Lund 1ST

Total Schools Surveyed= 152

No. of Functional Schools= 115

No. of Non-Functional Schools= 37

Pag

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Picture Gallery

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Pag

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Pag

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Case Studies:

Aisha Student Govt. kachi class

Aisha is enrolled in the Kachi class of Shoukat colony. She has two sisters and have no

brother .His father is labor. Before coming to Kachi class, she was unable to understand

things properly but after enrolling in the class, she become more active and aware about

things. She listens teacher’s suggestions and acts on those suggestions.

She is from poor family and after enrolling in the class she feels herself special because

after coming to the class she learnt many things such as cleanness, ethics & manners and

quality education and she shares those with her friends and family.

Mother’s view:

Mother told in Mothers meeting that she assembles all the children of street and deliver

them session on the cleanness, manners and ethics; whatever she learns from school.

Very often, she recites poem with action before her friends with confident. She knows the

place for prayers and its name and before sleeping she recites first Kulam –e – Tuheed.

She cleans hands before eating meal and she use Asslamulikum on meeting and Khuda-

Hafiz on leaving home. She learned all these after the attending the kachi classes. She

always keeps the environment of home very clean as well tidy. She helps her mother in

every chore of house. In class and School she instructs many students to keep clean.

Change in the family:

The mother of Aisha is uneducated and unaware about most of things but she learnt about

cleanness, manners and General knowledge .Aisha is brave girl and never fears from

anything. Aisha says that “I like to mischief and enjoy it”.

After Coming to kachi class

After coming to kachi class, Aisha took interest in the study and now she is able to find

out solution for her problems, she spreads good messages to her family, community and

other students.

Aisha does her assignments with interest and she is aware about her every responsibility

such as how to clean herself, home, school and environment. She also takes care of her

books and she respects elders.

Pag

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Case Study: Struggle is the second name of life

Back Ground:

This case study belongs to a poor

woman of Dhanoo, who lives in Bhai

Khan Talpur Village. This village is

situated at Tando Mohammad Khan

and the population of this village is

twenty five hundred (2500), the all

community of this village is

cooperative, caring and hard workers.

When you read that case study you will

be agree with that quotation “life

means struggle.”

Introduction: I was a housewife in a village Bhai Khan Talpur before joining as aaya at this school,

my name is Dhanoo W/O Hafez Ahmed, my husband was elect ration in WASA and we

lived very happy life with our four children. My husband Hafeez Ahmed was very hard

worker, he cared and loved his children and the all children were very attached with their

father and they shared all things with him.

I Dhanoo W/O Hafeez Ahmed,

lived happy life with our children, but

unfortunately my husband was died in road

accident. After that i and my children lost

courage, did not face all social, moral,

economical problems. In order to sudden death

of my husband destroyed family totally. Post

death of my husband, my three children became

mentally sick, and my children started assemble garbage

Pag

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in streets even begged some times when we passed nights without food, due to poverty I

was degraded by nears and dears. Whereas I got my husband’s pension 800 rupees per

month and worked in different houses and got 200 rupees in every month but that

income was not sufficient for me and mine children for surviving. I was worried round

the clock for mine children and their health and education, thought that my children

would never go to school for education like other children even I passed sleepless nights

regard career of mine children. In hands school mother monthly meetings is held in

school but due to absence of mine in the meeting, HANDS team came to me and

mobilized me regard mine children education. But I informed them clearly about mine

financial conditions in turn HANDS team assured me for mine job in HANDS school

because that time seat of aya was vacant in school. So one day I was called by the head

teacher for interview who introduced me as a Aya in the school. I started hard working

as a responsible person. During mine school job as Aya now I along with aya salary I

run makeshift shop in interval of school where I sell things for children, which support

me in mine financial problems

After mine job as Aya in school, I made a plan, that I must admit

my children in Govt Boys Primary school in Bhai khan Talpur so that I can educate

mine children through this platform, by the grace of ALLAH my children get education

in Govt school as good students now a days, and mine dream came true which was out

of question for me. In this case study I want to tell everyone “struggle is the second

name of life”.

Lesson learnt: “Where there is will, there is way”.