ETHICS AND SOCIAL RESPONSIBILITY
PROJECT PROPOSAL
SUBMITTED TO: DR. MARIUM SARA MINHAS
PRESENTED BY
URAIB (54975)
MUJTUBA (61688)
OBAID (60967)
ALI ABBAS (57451)
HUSSAIN (57523)
SURAKSHA (62595)
Acknowledgement
We would like to express our deepest appreciation to all those who provided us with the
possibility to complete this report. We would like to extend a special gratitude to our
Ethics and Social Responsibility instructor, Dr. Marium Sara Minhas, whose
contribution in stimulating suggestions and encouragement, helped us to synchronize our
report and supported us throughout the duration of this course. We would also to thank our
prestigious university for providing us with the platform and the necessary exposure
required to compile this report.
A project report is a bridge between theoretical and practical learning and with this thinking
we worked on this report and made it successful due to the timely support and efforts of all
those who helped us.
Lastly, we would like to thank our classmates and friends for their encouragement and help
in designing and making our report productive, because of them we were able to create our
report and make it a pleasant experience.
Table of Contents
INTRODUCTION
The initial phase in integrating kids into education is called "Street to School." The magic takes
place here. The program turns street and slum children who are out of school and beg, pick up
trash, and labor into confident, joyful kids who can read and write. This program's objective is to
mainstream kids into formal education. Our after-school remedial programs reaffirm their
understanding and give them the assistance they need to succeed academically.
“WE ARE A METHOD OF EDUCATION-BASED EMPOWERMENT”
Over a thousand kids will be shielded from the negative consequences of life on the streets.
Children will be enrolled in mainstream education. Orphan youngsters will complete their
education and vocational training while living in the organization's shelter. The project's success
will serve as a model and inspire the government to help us improve the lives of marginalized
children. Their health will be ensured by sufficient nourishment and medical attention.
According to a 2016 study by UNICEF and the World Bank Group. Children living in slums and
on the streets lack access to school, healthy eating, medical care, and amusement. Children's
daily fight for survival has robbed them of the opportunity to participate fairly in our society. To
escape the cycle of poverty and be able to live wholesome, fruitful lives, they need knowledge.
Sustainable Development Goal (SDG):
PROBLEM:
Children who have never attended school and children who may have been in school at one point
but later dropped out are two of the at least two kinds of children who are not in school. Not all
"out of school children" live on the streets. There are various reasons why students leave school,
and none of them are unexpected.
Children in Pakistan may turn to street life for a variety of reasons. These reasons include
abandonment and escaping the deplorable circumstances in orphanages, according to a 2014
Lahore research. When it comes to kids with families, poverty forced some families to pull their
kids out of school and put them to work, which was sometimes too much for the kids to handle
and forced them to run away.
When children are normally expected to work and provide for the family, sending a child to
school results in expenses for food, housing, tuition, school supplies, and, in certain cases, a loss
of income. Other causes include domestic violence—either physical or sexual—overcrowding, a
lack of space as a result, rejection by the family as a result of homosexuality, pregnancy, or drug
usage.
The issue of enrolling street children who are not in school and lack a support system at home in
schools is a challenging one. Putting aside the issue of this program's tiny size and (presumably)
short lifespan, enrolling more children in school is a worthy goal, and offering free education and
paying for food and school supplies is a smart concept. While greatly lessening the financial
burden on parents, it gives kids a chance at a life with a career that is more productive than the
alternatives that are currently accessible. However, these kids will return home to the same
conditions of deprivation, crowding, and lack of academic help after school is out.
ALTERNATIVES:
Parents have the option of enrolling their kids in seminaries as an alternative to letting them grow
up on the streets or out of the classroom, and it's worth investigating how they manage to keep
them.
Orphanages, Madrasahs and NGO’s provide poor families the value proposition of taking their
children off their hands (and out of the home), giving them food, housing, and a minimal
education while keeping them off the streets, away from crime, drugs, and other harmful
influences—all for free. Simply put, they relieve low-income families of all the responsibilities
and costs associated with raising a child. Parents may even tell themselves that they gave their
child away for the good of the faith. As a result, he or she gives us hope that God will pardon us
in the hereafter. Such a deal is challenging to top.
They do, of course, have their own issues. They educates its students for very few tasks as useful
members of society. Nevertheless, they are successful in keeping 2.26 million kids (according to
Pakistan Education Statistics 2016–17) off the streets and out of mischief. The majority of kids
who enroll in them do so with the consent and full support of their parents.
Free lunches will be provided for these kids. Special workshops will be provided to their parents
to help raise awareness of the value of education. These kids will be given free uniforms, food,
backpacks, and school supplies.
The kids will be enrolled in classes in stages, with the youngest group being mainstreamed into
regular classrooms first. Before being integrated into mainstream education, older kids would get
non-formal education. Children aged 16 and older will get both academic instruction and
vocational training from NGOs.
The best way to deal with the issue of out-of-school children is to first educate yourself about the
obstacles that particular children face, develop a plan that best removes those obstacles, and then,
of course, provide a strong enough education system (both formal and informal) and
compassionate teaching staff that will absorb these kids, like all kids, and retain and nurture
them. That is a difficult assignment, especially given the current circumstances.
FACTS & FIGURES
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Before the coronavirus crisis, projections showed that more than 200 million children
would be out of school, and only 60 per cent of young people would be completing upper
secondary education in 2030.
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Before the coronavirus crisis, the proportion of children and youth out of primary and
secondary school had declined from 26 per cent in 2000 to 19 per cent in 2010 and 17 per
cent in 2018.
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More than half of children that have not enrolled in school live in sub-Saharan Africa,
and more than 85 per cent of children in sub-Saharan Africa are not learning the
minimum
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617 million youth worldwide lack basic mathematics and literacy skills.
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Some 750 million adults – two thirds of them women – remained illiterate in 2016. Half
of the global illiterate population lives in South Asia, and a quarter live in sub-Saharan
Africa.
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In 10 low- and middle-income countries, children with disabilities were 19per cent less
likely to achieve minimum proficiency in reading than those without disabilities.
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4 million refugee children were out of school in 2017
UNIVERSAL SDG:
Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
Since 2000, there has been enormous progress in achieving the target of universal primary
education. The total enrolment rate in developing regions reached 91 percent in 2015, and the
worldwide number of children out of school has dropped by almost half.
There has also been a dramatic increase in literacy rates, and many more girls are in school than
ever before. These are all remarkable successes.
Progress has also faced tough challenges in developing regions due to high levels of poverty, armed
conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has
seen an increase in the proportion of children out of school. This is a worrying trend.
While sub-Saharan Africa made the greatest progress in primary school enrolment among all
developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still
remain. Children from the poorest households are four times more likely to be out of school than
those of the richest households. Disparities between rural and urban areas also remain high.
Achieving inclusive and quality education for all reaffirms the belief that education is one of the
most powerful and proven vehicles for sustainable development. This goal ensures that all girls
and boys complete free primary and secondary schooling by 2030. It also aims to provide equal
access to affordable vocational training, and to eliminate gender and wealth disparities with the
aim of achieving universal access to a quality higher education.
Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable
Development. An integrated approach is crucial for progress across the multiple goals.
SINDH SDG IMPLICATIONS:
The global indicator framework was developed by the Inter-Agency and Expert Group on SDG
Indicators (IAEG-SDGs) and agreed to, as a practical starting point at the 47th session of the UN
Statistical Commission held in March 2016. The report of the Commission, which included the
global indicator framework, was then taken note of by ECOSOC at its 70th session in June 2016.
TARGETS
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By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and effective learning outcomes.
By 2030, ensure that all girls and boys have access to quality early childhood development,
care and pre-primary education so that they are ready for primary education.
By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university.
By 2030, substantially increase the number of youth and adults who have relevant skills,
including technical and vocational skills, for employment, decent jobs and
entrepreneurship.
By 2030, eliminate gender disparities in education and ensure equal access to all levels of
education and vocational training for the vulnerable, including persons with disabilities,
indigenous peoples and children in vulnerable situations.
By 2030, ensure that all youth and a substantial proportion of adults, both men and women,
achieve literacy and numeracy.
By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation of cultural diversity
and of culture’s contribution to sustainable development.
Build and upgrade education facilities that are child, disability and gender sensitive and
provide safe, non-violent, inclusive and effective learning environments for all.
By 2020, substantially expand globally the number of scholarships available to developing
countries, in particular least developed countries, Small Rural developing States and
African countries, for enrolment in higher education, including vocational training and
information and communications technology, technical, engineering and scientific
programs, in developed countries and other developing countries.
By 2030, substantially increase the supply of qualified teachers, including through
international cooperation for teacher training in developing countries, especially least
developed countries and small rural developing States.
INDICATORS
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Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and
(c) at the end of lower secondary achieving at least a minimum proficiency level in (i)
reading and (ii) mathematics, by sex.
Proportion of children under 5 years of age who are developmentally on track in health,
learning and psychosocial well-being, by sex.
Participation rate in organized learning (one year before the official primary entry age), by
sex.
Participation rate of youth and adults in formal and non-formal education and training in
the previous 12 months, by sex.
Proportion of youth and adults with information and communications technology (ICT)
skills, by type of skill.
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as
disability status, indigenous peoples and conflict-affected, as data become available) for
all education indicators on this list that can be disaggregated.
Percentage of population in a given age group achieving at least a fixed level of proficiency
in functional (a) literacy and (b) numeracy skills, by sex.
Extent to which (I) global citizenship education and (II) education for sustainable
development, including gender equality and human rights, are mainstreamed at all levels
in: (a) national education policies, (b) curricula, (c) teacher education and (d) student
assessment.
Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical
purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials
for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation
facilities; and (g) basic hand washing facilities (as per the WASH indicator definitions)
Volume of official development assistance flows for scholarships by sector and type of
study.
Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper
secondary education who have received at least the minimum organized teacher training
(e.g. pedagogical training) pre-service or in-service required for teaching at the relevant
level in a given country.
RELATED PROJECTS IN SINDH
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Ensuring political commitment to localize SDGs in Sindh
Government of Sindh Adopts the Global Agenda for Sustainable Development
MAPS Approach for Localizing Sustainable Development Goals in Sindh
Sindh SDGs Framework: A roadmap for localizing SDGs in Sindh
Taking the first step: Prioritizing SDGs for Sindh
REFERENCES:
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https://jointsdgfund.org/sustainable-development-goals/goal-4-qualityeducation#:~:text=This%20goal%20ensures%20that%20all,to%20a%20quality%20highe
r%20education.
https://sindhsdgs.gov.pk/sustainable-development-goal-4/
https://yandex.com/images/search?text=SDG%20QUALITY%20EDUCATION&pos=25
&img_url=http%3A%2F%2Fsdgresources.relx.com%2Fsites%2Fdefault%2Ffiles%2Fsd
g_4.jpg&rpt=simage&lr=10615