Universities of Pakistan

Pakrang Provides the Pakistan educational Universities list which are not sponsored by Pakrang by any way. This Educational List and its data are gathered from different institutes or their websites.


Agha Khan University
Stadium Road

Agriculture University
Agriculture University,Faisalabad

Agriculture University Peshawar
NWFP Agricultural University Peshawar , Pakistan Peshawar

Air University
PAF Complex, Sector E-9, Islamabad

AL-KHAIR UNIVERSITY
B-30 Block 13 Gulshan-e-Iqbal

Al-Khair University - College of Global Technologies
539/C, Westridge 1,

Allama Iqbal Open University
H-8, Islamabad

Bahauddin Zakariya University
Bahauddin Zakariya University,Multan

Bahauddin Zakariya University
Bahauddin Zakariya University,Multan

Bahria Institutes of Management & Com. Sci.
---, Islamabad

Balochistan University of Info. Tech.& Mang. Sci
Airport Road, Bulali, Quetta

Baqai Medical University
Baqai Chowk, Near Toll Plaza, Super Highway.

BZ University College of Engineering & Technology
BZ University College of Engineering & Technology , Multan

CECOS University
F-5, Phase-6, Hayatabad, Peshawar

COMSATS
M.A.Jinnah Building Defense Road,Off Raiwind Road Lahore

COMSATS Institute of Information Technology
Plot # 30, Sector H-8, Islamabad

Department of Earth Sciences
UNviersty of sargodha

European University
33-Industrial Area, Gulberg III, Lahore

Federal Urdu University of Arts, Sci. and Tech.
Sector G-7/1, Islamabad

Foundation University
Foundation University, Islamabad

GC
Iqbal town faisalabad

GIFT University
Near Lohinawala Bypass, Gujranwala

Govt. College University
Main City, Faisalabad

Greenwich Universty
DK-10, 38th Street, Darakshan, Phase Vl, Defence Housing Authoriy

Hajvery University
43/44 indestrial Area ,Gulberg 3, Lahore

Hamdard University
Hamdard University Karachi

Schools of Pakistan

Pakrang Provides the Pakistan educational Schools list which are not sponsored by Pakrang by any way. This Educational List and its data are gathered from different institutes or their websites.


A.M. Grammar School
C 216 Block 6 Gulshan Iqba

Aa
Aa

AAL-SIBGHA SCHOOL SYSTEM
196-N, Ghazali Road, Samanabad, Lahore

Abdullah Grammar High School (for Girls)
E-204 St.10 Block "A" Nishat Colony Lahore Cantt

Adabistan-e-Soophia School For Boys & Girls
31-Bahawalpur Road, Mozang Chungi

AES School for Girls
St-17,Block-15, Gulistan-e-Jauhar

Ahsan Academy
970, Kotri

Al Behria School
L 241 Block-14 Gulistan e Jauhar

Al Fajar Lyceum High School for Boys & Girls
Canal Colony Road; Farooq Abad; Distt. Sheikhupura

Al Khair School
B-31 Block 16 Gulshan e Iqbal

AL-FALAH HIGH SCHOOL
RAILWAY ROAD NEAR GURUDWARA TAMBOO SAHIB

AL-FALAH HIGH SCHOOL
RAIL WAY ROAD NEAR GURDWARA TAMBOO SAHIB

AL-FALAH PUBLIC SCHOOL
RAILWAY ROAD

AL-JELAN HIGH SCHOOL
MADINA COLONY MANAWALA

Al-Kheir Grammar School
171-B, Gulistan Colony # 2, Millat Chowk, Sheikhupura Road

AL-KITAB SCHOOL SYSTEM
MISRIAL CHOWK NEAR BATUSSDA COLONY CHOUR HARPAL

Alpha Foundation Public School
Mansehra Road

Alvi Girls High School
Latifabad

American National Bloomfield Hall School
26 C/3, Gulberg III

APEX Public School
763 Street # 6 Block "D" Nishat Colony Lahore Cantt

Army Public College
Malir Cantt

Asian school system
Servis road zafran park muridke

Ataleeq Pre School
100, Khyber Block, Allama Iqbal Town

Ataleeq Pre School
100, Khyber Block, Allama Iqbal Town

Babul ilam high school
Manawan,lahore

Bai Virbaiji Sopariwala Parsi High School
Abdullah Haroon Road.
there is a long list of schools in pakistan i have skip that list.

Colleges of Pakistan

Pakrang Provides the Pakistan educational Colleges list which are not sponsored by Pakrang by any way. This Educational List and its data are gathered from different institutes or their websites.


AAZAM College of Technology
Suite D-4, Fourth Floor, Osif Centre, Block 13-A, Gulshan-e-Iqbal, University Road, Karachi-75300

AIMC - Allama Iqbal Medical College
Faisal Town

Aiou
Sukhekemandi(newmandi)

Aitchison College
Aitchison College, Upper Mall, Lahore

AL-HABIB COLLEGE
35-C PEOPLES COLONY NO.1 FAISALABAD

Al-Rehman Computer & Science Lab
Bukhari Town, Ghafoorabad Road, Chiniot

Allied College Of Textile Management & Administrate
Actma-2-A, Johaar Town, Shaukat Ali Road, Akber Chowk, Lahore

Altus College
56-Lawrance Road, Lahore

American International College
D-86/1,Street 15 Allama Shafi Nomani Road

Aptech
A Tipu Block New Garden Town, Lahore

Arabic Girls College For Islamic Studies
R-803, Sector 9, North Karachi, Near Disco More

Askari College
Askari College 70-A/E1, Gulberg III

Axis Group of Colleges
Peoples Colony No. 1

Ayub Medical College
Ayub Medical College ,Abbottabad

Bahria College
N.O.R.E.-1,M.T.Khan Road

Beaconhouse National University
3-C Zafar Ali Road, Gulberg , Lahore

Bright College of Sciences
Old, board Allah-O-Akbar Colony Saidu Sharif Swat

Cadet College Kot Addu
Kot addu

Chiltan College of Business & Commerce
Masjid Road

City College of Higher Education
254 Catholic Colony Off M.A.Jinnah Road

College Of Accounting And Managment Sciences
109 Gulshan-e-Faisal,Clifton

College Of Business Management
PAF Base, Korangi Creek.

Computer City College
206 Ferozpur Road

Computer Valley College Of Computer Sciences
First Floor Imtiaz Chambers, 85 Temple Road Lahore.

CORVIT
14-c/3 Gulberg 3, Lahore

Country Model College
Mardan Road Charsadda

“Balanced Scorecard:” A Tool For Better Education Planning

The “balanced scorecard,” developed originally for business, is an approach for measuring an organization’s health that enables its users to employ data not only to measure past performance, but to assess how well the firm is positioned for the future. In an exploration of how the balanced scorecard can assist in developing public education strategy, The School Administrator magazine highlights efforts by Wallace education grantees in Georgia, among others, to incorporate the balanced scorecard into standard management practice. A co-creator of the scorecard idea, Harvard Business School professor Robert Kaplan, co-authors a piece showcasing the Atlanta Public Schools’ adoption of the scorecard to help in work to achieve district-wide gains in student performance. In another piece, a consultant with the Georgia Leadership Institute for School Improvement describes how the “simple, color-coded chart” became indispensible when he was superintendent of a 4,000-student district in central Georgia.

Recommendations for Improving Education in Pakistan

Given below are some recommendations to the government for improving education in Pakistan. The recommendations follow a brief mention of the problems they might be helpful in tackling:


I. PROBLEMS

A. Low literacy level and low standard of education
These are general problems and need no elaborate comment here.

B. Inappropriateness of curricula and pedagogy
The curricula and related pedagogy are usually inappropriate or at least inadequate for the set goals in many disciplines. Furthermore, there is no integrated system in which one step leads to the next to enable a student to develop a truly sound base for the discipline he or she is interested in. Moreover, even at the higher levels of education, there is no mechanism worth its name to help a student in gauging his or her potential or in deciding on a suitable academic career.

C. Multiplicity of educational systems
There are many systems working here, resulting in not synergy but social division and conflict. For example we have English medium schools, Urdu medium schools, and religious madrasas. Students coming out of English medium schools, especially good private sector schools, have little or no awareness of their religion and culture whereas those passing out from Urdu medium schools are usually destined to work in clerical and lower level positions. Religious madrasas churn out yet another class that are usually unaware of the world outside their own and, with their strong sectarian bias and little or no training in modern disciplines, are usually ill-equipped to interact meaningfully with the larger society and are also monumental at times in spreading sectarianism.

II. RECOMMENDATIONS

A. Declare educational emergency
The present government should declare a national educational emergency and involve the whole nation, including the army, in waging a war against illiteracy. Some steps that the government might consider taking in this regard are:

1. Declare education as the highest priority of the government. Explain that unless the impediments of illiteracy and lack of education are removed, the road to democracy will remain fraught with the danger of exploitation of the masses by the select few, and that in the absence of political will in the ruling classes to do something tangible in this arena, it seems that it is up to the army to defend the country against illiteracy and lack of education, for there is no factor more important to the well-being of a nation than human resource and no negligence worse than ignoring its development.
2. Make it mandatory for government and army officers at all levels to do stints at various educational institutions in relation to their skills and national requirements.
3. Make it a mandatory requirement for various degree programmes that the candidates, after taking their exams, shall spend a specified period of time [for specified hour(s)] in teaching at assigned institutions. (These assignments should be given in a judicious and practical manner).
4. Ask for volunteers with specified qualifications to contribute their services in their areas of work or residence under organised bodies that can be formed for this purpose by the government.
5. Ask the public to contribute financially for this purpose. Modern marketing and fund raising techniques can be adopted for this task.
6. Many government school buildings can be converted into commercial schools of good level. The government can consider offering many of these schools to private sector organisations in the field of education on the condition that a specified percentage of bright students from the lower and middle classes will be granted admission and scholarships. Tax benefits/exemptions may also be made part of the deal to encourage entrepreneurship in this area.
7. Offer tax benefits/exemptions and other such incentives to private sector groups to invest in education in rural and less developed areas.
8. Make it mandatory for each industrial unit/agricultural estate of an area above a specified limit to provide for a school within the premises/area. Alternatively, the owner can be asked to share costs with the government for setting up such school. Another option is giving various financial/tax incentives.
9. Introduce standardisation of curricula and licensing and certification of teachers to improve standards (as is done in the USA).
10. Introduce high quality selection procedure for higher level teachers and offer the candidates better incentives.
11. Use electronic media more extensively for educational purposes. A channel could be devoted to just education. In this regard,
a. teachers of high calibre can take classes for different subjects at various levels,
b. these lecturers can be telecast as well as recorded,
c. the lectures can be delivered by telecasting them or by playing recorded cassettes even in schools in far flung areas where quality education is usually not available,
d. later on computers can also be used with sufficient data banks and with internet and e-mail facilities for more interactive education, and
e. if an appropriate system is designed, more students can be taught in one school using cassettes, discs, etc. with relatively less teachers.
12. In rural areas, provide each school with at least one army man to ensure that people face no resistance from the feudals in educating their children.
13. Provide people with incentives to educate their children. This can be done in various ways. For instance
a. even lower level government jobs as for clerks, peons, constables can be linked to a minimal level of education and entrance tests.
b. various loans (e.g. agricultural loans) can be linked to whether an applicant has educated or is educating his children.
14. Link agricultural loans/tax benefits to feudal landlords with a specified number of people they have helped in obtaining a required level of education.
15. Similarly, link industrial loans to education.
16. Similar linkages can be made in relation to adult education programmes

B. Improve, update and form curricula, texts, pedagogy, and examination and evaluation techniques
There is no need to say that improvement, updating and new work needs to be done in these areas. Again, some steps that the government might consider taking are:

1. Give more importance to language education and mathematics at the primary and secondary levels. The unfortunate fact is that usually even our postgraduates lack basic skills in these areas. Language and mathematics are the foundation on which acquisition of other skills depends. Though much of the problem is due to poor teaching, yet curricula, texts, pedagogy and examination techniques also have a lot to do with the current situation.
2. Various teams of experts should be involved in performing the above mentioned task of improvement and formation.
3. Instruction in science, history and social studies should be incorporated in language teaching at the primary and secondary levels through activities and projects.
4. Computer education should also be introduced gradually right from the elementary stage in education.
5. At the proper stage, instruction in foreign languages (especially Arabic for closer cultural and economic ties with the Arab world, for curbing sectarianism and fanaticism, for greater unity in the Ummah, and for better understanding of Islam in the educated classes) and social skills (for enhancing Emotional Intelligence) should also be encouraged (Goleman,* 1996). Both these areas have gained immense importance in the wake of globalisation.
6. More emphasis should be given to the development of educational institutions for some unconventional disciplines as fashion designing, art, music and literature. There is a lot of talent in the country in this field and a great, high return international market for the products and services of skillful people in this area.
7. Similarly, a system of continual vocational training should also be introduced for workers in different fields.
8. Interesting and informative documentaries and activities should also be designed for the education of students. Similarly, institutions as museums, internet clubs, libraries, etc. should also be developed. Contributions from the public can also be sought for this purpose.
9. Various bodies of academic experts should also be formed to monitor, standardise and develop all the above mentioned programmes (1-8).

C. Eliminate multiplicity in education gradually
A uniform system of education should be introduced gradually to eradicate the problems multiplicity of systems creates as pointed out earlier. Two important things that the government should attempt in this regard are:

1. Introduce one medium of instruction. In the international environment of competition today, English has assumed unprecedented importance. Although Urdu will perhaps remain a language of our people for a long time to come, English has to be given preference if a choice is to be made (as too many languages undermine instruction in any one).
2. Religious education should be incorporated in the mainstream education. For this purpose, the most important thing is introduction of Arabic as a second language at the appropriate stage. This may not be as difficult as it seems. Some work may be required in forming the curricula and pedagogy, but the rest can be done just by including good level Arabic in Civil Services and Army entrance examinations. Similarly, good Arabic can be made a prerequisite for entrance into a number of other professions and for promotion. (For example in the judiciary it makes sense to have a judge who has a sound base in Arabic deciding about Islamic law). Demand will create its own supply, and it is expected that schools, institutions and parents will also be important contributing factors.

cULTURAL hINDRANCES

Educating children for quality and lifelong learning is very essential for the development of active citizenship, indispensable for their active part in a democratic society; and vital to promoting democratic culture. The role of teachers in promoting democracy learning through active and participatory approaches is essential. The Parliamentary Assembly and the Committee of Ministers of the Council of Europe (1997) suggested inclusion of the courses of human rights in all school curricula. In its further recommendation (2002), it was stressed upon that the initial training of teachers in education for democratic citizenship is mandatory for which various steps like lifting up the level of professionalism of teachers and introducing new measures important today are to be taken.

The challenges like cultural deviation and nationalism, worldwide threats to security, expansion of new technologies of information and ecological harms do demand the new caliber from a teacher. In addition to them are the problems of the population movements, emergence of the once repressed people and the increasing demand for individual independence and new forms of equality. Further more, the weakening of social makeup and unity among people , doubts about conservative political institutions, types of governance and political leaders, increasing political, economic and cultural interconnectedness and interdependence are persistently intensifying the increasing pressure on educators and teachers to prepare and pace with the new century..

The curses of globalization, internet hazards, radioactivity of the nuclear developments, greed for power over the weaker nations, immoral and unethical attitudes of the world powers, the genetic decoding, the tussles of civilizations and cultures also require teachers to be well-equipped. The prevailing social and moral evils demand the new roles of teachers. So, for their innovative roles and effective performance, the realization and recognition of teachers' democratic rights is very necessary. It is the need of the day to acknowledge and realize their democratic rights and assure their accessibility.

The rapidly changing world increases the need for an active, informed and responsible community which resultantly demands commonly accepted aim of education and role of teachers. In other words, the responsibility of teacher as a universal leader is greater. A teacher must be prepared for promoting forms of education and training at a time of increasing interconnectedness and interdependence at regional and international level.

Dürr and Martins (2000) suggest that the new form of education is to prepare the learners for actual involvement in society. To provide such teaching presents important challenges for the teaching profession. A teacher is meant to learn the new forms of knowledge, develop new teaching methods, find new ways of working and create new forms of professional relationships. Teaching should be enhanced with current affairs, critical thinking and skill teaching. .

Researches on the problem indicate clearly that problem in the realization of and access to the democratic rights of teachers in Pakistan still exists though the Constitution and Civil Laws of Pakistan contain their recognition and provision. In some cases the private educational managers in particular and public managers in general have been violating the democratic rights of teachers. Researches show that the situation in private and female teachers is alarmingly worse. It is because of the lack of their significant leading role and struggle for the realization of their rights.

The cause of this disparity is not only the community or government or educational managers but the teachers themselves so as they are not effectively performing their job and do not struggle for their rights. Consequently, this deprivation has disturbed the personality, competence and family and social life of teachers in Pakistan

Most of the teachers do have the caliber of management and leadership, like university teachers, but lack to actively participate in the struggles for the realization their democratic rights.

PROBLEMS!!!!!!!!

Various research studies have indicated the psycho-social problems of the students, teachers, planners and managers working in the public and private sector of education in Pakistan. These problems can be studied under in three domains i.e. home-centered problems, community-centered problems and school-centered problems.

Although, the Quaid-e-Azam, Muhammad Ali Jinnah, in his message delivered in the first Education Conference 1947, categorically stressed on taking practical steps in reshaping the whole education system of the country, yet the situation regarding the education sector of Pakistan has been very uncertain and critical till yet. The commissions and policies till the recent years have beautifully worked out various strategies and plans for enhancing and changing the curriculum, giving quality education, preparing standard textbooks, resolving the problem of medium of instruction, streamlining the planning and management of the institutions, but due to the policies and reforms without implementation, the mismatch in public and private systems, the teaching of languages only and the polarization and existence of pressure groups have weakened not only the whole education system of Pakistan but the other institutions and organizations also.

Moreover, it is a fact that the attitudes of teacher, the response of student and the behavior of manager do have a crucial role in making the personality of the individuals and social progress, but in addition to this some physical problems that still exist here are the overcrowded classrooms, inadequate teaching materials, poor staffing, absence of equipped libraries and laboratories, and lack of physical facilities like playgrounds, drinking water, washrooms, recreational, common, medical and retiring rooms and furniture etc. This alarming situation has caused an awkward backwardness of the education system in the country.

Furthermore, besides the system problems as observed, it is obvious that the teachers' problems of insecurity, accommodation, remuneration, political exploitation life threats and deprivation prevent a teacher to play the role of an implementer, prompter, director, guide, counselor, manager, organizer and instructor inside the school and also halt him/her to work outside in the society as a good social.

Unfortunately, due to the lack of professional growth and leadership, teacher in Pakistan evidently faces a hurdle in the way toward lifelong and quality education. Most of the teachers are virtually literate and have regressive trends. However, the one room affair, the schools without boundary walls and the negligible participation of community also deteriorate the smooth process of education in Pakistan.

The broken homes, the social status of parents, poverty, orphanage, divorced families, crowded homes, sibling rivalry problem, family educational background, inferiority complexes, harsh discipline and child labour are also persistently showing their virulent fangs to tear down the learners in our country.

Teachers' Status in the Educational institutions of Pakistan:

Teacher is considered the most central source in putting all the educational reforms into practice at all levels. In Pakistan teachers' access to their democratic rights seems to be denied or not practiced properly according to the Policy Document of Pakistan which guarantees the realization of their democratic rights . The alarming aspects of their concerns are how to think up a plan of action that may facilitate them to have proper access to their democratic rights inside their institutions and in society as well.

Teaching is a very decent profession and a holy job. It uplifts and brings up the individuals as a responsible nation. The society has a lot of hopes from the teachers whom with the young generations have direct contact. Every nation desires excellent and fine production from schools and colleges. The learners imitate, identify and follow their teachers as model. The important part of our society is the educators who play revolutionary roles in the making of a nation. Their duty is plausible as they educate a child, the father of man, and a useful citizen of future.

Responsibilities and rights go together. Above and beyond performing a noble duty, the teachers have certain rights too. They have the right to live a respectably happy life in all aspects i.e. personal, social, cultural, religious, economic, and democratic aspirations, relations, affiliation and beliefs and practices in a proper manner. Teaching is a less attractive job in Pakistan, because the teachers face financial and economic hardships and they have to live within their limited resources. There is lack of the needed support from government and community is to facilitate them with respectable and happy life