Ferangiz Furqatovna

Goals play a vital role in human life. A life without goals is like a ship without direction—it does not know where it is heading. However, simply having goals in mind is not enough. Writing them down is one of the key factors that brings a person closer to success.

First of all, written goals become clear and specific. Intentions that remain only in one’s thoughts are often vague and easily forgotten over time. When a goal is written down, it takes a concrete form and clearly defines what a person wants to achieve. This clarity helps direct actions in the right way.

Secondly, writing goals increases a sense of responsibility. Spoken intentions may be ignored or postponed, but written goals are perceived by the mind as commitments. This sense of obligation encourages a person to work on themselves and stay loyal to their plans.

Another important aspect is that written goals help maintain focus. In modern life, distractions are numerous. A clearly written goal helps a person avoid unnecessary activities and concentrate on what truly matters. As a result, time is used more efficiently.

Moreover, written goals enhance motivation. When a person feels tired or discouraged, rereading their goals can restore inspiration and determination. Seeing one’s plans in written form strengthens confidence and provides mental energy to continue.

In conclusion, writing down goals is a crucial step toward success. An unwritten goal remains merely a dream, while a written goal turns into a clear plan and purposeful action. Therefore, every individual should write down their goals and consistently strive to achieve them.

Read: Healing Minds through Art Therapy

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Ferangiz Farmonova is a 17-year student from Bukhara, Uzbekistan  

The post The Importance of Writing down Goals first appeared on Sindh Courier.

• Clear guidelines should define acceptable AI usage, integrate AI literacy into curricula, and train teachers to detect and guide responsible use

Rizwan Illahi

In the last two years, Pakistan’s classrooms have quietly entered a new digital era. From school homework to university level research, students are more dependent on AI tools like ChatGPT, Google Gemini, and Quillbot, often without their teachers’ knowledge. What started as a shortcut has evolved into a common practice and in numerous instances, an addiction. This change has drawn our attention to how students approach studying finishing tasks and getting ready, for exams. With no clear national policy and limited teacher training, Pakistan now faces a critical question: how should AI is managed in education before it becomes unmanageable?

Students are secretly using AI to generate essays, summaries, and numerical problem solutions. By using AI platforms, students can easily create notes with quick and easy explanations. This not only saves time but also reduces the effort they would otherwise expend finding solutions themselves. AI additionally enables learners to revisit content ahead of tests without depending on conventional notes or textbooks.

Read: The Cognitive Cost of Convenience: Reclaiming Student Thinking in the AI Era

Consequently a significant number of students have transitioned entirely from textbooks to AI generated content frequently disregarding syllabus completeness or genuine comprehension. According to UNESCO, more than 80% of students worldwide now rely on AI tools. This trend reflects the scale at which young learners are outscoring their thinking to digital platforms. The main reason is that, they were confident because they can feed any syllabus or content into AI tools and get ready made material even content they might not find in textbooks.

However, excessive dependence on AI does not benefit youth; instead, it weakens critical thinking skills. As the philosopher Immanuel Kant explained, “Thinking requires courage; technology reduces this effort.” Kant would argue that when students let AI think for them, they surrender their independence and fall into self-imposed immaturity, using shortcuts that discourage personal intellectual effort.

The main reason students turn to AI is rooted in early education practices. At the pre-learning stage, students are primarily taught to memorize rather than develop their innate abilities. Instead of building critical thinking, teachers focus on rote memorization. When students later face real-life academic challenges, such as heavy syllabus or complex assignments, they struggle because they were not trained to analyze, and solve problems independently.

Additionally, AI tools appear to offer an easy solution, and students quickly become fascinated, viewing them as a blessing. Yet this is false, AI becomes a pillar, creating hurdles in their future academic and professional life. For instance, the CSS exam success rate in Pakistan is only about 2%, and one reason is that overreliance on AI at early stages undermines students’ ability to reason, justify arguments, and think critically, especially in essay writing.

A Case Study: In 2023, faculty at Brighton University noticed a sudden increase in perfect essays across several undergraduate courses. Essays from different students showed similar structures, advanced vocabulary, and flawless grammar. Far beyond the students’ previous capabilities. When questioned, students admitted they had used AI tools to complete assignments due to heavy workloads. To address the issue, the university introduced mandatory draft submissions and in class oral explanations for assignments. This demonstrates that AI misuse is not only a local problem; even in developed education systems, students rely on AI under pressure. However, proper administrative intervention can manage the issue effectively.

Additionally, Pakistan needs government led AI policies in education to prevent misuse and protect critical thinking. Clear guidelines should define acceptable AI usage, integrate AI literacy into curricula, and train teachers to detect and guide responsible use. AI can be allowed for brainstorming or research support, but full AI-generated submissions should ban. With proper policies and awareness, Pakistan can prevent AI from becoming a damaging crutch and instead turn it into a supportive learning tool for students.

Read: Artificial Intelligence: The Creative Void

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Rizwan Illahi is based in Khairpur, Sindh

The post AI’s Effects on Students’ Thinking first appeared on Sindh Courier.

Elbekova Shohsanam Ne’matjon qizi

This article analyzes the essence of the concept of “creative abilities,” the stages of their formation in students, as well as the pedagogical and psychological aspects of this process. The scientific and theoretical foundations for the development of creative thinking, creativity, and independent decision-making skills in the modern educational process are highlighted, based on international experience and approaches applied within the education system of Uzbekistan.

In today’s era of globalization, one of the most important tasks facing the education system is the development of students’ creative thinking, independent decision-making, and innovation skills. The term “creative” originates from the English word “create,” meaning “to produce” or “to generate,” and refers to an individual’s ability to think unconventionally and find innovative solutions to problems.

The process of forming creative abilities in students is a continuous, step-by-step, and complex pedagogical-psychological process. This process serves to increase students’ intellectual activity, strengthen learning motivation, realize personal potential, and develop adaptability to the social environment.

Creative ability is the capacity of an individual to generate new ideas, approach existing situations in unconventional ways, and solve problems creatively. Scholars such as J. Guilford, E. Torrance, and H. Gardner have recognized creative thinking as one of the highest forms of human cognition.

The term “creativity” was first introduced into science in the mid-twentieth century by Western psychologists. In particular, the American scholar J. Guilford (1950) defined creative thinking as an essential indicator of human intelligence. He considered divergent thinking—the ability to think in multiple directions—as the foundation of creativity. Likewise, E. Torrance described creativity as a process of “identifying problems, searching for solutions, formulating hypotheses, and testing them.”

Read: How to Foster Creativity in Students

From a pedagogical perspective, creative ability is formed within the process of education and upbringing. Modern education systems view students not as passive recipients of ready-made knowledge, but as independent thinkers and active creators of new ideas. Therefore, the development of creative abilities is regarded as one of the key objectives of the educational process.

Researchers analyze creative ability through several structural components:

1. Original thinking — the ability to generate unconventional and novel ideas.
2. Flexibility — the capacity to change the direction of thinking according to different situations.
3. Fluency — the ability to produce ideas quickly.
4. Analysis and synthesis skills — the ability to integrate existing knowledge to create new outcomes.

The formation of creative abilities occurs through three main stages:

1. Motivational stage: At this stage, students develop an internal need for learning, inquiry, and innovation. They begin to understand their personal interests, aspirations, and goals.

The main objective of the motivational stage is to actively engage students in the learning process and to form a positive attitude toward creative thinking. During this stage, teachers use attention-grabbing questions, problem-based situations, interactive games, and creative tasks that stimulate thinking. As a result, students gain confidence in their ability to create and innovate.

2. Practical stage: At this stage, students test their creative thinking skills in practice. Throughout this process, they propose new ideas, apply them in real situations, analyze outcomes, and learn to correct mistakes.
3. Reflective stage: At this stage, students analyze their own activities, evaluate achieved results, and determine directions for further development. This stage deepens creativity, self-awareness, and self-improvement.

Through questions such as “How did I complete this task?”, “What new idea did I create?”, and “What should I improve next time?”, students reflect on their thinking processes. Reflection enables them to draw conclusions from experience and continuously improve their creative activity.

In conclusion, the formation of creative abilities is one of the most important and strategic directions of modern education systems. Today, social development and economic and technological progress directly depend on human capital—especially on the potential of creative and innovative youth. A creatively thinking student is an individual who can make independent decisions, find unconventional solutions to problems, and apply knowledge in practice.

Therefore, every educator should pay special attention to developing students’ creative thinking, stimulating their interests, and creating an environment that encourages free exchange of ideas and innovation. The use of problem-based learning, project-based activities, and interactive methods such as brainstorming, debates, clustering, and mind mapping in the educational process contributes significantly to unlocking students’ creative potential.

Read: Modern Approaches in Language Teaching

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Elbekova Shohsanam Ne’matjon qizi, hailing from Namangan district, Namangan region, completed her undergraduate studies in Uzbek Language at Namangan State University. She is currently a second-year master’s student at Namangan State Pedagogical Institute. From an early age, Shohsanam has been deeply interested in poetry and literature. To date, her poetry collections titled “Nurli Manzil” (Bright Destination) and “Ayol Madhi” (Praise of Woman) have been published. Her poems and articles on various topics are regularly featured in mass media outlets.

The post Fostering Creativity in Students first appeared on Sindh Courier.

• The walk, part of the Urban Anthropology course, took students across two major heritage landmarks—Pakka Qila and Mukhi House

Jamshoro, Sindh

The Department of Anthropology and Archaeology, University of Sindh, Jamshoro, organized an Urban Heritage Walk offering students an opportunity to explore the historical and cultural layers of Hyderabad. The walk, part of the Urban Anthropology course, took students across two major heritage landmarks—Pakka Qila and Mukhi House.

Led by course convenor Ms. Zahida and joined by departmental faculty, the visit aimed to help students understand how cities evolve through memory, identity, history, and social relations. The walk highlighted that urban spaces are not merely physical structures but living cultural landscapes shaped by people, communities, and political transitions.

At Pakka Qila, Mr. Naqash Sahito, an anthropologist and alumni of the department currently serving in the Department of Culture & Antiquities, briefed the group on the fort’s origins. Built in the 18th century by Mian Ghulam Shah Kalhoro, the fort later became the site of the 1782 battle between the Kalhoras and Talpurs, a defining moment in Sindh’s political history. Students visited the restored Mir Harem and examined the conserved wooden defensive gate featuring traditional iron spikes.

The group then proceeded to Mukhi House, where students learned about the influential Mukhi family and the role of indigenous custodians and their residences in shaping social and political life in colonial Sindh. They were informed that notable Subcontinent leaders—including Jawaharlal Nehru—had once stayed at the historic residence.

Faculty members Dr. Abdul Razaque Channa (Chairman), Dr. Rafique Wassan, and Dr. Muhabat Shah guided students in interpreting the sites through an anthropological lens, discussing themes such as social hierarchy, heritage preservation, collective memory, and the transformation of urban spaces over time. They also drew attention to current challenges such as encroachment and weak heritage protection, calling for stronger community engagement, involving intermediary forces and creating public awareness.

At the conclusion of the walk, Dr. Abdul Razaque Channa thanked Mr. Naqash Sahito and appreciated the efforts of the faculty, course convenor, and students. He emphasized that such field experiences are essential for understanding the “living city” and connecting academic theory with real-world contexts. (Press Release)

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Read: Heritage of Sindh on Sale

The post Urban Heritage Walk for Students first appeared on Sindh Courier.

By Nazarul Islam | USA

Elementary school teachers are ill fated, when faced with a bitter truth. Sooner than later, they will come across students who may test their limits. In classroom settings, children can be uncooperative at times, particularly if they’re tired, hungry, or feeling overwhelmed. As a teacher for many years, I do believe in certain age groups, like 5 to 6 year-olds and teenagers, non-cooperative behavior is a normal part of their development.

Moving further, Statistics reveal up to 16 percent of all children and 40 percent of students are diagnosed with attention-deficit/hyperactivity disorder have oppositional defiant disorder (ODD), which is characterized by a pattern, in multiple settings over time, of consistent negative and hostile behavior. This may include deliberately annoying behavior, or questionable conduct that upset others, triggering explosions of anger and hostility, defiance or frequent arguing with adults, and then blaming others for misbehavior.

Many teachers are known to react defensively to obstinate behavior, creating perhaps a situation where teacher and student may become locked in a power struggle or an ineffective pattern of communication.

So, how does a teacher handle a student who openly defies rules, purposely tries to irritate the teacher, or has a pattern of hostile behavior toward authority? During my not so short career in teaching, I tried never to let go an opportunity to discuss with my colleagues, troubling issues taking place inside classrooms. Guidance and solutions to classroom issues have come to me through most unexpected sources. I always took down my notes, which inspired me to offer some suggestions to help fellow teachers avoid problems or manage them when they arise.

To me, the best key words have been—remain calm. Many years ago, as a new teacher I had quickly determined that showing anger was counterproductive with students who were oppositional. It made the behavior worse, as they were often amused or encouraged by upsetting an adult.

We need to understand even when we are upset or frustrated, it’s important not to allow the child to see our emotional response. I have always tried to keep a positive tone to my voice, and adopt neutral body language by keeping hands by my sides. However, we teachers need to be cautious about approaching the student or entering their personal space as this might also escalate the situation.

A word of caution. Good teachers need to choose their words carefully. Learning to use “I statements” has helped me immensely in working with students with difficult behavior. When a student is noncompliant, often our first impulse as teachers is to point out the behavior by using a statement that begins with “You” and give a command. For example, “You never listen and follow directions. Don’t get out of your seat again!”

Rephrasing this as an “I statement” is much more effective. For example, “I would like for all of my students to sit down, listen, and follow directions so that they know what to do next.”

This statement is less judgmental, and it instructs by describing the positive behavior that is desired. We must remember to keep directions concise and deliver them in multiple ways (in writing, spoken aloud, or by using signals, for example).

When possible, teachers can offer choices where they will be happy with either outcome. For example, “Students may sit on the beanbags or at their desks to work quietly.” Choices make students feel like they have a response option, without having to display defiant behavior.

Again, we teachers need to contemplate how we can reinforce positive behavior inside and out of classroom spaces. Should we Switch our focus from recognizing negative behavior to seeking out demonstrations of positive behavior? Shouldn’t we look for and reward even small steps toward flexibility, compliance, and cooperation.

When a student shows improvement, let’s give this our foremost attention. I have discovered positive notes sent home to parents and guardians to be particularly effective. I had sent postcards to my students who demonstrated improvement in their behavior. A parent once agreed with me that not only was this the first positive note the student had received, but he was so proud of it that he kept it on the refrigerator to look at every day.

Let us not underestimate the power of positive words in shaping child behavior.

Next, should we now not focus to determine the cause of student behavior? Their responses keep helping students obtain something desirable or simply escape something undesirable. Learning to think of behavior as feedback or a form of communication has indeed helped me to work more effectively as a teacher with students who had display problem behaviors.

Why not ask yourself:

When does this behavior happen or not happen?

What happens before and after the behavior?

Who is the audience?

Are there factors outside of the student’s control that might be causing or contributing to the behaviors? (For example, has the student experienced trauma? Does he or she come from a household with housing or food instability?)

What alternative behavior would be more acceptable than the one being displayed?

Let’s step forward and consider that there may be understandable reasons for a particular misbehavior. For example, as a teacher I often saw students create a problem to avoid doing work that was too difficult for them.

Some students had acted out because of difficult issues in their homes or communities. I also saw students act tough or argumentative to impress peers or avoid bullying or victimization by other students.

Understanding the cause of the behavior will help us teachers in establishing a plan to address the challenges.

Help is always made available to teachers in need. If a student frequently displays problematic behavior, it also may be possible to request a functional behavior assessment (FBA), which looks at academic and non-academic factors that could be contributing to or triggering behavior.

As we may be aware of, the law only requires on FBA after a suspension of the misbehaving student for a period of 10 days or more. While an FBA may be requested at any time.

Read: Challenging Times for Elementary Schools

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The Bengal-born writer Nazarul Islam is a senior educationist based in USA. He writes for Sindh Courier and the newspapers of Bangladesh, India and America. He is author of a recently published book ‘Chasing Hope’ – a compilation of his articles.

The post A fly in my soup… first appeared on Sindh Courier.

Zarmeen Soomro 

Education is a learning process but in our institutions the education has become a burden for students because of the heavy books and the irrelevant subjects. At the schools, the teachers teach eight main subjects from 1st to 8th standard but hardly 30% students can understand these subjects and the remaining 70% are not learning properly.

The students as well as parents are under pressure and are mentally disturbed due to burden of irrelevant books. Unfortunately, the policy makers and the school administrations do not realize that every child does not possess the same capability to understand things.

Due to such a defective education system, lots of students lose interest in their studies and even at the intermediate level, they are not able to speak and write a single paragraph.

If compared to language classes, the students learn a lot during the 6-month language course, but in our educational institutions, the students are unable to learn even after 16-years education system. Mostly, students fear to speak English at the schools and colleges, despite the fact that job requirement is to fluently speak English.

What are the reasons that we can’t learn proper English in our 16 years of education? It’s all about our institutions’ way of teaching. All of institutions depend on textbooks but never try to adopt practical ways of teaching English.

Our education system here needs drastic change. The authorities concerned should change their policies regarding the heavy and unnecessary courses from standard 1st and implement the modern methods of teaching.

We need to pay attention on education sector and introduce a positive change for the students and include every subject’s practical in every standard. The government should undertake survey and research on children and students mental health and then frame the policies, rules and regulations of course and introduce them as per the age of children.  

Another important thing is that our institution should focus on limit of students in every class, as a teacher can never focus on all of students in overcrowded class.

Through these changes every children can understand each subject easily and would never get mentally disturbed.

Lastly, the education depends on skills, not language. Our institutions must focus on developing skills of the students.

Read: Artists in Times of Humanitarian Crisis

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Zarmeen Soomro is BS Fourth Year student of anthropology at the Department of Anthropology and Archaeology, University of Sindh, Jamshoro, Pakistan. Email: soomrozarmeen@gmail.com

The post Why the education has become a burden for students? first appeared on Sindh Courier.

• Two governments agree to evolve coordination mechanism to facilitate students from Sindh in pursuing medical and nursing education in Kyrgyzstan

Karachi, Sindh

The education ministries of Sindh government and Kyrgyzstan have agreed to evolve a coordination mechanism to facilitate students from Sindh in pursuing medical and nursing education in Kyrgyzstan.

The understanding was reached during a meeting between Sindh’s Minister for Education Syed Sardar Ali Shah and Kyrgyzstan’s Minister for Education & Science Dogdorkul Kendirbaeva. The also discussed increasing the number of students from Sindh studying in Kyrgyzstan.

The Kyrgyz delegation included experts such as A. K. Dzhumabekova from the Department of International Cooperation, Ainura Tolobayevna Isiraillova, head of Secondary Vocational and Postgraduate Education, Kyrgyz diplomatic representative Barkat Fazil, Aga Khan Foundation Kyrgyzstan CEO Davlatsulton Dorgabekova, and others.

During the meeting, Syed Sardar Ali Shah briefed the Kyrgyz Education Minister on the history of Sindh, highlighting the influence of personalities from Central Asia in promoting Sufism in the region. He emphasized the desire for deeper relations between the two nations in tourism, culture, and education.

Sardar Ali Shah praised Kyrgyzstan for opening educational opportunities for Pakistani students, strengthening bilateral ties. He also appreciated the Kyrgyz government’s efforts in ensuring the safety of Pakistani students, referencing the security cooperation in May 2024 incidents.

He remarked that Kyrgyzstan’s initiatives to provide educational opportunities, particularly in the medical field, are commendable. Highlighting the shortage of doctors and nurses in Sindh, he noted the challenge of meeting medical service demands relative to population size. He mentioned that out of 8,000 Pakistani students in Kyrgyzstan, 300 are from Sindh, and expressed commitment to increasing this number. Shah also suggested that Kyrgyzstan could offer scholarships for students from Sindh.

Kyrgyz Minister Dogdorkul Kendirbaeva appreciated Pakistan’s culture and hospitality, stating that Kyrgyzstan provides a conducive environment for international students. She affirmed that Kyrgyzstan prioritizes the safety of foreign students, and Pakistani students complete their medical education with competence. She also pointed out that the low cost of medical education in Kyrgyzstan is due to the country’s educational priorities. Kendirbaeva proposed mutual consultations to finalize scholarship opportunities for students from Sindh. The meeting concluded with discussions on appointing focal persons to enhance collaboration and strengthen ties between the two countries. Both sides agreed to work together to solidify future relations. (Press Release)

Read: 205 Students of Sindh stranded in Bishkek airlifted

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The post Sindh to increase number of students for higher education in Kyrgyzstan first appeared on Sindh Courier.

Recently, I was writing my research paper when unexpectedly, a notification popped up on my phone. Many thoughts crossed my mind – perhaps it could be my Ph.D. work group, or maybe my students’ exams are going to start from the coming week so there will be some new assignments from my office. But I felt saddened when I saw the message. It was somehow a threatening message from one of my maroon students. What else should I say to her? Being a teacher, I thought that usually we received calls for recommendations but I was amazed to see the girl’s courage that she was texting to make their paper simple. It was a threat, demand rather than the request. It cracks me up and I showed the message to one of my good friends. The person suggested we should focus on our career and more important things rather than the rubbish.

Read: Using Unfair Means in Exams: Causes, Consequences and Remedies

Nowadays, students want free attendance, free marks and free assignments without learning from their lectures. To be a Ph.D. student, I’m not acquiring a single free mark so why our students are expecting such things from us. Their exam should be simple and they want to fly with luminous colors without attendance and hard work. Beside all this, they use a stream of abusive language with teachers.

Nowadays, students want free attendance, free marks and free assignments without learning from their lectures.

I have been witnessing the students misbehaving with our senior teachers, so I felt very depressed. I respect all the teachers because they are my seniors and colleagues. Alas! I found the new generation to having no manners at all. They don’t know how they should respect their teachers.

But again, five fingers are not equal, some of the students are very sweet and understand the circumstances. I think that my batch was the last respectable batch of the century who knows the value of the teacher. The teacher is a job where we have to maintain equality within students and in return teachers need respect from the students.

Maria Khushk

Hyderabad

The post New generation doesn’t respect the teachers first appeared on Sindh Courier.

Karachi, Sindh

Around 700 students from Sindh and Baluchistan have gone to Italy to pursue higher studies, Consul General of Italy in Karachi, Mr. Danilo Giurdanella said at a reception hosted here to celebrate the National Day of Italy.

“This will help Pakistan to overcome the lacking that it faces in technical expertise,” he said adding that the Consulate is also working closely with public sector universities in Sindh to establish cooperation with similar counterpart institutions in Italy.

“In particular, the Consulate of Italy in Karachi has established successful partnerships with University of Karachi, NED University and Institute of Business Administration in Karachi and in Sukkur that have allowed the increase in the influx of Pakistani students to Italy,” he said.

Italy is the second biggest export market for Pakistan in EU and in terms of remittances. The trade with Italy has risen significantly according to SBP statistics.

Italy plays an important role being the host of largest Pakistani community in Europe after UK.

The Consulate of Italy has been also working to promote interfaith harmony in the fight against Islamophobia and to promote inter-religious dialogue.

To create an exclusive Italian evening, the venue at a local hotel was curated to display high end Italian excellence with product displays.

Bella Italia, Italian Food Festival was also organized from 4-9 June for the people of Karachi. The week aims to celebrate Italian culinary heritage and gastronomical excellence and benefits of Mediterranean diet. Chef Vincenzo de Liso is in Karachi and is hosting the Italian Food Festival to promote Italian food philosophy. A live cooking demonstration of traditional recipes of Italy from Naples was also held. Chef Vincenzo De Liso originating from the vibrant culinary traditions of Naples showcased his culinary innovation and creativity during the master class.

Governor Sindh Kamran Tessori, Sindh Chief Minister Syed Murad Ali Shah, Ms. Faryal Talpur, Agha Siraj Durrani, Syed Sardar Ali Shah, Minister for Education Sindh, Sector Commander Rear Admiral Sohail Arshad, COMLOG, Commodore Muhammad Azeem Abbasi, Sector Commander Rear Admiral Salman Ilyas, members of Sindh Provincial Assembly Sohail Anwar Sial and Qasim Soomro also attended the ceremony. (PR)

Read: Italian Language Week celebrated in Karachi

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The post 700 Students from Sindh and Balochistan Studying in Italy first appeared on Sindh Courier.

Karachi, Sindh

Under the Sindh School Education and Scholarship Program (SSESP), 170 students from Sindh completed their seven-year journey V-XII at Dr. AQ Khan School in Islamabad. Additionally, 200 new students are enrolling, embarking on their path to a bright future. These students, all from very humble backgrounds, are setting exemplary standards in their lives.

Dr. A.Q Khan School System & College, Ibraheem Campus, Islamabad hosted a memorable welcome and farewell function, marking the beginning of a new chapter for fresh faces and bidding a heartfelt goodbye to the passing out batch-2024.

Sindh Education Foundation had initiated its Scholarship Program “Sindh School Education Scholarship Program” (SSESP) in 2017 to encourage talented students of Sindh Province with and objective to link them with quality institutions across Pakistan to pursue their post-primary education up-to higher secondary level.

SSESP is a fully funded scholarship program running under School Education and Literacy Department Government of Sindh and managed by Sindh Education Foundation, Government of Sindh. Scholarship program aims to encourage meritorious students academically and socially to find the best opportunities for future success and skilled with the visionary practices, which can help to create their own paths.

Dr. A.Q Khan School System & College, Ibraheem Campus, Islamabad hosted a memorable welcome and farewell function, marking the beginning of a new chapter for fresh faces and bidding a heartfelt goodbye to the passing out batch-2024 on 31st May, 2024.

The event was attended by guests from the education sector, including Abdul Kabir Kazi, Managing Director, Sindh Education Foundation, and Ghulam Shahzad Agha, Education Minister, Gilgit Baltistan, Ms. Shahpara (Director General Administration, SEF), Abdul Jabbar (Director Programs & Planning, SEF), Ms. Naheed (Deputy Director Special Initiatives, SEF), Kashif Khawja (Assistant Director Subsidy Management Unit, SEF), and others.

Students took to the stage, showcasing their talents through comedy shows, tableaus, poetry, and speeches.

Nasir Iqbal Ch. (Director Scholarship Program Dr. A. Q. Khan School System & College, Ibraheem Campus, Islamabad), warmly welcomed the guests and the new students, and bid farewell to the passing out batch.

Chief Guest Abdul Kabir Kazi, in his address announced a bonus of Rs.500 for the new students and Rs.1000 for passing out students along with their stipend amount. He also announced a grant of Rs.200000 for the institution.

The event concluded with the distribution of gifts as souvenirs among faculty members, hostel staff, and passing out students from Sindh Education Foundation. Similarly honorary shields were distrusted among the guests by Management Dr. A. Q. Khan School System and College Ibraheem Campus Islamabad. (PR)

Read: SEF Operationalizes 34 Schools in Sindh under Public-Private Partnership

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The post 170 Students from Sindh complete intermediate at Dr. AQ Khan School Islamabad first appeared on Sindh Courier.