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EDUCATION - WHAT IS THE PROBLEM?
·          125 million children around the world are denied the chance to go to school. These numbers are the equivalent of every child in North America and every child in Europe being denied any schooling. Most of the children denied an education are girls.
·          Another 150 million children drop out of primary school before they have completed four years of education.
·          872 million people, one in four adults in the developing world, cannot read or write. Two thirds of them are women.
Why Does It Matter?
·          Education is one of the most effective ways to end poverty, improve peoples lives and build a better and more just society.
·          Poor people know that education is the best escape route from a life of poverty. Education brings with it improved health, the chance of prosperity, and hope for the future. It opens the door to a life of independence and dignity.
·          Money spent on education ultimately goes farther both economically and morally than expenditure in other areas.
·          Denial of education is the biggest single cause of global poverty and inequality.
·          Providing children with the chance to go to school is one of the most effective ways of ending exploitative child labour. When children are at school, they are not in the sweatshop. Education gives children the tools to improve their lives and break the chains of poverty and oppression.
·          When girls and women are allowed to have an education, the health care of their families and communities improves. Fewer children die of illness.
·          Education helps create more stable and democratic societies. People who receive an education gain the confidence and skills to participate in the governing of their society.
·          Education is a human right with immense power to transform. On its foundation rest the corner-stones of freedom, democracy and sustainable human development.
The Price Kids Pay
When kids grow up in poverty, they pay a heavy price. Research shows that they have more illnesses, they do not succeed as well at school, they die younger, they have more mental health problems, they don't get to go to university, they earn less when they are adults.
Research shows that for every $1 that a country invests in giving all children a good start in life, the country saves $7 in costs for health problems and other problems that arise when kids' basic needs are not met.
EVERY KID DESERVES A FAIR CHANCE. A KID WHO IS LIVING IN POVERTY DOES NOT GET A FAIR CHANCE.

From "Campaigns - Education - What is the Problem" in website: http://www.freethechildren.org/campaigns/index.html
also see "Campaigns - Child Labour - Real Stories -  Iqbal" at same site:
                                                                                              http://www.freethechildren.org/campaigns/index.html

================================================================================

A REPORT FROM HUMAN RIGHTS WATCH
Two years ago at the age of seven, Anwar started weaving carpets in a village in Pakistan's province of Sindh. He was given some food, little free time, and no medical assistance. He was told repeatedly that he could not stop working until he earned enough money to pay an alleged family debt. He was never told who in his family had borrowed money nor how much he had borrowed. Any time he made an error with his work, he was fined and the debt increased. Once when his work was considered to be too slow, he was beaten with a stick. Once after a particularly painful beating, he tried to run away, only to be apprehended by the local police who forcibly returned him to the carpet looms.

Children accused of committing criminal offenses in Pakistan are routinely tortured by police. Many of these children go on to spend months or even years in overcrowded detention facilities awaiting the conclusion of their trials. The treatment of children in detention violates Pakistani law, as well as the Convention on the Rights of the Child, which was adopted by the United Nations General Assembly ten years ago and ratified by Pakistan a year later. Despite a law that requires police to bring criminal suspects before a judge within twenty-four hours of arrest, children may spend as long as three months in detention before seeing a judge. Children share their cells with adults while in police custody, and like adult detainees, are routinely subjected to various forms of torture or ill-treatment, including being beaten, hung upside down, or whipped with a rubber strap or specially-designed leather slipper.Human Rights Watch calls on the Pakistani authorities to establish independent bodies to hear and investigate complaints of abuse by police and prison personnel, and to ensure the strict separation of adults and children deprived of their liberty. Authorities should also provide sufficient teaching staff and modern vocational training in each facility housing juveniles.
(2424) 11/99, 147pp., ISBN 1-56432-242-2, $15.00
(Links no more active)
This material is contained in the web site of the
CANADIAN INTERNATIONAL DEVELOPMENT AGENCY.
URL
This material is contained in the web site of the
CANADIAN INTERNATIONAL DEVELOPMENT AGENCY.
URL:
Clicking on the OK button, or clicking on the blue underlined link above will take you to that web site.

Click on the OK button to see the full on-line article published in a foreigh magazine
( status has since changed to be read only by subscription.)
A World Bank report of findings on
Girls Education in Baluchistan.
Since 1955, the Government of Pakistan has recognized its responsibility to provide universal basic education to children. Yet research both by the Bank and other agencies has revealed that by 1990, education enrollment and achievement in Pakistan was still at alarmingly low levels, particularly for girls. Girls' participation rate in education in Pakistan in 1990, for instance was a dismal 15%, among the worst in the world. The overall literacy rate in 1996 was about 10 percent, and the female literacy rate in rural areas was two percent.

Female education in Balochistan is a good benchmark of the national situation because Balochistan exhibits the worst educational indicators of all four provinces. Issues facing primary education in Balochistan are not different from the rest of Pakistan, only magnified several times and compounded by difficult geographical conditions. These issues include:

   lack of access, equity and efficiency;
   inadequate learning environment; and
   inadequate organization, planning and management.

Please click on the blue link below to read the full report

(Link since deactivated)

Education and Human Development
by Allan Thornley and Ranjit Perera, Ph.D.*

In the year 2000, what do 'human development' and 'education' mean? How are they linked? And is mainstream thinking about education so incomplete and off-balance that it is missing opportunities for breakthroughs in human development?

By global consensus, sustainable human development is the goal of international cooperation, and education is decisively important - not only as the prime tool, path or vehicle for reaching that goal, but for its own value in enriching and expanding what it means to be human. The content of these two abstractions - human development, and education - and the causal connections between them (about which each of us has unique experience and ideas) are thus central to future development prospects, and ripe for fresh thinking by everyone.


Click on the blue link below to read the full document
Or click on the OK button below

To visit the web site of Education Aid, UK, click the following link or on the OK button

LIBRARY
To visit the web site of Education Aid, UK, click the following link or on the OK button

MANAGEMENT

                                                                                  PROFILE

MOVEMENT FOR HUMAN DEVELOPMENT
Flat 3, 1st Floor, A-Block Market, Valancia Lahore 54770
Phones: 042-5181721  Fax: 9242- 5186838  
Email:  edcs@hotmail.com

GENERAL
MHD is an organisation active in the social welfare sector. It was established in April 1997 and was registered under the Voluntary Social Welfare Agencies Ordinance 1961 and Rules 1962 MHD was formed to provide facilities to improve potentials of disadvantaged groups of society through literacy and development of skills, as relevant to the labor market, so as to reduce deprivations caused by un-employment, under employment, poverty and other such factors.

MHD is an alliance of philanthropists, social scientists, educationists and professionals from various fields. They are committed to the uplift of vulnerable groups of society.
In recognition of the inter-dependence of education and development, MHD seeks to execute projects which help in social and economic uplift of our people to enable them to participate in national development.

OBJECTIVES
1. To promote literacy among poor communities through non-formal education.
2. To establish vocational centres for boys and girls.
3. To inculcate civic sense among poor children.
4. To create awareness against drugs and anti social behaviour.
5. To promote cottage industries and to establish lines of micro-credit to finance artisans and small craftsmen.

Through its operations, MHD hopes to make a contribution in the fight against child-labour, child-beggary and other social maladies which are a concommitant to illiteracy and poverty. A remarkable change has been noticed in the outlook, behaviour and self-respect of children in the custody of MHD centres.

PROJECTS
1.  Establishment of literacy and education centers in slums and backward areas.
2.  Vocational centers to equip youth with demand-oriented skills.
3.  Road safety program to inculcate road safety habits in children and general public.
    We have sought participation and technical assistance from the traffic police department to implement this program through       traffic safety demonstrations in schools.

Primary education is the first priority. Technical and vocational expertise can be developed only on a foundation of basic skills such as reading, writing and counting which are acquired through institutional primary education. The goal of basic education for all cannot, in our country, as experience shows,  be achieved through the existing coverage of formal educational institutions. It is therefore necessary to mobilize the support of communities and parents to set up cheaper centers of non-formal education.

Systems of non-formal education are not designed by official education departments. This is done by individual NGOs for their own institutions. Our efforts are important in meeting educational requirements of disadvantaged children who are deprived of formal education because they live in areas where schools are non-existent or do not fit their circumstances.

MHD presently operates seven literacy centers, four in urban Lahore and three in rural  areas, where education at primary level is imparted through a non-formal syllabus. Subjects taught include only functional subjects, Urdu , English and arithmetic. The syllabus, which covers material normally taught in a formal five-year course of primary level is being taught in three years. There is also stress on character building, road safety education, and awareness of environment, personal and domestic hygiene. Basic medical care, immunization, clothes, shoes etc. are also provided.

Enrolment in MHD schools is about 325 students. Annual expenditure presently stands at about Rs 400,000 for 6 centers.  No financial assistance has been sought or received from any Government agency.

SPONSORS
Organizations and individuals who have participated in the MHD effort include the following.
.
1.  Rotary Club, Lahor Cantt has adopted one literacy center fore which it provides financial support. Some members of the Club also contribute donations individually. We are hoping for expanded contribution of Rotary Foundation in the years to come.
2. Col. Ijaz Minhas and his family have donated funds as well as building and volunteers with which education and training facilities have bben set up at Chak-66, Bhalwal District, Sargodha, Pakistan.
3.  Education Aid (EDU-AID), a foundation of Pakistanis living in the UK, has provided funds to establish two literacy centers.. Edu-Aid has asked the MHD to set-up two more centers in suitable areas. (Education Aid also sends books, teaching materials and scientific equipment for use in various academic institutions and libraries free of cost, which are distributed to requesting institutions through the agency of MHD,

MHD approached the concerned official agencies for assistance in launching an educational road safety program to inculcate road safety habits among road users, particularly schoolchildren. No direct assistance was received, but the traffic police and education departments have taken steps to further the cause under our advice.

Contributions made to MHD qualify for tax relief, a facility approved by the Central Board of Revenue

Education and Human Development
by Allan Thornley and Ranjit Perera, Ph.D.*

In the year 2000, what do 'human development' and 'education' mean? How are they linked? And is mainstream thinking about education so incomplete and off-balance that it is missing opportunities for breakthroughs in human development?

By global consensus, sustainable human development is the goal of international cooperation, and education is decisively important - not only as the prime tool, path or vehicle for reaching that goal, but for its own value in enriching and expanding what it means to be human. The content of these two abstractions - human development, and education - and the causal connections between them (about which each of us has unique experience and ideas) are thus central to future development prospects, and ripe for fresh thinking by everyone.


Click on the blue link below to read the full document
Or click on the OK button below

A World Bank report of findings on
Girls Education in Baluchistan.
Since 1955, the Government of Pakistan has recognized its responsibility to provide universal basic education to children. Yet research both by the Bank and other agencies has revealed that by 1990, education enrollment and achievement in Pakistan was still at alarmingly low levels, particularly for girls. Girls' participation rate in education in Pakistan in 1990, for instance was a dismal 15%, among the worst in the world. The overall literacy rate in 1996 was about 10 percent, and the female literacy rate in rural areas was two percent.

Female education in Balochistan is a good benchmark of the national situation because Balochistan exhibits the worst educational indicators of all four provinces. Issues facing primary education in Balochistan are not different from the rest of Pakistan, only magnified several times and compounded by difficult geographical conditions. These issues include:

   lack of access, equity and efficiency;
   inadequate learning environment; and
   inadequate organization, planning and management.

Please click on the blue link below to read the full report

(Link since deactivated)
Basic Education:
A Precondition for Sustainable Development
Evidence is indeed accumulating that without a minimum of education for the entire population, a human-centred development process cannot be implemented or sustained. Basic Education for All, therefore, is a battle-cry against the prevailing pattern of elitism and selectivity in education that offers much to a few at the expense of a common core of learning for all.

Article by
Manzoor Ahmed and Gabriel Carron
MIRACLE
IN
BANGLADESH
Child Labour in Pakistan
Click on the OK button to see the full on-line article published in a foreigh magazine
( status has since changed to be read only by subscription.)
NO two negotiations for the sale of a child are alike, but all are founded on the pretense that the parties involved have the best interests of the child at heart. On this sweltering morning in the Punjab village of Wasan Pura a carpet master, Sadique, is describing for a thirty-year-old brick worker named Mirza the advantages his son will enjoy as an apprentice weaver. "I've admired your boy for several months," Sadique says. "Nadeem is bright and ambitious. He will learn far more practical skills in six months at the loom than he would in six years of school. He will be taught by experienced craftsmen, and his pay will rise as his skills improve. Have no doubt, your son will be thankful for the opportunity you have given him, and the Lord will bless you for looking so well after your own."
This material is contained in the web site of the
CANADIAN INTERNATIONAL DEVELOPMENT AGENCY.
URL:
Clicking on the OK button, or clicking on the blue underlined link above will take you to that web site.

One-room schoolhouses, with Canadian support,are bursting into business in Bangladesh. Since 1985, over 34,000 thatch-roofed schoolhouses with earthen floors and simple teaching materials have sprung up in villages across rural Bangladesh -- one of the poorest countries in the world.

Established by the Bangladesh Rural Advancement Committee (BRAC), Bangladesh's largest non-governmental organization, the schools have provided a bridge to a better life for more than one million children.

It all began when a poor woman, a member of one of BRAC's very successful village cooperatives, asked: "But what about our children? Must they grow up illiterate or can we do something to help them now?" In some rural areas of Bangladesh, more than 85% of the people are illiterate, although great strides have been made in recent years to improve national literacy rates for both men and women.

Studies show that having a basic education directly improves a person's income and productivity. Women who have just four years of schooling are more likely to have fewer and healthier children.
This material is contained in the web site of the
CANADIAN INTERNATIONAL DEVELOPMENT AGENCY.
URL
Click on the blue underlined link above which will take you to that web site, where you can read the article in full. Or click on the OK button

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                               ZIKRULLAH
                                      




Sura Ahzab, Vs. 41-42          O you who believe! Remember Allah (Subhana Wa Tallah) with much remembrance. And                                                  glorify Him morning and evening.
Sura Raad, Vs. 28                 Lo! The zikr of Allah (Subhana Wa Tallah) provides satisfaction for the hearts.
Sura Baqra, Vs. 152              Therefore remember Me, I will remember you. Give thanks to Me and reject me not.
Ssura Juma, Vs. 10               And remember Allah (Subhana Wa Tallah) much that you may succeed.
Sura Ankabut, Vs. 45            And verily remembrance of Allah (SubhanaWa Tallah) is most important.
Sura Nisa, Vs. 103                When you have performed the act of worship, remember Allah (SubhanaWa Tallah) standing,                                           sitting and reclining.
Sura Taha, Vs. 14                 And establish salaat for my remembrance.
Sura A'raaf Vs. 205               And remember thy Lord within thyself humbly and with awe, below thy breath, morning and                                              evening. And be thou not neglectful.
Sura Kahf, Vs. 28                 Restrain thyself along with those who call upon their Lord  morning and evening, seeking His                                           pleasure; and let not your eyes overlook them, desiring the pomp of their worldly life; and obey                                         not him whose heart we have made heedless of our remembrance, who follows his own lust                                             and whose case has gone beyond all bounds.
Sura Kahf, Vs. 100-101      On that day shall we present hell to the disbelievers, plain in view; those whose eyes had been                                         under a veil from remembrance of Me.
Sura Zumar, Vs 22               Then woe unto those whose hearts are hardened against remembrance of  Allah (SubhanaWa                                          Tallah). Such are in plain error.
Sura Zukrruf, Vs. 36              And he whose sight is dim to the remembrance of the Beneficent, we assign unto him a devil                                          who becomes his comrade.
Sura Jinn, Vs. 17                 And whoso turns away from the remembrance of his Lord, He will thrust him into ever-growing                                           torment.
Irshaadaat-e-Rehmat-ul-lil-Alameen

"Almighty Allah says, 'I treat my slave according to his expectations from me, and I am with him when he remembers Me. If he remembers Me in his heart, I remember him in my heart; if he remembers Me in a gathering, I remember him in a better and nobler gathering (of angels)."  Narrated by Hazrat Abu Hurairah.

Rasulullah (salallaho-alaihi-wa-sallam) said to his companions; "Shall I tell you of something that is the best of all deeds, constitutes the best act of peity in the eyes of your Lord, will elevate your staus in the hereafter, and carries more virtues than the spending of gold and silver in the service of Allah (SubhanaWa Tallah), or taking part in jehad and slaying or being slain in the path of Allah (SubhanaWa Tallah)." The companions pleaded to be told of such an act. Rasulullah (salallaho-alaihi-wa-sallam) replied, "It is the zikr of Almighty Allah (SubhanaWa Tallah)."
Mr. Muhammad Yunus, Qutba Juma, Friday May 5, 2001,
Evergreen Masjid, Evergreen Valley., San Jose, California.
Click below and
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HOLY QURAN
References
ACKNOWLEDGEMENT
EDUCATION - WHAT IS THE PROBLEM?
·          125 million children around the world are denied the chance to go to school. These numbers are the equivalent of every child in North America and every child in Europe being denied any schooling. Most of the children denied an education are girls.
·          Another 150 million children drop out of primary school before they have completed four years of education.
·          872 million people, one in four adults in the developing world, cannot read or write. Two thirds of them are women.
Why Does It Matter?
·          Education is one of the most effective ways to end poverty, improve peoples lives and build a better and more just society.
·          Poor people know that education is the best escape route from a life of poverty. Education brings with it improved health, the chance of prosperity, and hope for the future. It opens the door to a life of independence and dignity.
·          Money spent on education ultimately goes farther both economically and morally than expenditure in other areas.
·          Denial of education is the biggest single cause of global poverty and inequality.
·          Providing children with the chance to go to school is one of the most effective ways of ending exploitative child labour. When children are at school, they are not in the sweatshop. Education gives children the tools to improve their lives and break the chains of poverty and oppression.
·          When girls and women are allowed to have an education, the health care of their families and communities improves. Fewer children die of illness.
·          Education helps create more stable and democratic societies. People who receive an education gain the confidence and skills to participate in the governing of their society.
·          Education is a human right with immense power to transform. On its foundation rest the corner-stones of freedom, democracy and sustainable human development.
The Price Kids Pay
When kids grow up in poverty, they pay a heavy price. Research shows that they have more illnesses, they do not succeed as well at school, they die younger, they have more mental health problems, they don't get to go to university, they earn less when they are adults.
Research shows that for every $1 that a country invests in giving all children a good start in life, the country saves $7 in costs for health problems and other problems that arise when kids' basic needs are not met.
EVERY KID DESERVES A FAIR CHANCE. A KID WHO IS LIVING IN POVERTY DOES NOT GET A FAIR CHANCE.

From "Campaigns - Education - What is the Problem" in website: http://www.freethechildren.org/campaigns/index.html
also see "Campaigns - Child Labour - Real Stories -  Iqbal" at same site:
                                                                                              http://www.freethechildren.org/campaigns/index.html

================================================================================

A REPORT FROM HUMAN RIGHTS WATCH
Two years ago at the age of seven, Anwar started weaving carpets in a village in Pakistan's province of Sindh. He was given some food, little free time, and no medical assistance. He was told repeatedly that he could not stop working until he earned enough money to pay an alleged family debt. He was never told who in his family had borrowed money nor how much he had borrowed. Any time he made an error with his work, he was fined and the debt increased. Once when his work was considered to be too slow, he was beaten with a stick. Once after a particularly painful beating, he tried to run away, only to be apprehended by the local police who forcibly returned him to the carpet looms.

Children accused of committing criminal offenses in Pakistan are routinely tortured by police. Many of these children go on to spend months or even years in overcrowded detention facilities awaiting the conclusion of their trials. The treatment of children in detention violates Pakistani law, as well as the Convention on the Rights of the Child, which was adopted by the United Nations General Assembly ten years ago and ratified by Pakistan a year later. Despite a law that requires police to bring criminal suspects before a judge within twenty-four hours of arrest, children may spend as long as three months in detention before seeing a judge. Children share their cells with adults while in police custody, and like adult detainees, are routinely subjected to various forms of torture or ill-treatment, including being beaten, hung upside down, or whipped with a rubber strap or specially-designed leather slipper.Human Rights Watch calls on the Pakistani authorities to establish independent bodies to hear and investigate complaints of abuse by police and prison personnel, and to ensure the strict separation of adults and children deprived of their liberty. Authorities should also provide sufficient teaching staff and modern vocational training in each facility housing juveniles.
(2424) 11/99, 147pp., ISBN 1-56432-242-2, $15.00
(Links no more active)
END
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M. Zaheeruddin Jeddy, President

Zia Haider Rizvi, Sr.Vice President

Manzoor Ahmad, Hony.Secretary

Mian Farooq Altaf, Member

Mohammad Asif, Executive Director

S. A. Farrukh, Co-ordinator

Khalil Ahmad Cheema, Treasurer
Main sponsor  of MHD is
PAKISTAN EXPATRIATES COOPERATIVE HOUSING SOCIETY LTD.
Valancia, Lahore.54770
Phone : 5180676/5180673
Fax:      5711636
Email: pechs@nexlinx.net.pk
URL: http://www.geocities.com/pechspak/
The new system for measuring wealth of nations bases real wealth on a combination of natural capital, produced assets and human resources, as against the prsent system of measuring it on the basis of money alone. .. World Bank
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