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Sunday, April 24, 2016

Recommended Read – for teachers and students interested in free world class education

Sources for Lifelong Learning

There are countless free sources available online. Here are a few of the best:

The Open Education Consortium


Who We Are

We are a global network of educational institutions, individuals and organizations that support an approach to education based on openness, including collaboration, innovation and collective development and use of open educational materials. The Open Education Consortium is a non-profit, social benefit organization registered in the United States and operating worldwide.

Our Mission

We promote, support and advance openness in education around the world.

Our Vision

Empowerment through education. We envision a world where everyone, everywhere has access to the high quality education and training they desire; where education is seen as an essential, shared, and collaborative social good.

Our Values

  • Global focus
  • Openness
  • Equity
  • Collaboration
  • Multiculturalism

Our Activities

  • Awareness raising
  • Networking and community development
  • Advocacy and advising
  • Capacity building and training
  • Implementation support
  • Consultancies

What is Open Education?

Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide.
Open Education combines the traditions of knowledge sharing and creation with 21st century technology to create a vast pool of openly shared educational resources, while harnessing today’s collaborative spirit to develop educational approaches that are more responsive to learner’s needs.
The idea of free and open sharing in education is not new.  In fact, sharing is probably the most basic characteristic of education: education is sharing knowledge, insights and information with others, upon which new knowledge, skills, ideas and understanding can be built.  Open Education seeks to scale educational opportunities by taking advantage of the power of the internet, allowing rapid and essentially free dissemination, and enabling people around the world to access knowledge, connect and collaborate. Open is key; open allows not just access, but the ability to modify and use materials, information and networks so education can be personalized to individual users or woven together in new ways for large and diverse audiences.

Why is Open Education important?

Education is an essential tool for individuals and society to solve the challenges of the present and seize the opportunities of the future. However, the current provision of education is limited by educational institutions’ capacity, consequently, this resource is available to the few, not the many.  The digital revolution offers a potential solution to these limitations, giving a global audience unprecedented access to free, open and high-quality educational resources.
People want to learn. By providing free and open access to education and knowledge, people can fulfill this desire. Students can get additional information, viewpoints and materials to help them succeed. Workers can learn something that will help them on the job. Faculty can exchange material and draw on resources from all around the world. Researchers can share data and develop new networks. Teachers can find new ways to help students learn. People can connect with others they wouldn’t otherwise meet to share information and ideas. Materials can be translated, mixed together, broken apart and openly shared again, increasing access and allowing new approaches. Anyone can access educational materials, scholarly articles, and supportive learning communities anytime they want to. Education is available, accessible, modifiable and free.

Our Sponsors

Activities of the Open Education Consortium are generously supported by:
The William and Flora Hewlett Foundation
Sustaining Members of the Open Education Consortium:
  • The African Virtual University
  • Community College Consortium for Open Educational Resources
  • Delft University of Technology
  • Fundação Getulio Vargas – FGV Online
  • Japan OpenCourseWare Consortium
  • Johns Hopkins Bloomberg School of Public Health
  • Korea OpenCourseWare Consortium
  • Massachusetts Institute of Technology
  • Netease Open Courses
  • Open Universiteit
  • Organisation Internationale de la Francophonie
  • Taiwan Open Course Consortium
  • Tecnológico de Monterrey
  • Tufts University
  • Universia
  • Universidad Politécnica de Madrid
  • University of California, Irvine
  • University of Michigan
·         and contributions of member organizations
You can read or download our bylaws here.
Highlights for High School : features MIT OpenCourseWare materials that are most useful for high school students and teachers.

OCW Educator

Sharing teaching approaches and materials from MIT with educators everywhere, for free.
OCW Educator is an MIT faculty-inspired initiative to enhance the value of OCW materials for educators at the Institute and around the world. Search across the MIT curriculum to find teaching materials to use with your own students. Explore faculty insights about instructional approaches. Go behind the scenes to learn how MIT courses are taught on campus.


Active Learning


Augmenting Curricula

Course Histories and Development

Critical Thinking

Diversity and Inclusion

Engaging Learners

Insights from MIT Teaching Award Recipients

Instructional Design


Learning Communities


Non-Traditional Courses

Professional Competencies

Real-World Contexts

Reflective Practice

Teaching Communication

Teaching Novices

Teaching Problem Solving

Teaching the Design Process

Teaching with Technology
Views of Learning & Knowing

The Teaching Excellence Project highlights the extraordinary teaching and learning at MIT, documented by MIT Video Productions (MVP) over several decades. With generous support from Neil and Jane Pappalardo, MVP has digitized, preserved and now shares these inspiring videos. 

Teaching excellence is not formulaic on campus. Rather, it originates in classrooms, laboratories, common spaces, residence halls, and along the great corridors of MIT. Within this site are a number of videos that showcase the experiential learning that is MIT. 

A selection of courses are presented in their entirety in the 
Inspiring Teachers section. In class lectures and often through real-time demonstrations, faculty reveal the process of achieving fluency in the languages of their disciplines, while sharing unique perspectives on their own trajectories to discovery and excellence. Footage From the Vault, drawn from several MIT archives, showcases the culture of Institute life, work, and play through vintage films and special events spanning several generations of the MIT community.Must See! videos highlight favorite talks, lectures, and events from a variety of venues across the campus. 

Watch, enjoy, and be inspired!

MIT Crosslinks and OCW []

If you're learning about foundational STEM topics, you may want to explore MIT Crosslinks as a guide to OCW and other open educational resources.

MIT Crosslinks describes how STEM topics are introduced, developed and applied across select MIT undergraduate courses. While only the MIT community may create and edit this crowdsourced content, the results are open to the world.
Each Crosslinks topic, like the example to the right, starts with a brief definition. That's followed by links to content which MIT students recommend to each other – and to you – to help learn about the topic.
Coursera. Coursera works with top universities from around the world to offer classes online for free. You can take classes from a variety of disciplines including computer sciences, psychology, and Spanish.
OpenStudy. OpenStudy is a social learning network that allows you to connect with individuals with the same learning goals as you.
Khan Academy. I freaking love Khan Academy. You’ll find over 4,000 videos covering topics ranging from algebra to finance to history. My favorite part of Khan Academy, though, is math exercises. You start with basic math and work your way up to calculus in an adaptive, game-like environment. I’ve been slowly going through the exercises to freshen up on my math.
Duolingo. Free website to learn foreign languages. It’s a pretty cool set up. As you progress through the lessons, you’re simultaneously helping translate websites and other documents.
Code Academy. Learn to code for free with interactive exercises. I wish Code Academy was around when I was learning how to build AoM. It would have helped a lot.
edX. Harvard University and MIT partnered together to create interactive, free online courses. The same world-renowned professors that teach at Harvard and MIT have created the courses on edX. You can find courses for just about any subject. I’ve signed up for a class called The Ancient Greek Hero. Class started last week, but you can still sign up. Join me!
Udacity. Udacity is similar to edX and Coursera. College level classes taught online for free.
CreativeLive. I discovered CreativeLive a few weeks ago. It’s an interesting concept. You can watch the live stream of the course being taught for free, but if you want to view the course later and at your own pace you have to pay for it. The courses focus on more creative and business subjects like videography and online marketing. I’ve sat in on a few of the free courses and was impressed with the curriculum.
TED. TED compiles speeches and lectures not only by professors but interesting people from many different walks of life. TED talks are lighter than academic lectures, often quite funny, and concentrate on interesting ideas and concepts. And most are 20 minutes or less, so they’re great for those with a short attention span.
iTunes U. Download thousands of free podcast lectures taught by the best professors from around the world and learn while in your car.
YouTube EDU. Instead of watching a bunch of auto-tuned cats, enrich your mind by browsing through YouTube EDU. They have thousands of videos that cover a variety of topics.
For more ideas on free learning resources, check out this post: How to Become a Renaissance Man Without Spending a Dime.

Saturday, February 20, 2016

Russian's New Friends Among Afghan Taliban

In response to growing concerns about the Islamic State’s growing strength throughout Afghanistan, Russia is now pursuing a military alliance with the Afghan Taliban, under the concept that “my enemy’s enemy is my potential ally.”

The Russian courtship of the Taliban began some time prior to Taliban’s dramatic 15-day takeover of the northern Afghan city of Kunduz, which was reportedly facilitated by the delivery of Russian weapons to the group via Tajikistan. Among the Russian-supplied weapons were new AK-47s, PK machine guns and RPGs (rocket-propelled grenades).
The US Director of National Intelligence, Gen. James Clapper so much as confirmed the Russian increased role in the Central Asia security situation in February 9, 2016 Congressional testimony, where he stated that “Central Asian states remain concerned about the rising threat of extremism to the stability of their countries, particularly in light of a reduced Coalition presence in Afghanistan. Russia shares these concerns and is likely to use the threat of instability in Afghanistan to increase its involvement in Central Asian security affairs.”
Following the death of Taliban leader Mullah Omar, the Islamic State sought to exploit factional splits in the group, and dispatched several hundred ISIL operatives to Afghanistan. According to the United Nations, ISIL now has a presence in 25 of Afghanistan’s 34 provinces, and has as many as 3,000 fighters in the country now, mostly recruited from the ranks of Taliban splinter factions and other militias. 
The point man for the Russian outreach to Taliban is President Vladimir Putin’s personal envoy to Afghanistan, Zamir Kabulov.  Kabulov was in charge of KGB operations in Afghanistan during the period of Soviet Red Army occupation—including the period of the entire Afghan War. He later was Russia’s Ambassador to Pakistan. In 1995 he established personal contact with Mullah Omar, to negotiate the freeing of Russians whose plane flight had made an emergency landing in Kandahar. He retained those contacts, after he later became the Director of the Second Department for Asian Countries in the Russian Foreign Ministry and then in his second current post as Putin’s personal Afghan envoy.
The Uzbek-born Kabulov has handled his negotiations with the Taliban through Dushanbe, Tajikistan, working with a Taliban liaison, Dr. Tahir Shamlazi, the brother of a former Taliban commander. Shamlazi has also represented Taliban in talks with Chinese officials.
In a recent interview with Interfax, Kabulov gave a detailed assessment of ISIL’s planned expansion into Central Asia and Russia. He identified two “beachheads” facing Tajikistan and Turmenistan, where a large number of Central Asian recruits are being concentrated, after receiving training in three ISIL camps inside northern Afghanistan.
In that interview Kabulov said Russian officials were concerned that the routes through which Afghan heroin is smuggled across the Caspian Sea into Dagistan can be used to smuggle ISIL fighters back into the Caucasus region of Russia to launch what he called “a spring offensive” against Central Asia and Russia. 
Speaking at a Moscow conference on Afghanistan in January 2016, Kabulov candidly acknowledged that “Taliban interests objectively coincide with ours. Both the Afghan and Pakistan Taliban have said they don’t recognize ISIS… That is very important. We have communications channels with the Taliban to exchange information.”
Russia is not putting all of its Afghan-Central Asian eggs in the Taliban basket. Russia has recently expanded its arms sales to both Pakistan and Afghanistan, negotiating the sale of as many as 20 Mi-35 helicopters to Pakistan, along with surface-to-air missiles. Afghanistan is also planning to purchase Russian Mi-35 helicopters. Russia has also announced first-ever joint maneuvers with Pakistan this year. That was announced on January 22, 2016 by Russian Army Commander-in-Chief Gen. Oleg Salyukov.
Afghanistan’s Chief Executive Officer Abdullah Abdullah confirmed on February 3, 2016 that he is coordinating with Moscow on the peace talks with the Taliban. “We expect countries to set aside their grievances for the sake of dealing with the most important challenge that we are all facing. Russia has an interest because of the terror groups from Chechnya and the Central Asian republics.”

Iran is also warming up to the Taliban, as they escalate their surrogate war with Saudi Arabia, which Tehran believes is still backing ISIL. Iran has recently begun training Taliban fighters in camps in Tehran, Mashhad and Zahedan.
It would remains to be seen whether these “strange bedfellow” dealings, such as Russia and Iran’s collusion with the Taliban, can be sustained. US intelligence has definitely taken notice of the emerging channels and is carefully assessing the implications, now that President Obama has agreed to retain a residual US training and counter-terrorism force of nearly 10,000 American and allied troops in Afghanistan through past the end of his presidency.
Russia and China have the opportunity to work through the Shanghai Cooperation Organization, which now includes all of the Central Asian republics, Pakistan and India. Russia and China have both announced their support for Iran to be the next full member of SCO. Iran already has observer status with the organization. And later this year, Russia is scheduled to begin construction on a 1,100 kilometer gas pipeline from Karachi to Lahore that is scheduled to be completed by 2017, and will provide Pakistan with over 30 percent of its natural gas needs. Such projects can only succeed if there is a degree of stability in the area.
Special Envoy Kabulov, however, got to the heart of Russia’s concerns in his Interfax interview. He said: “Better to fight Islamists on Amu Daryan than on the Volga.”

Tuesday, February 16, 2016

State of Hell - found it interesting

From: M.Irshad Jan <>
 The following is an actual question given on a University of Arizona chemistry mid term, and an actual answer turned in by a student.
The answer by one student was so 'profound' that the professor shared it with colleagues, via the Internet, which is, of course, why we now have the pleasure of enjoying it as well:
Bonus Question: Is Hell exothermic (gives off heat) or endothermic (absorbs heat)?
Most of the students wrote proofs of their beliefs using Boyle's Law (gas cools when it expands and heats when it is compressed) or some variant.
One student, however, wrote the following:
First, we need to know how the mass of Hell is changing in time. So we need to know the rate at which souls are moving into Hell and the rate at which they are leaving, which is unlikely. I think that we can safely assume that once a soul gets to Hell, it will not leave. Therefore, no souls are leaving. As for how many souls are entering Hell, let's look at the different religions that exist in the world today.
Most of these religions state that if you are not a member of their religion, you will go to Hell. Since there is more than one of these religions and since people do not belong to more than one religion, we can project that all souls go to Hell. With birth and death rates as they are, we can expect the number of souls in Hell to increase exponentially. Now, we look at the rate of change of the volume in Hell because Boyle's Law states that in order for the temperature and pressure in Hell to stay the same, the volume of Hell has to expand proportionately as souls are added.
This gives two possibilities:
1. If Hell is expanding at a slower rate than the rate at which souls enter Hell, then the temperature and pressure in Hell will increase until all Hell breaks loose.
2. If Hell is expanding at a rate faster than the increase of souls in Hell, then the temperature and pressure will drop until Hell freezes over.
So which is it?
If we accept the postulate given to me by Teresa during my Freshman year that, 'It will be a cold day in Hell before I sleep with you,' and take into account the fact that I slept with her last night, then number two must be true, and thus I am sure that Hell is exothermic and has already frozen over. The corollary of this theory is that since Hell has frozen over, it follows that it is not accepting any more souls and is therefore, extinct..... ....leaving only Heaven, thereby proving the existence of a divine being which explains why, last night, Teresa kept shouting 'Oh my God.'

Secrets of World War ll - What Really Happened to Rommel ?

 Great leader wrong sideDescription: Description: xXxHistorychannelxXx

An honorable man. "Give me an army full of Australians and I can win the war". So it is said that Erwin said that :-)

The Nazis definitely won the battle of ,,who had the coolest helmets and uniforms
Well, if it was Panzer Grenadiers in blotchy came from 1943 onwards, yes.
Some of u guys are wrong, I read Rommel knew the landing would be in Normandy. Hitler ignored him....
+mickey rat (maqnchs) Rommel expected the invasion would be in Normandy.
Hitler did not believe him, thinking it would be in Calais.
Rommel was a man of great integrity or moral conviction.
He presided over battles that abided by the rules of war, and like all great leaders, hated the needless death/slaughter of those he commanded, and thus the German soldiers and citizens alike loved him.
I (too) studied History, and found Rommel the be a completely honorable
My father told me that Rommel was held in high regard by the Allied (Australian) forces in northern Africa, he was also to be feared when you were in battle against him.
What I'm trying to say is that "Rommel was a solders solder".
That rare breed of officer, for whom the command and loyalty (of his men) is given to him freely, through force of character and his natural brilliance.
History (so far) treats General Field Marshall Irwin Rommel well, as he above all other German Officers deserve it.
A Great Man.
That is just not true, several high ranking officers in the Werhmacht never joined the Nazi Party. Admiral Wilhelm Canaris, Admiral Karl Dönitz, General Adolf Gallant, Feld Marshall General  von Rundstedt, Feld marshal Erwin Rommel, Count Claus von Stauffenberg plus several hundred others were never party members. 
Read your history!
Well I've taught WWII history and have never read anything in any English history book that has ever said that all high ranking German officers were required to be Nazi's, quite the opposite.
  There were no Admirals or high ranking naval officers in the Krieg’s marine that were members of the Nazi Party at all. I'd like to know what history books you are reading and when they were published?
Rommel was trigger happy and wanted to see people die.
He often went directly to the front lines to watch.
They had to forbid him such actions.
Nice presentation, and some great footage.
Like most points of view some topics are open to debate. 
Reading the comments below some people seem to miss the most valid point.
When your enemies RESPECT you, that should give you a clue !
"Rommel didn't fear death"...of course not! 
Death feared Rommel instead. R.I.P Desert Fox
Where's Rommel?, "He's on the front lines".
A common line spoken by his men.
He preferred to be fighting alongside.
Great man and leader unfortunately the shit stain that was Hitler screwed his legacy.
Rommel was a military careerist and a soldier through and through.
While he didn't commit war crimes I can't say that Rommel was a great or a good man.
Just like his son, Manfreld Rommel said : "In general, it is worth mentioning that all secondary virtues such as bravery, discipline, loyalty and perseverance only have validity so long as they are used in a good cause.
When a positive cause becomes negative, these virtues become questionable."
+Maël Dove Another way to say it is --- When a good man helps a bad man succeed the good man is not serving mankind.
+Maël Dove yeah , yeah Germans were shocked with concentration camps.
All the time they were thinking that Gestapo is taking their Jewish neighbors for a vacation.
Even Rommel is romanticized now b/c he turned against the Hitler at the end of the war . 
He did it b/c Hitler was losing war in 1944 , and removing Hitler was only way to prevent Germany from complete destruction, not b/c he ( Rommel) was against everything that Hitler did before and b/c Hitler brought the misery to millions in Europe.
Rommel said that he found about death camps " later in the war and he was shocked" - while thousands of ordinary Germans served in concentration camps and did atrocities against Jewish and Slavic people in Eastern Europe, sending letters home, a Field Marshall Rommel " did not know anything until later in the war".
What a bunch of BS !
I  always wondered if Hitler had not sent Rommel to kill himself how fair would the allies have been to him
+Neuschwabisch : No not at all. Rommel was a Soldier of great integrity.
All Allied Commanders recognized this quality in him. Rommel was no criminal, he didn't take part in any activity regarding genocide of any peoples.
So the Allies would have no reason to do such a thing.
Executing an Officer of the vanquished forces, who had not committed any known crime, would be a folly.
As it would set a precedent, that in future wars, all military officers of the defeated side would suffer execution....And one never knows when you yourself may be on the wrong side.
In fact Rommel is the epitome of the perfect soldier, yes he wanted to win, but win by the rules governing war.
I suppose we would say today, that Rommel was a gentleman. 
He went about his duty as an officer, with integrity of the highest order, and was respected Militarily by both Montgomery and Eisenhower.
It is a shame, that such character and sense of duty, is missing in many leaders of men today, it really is the most admirable of traits. 
Lastly and ironically, Rommel was forced to commit suicide, for being involved in the plot to assassinate Hitler, when in fact he had nothing at all too do with this act...though of course he knew of it. 
For Rommel even though he believed Hitler was an Enemy of the German people, he still would not forsake his oath as an officer to his Leader......

+Neuschwabisch "They probably would have hanged him." Yeah, just like they hanged Guderian, Mannstein and Dönitz. Oh wait...
A German wounded 6 times in combat received an arm band designating that.
I believe Rommel cherished being able to wear his as much or more than his Pour le Merited.
He got the wound badge in gold.

Thursday, January 28, 2016

Further thoughts on “KNOWLEDGE SOCIETY” Initiative

I hope the attached document gives you the background to the project on this link:
I expect that you will participate in this endeavor through the COUNCIL/JK/VO/WO close to your home
LIFE LONG LEARNING -Options for a Student:
1.      Education and Skills
a.       Augment the coaching being offered in a traditional Institution.
b.      Access to Coaching material of the best universities towards Education and capacity development.
c.       Option for developing skills in existing career or change in career {example: Specialization in Microfinance].
d.      Option for families of limited incomes/access to traditional world famous Institutions of learning.
2.      Telemedicine option:  Once married, 80 percent of female doctors do not get an opportunity for practicing their profession. They will have the opportunity to serve fellow human beings in need through TKN from their homes and also build further skills.
2.      Integration of OUTERNET:          
a.       Will connect each of the clusters to free internet via satellite for access to coaching educational content from best universities.
b. Will provide the opportunity to start the steps towards technology and business opportunity in this field.
A.    Targets for AKRSP/LSO:
1)      Target-1: Improve the economic conditions so that populations in GB and Chitral can meet the ever increasing costs of health and education and also become SELF SUSTAINING.
2)      Target-2: Groom indigenous leadership capable of establishing democracy (pre-requisites for meritocracy, and pluralism) and also capable of planning for a better quality of life for their future without external inputs.
3)      Target-3: “Facilitate establishment of Knowledge Societies in the program Area”
B.     Deliberations in the NC and GUIDANCE
1)      Extracts from the Minutes of the meeting of His Highness Prince Aga Khan Shia Imami Ismaili Council for Pakistan held on March 29th and 30th 2003 at Conference Hall, Jamat Khana Premises, Rawalpindi-Islamabad [shared in past on FB].
 “Responding to an observation IW told the house that Ismailis working for AKRSP are very old and do not seem to fit in to the new system and that is why others are more in numbers and in percentage.  Brig Beg observed that a transparent competitive procedure is more likely in selection of 90% Ismailis in different positions and advocated a blatant meritocratic competition and opined that such a course would not face serious challenges from pressure groups as faced previously and also in the present process. This assessment was not shared by many and accordingly it was proposed that the council should diagnose the reasons for the lack of competence among Ismailis in coming up to the standards and chalk out a road map for the future.
To this a discussion went on among the members as to why AKDN Institutions are not getting good Ismailies. Sharing her viewpoint, Laila Dossa, member NC said that we don’t want to pay well and do not know how to retain them; the fellow joins the institution as if he is serving the cause and then he feels that he is squeezed and leaves quietly.
Wrapping the subject AP said it’s good to consider merit as criteria but we need to consider the Ismailis constituency. We need to keep balance, keep both merit and Ismaili. If we have not been able to find Ismailis competent enough we should train them to be qualified on merit. He also proposed to form a committee to address the subject and requested LD to come up with recommendations.
Higher education and scholarships: [Brig Beg] We have realized in the March meeting that Ismaili candidates do not dominate on merit for job opportunities in AKDN. Competitive human resources can be developed only through access to higher education and proper stress for the same in award of scholarship and loans. My proposals for “Facilitation in accessing higher education” is through re-course to “distance learning” proposal as an immediate short-term measure. We recall the keynote address delivered by our Mawla to the MIT two years back and recent policy announcement by the MIT. KEYNOTE SPEECH MIT wants to initiate a global revolution in education and towards the same making the course material available free on the Internet. Mawla’s directions to AKU-IED and the University of Central Asia are well known to the leadership. The GOP IT policy gives the shape of things emerging in Pakistan.

We need to adopt this cost-effective and feasible solution in all our institutional policies. We have the ISP and many computer centers almost at every local council/VO/the Jamatkhana and AKDN offices at all levels. Requirement for AKU is to facilitate asynchronous transmissions directly from the satellite to the centers within the limits of already purchased bandwidth.
As regards to the scholarships I will illustrate my point by a chart which indicates the distribution of scholarships during 5-years which has been extracted from the databases recently released by the AKES. This shows out of 72 scholarships [between 1995 to 2000], 47 have been allotted in Karachi, 4 in Sindh, 3 in  Punjab, 5 in NWFP, 8 in NA and 2 in Chitral.  We need to re-assess the HR need of these regions and set specific targets in number as well as specialties. I would like the leaders to come up with the recommendations on this or alternative proposals, which we may give to the AKDN.”

2) Appointment Meeting guidance on 9th December 2005, Islamabad.

3) Keynote speech of H.H. Aga Khan at MIT KEYNOTE SPEECH

 My dear Chairperson,

This communication is in response to your letter no nil dated 5 Jan 2005 in my personal capacity. In this connection, please refer to my views given in the ICP meetings and different draft suggestions as attached again with this letter. I would certainly recommend sharing a clear picture on the following aspects in the same priority and improvement of the procedures in the light of these considerations:
A.    Planning data (region wise) for the numbers and specialties recommended in meeting the long-term vision for the region concerned.
B.      Provide the database for the region wise distribution and tracking of the 450 awardees of these scholarships. The limited database for awardees in higher education provided by AKES in the past shows a very discouraging state for regions outside Garden area of Karachi.
C.     There is a need to cater for students desirous of availing distance learning facilities.       
 I hope and pray that these recommendations are passionately considered by the Board before the award of the scholarships for this and subsequent cycles.

From: habib.peermohamed[]
Sent: Tuesday, February 01, 2005 3:37 PM
To: Hisamullah Beg SI (M)
Subject: RE: Scholarship Programme
I have forwarded your comments and observations to my colleagues and will get back to you on these issues.

 Aga Khan Education Service, Pakistan
                                                         Scholarship Programme
Regional Statistics
Northern Areas
Punjab and Frontier

Aga Khan Education Service, Pakistan Alumina Data Base
                                          Scholarship Programme (1995 – 2000)

Regional Statistics

Northern Areas




Frontier Province

Karachi (Garden East)

Karachi (Karimabad)

Karachi (Kharadar)

Outside Pakistan


From: Hisamullah Beg SI(M) []
Sent: Saturday, April 6, 2005 10:24 AM
To: AGA KHAN, Zahra
Cc: JAMES, Claudine
Subject: Aga Khan Education Service, Pakistan

Your Highness,

This humble servant of Imamat has ventured to place a copy of the communication done with chairman AKES and the data that has been shared in response. The views on development of HR in all regions as shared in the ICP are also appended as part of this communication. In view of these statistics I have communicated the desire for a review in procedures for which I am seeking blessings of your highness.

Brig (Retd) Hisamullah Beg, VP ICP

From:  “JAMES, Claudine” <>
To:       “Hisamullah Beg SI (M)” <>
Sent:   Friday, April 29, 2005 5:57 PM
Subject: Re: Aga Khan Education Service, Pakistan

To the attention of Brigadier (Retd) Hisamullah Beg


Further to your e-mail Princess Zahra has asked me to pass you the following message:

“Princess Zahra thanks you for the information which you have sent her, and looks forward to reviewing the progress of the AKES scholarship programme through the normal reporting channels of the SWD.”  


Claudine James
Secretary to Princess Zahra Aga Khan 
cc.: Mr. Akbarli Pesnani, President – Aga Khan Council for Pakistan
        Mr. Habib Peermohamed, Chairman AKES, P
         Mr. Rahim Somani, Acting CEO AKES, P