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The physical landscape, population distribution and lack of resources in the country have made it difficult for conventional education systems to reach every segment of the population. Often, the establishment of formal schools in disadvantaged, thinly populated and remote areas of the country is not viable. As the report on "Human Development in South Asia” points out, any accelerated plan to extend universal primary education in Pakistan will not be successful unless there is a major emphasis on non-formal education.

Non-formal schools have a number of distinguishing features:

  • Rather than emphasizing on bricks and mortar, non-formal schools may be established in a makeshift room or even a suitable open space
  • Teachers are selected from the local community
  • Trained teachers are the residents of the area that not only confirm to our philosophy and ideals but also are the social agents cum activists that are harbingers of hope
  • Teachers remain with their students for five years. This far-reaching relationship grooms our kids to be future leaders of a prosperous Pakistan just like Alexander who was groomed by Socrates and Aristotle. This relationship also initiates respect and furthers tolerance amongst each other. This entails pinnacle of respect of one’s teacher as was the case of Mamoon-ur-Rasheed’s Ataaliq. Mamoon used to wait on his teacher and would put his mentor’s shoes before he departed just out of reverence
  • Schools are located close to the children they serve
  • Curriculum addresses practical daily life issues and is more objective and pertinent to its particular audience
  • Parents and community members are encouraged to participate effectively in the students' education
  • Non-formal schools are more cost-effective and time-efficient with low construction and operating expenses

TEACHERS' TRAINING

Teachers are selected from the local community, and trained to become agents of social change, by conforming to TFA Trust vision and philosophy. The significance of teachers in our non formal school system increases tenfold, as the total responsibility of routine management, marketing, accounting, registration, admissions, provision of books and stationery to children, teaching, keeping track of students’ progress, submission of monthly progress report to the head office, etc. lies solely with him/her. TFA, therefore, focuses and greatly emphasizes on teachers training.

To maintain a basic standard throughout these schools, TFA Trust has a strict monitoring system in place with a coordinator leading it. The coordinator is chosen on the basis of good academic record and outstanding performance during training, as he is responsible not just for monitoring schools, but also for providing necessary support to teachers, to allow for uninterrupted and smooth operation of our schools.

Coordinator
Mr. Kashif Rasheed
 Mr. Kashif Rasheed is working as Coordinator of Taaleem Schools in Chunian. He is given this responsibility because of good academic record and outstanding performance during training. As coordinator he is responsible for monitoring of schools and providing necessary support to the teachers. He takes keen interest in solving the problems faced by the teachers of Taaleem Schools.

Recently two more schools have been added in this cluster, with the number of students increasing more than 500.

The locations of our current schools are:


Taaleem for All Trust observes a Policy of Non Discrimination with respect to the students of its schools.
 
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