The site includes material on the Windows operating system for both novices and more advanced PC users. There are interactive tutorials for beginners on very basic subjects and numerous articles at a variety of levels. Topics include system configuration and tweaks, file management, computer maintenance, security and fundamentals of using PCs. There is a separate section covering the Internet. There are also a number of PowerPoint™ presentations that are available for downloading. All material is copyrighted. Reproduction on another site is prohibited without permission of the author.
This separate site covers what the average PC user needs to know about the new operating system. System requirements, what's new, and tips for its use are among the topics.
The Windows Registry is not as mysterious as it's made out to be. This site explains what everyone should know about the Registry and how even home PC users can make changes in the Registry.
How secure are our computers? We are continually bombarded with warnings about new viruses, worms, and Trojan horses. Every few days another security patch for Windows seems to be necessary. To add to our problems, various new ways of invading our privacy or ripping us off are constantly springing up. Spyware and adware are being planted on us, crackers are breaking into our machines, email is full of spam and phishing scams. We seem to be under constant assault.
Short of never going online, what can the average PC user do for protection? Dire as it sometimes seems, the situation is by no means hopeless. This site is dedicated to helping the average PC user make full and safe use of the Internet. Here is a collection of pages outlining defenses against the various threats and annoyances and the steps that can be taken to ensure that we continue to enjoy the Internet.
Computer Science Education
Economics education demand
The dominant model of the demand for education is based on human capital theory. The central idea is that undertaking education is investment in the acquisition of skills and knowledge which will increase earnings, or provide longterm benefits such as an appreciation of literature (sometimes referred to as cultural capital). Studies from 1958 attempted to calculate the returns from additional schooling. Later results attempted to allow for different returns across persons or by level of education.
Statistics have shown that countries with high enrollment/graduation rates have grown faster than countries without. The United States has been the world leader in educational advances, beginning with the high school movement (1910-1950).
An alternative model of the demand for education, commonly referred to as screening is based on the economic theory of signalling. The central idea is that the successful completion of education is a signal of ability
Finance and Expenditures in Education
To ensure macro-economic stability, as well as to promote equitable economic growth, countries need to maintain public spending at a level consistent with their long-run financing ability while, at the same time, establishing transparent budget mechanisms that allocate and manage public resources equitably and reduce poverty. However, in the real world, public resource allocation decisions do not always reflect sound economic policies.
The World Bank, with its lending programs in numerous client countries, must ensure that borrowed World Bank funds reach the intended beneficiaries. World Bank Education Economists collaborate with experts from Country units and Poverty Reduction and Economic Management units to undertake economic and sector work (such as economic memorandums, poverty assessments and public expenditure reviews) as well as reports on specific issues in education to help with informed policy making in the sector.
Education policy research pays considerable attention to the productivity and efficiency of the education sector, in particular of government expenditure in the sector. Determining how governments and families can best finance and allocate scarce resources to produce quality education and the skills that individuals need for success, is an integral task of the education economists. The Education Sector Strategy Update (ESSU) also calls for integrating education into a country-wide perspective focusing on how education ties into the macro-economic context. It particularly emphasizes the need for close attention to fiscal policies and decentralization policies affecting school management and finance.
In this regard the education sector specifically seeks to answer the following questions in a country's public expenditute analysis:
How much is spent on education and what is the share of the government's expenditure?
How do governments finance the education sector and what do they finance?
Is there equitable distribution of the public resources?
Is the public getting its money's worth?
Is the spending adequate and sustainable?
Economic Analysis of Education Interventions
The economic analysis of a project helps select and design projects that contribute to the welfare of a country. Various tools of economic analysis help determine the economic and fiscal impact of the project, including the impact on society and the major stakeholders involved, as well as the project’s risks and sustainability. A good economic analysis answers the following questions:
What is the objective of the project?
This helps identify tools for the analysis. A clearly defined objective also helps in identifying the possible alternatives to the project.
What will be the impact of the project?
This question concerns a counterfactual as the difference between the situation with or without the project is crucial for assessing the incremental costs and benefits of the project.
Are there any alternatives to the project? If so how would costs and benefits of the alternatives to achieve the same goal compare to the project in question?
Is there economic justification of each separable component of the project?
Who gains and who loses if the project is implemented?
The analysis has to make sure that the most benefit accrues to the poor.
What is the fiscal impact of the project?
Is the project financially sustainable and what are the risks involved?
Are there any other externalities? What is the environmental impact of the project?
Economics of Education
Education economists analyze both what determines or creates education and what impact education has on individuals and the societies and economies in which they live. Historically at the World Bank a great deal of emphasis has been placed on determining outcomes to educational investment and the creation of human capital. The primary mission of the economics of education group is to identify opportunities for improved efficiency, equity, and quality of education and promote effective education reform processes; to help improve, among both World Bank staff and clients, knowledge of what drives education outcomes and results; to better understanding how to strengthen the links of education systems with the labor market; and to build and support a network of education economists and build bridges to all those who are interested in their work.
The World Bank addresses key themes of Economics of Education through work in these five topic areas:
Finance and Banking Education
Those who are entering into various fields of business will be wise to seek good Finance and Banking education. Courses in the field can encompass a broad variety of topics relevant to the financial industry. You can get good training in finance and banking right at your local school!
In general, vocational schools will offer education leading to a certificate of completion, or a two-year Associate of Science (AS) degree. Vocational courses in finance and banking can include topics such as Accounting, Bank Operations, Banking Law, Basic Economics, Business, Business Math, Computer Technology, Communications, Human Relations, Management, and Sales.
Finance and Banking schools may also provide specialized classes in Bank Management, Investment Banking, Public Relations, Marketing, Business Finance, Commercial Lending, Consumer Law and Lending Practices, Home Mortgages, and Real Estate and Real Property. An AS degree would be a good first step, and would qualify the student to enroll in a Bachelor degree program, and then a Master degree program, if desired.
Those who possess Associate or Bachelor degrees in Finance and Banking may acquire gainful employment as account clerks, bank tellers, budget analysts, and customer service representatives. Other career opportunities would include financial managers, insurance sales agents and underwriters, loan and credit clerks, loan officers and counselors, and real estate brokers and/or sales agents. Earning potential for those with graduate degrees, including Master Degrees in Finance and Banking, can climb as high as $100k or more per year.
The Girls' and Women's Education Policy Research Activity (GWE-PRA)
The Girls' and Women's Education Policy Research Activity (GWE-PRA), implemented by World Education in cooperation with the Harvard Graduate School of Education and the Education Development Center, was initiated to provide a better understanding of the constraints facing girls' and women's education and to identify creative approaches for addressing them. Longitudinal studies were carried out in Bolivia, Honduras, and Nepal to measure the developmental impact of integrated literacy and basic education programs that combine literacy with health and other areas. More specifically, these studies examined changes in knowledge, attitudes and practices of women on indicators of social and economic development related to economic participation, health, nutrition, community involvement and civic participation. Additionally, in Bolivia, World Education provided technical assistance to four local NGOs in developing, implementing and monitoring an integrated approach to adult education. In Peru, World Education and a local women's organization conducted a six-month study that examined factors affecting the school dropout rate of adolescent girls in rural areas, focusing specifically on the effects of menarche on girls' participation in school. The findings of these studies are providing decisionmakers with information to make more informed decisions about educational programs and policies and to increase educational opportunities for girls. (2001)
Girls and Women’s Education
The Africa Education Initiative - AMBASSADORS GIRLS SCHOLARSHIP PROGRAM (AEI-AGSP) Girls' Mentoring Resource Guide was originally conceived to provide activities, information, and ideas to those men and women who provide mentoring to the girls in the program. The Resource Guide targets scholarship recipients from ages 10 and older. It was designed to offer these girls the skills, knowledge, and ability to navigate everyday life and to prepare for a healthy adulthood. In 2007, however, USAID announced the expansion of the program to reach vulnerable boys with scholarships and mentoring. Much of the content in these lessons is equally applicable to boys. For example, boys have just as great a need as girls to understand human reproductive systems, career questions, or how to resist peer pressure. The sessions on topics such as gender and the importance of girls' education can also help boys by enabling them to play a more positive and supportive role in their families and communities. New supplementary materials are being developed that provide suggestions for adapting these materials for boys. New modules will address some topics not covered in the Resource Guide or expand on certain key issues included here. Although the activities in the present Resource Guide are certainly adaptable for boys or mixed groups, the original language that refers to participants as girls has been preserved. Finally, while this book is aimed at mentors, it is also a useful tool for those in organizations who are seeking to train mentors or other youth leaders. (2009)
World Education
Founded in 1951 to meet the needs of the educationally disadvantaged, World Education provides training and technical assistance in nonformal education across a wide array of sectors. Registered as a private voluntary organization, World Education has worked in over 50 countries in Asia, Africa, and Latin America, as well as in the United States.
World Education contributes to individual growth, strengthens the capacity of local partner institutions, catalyzes community and national development. World Education's approach is characterized by a commitment to meaningful and equal partnership that is flexible and evolves over time, and is based on mutual interest and trust. In its role as catalyst, World Education strives to develop assets such as good health, literacy, numeracy, business and civic participation skills, and access to credit. World Education promotes local autonomy by partnering with stakeholders to plan and implement their programs for social and economic change, appropriate to the local context and the needs of grassroots constituents.
NASA’ education
NASA’s journeys into air and space have deepened humankind’s understanding of the universe, advanced technology breakthroughs, enhanced air travel safety and security, and expanded the frontiers of scientific research. These accomplishments share a common genesis: education. As the United States begins the second century of flight, the Nation must maintain its commitment to excellence in science, technology, engineering and mathematics education to ensure that the next generation of Americans can accept the full measure of their roles and responsibilities in shaping the future. NASA will continue the Agency’s tradition of investing in the Nation’s education programs and supporting the country’s educators who play a key role in preparing, inspiring, exciting, encouraging, and nurturing the young minds of today who will be the workforce of tomorrow.
In 2006 and beyond, NASA will continue to pursue three major education goals:
-- Strengthening NASA and the Nation's future workforce
-- Attracting and retaining students in science, technology, engineering and mathematics, or STEM, disciplines
-- Engaging Americans in NASA's mission
Education and the World Bank
Education is central to development and a key to attaining the Millennium Development Goals. It is one of the most powerful instruments for reducing poverty and inequality and lays a foundation for sustained economic growth. The World Bank's strategic thrust is to help countries integrate education into national economic strategies and develop holistic education systems responsive to national socio economic needs. The World Bank is committed to help countries achieve Education For All (EFA) and, through Education for the Knowledge Economy (EKE), build dynamic knowledge societies
England bank education
The Bank offers a range of resources and services to build awareness and understanding of its role and functions, and of central banking more generally. For the public, there is a large range of material on why inflation matters, Museum presentations and displays for all ages and a public enquiry service.
For young people, there is material on money, prices and the economy, including an annual competition for secondary school students. For other central bankers, the Bank's Centre for Central Banking Studies conducts seminars and provides expert advice to monetary institutions throughout the world.
Highlights...
Education in England
Education in England is overseen by the Department for Children, Schools and Families and the Department for Business, Innovation and Skills. At a local level the local authorities take responsibility for implementing policy for public education and state schools.
Full-time education is compulsory for all children aged between 5 and 16 (inclusive). Students may then continue their secondary studies for a further two years (sixth form), leading most typically to an A level qualification, although other qualifications and courses exist, including GNVQ and the International Baccalaureate. The leaving age for compulsory education was raised to 18 by the Education and Skills Act 2008. The change will take effect in 2013 for 17 year olds and 2015 for 18 year olds.[8] State-provided schools are free of charge to students, and there is also a tradition of independent schooling, but parents may choose to educate their children by any suitable means.
Higher education typically begins with a 3-year Bachelor's Degree. Postgraduate degrees include Master's Degrees, either taught or by research, and Doctor of Philosophy, a research degree that usually takes at least 3 years. Universities require a Royal Charter in order to issue degrees, and all but one are financed by the state with a low level of fees for students.
Diploma universitario (university diploma),
The studies at specialized schools take 2 to 5 years, depending on the field of specialization. A duration of research activity is included.
The preferred subjects are Agriculture, Architecture, Economics, Pharmacy, Law, Engineering, Humanities, Modern Languages and Education, Biomedicine, Medicine and Veterinary Medicine, Natural Sciences, Physics and Mathematics and Political Science.
Hence the scope and depth of education in Italy is pretty commendable.
itlay Students
Students are rarely allowed to change their minds. Once passed they are awarded the Diploma di Maturità Diploma di Esame di Stato conclusivo del Corso di Liceo Classico/Liceo Scientifico (since 1999).
Apart from these schools there are two types of schools the Technical Secondary and the Specialized Secondary which provide the Maturità Tecnica/Diploma di Esame di Stato conclusivo del Corso di/pe r (name of technical option in the Istituto Tecnico concerned (since 1999) and the Maturità Artistica, Maturità Magistrale Diploma di Esame di Stato conclusivo del Corso di/per. ..(name of the option within the Istituto Secondario concerned)(since 1999) respectively.
The vocational training is rendered by Istituto Professionale for three years at the end of which pupils following such courses in the system of education in Italy are awarded the Diploma di Qualifica. Similar level professional training is of five years in Istituto Professionale which earns Diploma di Maturità Professionale di/per.../Diploma di Esame di Stato conclusivo dei Corsi di Istruzione Professionale di/per. ..(name of the option within the Istituto Professionale concerned). All the above courses charge students for tuition fees.
Italy Education in Higher Secondary Schools
Students must pass an exam to move up to scuola secondaria superiore or liceo , higher secondary school. Higher secondary school is of five years till the student is eighteen or nineteen years old. These are voluntary schools. Students must select an option about their education at an early age of the higher secondary school they will attend. Each higher secondary school is specialized by subject matter such as:
Italy Education in Lower Secondary Schools
The lower secondary schools, Scuola Media Inferiore , starting at the age of eleven go on for 3 years. The students of such education in Italy receive the Diploma di Licenza della Scuola Media at the age of 14 years. Although at this stage schooling is free, the books have to be bought by the students.
Italy Education
Italy Education is compulsory at the primary level which starts at the age of six.
However it can be preceded by 3years of preschool nursery training which is however optional. This type of education in Italy is provided by the Scuola Elementare . It is a 5 year program followed between the ages of six to eleven and the schooling and textbooks in the public schools are free. The students following such education in Italy are awarded the Diploma di Licenza della Scuola Elementare
For Parents of International Students
s your child interested in attending a USA university, USA college, or school? This section is designed exclusively for parents of children obtaining a USA education. It addresses many of the questions and concerns that parents have when sending their children to study in the USA at USA universities, USA colleges, boys and girls boarding school, etc. Highly recommended reading for parents with children who want to study in the US.
Life in the USA
Provides a look into life and culture for those wanting to study in USA universities, USA colleges and USA schools. What is really it like to study in the US? Learn about starting your USA education on the right foot. Includes
international student health insurance, USA money and banking information, international student housing, dormitories at USA universities and colleges, the student culture at schools, colleges and universities in the USA, USA regions, transportation, international student life, etc. Be prepared for your USA study experience at colleges, schools and universities in the USA.
USA Immigration
How does one get an international student visa to study in the US? Get information on immigration issues confronting each international student wanting to study in the US. Does the USA still welcome international students wanting to study in the USA? Which USA universities, USA colleges and USA schools are authorized to enroll international students? Includes international student visa application info, passports, USA embassy information, USA visa regulations, US green card lottery application, and even the new SEVIS immigration rules. Obtain USA immigration forms and read about some of the recent USA immigration changes that will affect your study in the USA.
International Student Admissions
How should I apply to study in the USA? A look at how the USA admissions process works. What do US universities, US colleges, boarding, ESL and other USA schools look for in international student applications? Plan your application in advance using our calendar. This section includes advice on choosing your major, selecting the right US Universities, US colleges or USA schools, US college entrance exams such as SAT, GRE and TOEFL, English as a second language (ESL) schools, college admission essay help, and other essential reading for students wanting to study in the USA.
Financing Your USA Education
Can international students work while enrolled in USA universities, colleges or schools? This section offers advice and information on paying for your education in the USA. Includes information on the cost of study in the USA and attending USA universities, USA colleges and other types of USA schools. Financial aid for US study, international student loans, grants and international student scholarships
USA Education System
Want to study in the US but confused about the American education system? This section includes international student info on USA universities, USA colleges, ESL schools, USA high schools, vocational schools, boarding schools, etc. Get info about the USA education system and how it works. What is the difference between a bachelors degree and associate degree? What are the differences between universities in the USA, USA colleges, and USA community colleges? Detailed information on associate degree, bachelor degree, masters degree, and PhD degree programs, academic credits, elective course options, types of USA schools, types of USA universities, what a liberal arts college is, and general USA education and graduation requirements for the international student.
Why Study in the USA?
Why do so many international students choose to study in the USA? This section explains what the USA education system has to offer each international student and why you should study in the US. Discussed are common misconceptions about USA study. Why are there so many top schools, colleges and universities in the USA education system? There even is a list of some famous international students who obtained a USA education at one of the many top USA universities, USA colleges and USA schools. A must read for those considering US study.
The International Student Loan Center
Each year over 200,000 Americans study abroad and nearly 600,000 international students come to the USA to study. However, studying abroad often requires financial assistance for extra expenses such as travel, accommodations and materials, which can make it a greater financial commitment. InternationalStudentLoan.com is here to help, by offering a range of international student loans and study abroad loans to international students and Canadian students in the USA and for US Students studying around the world.
The International Student Loan Center
Each year over 200,000 Americans study abroad and nearly 600,000 international students come to the USA to study. However, studying abroad often requires financial assistance for extra expenses such as travel, accommodations and materials, which can make it a greater financial commitment. InternationalStudentLoan.com is here to help, by offering a range of international student loans and study abroad loans to international students and Canadian students in the USA and for US Students studying around the world.
Allama Iqbal Open University
Allama Iqbal Open University (AIOU) is the first Open University in Asia. AIOU is a unique institution in Pakistan because of its philosophy, system, approach, functions and overall structure. The University with its main campus at Islamabad and huge network of regional centers spread all over the country is serving its clientele all over Pakistan and in the Middle East. AIOU is a Distance Education institution, which provides multi disciplinary education from basic to doctoral level programs.
Government College, Lahore
After 145 Years of its wonderful history the Government College, Lahore was raised to the status of a University in 2002. It was renamed as GC University Lahore. The academic life here has been re-shaped in accordance with its new challenges and we hope to fulfill the expectations that go with a University. GCU is committed to act as promoter of quality education for all.
This Institution is one of the oldest seats of learning in the Muslim world. As a seat of higher learning GC University blends grand old traditions and modern educational standards to meet the ideals set by person like philosopher Dr. Muhammad Iqbal and Noble Laureate Dr. Abdus Salam.
We have redesigned our syllabi and courses to train the young minds for productive careers. The University offers B.A/B.Sc. (4-year Hon.), M.A, M.Sc. (in some selected disciplines), M.B.A., M.Phil, and PhD programmes in all major disciplines. We also take steps to sensitize our students about the meaning of the university Motto: "Courage to Know." We try to make the students inquisitive, thinking and independent in pursuit of knowledge. Special measures are taken through discussions, co-curricular activities, writing of term papers and dissertations to make the learners confident in their understanding of the innovative themes and topics. Every student is thus brought into the mainstream of the grand academic culture of the GC University. During their stay, the students are bound to benefit from the academic, intellectual and cultural environment of this celebrated educational institution.
University of the Punjab
Established in 1882 at Lahore
Established in 1882 at Lahore, the University of the Punjab is the largest and the oldest seat of higher learning in Pakistan. It was the first to be established in the sub-continent in Muslim majority area. The fact that three Nobel laureates are from this University speaks volumes for its academic and research excellence.
Located in the historical and culturally alive city of Lahore, this University has played a leading role in higher education in the country. The University strives to provide a conducive environment for the pursuit of the academic activities. On account of its quality degrees, pleasant environment and low tuition fees the University remains the institution of first choice for admission seeking students.
Allama Iqbal Campus, named after the great South Asian thinker and mystic poet, with Islamic architectural design is in the middle of the bustling city of Lahore.
Quaid-i-Azam Campus, after the name of the father of the Nation, is located 12 kilometers to the South of Allama Iqbal Campus. Spread over an area of 1800 acres of lush green landscape, this campus is the centre of academic and administrative activities of the University. A canal dividing the academic blocks from the student lodgings and adds to the beauty of the campus.
The University has also a summer campus at Khanaspur, located at a height of about 7,000 ft. in the Himalayan range near Ayubia. This Campus, in addition to providing research facilities, is also used as a recreational centre for the faculty and the students.
The University has also started Campus at Gujranwala, with four disciplines i.e. Business Administration, Commerce, Law and Information Technology. Few more disciplines will be added in near future.
The University comprises of 4 Campuses, 13 Faculties, 9 constituent colleges, over 63 Departments, Centres, Institutes, and 500+ affiliated colleges. It has over 620 permanent faculty members involved in teaching/research and over 30,000 on campus students. Annually there are about 350 exams for 450,000 students.
Quaid-i-Azam University
This University was established as University of Islamabad under an Act of National Assembly passed in July, 1967. It started teaching and research program for M.Phil & Ph.D. degrees. Later on, it was decided to start M.Sc. degree program for graduates from all regions of the country, based on regional quota. The University was housed initially in rented buildings in Satellite Town, Rawalpindi and moved to its permanent Campus in October 1971. The University was renamed as "Quaid-i-Azam University" in 1976 at the time of centenary celebrations of the Founder of Pakistan. The University is recognized in Pakistan and abroad as an Institution of higher academic standards and its graduates receive acceptance in universities and research institutions the world over. The University has also established research collaboration with selected universities/research organizations in United States, Europe and South Asia. The University is rated as one of top public institution of higher education in Pakistan which has qualified team of teachers and researchers. More than 80% of the teachers hold doctoral degrees with experience of working in renowned universities of the world. The University has the distinction of having a large number of distinguished scientists and educationists as its faculty members, holding national awards and international recognition.
The University presently admits about 600 students in its Master's degree program, 200 to M.Phil and 100 to Ph.D. annually. In addition about 300 students are admitted in MBA, M.Sc. Computer Science, Economics, Chemistry, Mathematics, Statistics, Biology, Electronics, Earth Sciences, Physics and Pakistan. Studies on self financed evening program in Fall Semester (September to January).
At present the University has the following Faculties, Departments, Centers and Institutes offering degree programs:-
University of Karachi
At the time of creation of Pakistan as a sovereign state in 1947, means for higher education and research were negligible. Responding to the impending requirement of higher learning, Pakistan started establishing relevant educational institutions of higher learning and research and thus under went rapid modernization. The University of Karachi was established by an act of Pakistan parliament in September, 1950. The present campus, to which the University shifted in 1959, is spread over 1279 acres of land, situated 12 Km away from the city center.
Today the University is recognized as a premier center of learning and research in the Subcontinent and in the Third World. A number of scientists and scholars affiliated with the University are working in important positions both within and outside Pakistan and have won recognition and acclaim.
At present teaching in the University campus is conducted under six faculties: Faculty of Arts, Faculty of Science, Faculty of Islamic Studies, Faculty of Management and Administrative Sciences, Faculty of Engineering and Faculty of Pharmacy. There are 52 departments and 17 research institutes/centers, which are imparting education to more than 24,000 students including students from foreign countries. The faculty comprises of more than 600 highly qualified and experienced teachers; many of them have obtained higher degrees from abroad and enjoy a high repute internationally. The non-teaching staff comprises more then 1700 people to help with administrative and other matters.
The University of Karachi is also an affiliating and examining body and at present, 145 colleges and institutions are affiliated to the University. The courses of studies for these institutions are approved by the University and examinations are also conducted under its auspices. The University conducts examinations of about 150,000 students studying in these colleges/institutes, prepare their results and award degrees.
NBP Student Loan Scheme
Pursuant to the announcement made by the Federal Finance Minister in his 2001-2002 budget speech, a STUDENTS LOAN SCHEME (SLS) for Education was launched by the Government of Pakistan in collaboration with major commercial banks of Pakistan (NBP, HBL, UBL, MCB and ABL). Under the Scheme, financial assistance is provided by way of Interest Free Loans to the meritorious students who have financial constraints for pursuing their studies in Scientific, Technical and Professional education within Pakistan.
The Scheme is being administered by a high powered committee comprising Deputy Governor, State Bank of Pakistan, Presidents of the commercial banks and representative of Ministry of Finance, Government of Pakistan.
ADMINISTRATOR OF THE SCHEME National Bank of Pakistan
ELIGIBILITY
Under the scheme the students are eligible to apply for loans provided:
He/She has obtained admission on merit through normal course/procedure in the approved Universities/Colleges of the public sector mentioned hereunder.
He/She falls at the time of admission within the age bracket of:-
For Graduation Not exceeding 21 Years
For Post-Graduation Not exceeding 31 Years
For Ph.D Not exceeding 36 Years
He/She has secured 70% marks in the last public examination.
He/She has undertaken the study of the subjects given below.
He/She is unable to pursue studies due to financial constraints.
TYPES OF LOAN
The loan facility will be available for entire duration of the study for:-
Schedule Fee Paid directly to the
University/College
Boarding expenses excluding meal charges
Procurement of textbooks--- Disbursed directly to the student
REPAYMENT
The maximum period of repayment of loan is 10-Years from the date of disbursement of first installment. The borrower shall repay the loan in monthly installment after six months from the date of first employment or one year from the date of completion of studies, which ever is earlier.
Under the Scheme, loans is available in the following subjects.
APPROVED UNIVERSITIES/COLLEGES
i) Engineering ii) Electronics
iii) Oil Gas & Petro-Chemical Technology iv) Agriculture
v) Medicine vi) Physics
vii) Chemistry viii) Biology, Molecular Biology & Genetics
ix) Mathematics x) Other Natural Sciences
xi) DAWA and Islamic Jurisprudence (LL.B/LL.M Sharia) xii) Computer Science/Information
System and Technology including hardware.
xiii) Economics, Statistics and Econometrics xiv) Business Management Sciences
xv) Commerce
a Top
OTHER INFORMATION
Application Forms are available from the designated branches mentioned above or may be downloaded from National Bank of Pakistan website www.nbp.com.pk/studentloan
The students desirous of availing loan under the Scheme may apply on prescribed form for financial assistance subject to he or she has got admission on merit through normal procedure in the Universities/ Colleges afore-mentioned.
Applicants are required to submit/send their applications on the prescribed form, duly completed in all respect, to the designated branches indicated against each University/College by the given date. Incomplete application shall not be entertained.
Students who have availed this facility in the last / previous year(s) need not to apply.
ONLY SUCH APPLICATION RECEIVED BY THE DESIGNATED BRANCHES ON OR BEFORE 28TH FEBRUARY 2008 SHALL BE ENTERTAINED. LOAN FACILITY IS SUBJECT TO AVAILABILITY OF FUNDS.
Mr. Muhammad Riaz Khokhar,
Executive Vice President or Mr. Shamim Iqbal, Vice President,
Students Loan Wing,
National Bank of Pakistan,
Head Office, Karachi
Telephone No. 021-9212714, 9213026 and 9212100- Ext.2637.
Study in Sweden
Study in Sweden is a comprehensive resource for information about higher education in Sweden.
The site incorporates a database of English-language master’s programs, information about Sweden’s universities as well as practical facts concerning application procedures, scholarships, visas, accommodation and information for learning Swedish as a foreign language.
University of Oxford
Welcome to the University of Oxford. People from all walks of life and all parts of the world have been visiting us for nine centuries and we are delighted that via this website you are joining that long tradition. Oxford was the first University in the English-speaking world. Our aim is to remain at the forefront of centres of learning, teaching and research.
Oxford’s remarkable global appeal continues to grow. Students from more than a hundred and forty countries and territories make up a student population of over twenty thousand. Over a third comes from outside the United Kingdom.
But it is not just longevity and global reach that mark Oxford out and give the University its special character. There is also our distinctive college and tutorial system which underpins a culture of close academic supervision and careful personal support for our outstanding students. Our colleges and halls of which there are more than forty also help to foster the intense interdisciplinary approach that inspires much of the outstanding research achievement of the University and makes Oxford a leader in so many fields. It is an approach especially suited to confronting many of the hugely complex challenges that face us all. That is why we believe that the greater we can make Oxford, the greater its contribution to the well-being of the world you and I share.
University of Balochistan, Quetta
The University of Balochistan, Quetta is the oldest educational Institution of higher learning of the province entrusted with the responsibilities to educate and train the potentially talented human resource and manpower to meet the emerging needs of the industry and society. It plays a vital role in development of Pakistan in general and Balochistan in particular. The province of Balochistan is passing through a process of rapid socio-economic development which needs well qualified and competent scientists, professionals, academicians and administrators. The University is cognizant of this need and prepared to provide meaningful higher education to the youth of the province.
Sardar Bahadur Khan Women's University Quetta
Since 1953, the Sardar Bahadur Khan Sanatorium on Brewery Road had been providing shelter to patients. On March 18 , 2004 the Building was witness to a historic transformation where it was given the status of Balochistan 's first , and Pakistan 's Third women's University. From that day onwards , the Sardar Bahdur Khan Women's University of Balochistan has been striving to provide a haven to the women of Balochistan and Pakistan who are interested in educational and intellectual pursuits. The official key handing ceremony was held in the Auditorium in the university premises. The D.S Railways, presented the key to the University to the Honorable Chancellor and Vice Chancellor in a lavish ceremony consisting of prominent members of Quetta Society & Minister, Local Government officers, and Vice Chancellors from other universities in Balochistan
University of Balochistan Quetta
Education in Pakistan is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees.
All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.
Historical background
When Pakistan gained independence in 1947 from British India, West Pakistan had only one institution of higher education], the University of the Punjab; East Pakistan had the University of Dhaka. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the country’s socio-economic development.
In the early 1970s, all of Pakistan’s educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. Still Pakistan's education system is considered one of the few leading education system in the world and some Pakistani universities and school are highly renowned for their standards internationally.
For the next decade, Pakistan’s entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree.
In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the country’s sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards.
Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions.
The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up.
The Government has decided to introduce 'English Medium Education' on a phased basis and to substantially end the right to 'Mother Tongue Education'. This new policy which is termed 'Education Sector Reforms (Policy decisions)', states that "English language has been made compulsory from Class-1 onwards." and the "Introduction of English as medium of instruction for Science, Mathematics, Computer Science and other selected subjects like Economics and Geography in all schools in a graduated manner."
Caretaker Minister for Education Mr. Shujaat Ali Beg declared Jan 25, 2008 that eighteen colleges of the city of Karachi would be made "Model English Medium Colleges,"'
A child may begin his/her schooling at a pre-school at the age of 3. Over the last few years, many new kindergarten (sometimes called montessori) schools have also sprung up in Pakistan.
Post-secondaryStudents can then proceed to a College or University for Bachelor of Arts (BA) or Science (BSc) or Commerce/Business Administration (BCom/BBA) degree courses. There are two types of Bachelor courses in Pakistan namely Pass or Honours. Pass constitutes two years of study and students normally read three optional subjects (such as Chemistry, Mathematics, Economics, Statistics) in addition to almost equal number of compulsory subjects (such as English, Pakistan Studies and Islamic Studies) whereas Honours are three or four years and students normally specialize in a chosen field of study such as Biochemistry (BSc Hons. Biochemistry). It is important to note that Pass Bachelors is now slowly being phased out for Honours throughout the country. Students may also after earning their HSSC may study for professional Bachelor degree courses such as engineering (B Engg), medicine (MBBS), vetrinary medicine(DVM) law (LLB), agriculture (B Agri), architecture (B Arch), nursing (B Nurs) etc. which are of four or five years duration depending on the degree.Further after passing the diploma of associate engineer(3-Year study after SSC)can take in admission in B.Tech engineering.B.Tech(Hon's) degree consists of four years.
Some Masters Degrees also consist of 1.5 years. Then there are PhD Education as well in selected areas. One has to choose specific field and the suitable university doing research work in that field. PhD in Pakistan consists of minimum 3-5 years.
Pakistani universities churn out almost 1.2 million skilled graduates annually. The government has announced a $1 billion spending plan over the next decade to build 6 state-of-the-art science and engineering universities. The scheme would be overseen by the Higher Education Commission.
[edit] Pre-school
Education in Pakistan is divided into five levels: primary (grades one through five); middle (grades six through eight); high (grades nine and ten, leading to the Secondary School Certificate); intermediate (grades eleven and twelve, leading to a Higher Secondary School Certificate); and university programs leading to graduate and advanced degrees.
All academic education institutions are the responsibility of the provincial governments. The federal government mostly assists in curriculum development, accreditation and some financing of research.
Foreign students leaving UK debts
The Student Loans Company says 2,240 students should have begun repayments but 1,580 are not accounted for.
A Spanish student said she had heard nothing five years after graduating.
The government says the SLC is doing what it can to track people down. Take-up of the entitlement is growing fast, with 46,000 now having borrowed £130m.
Students from EU countries have been eligible for low interest loans from the British taxpayer to pay for their tuition fees since 2006.
EU students are entitled to the same allowances as those in the countries in which they study.
So the loans are available for those at universities in England, Wales and Northern Ireland. EU students at Scottish universities do not normally have to pay fees.
Most of those involved are still at university so are not due to begin repaying loans until the year after graduation or withdrawal from university, and once they are earning more than £15,000. Lower salary levels apply in most other European countries.
SLC figures show that 2,240 students were due to begin repayment in 2007 and 2008. But 59% of those due to start paying back their loans in 2007 did not do so, while last year that number rose to 70%.
According to the SLC records those students, some 1,580 of them, are unaccounted for. The loans for both years were worth about £3.8m.
'Shockingly ineffective'
Experts believe this is a warning sign of much larger repayment problems to come when greater numbers of EU students start graduating.
David Willetts MP, Shadow Secretary of State for Innovation, Universities and Skills believes the SLC is not doing enough to track students down once they leave the country.
"It's very important that the Student Loans Company is as energetic in collecting debt built up by students across the continent of Europe as they must be in collecting debts from students in Britain," he said.
"The evidence that we're getting already shows that the Student Loans Company is being shockingly ineffective in collecting money that's owed."
One Spanish former student who graduated from a university in England almost five years ago.
Now living in her home country, she said she had been surprised that she had had no communication from the SLC about repaying her loan since graduating. She asked not to have her name published.
"If you don't have anyone reminding you that you owe them money, and that you have to pay, you can forget about it," she said.
"You don't live there and you have other priorities. It's quite easy just to forget.
"If you owe money to the bank but then you don't hear from them, then you just don't worry. It's just human nature."
Voluntary
This graduate owes £10,000 and said that in the end she became concerned that the size of her loan was increasing because of interest, so she contacted the SLC herself. She has just begun repaying the loan voluntarily.
"It is a loan, and when you sign a contract you have to pay it back. It's my responsibility to do so," she said.
However she added that she knew of several other students who were not intending to pay back their loans until they heard from the SLC.
Students applying for loans always have to provide a permanent address, such as their parents' home address.
But a spokesman for the SLC said it did not routinely write to parents' addresses because it might be a breach of data protection rules.
Universities learn shares of £8bn
Almost £8bn has been divided up by the funding council (Hefce) for 2009-10, 4% more than last year, with £4.8bn for teaching and £1.5bn for research.
Research grants reflected the recent assessment exercise, giving priority to those with the highest quality work.
But some prestigious universities have seen their share of funding cut.
Conversely, some of England's newest universities, along with many university colleges and specialist institutions, were better off for having improved their research performance.
Universities learn shares of £8bn
Thursday, March 05, 2009
English universities with a heavy involvement in science have had funding protected at the expense of the social sciences, arts and humanities.
Almost £8bn has been divided up by the funding council (Hefce) for 2009-10, 4% more than last year, with £4.8bn for teaching and £1.5bn for research.
Research grants reflected the recent assessment exercise, giving priority to those with the highest quality work.
But some prestigious universities have seen their share of funding cut.
Conversely, some of England's newest universities, along with many university colleges and specialist institutions, were better off for having improved their research performance.
The GuildHE organisation which represents them welcomed the decision.
"The announcement today is a just reward for academic colleagues in institutions that do not claim to be research-led; many of whom had made significant strides forward in research excellence on the basis of very limited financial support," it said.
'Victim'
Diana Warwick, chief executive of vice-chancellors group Universities UK, said: "We are pleased with this recognition of the world-class strength of the UK's research base, though we also note that some institutions face funding challenges as the result of changes in research allocations."
The London School of Economics (LSE) saw its overall grant for research and teaching drop by 0.8% with research funding cut by more than 13%.
In a statement, the LSE said it was "disappointed" as its performance in the research assessment exercise had been "outstanding".
"The LSE is a victim of the Hefce funding formula which implements government policy to protect the Stem subjects (science-medicine, technology, engineering and maths) at the expense of social sciences, arts and humanities," it added.
In the non-Stem areas, faculty and student numbers had grown more rapidly, and the potential for small pockets of research excellence was greater.
The rector of Imperial College London, Sir Roy Anderson, said he was "reassured" the leading universities were the main recipients of research funding - but noted their share of these funds had declined.
'World class'
Sir Roy said: "At a time when the UK is looking to its science, technology and medicine powerhouses for ideas and innovations to help lead the economic recovery, it can't have been intended that we could be reducing the share of, and in many cases, actual, research funds to institutions which have demonstrated sustained excellence across successive research assessments."
He added: "It is surprising that Imperial College London, ranked top of all UK institutions for its proportion of research judged world-leading or internationally excellent should suffer a real decline in its allocation of research funding."
Universities secretary John Denham described Britain's university sector as "world class".
"The government is committed to ensuring that it remains so through a well-funded, successful and independent higher education sector," he said.
But his Tory shadow, David Willetts, described the cut in funding for some of the leading institutions as "a mess of ministers' own making".
"It is the wholly predictable result of their policy to spread money too thinly and it is a great pity that our world-class institutions like Imperial and the LSE have lost out, especially when we need them so badly at tough times like this," he added.
Six months teacher training plan
Schools Minister Jim Knight announced proposals aimed at tempting more outstanding people to teach.
Two hundred people seen as future head teachers will also be able to move into school leadership within four years via an accelerated headship programme.
Education unions have reacted with alarm and scepticism about the need for the schemes or their practicability.
'Life experience'
The changes are part of the government's wide ranging Working Together public service reform paper, being published by the prime minister.
Its proposals include offering people the chance to rate health and childcare services online, as well as comparing police and council performance.
Mr Knight said: "There are thousands of highly talented individuals in this country who are considering their next move, who want to do something challenging, rewarding, that is highly respected and where good people have great prospects.
"My message to them is to see what they can offer teaching and what teaching can offer them."
He added: "By cutting the initial teacher training course to six months for the most able candidates, we will make teaching a more attractive choice for experienced people who want to get into the classroom quickly but need high quality initial teacher training."
Cabinet Office Minister Liam Byrne told the plan was to intensify training for "good people" with "life experience behind them".
"We know there are a lot of fantastic mathematicians, for example, who would have once perhaps gone into the City but now actually might be more interested in a career in teaching," he said.
Liberal Democrat education spokesman David Laws said the government's plan was "timid", ducking an opportunity to bring about much-needed reform of the education system.
"Getting more talented people into the teaching profession and school leaderships roles is important.
"But ministers need to couple this with giving all schools extra freedoms and more money so that they can focus on raising standards."
Shadow schools secretary Michael Gove also said the government could go further.
"We have been calling for much greater power for heads over recruitment, the need for greater rewards for good teachers and specialists, and much greater flexibility in teacher training, including a new graduate scheme based on going straight into the classroom."
'Gimmicks'
Education unions are to be consulted over the next few weeks on the details of the programmes, which have yet to be finalised.
But one union said the scheme did not seem to be addressing an urgent need - especially when enquiries about teacher training have jumped as the recession has taken hold.
The general secretary of the Association of Teachers and Lecturers, Mary Bousted, said: "We have fought very hard to make this a graduate profession and I have grave doubts that you can accelerate teacher training like this."
England's Department for Children, Schools and Families said the fast track teacher training scheme would be aimed at people with several years' professional experience in areas such as the financial services or hi-tech industries.
But Dr Bousted said: "It sounds like an employment scheme for unemployed bankers, but this may not be the best way to go about it."
She added: "I'm becoming very worried about the plethora of different gimmicks and initiatives the government is coming out with - this looks very much like back-of-the-fag-packet stuff."
An existing scheme - known as Teach First - recruits high calibre graduates and, after six weeks' initial training, places them in tough schools to continue learning the ropes for a year.
They then are expected to continue teaching for another year before moving into their intended careers.
Agha Khan University Message
Dean's Message
Read in Urdu
I am pleased to welcome you to Aga Khan University Medical College (AKU-MC) website. The Medical College, which commenced its operation in 1983, is an academic unit of the Faculty of Health Sciences, alongside the School of Nursing. In the Medical College, in addition to the MBBS degree in Medicine, we offer an MSc in Epidemiology and Biostatistics and an MSc in Health Policy and Management, both centred in the Department of Community Health Sciences. We also offer a PhD in Health Sciences, a multi-disciplinary programme with a focus on the basic sciences. We have an extensive Postgraduate Medical Education (PGME) programme comprised currently of 20 residency and nine Fellowship programmes in clinical disciplines. In addition, PGME programmes are offered in East Africa.
Our faculty members are devoted to the highest standard of education, scholarship, research, and patient care. Research in all our academic units continue to take on increasing importance and we are competitive internationally in a number of research areas.
We are proud of the great strides and advances that the faculty has made over the past two decades. We anticipate continued growth and greater accomplishments in all our endeavours.
Dr Farhat Abbas
Interim Dean
Aga Khan University Medical College
January 1, 2009
Education in Pakistan
When Pakistan gained independence in 1947 from British India, West Pakistan had only one institution of higher education], the University of the Punjab; East Pakistan had the University of Dhaka. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the country’s socio-economic development.
In the early 1970s, all of Pakistan’s educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. Still Pakistan's education system is considered one of the few leading education system in the world and some Pakistani universities and school are highly renowned for their standards internationally.
For the next decade, Pakistan’s entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree.
In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the country’s sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards.
Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions.
The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up.
The Government has decided to introduce 'English Medium Education' on a phased basis and to substantially end the right to 'Mother Tongue Education'. This new policy which is termed 'Education Sector Reforms (Policy decisions)', states that "English language has been made compulsory from Class-1 onwards." and the "Introduction of English as medium of instruction for Science, Mathematics, Computer Science and other selected subjects like Economics and Geography in all schools in a graduated manner."
Caretaker Minister for Education Mr. Shujaat Ali Beg declared Jan 25, 2008 that eighteen colleges of the city of Karachi would be made "Model English Medium Colleges,"'
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Local scholarshipsIt is typical for persons to find scholarships in their home region. Information on these can be found by asking local persons and organizations. Typically, these are less competitive as the eligible population is smaller.
Guidance counselors: When starting to explore scholarship opportunities, most high school students check with their guidance counselors. They can be a reliable resource for local scholarships.
Non-profit organizations and Charitable trusts: Most non-profit organizations have at some point of their history founded scholarships for prospective students. The Good Schools Guide, a guide to schools in the UK, states "Charitable grant-making trusts can help in cases of genuine need," and goes on to outline several instances where this may be the case, including an "unforseen family disaster" and a "need for special education".[1]
Community foundations: Many counties and cities and regions have a local foundation dedicated to giving money in the form of grants and scholarships to people and organizations in the area.
Foundations: Certain Foundations in the United States offer scholarships for Entrepreneurial Endeavors.
Labor unions: All the major labor unions offer scholarships for members and their dependent children.
Houses of worship: The local house of worship may or may not have any scholarships for their members, but the religious organization or headquarters may have some available. Of course, theology study is a highly encouraged.
Chamber of commerce: Many chambers of commerce offer (usually small) grants to students in the community, especially those planning on careers in business and public service. Even if they do not offer any themselves, one can usually get a listing of members, and many of them may offer small scholarships to local students.
Other volunteer organizations: Many organizations offer scholarships or award grants to students whose background or chosen field overlaps the field of the organization. For example, local chapters of professional societies may help the studies of exceptionally distinguished students of the region. Similarly, charity organizations may offer help, especially if the late parent of the student was a member of the organization (e.g., a Masonic lodge might help the orphan of a lodge brother.) This kind of scholarship is mostly ad hoc.
School: Old, well-known schools are often endowed with scholarship funds.
University: Old, well-established universities may have funds to finance the studies of extremely talented students of little means. To be eligible, a student often must belong to some special category or be among a nation's best. However, universities have information available on scholarships and grants, possibly even internship opportunities.
PSAT/NMSQT: In the United States, students are offered the opportunity to take the PSAT/NMSQT test, usually in their junior year of high school. Not only does it help them to prepare for the SAT later on, but National Merit Scholarship programs are determined, in the first step, by the scores received on the PSAT/NMSQT test. Some private scholarship programs require applicants to take the PSAT.
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Pakistan top university links
Federal
University Name
URL
City
Sector
National Defence University
http://www.ndu.edu.pk/
Islamabad
Public
Virtual university of Pakistan
http://www.vu.edu.pk/
Lahore
Public
National University of Science and Technology
http://www.nust.edu.pk/
Rawalpindi
Public
Riphah International University
http://www.riu.edu.pk/
Islamabad
Private
Quaid-i-Azam University
http://www.qau.edu.pk/
Islamabad
Public
Pakistan Institute of Development Economics
http://www.pide.org.pk/
Islamabad
Public
Pakistan Institute of Engineering Applied Sciences
http://www.pieas.edu.pk/
Islamabad
Public
National University of Modern Languages
http://www.numl.edu.pk/
Islamabad
Public
National University of Computer and Emerging Sciences
http://www.nu.edu.pk/
Islamabad
Private
International Islamic University,
http://www.iiu.edu.pk/
Islamabad
Public
Institute of Space Technology (IST)
http://www.ist.edu.pk/
Islamabad
Public
Foundation University
http://www.fui.edu.pk/
Rawalpindi
Private
Federal Urdu University of Arts, Sciences and Technology
http://www.fuuast.edu.pk/
Islamabad
Public
COMSATS Institute of Information Technology
http://www.ciit.edu.pk/
Islamabad
Public
Bahria University
http://www.bci.edu.pk/
Islamabad
Public
Allama Iqbal Open University
http://www.aiou.edu.pk/
Islamabad
Public
Air University
http://www.au.edu.pk/
Islamabad
Public
Punjab
University Name
URL
City
Sector
University of Management & Technology
http://www.umt.edu.pk/index.htm
Lahore
Private
University of Veterinary and Animal Sciences
http://www.uvas.edu.pk
Lahore
Public
University Of Engineering & Technology, Taxila
http://www.uettaxila.edu.pk
Rawalpindi
Public
University of South Asia
http://www.usa.edu.pk/
Lahore
Private
University of Sargodha
http://www.uos.edu.pk/
Sargodha
Public
University of the Punjab
http://www.pu.edu.pk/
Lahore
Public
University of Lahore
http://www.ulhr.edu.pk/
Lahore
Private
University of Health Sciences
http://www.uhs.edu.pk/
Lahore
Public
University of Gujrat
http://www.uog.edu.pk/
Gujrat
Public
University of Faisalabad
http://www.tuf.edu.pk/
Faisalabad
Private
University of Engineering & Technology
http://www.uet.edu.pk
Lahore
Public
University of Education
http://www.ue.edu.pk
Lahore
Public
University of Central Punjab
http://www.ucp.edu.pk/
Lahore
Private
University of Arid Agriculture, Murree Road
http://www.uaar.edu.pk/
Rawalpindi
Public
University of Agriculture
http://www.uaf.edu.pk/
Faisalabad
Public
The Superior College
http://www.superior.edu.pk/
Lahore
Private
National Textile University, Faisalabad (Federal Chartered)
http://www.ntu.edu.pk/
Faisalabad
Public
National College of Arts
http://www.nca.edu.pk/
Lahore
Public
Minhaj University
http://www.mul.edu.pk/home/home.php
Lahore
Private
Lahore University of Management Sciences
http://www.lums.edu.pk/
Lahore
Private
Lahore School of Economics
http://www.lahoreschoolofeconomics.edu.pk/
Lahore
Private
Lahore College for Women University
http://www.lcwu.edu.pk/
Lahore
Public
Kinnaird College for Women
http://www.kinnaird.edu.pk/
Lahore
Public
King Edward Medical University
http://www.kemc.edu/
Lahore
Public
Islamia University
http://www.iub.edu.pk/
Bahawalpur
Public
Institute of Management Sciences
http://www.pakaims.edu.pk
Lahore
Private
Imperial College of Business Studies
http://www.imperial.edu.pk/
Lahore
Private
Hajvery University
http://www.hajvery.edu.pk/
Lahore
Private
Government College University Lahore
http://www.gcu.edu.pk/
Lahore
Public
Government College University Faisalabad
http://www.gcuf.edu.pk
Faisalabad
Public
GIFT University
http://www.gift.edu.pk/
Gujranwala
Private
Forman Christian College
http://fccollege.edu.pk
Lahore
Private
Fatima Jinnah Women University
http://www.fjwu.edu.pk/
Rawalpindi
Public
National College of Buisness Administration& Economics (NCBA&E)
http://www.ncbae.edu.pk/
Lahore
Private
Beaconhouse National University
http://www.bnu.edu.pk/
Lahore
Private
Bahauddin Zakariya University
http://www.bzu.edu.pk/
Multan
Public
Sindh
University Name
URL
City
Sector
Ziauddin Medical University
http://www.zmu.edu.pk/
Karachi
Private
University of Sindh
http://www.usindh.edu.pk/
Jamshoro
Public
University of Karachi
http://www.uok.edu.pk
Karachi
Public
University of East
http://www.uoe.edu.pk
Hyderabad
Private
Textile Institute of Pakistan
http://www.tip.edu.pk/
Karachi
Private
Sukkur Institute of Business Administration
http://www.iba-suk.edu.pk/
Sukkur
Public
Sir Syed University of Engg. & Technology
http://www.ssuet.edu.pk/
Karachi
Private
Sindh Agriculture University
http://www.sau.edu.pk/
Tandojam
Public
Shaheed Zulfikar Ali Bhutto Institute of Science & Technology (SZABIST)
http://www.szabist.edu.pk/
Karachi
Private
Shah Abdul Latif University
http://www.salu.edu.pk/
Khairpur
Public
Quaid-e-Awam University of Engineering, Science & Technology
http://www.quest.edu.pk/
Nawabshah
Public
Preston University
http://www.prestonpak.edu.pk/
Karachi
Private
Preston Institute of Management Sciences and Technology
http://pimsat-khi.edu.pk/
Karachi
Private
Pakistan Naval Academy
http://www.paknavy.gov.pk/
Karachi
Public
Newports Institute of Communications and Economics
http://www.newports.edu.pk/
Karachi
Private
NED University of Engineering & Technology
http://www.neduet.edu.pk/
Karachi
Public
Nazeer Hussain University *
Karachi
Private
Mohammad Ali Jinnah University
http://www.jinnah.edu/
Karachi
Private
Mehran University of Eng. & Technology
http://www.muet.edu.pk/
Jamshoro
Public
Liaquat University of Medical and Health Sciences
http://www.lumhs.edu.pk/
Jamshoro
Public
KASB (Khadim Ali Shah Bukhari) Institute of Technology
http://www.kasbit.edu.pk/
Karachi
Private
Karachi Institute of Economics & Technology
http://www.pafkiet.edu.pk/
Karachi
Private
Jinnah University for Women
http://www.juw.edu.pk/
Karachi
Private
Isra University
http://www.isra.edu.pk/
Hyderabad
Private
Iqra University
http://www.iqra.edu.pk/
Karachi
Private
Institute of Business Management
http://www.cbm.edu.pk/
Karachi
Private
Institute of Business Administration
http://www.iba.edu.pk/
Karachi
Public
Institute of Business & Technology BIZTEK
http://www.biztek.edu.pk/
Karachi
Private
Indus Valley School of Art and Architecture
http://www.indusvalley.edu.pk/
Karachi
Private
Indus Institute of Higher Education
http://www.indus.edu.pk/
Karachi
Private
Hamdard University
http://www.hamdard.edu.pk/
Karachi
Private
Greenwich University
http://www.greenwichuniversity.edu.pk/
Karachi
Private
Dow University of Health Sciences
http://www.duhs.edu.pk/
Karachi
Public
DHA Suffa University *
Karachi
Private
Dawood College of Engineering & Technology
http://www.dcet.edu.pk/
Karachi
Public
Dadabhoy Institute of Higher Education
http://www.dadabhoy.edu.pk/
Karachi
Private
Baqai Medical University
http://www.baqai.edu.pk/
Karachi
Private
Aga Khan University
http://www.aku.edu/
Karachi
Private
NWFP
Univeristy Name
URL
City
Sector
Islamia College University, Peshawar
Peshawar
Public
Khyber Medical University
http://www.kmu.edu.pk/
Peshawar
Public
University of Science & Technology Bannu
http://www.ustb.edu.pk
Bannu
Public
University of Peshawar
http://www.upesh.edu.pk/
Peshawar
Public
University of Malakand,Chakdara
http://www.uom.edu.pk
Malakand
Public
Sarhad University of Science & Information Technology
http://www.suit.edu.pk/
Peshawar
Private
Qurtaba University of Science & Information Technology
http://www.qurtuba.edu.pk/
D.I.Khan
Private
Preston University
http://www.prestonpak.edu.pk
Kohat
Private
Pakistan Military Academy
Abbottabad
Public
NWFP University of Engineering & Technology
http://www.nwfpuetp.edu.pk/
Peshawar
Public
NWFP Agriculture University
http://www.aup.edu.pk/
Peshawar
Public
Northern University
http://www.northern.edu.pk/
Nowshera
Private
Kohat University of Science & Technology
http://www.kust.edu.pk/
Kohat
Public
Institute of Management Sciences (IMSciences)
http://www.imsciences.edu.pk/
Peshawar
Public
Hazara University, Dodhial
http://www.hu.edu.pk/
Mansahra
Public
Gomal University
http://www.gu.edu.pk/
D.I.Khan
Public
Ghulam Ishaq Khan Institute of Engineering Sciences & Technology
http://www.giki.edu.pk/
Topi
Private
Gandhara University
http://www.gandhara.edu.pk/
Peshawar
Private
City University of Science & Information Technology
http://www.cityuniversity.edu.pk/
Peshawar
Private
CECOS University of Information Technology and Emerging Sciences
http://www.cecos.edu.pk/
Peshawar
Private
Frontier Women University
Peshawar
Public
Abasyn University
http://www.abasyn.edu.pk/
Peshawar
Private
Balochistan
Univeristy Name
URL
City
Sector
Bolan University of Medical & Health Sciences, Quetta
Quetta
Public
University of Balochistan
http://www.uob.edu.pk/
Quetta
Public
Sardar Bahadur Khan Women University
http://www.sbkwu.edu.pk/
Quetta
Public
Lasbela University of Agriculture, Water & Marine Science
http://www.luawms.edu.pk/
Lasbela
Public
Iqra University
http://www.iqra.edu.pk/
Quetta
Private
Balochistan University of Information Technology and Management Sciences
http://www.buitms.edu.pk/
Quetta
Public
Balochistan University of Engineering and Technology
http://buetk.edu.pk/
Khuzdar
Public
Azad Jammu & Kashmir
University Name
URL
City
Sector
University of Azad Jammu & Kashmir, Muzaffarabad
http://www.ajku.edu.pk/
AJK
Public
Mohi-ud-Din Islamic University
http://www.miu.edu.pk/
AJK
Private
Al-Khair University
http://www.alkhair.edu.pk
AJK
Private
Northern Areas
University Name
URL
City
Sector
Karakurum International University
http://www.kiu.edu.pk/
Gender Issues in Land Policy and Administration
Land is a critical asset, especially for the urban and rural poor. Land rights act as a form of economic access to key markets as well as a form of social access to nonmarket institutions, such as the household relations and community-level governance structures, and confer rights to other local natural resources, such as trees, pasture, and water.
On average, men’s land holdings were almost three times the women’s landholdings. This compromised land access leads women to make suboptimal decisions with regard to crop choices and to obtain lower yields than would otherwise be possible if household resources were allocated efficiently. The basic gender policy within the context of land administration should promote secure access to land and other natural resources for women, independent of men relatives and independent of their civil status. Legal reforms need to take into account multiple-use rights to land, particularly women’s rights, as well as the different means by which women gain access to land, including divorce and inheritance systems.
Gender and Rural Finance
Access to well-designed financial services can help poor households build assets, engage more effectively with markets, and reduce their vulnerability to crises. Beginning in the 1990s microfinance programs were increasingly directed at women—partly because of evidence that women’s repayment rates were higher than men’s but also because donors supported microfinance for women as an effective gender strategy to increase women’s role in production. However, rural women’s access to financial services remains heavily dependent on microfinance. Women generally receive smaller loans than men, even for the same activities and are vastly underrepresented in programs that finance larger loans. Lacking access to larger loans, their businesses often collapse because they are forced to purchase inferior equipment or materials. Women’s credit needs are more diverse than the initial focus on small group loans: women need longer-term and larger amount of credit to build assets and invest in viable and productive activities.
It is important to mainstreaming gender and women’s empowerment throughout the financial sector, including large-scale rural finance and leasing arrangements for agricultural development and value chain upgrading. This will not only to benefit women but in the process also improve the sustainability of financial services themselves and the dynamism of the rural economy in general.
Gender and Agricultural Livelihoods: Strengthening Governance
Good governance is perhaps the single most important factor in eradicating poverty and promoting development. Key elements of good governance in agriculture include quality of agricultural policies and regulations; efficiency and equity in the provision of agricultural services and infrastructure; reduction of corruption; and access to justice and enforcement of rights.
Despite recent reforms in the public sector and in many agricultural institutions, increasing voice and accountability in rural areas remains a challenge even in democratic systems, and rural women face particular obstacles in making their voices heard. Thus, reforms must explicitly pay attention to gender issues and be implemented in a gender-sensitive manner. Governance reforms are “gender-sensitive” if they are: sensitive to gender differential; gender specific; empowering to women; and transformative.
Gender and Food Security
Food security is a primary goal of sustainable agricultural development and a cornerstone for economic and social development. The food price crisis is a current reminder of the crucial importance of focusing on food security as the central theme in agricultural development. Food security can be a reality only when the agriculture sector is vibrant.
Women are crucial in the translation of the products of a vibrant agriculture sector into food and nutritional security. However, they remain having less access to productive resources and economic opportunities compared to men. Gender-based inequalities all along the food production chain must be removed and the active engagement of women at all levels of decision making is absolutely necessary to attain food and nutritional security.
Agriculture and Achieving the Millenium Development Goals
In 2000 the member states of the United Nations adopted the Millennium Declaration as a renewed commitment to human development. The Declaration includes eight Millennium Development Goals (MDGs), each with quantified targets, to motivate the international community and provide an accountability mechanism for actions taken to enable millions of poor people to improve their livelihoods.
About 70 percent of the MDGs’ target group live in rural areas, particularly in Asia and Africa, and for most of the rural poor agriculture is a critical component in the successful attainment of the MDGs. Thus, a necessary component in meeting the MDGs by 2015 in many parts of the world is a more productive and profitable agricultural sector.
This report shows the continuing importance of agriculture, both directly and indirectly, towards achieving the MDGs, especially in low income countries. Specifically, it examines alternative development scenarios in country-wide models that show how investments in different areas of agriculture can impact poverty in countries like Ethiopia and Zambia. For example, model results for Ethiopia show that if the country stays on a business-as-usual growth path, poverty will increase by another 10 million people, and food security will be compromised even further. In Zambia, the poverty rate under business-as-usual growth would still be 68 percent by 2015, only seven percentage points lower than the current poverty rate of 75 percent. In addition to examining the targeted investments required to help agriculture achieve its potential contribution for the MDGs, this report analyzes the policies and governance systems needed to be supportive for agriculture to achieve maximum impact.
It is a promising development that the review of progress—and lack thereof—in achieving the MDGs has reached global attention. Policy action and increased investment in the critical arenas of sustainable agriculture productivity and food and nutrition security will be essential for responding effectively and responsibly to reach the Millennium Development Goals.
This report was produced in collaboration between The Agriculture and Rural Development (ARD) Department of The World Bank and the International Food Policy Research Institute (IFPRI). If you wish to discuss the role of agriculture in achieving the MDGs, please contact the team leader Nwanze Okidegbe.
Help the Humanity
"Help the Humanity Charitable Trust" is a non government. social organization,working to help Poor Communities through its programs in the field of Health, Education, Social Development,Gender Equality,Woman Empowerment and Livelihood. Through our programs, we promote the importance of health, human rights and humanitarian issues,fundamental needs, and the use of talents, contacts, and resources to bring practical solutions for the poor's. Apart of this "Help the Humanity" has a special support program to support poor widows and orphans, we support them by paying widow pension,vocational training for self employment etc.
before forming this organization,We used to receive various request emails from allover the India. People were contacting us to help them on various issues specially for the Medical treatments, Widow Pension and Education.We thought that Together with local partners,People and resources we can build future of health, hope and humanity.When we started this Organization "We had nothing in our mind accept helping poor people by giving them financial assistance or to solve out their problems by using our contacts.
we feel that we can fill the colors of happiness in the life of poor's, suffering with various issues.We have started the mission of "help the humanity" from a small township of Gujarat (India).We are committed to mobilize People to change their lives by developing a feeling of Positive Approach and Self Help.We have started working with People who have seen the worse in 2002 communal riots in Gujarat. Help the Humanity Team is a combination of Professionals and local People.This is first time when an organization working in partnership of local People.
We think that together with local People, we can study deeply about the root causes of various issues.We have started this Mission of Humanity from a very small township of Gujarat (India) but we are committed to take this mission globally.We are hopeful that people from all over the globe will come out to support this mission of "Help the Humanity"
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