CARE Leadership in Social Sector

For exclusive use Institute of Business Administration (IBA) - Karachi, 2015
NA0092
Cooperation for Advancement,

Rehabilitation and Education (CARE):
Leadership in a Social Sector Organization
Arif N. Butt, Lahore University of Management Sciences
Humaira Arif, Lahore University of Management Sciences
Sheezeen Hemani, Lahore University of Management Sciences
Since the time of its establishment, CARE has successfully adopted twenty government schools
and established six CARE-owned schools with the aim of providing quality education.
CARE has been able to establish a model of government and private sector partnership in
the field of education. I strongly feel that this model must be replicated in order to benefit
hundreds of thousands of deserving children of Pakistan—a country with a population of
more than 140 million people. CARE has been asked to take over 140 government schools
to educate more than 50,000 students. I understand the enormity of this task, but at the
same time I feel that in order to make some positive contribution to the awful state of edu-
cation, this challenge needs to be considered.
Seema Aziz, Chairperson, CARE Foundation
I
n September 2002, Seema Aziz, chairperson and CEO of Cooperation for
Advancement, Rehabilitation and Education (CARE), was asked by the mayor of
Lahore, Pakistan, to take over the operation of 140 government schools in Ravi
Town.1 CARE was a private charitable organization that provided educational services to
the underprivileged, rehabilitated homes, and operated industrial and family welfare
centers.
This was not the first time CARE had received such a request. In 1998, Aziz had
accepted a similar proposal from the local government to adopt ten government schools
located in Lahore. By 2002, CARE had taken over twenty government schools, expand-
ing its educational operation from one CARE school with 250 students to a network of
six CARE schools and twenty government-adopted schools, educating more than25,000
students and employing more than 500 teachers and other staff members (See Exhibit
1).
In order to accept the mayor’s latest proposal, CARE would have to hire and train
additional staff, renew the schools’ infrastructure, and provide funding for ongoing oper-
ations. Aziz had to decide if it was appropriate for her and CARE to take on such an
enormous task. She wondered if CARE should concentrate on consolidating its existing
network of schools, strengthening current systems, and preparing for future leadership
or whether it should accept the government’s offer and try to rehabilitate and improve
the standard of 140 additional schools.
Copyright © 2010 by the Case Research Journal and Arif N. Butt, Humaira Arif, and Shezeen Hemani
The case study was prepared as the basis for class discussion rather than to illustrate either effective or inef-
fective handling of an administrative situation.
Cooperation for Advancement, Rehabilitation, and Education (CARE): Leadership in a Social Sector Organization 1
This document is authorized for use only in Organizational Behavior and Leadership by Dr. Shahid Mir, Institute of Business Administration (IBA) - Karachi from February 2015 to August 2015.
Exhibit 1 CARE Schools (1991–2002)

Year Schools Number of Teachers Number of Students
1991 CARE 1 11 250
1992 CARE1 14 510
1993 CARE 1 25 850
1994 CARE 1 and 2 39 980
1995 CARE 1 and 2 56 1,404
1996 CARE 1 and 2 69 1,894
1997 CARE 1 and 2 74 2,000
1998 CARE 1, 2 and 3 97 2,606
1999 CARE 1, 2, and 3 107 3,010
2000 CARE 1, 2, 3, and 4 128 3,559
2001 CARE 1, 2, 3, 4, and 5 146 4,251
2002 CARE 1, 2, 3, 4, 5, and 6 164 4,866
*By September 2002, CARE employed 164 teachers and twenty- four other staff members in
six CARE schools. In addition, CARE had 305 teachers and other staff members in twenty
government-adopted schools on its payroll. Altogether, CARE had a total of 493 teachers
and staff members working in both CARE and twenty government-adopted schools.
Source: CARE Newsletter
THE HISTORY OF CARE

Seema Aziz came from a well-known and affluent family in Lahore. She was trained as
an attorney with a Bachelor of Laws degree (LLB) from the Punjab University in 1989.
In 1985, while still pursuing her studies, she was appointed the executive director of her
family-owned business, Seefam Pvt. Ltd.2 Seefam had started as a manufacturer and
retailer of high quality embroidered fabrics. It later launched several clothing and appar-
el brands that became popular household names throughout Pakistan. Aziz was actively
involved in overseeing the design and retail side of the business. She worked from
Seefam’s head office in Lahore, where she also carried out her duties as the CEO of
CARE.
Aziz’s venture into humanitarian work started in 1988 with her relief efforts for flood
victims in the province of Punjab.3 A high flood that year had caused massive devasta-
tion in many villages and settlements, leaving families homeless and without access to
basic amenities such as food and water. Aziz, her brother Hamid Zaman, and a group of
their close friends set out to help flood victims by taking emergency supplies including
food, water, and medicines to the affected areas. The lack of government response to the
enormous tragedy had deeply upset Aziz. She later recalled the scene:
These people had no roof over their heads; they had lost their mud homes which had
been washed away by the flood. They had lost all their worldly belongings and were
camped on the roadside. It was impossible for me to walk away from these people after
seeing the conditions that they were in. I felt that apart from providing basic aid in the
form of food and medicine, we needed to rebuild their homes. Therefore, to begin with,
we decided to help at least ten families in the worst flood hit area.
Eventually, Aziz and her team focused on rebuilding homes that had been destroyed
by the flood. Within a year, eighty homes were financed. While Aziz was supervising the
construction of homes in the flood-affected areas, she noticed the area children follow-
ing her wherever she went during her visits. “I felt like I was the Pied Piper,” she later
recalled. When she asked why the children were not in school, a local person respond-
ed, “How can they go to school? There is no school for miles.”
2 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010
That day, Aziz decided to build a school for the community. For her, this seemed a
long-term solution to the despondency she saw in the eyes of many. Aziz believed that
schooling was the right of every child, and everyone should be given an equal opportu-
nity to be empowered through education.
After carefully evaluating the idea of building a school for the underprivileged, Aziz
felt the need to formalize her work arrangement in the form of a trust. She named the
organization Cooperation for Advancement, Rehabilitation and Education (CARE). Its
scope of activities included education, rehabilitation of homes, and industrial and fam-
ily welfare centers. She appointed one family member and two friends to serve as
trustees. Aziz later stated that the trust was “only a formality,” since she primarily put in
the effort required to make CARE’s mission a reality (See Exhibit 2).
Exhibit 2 CARE’s Philosophy and Mission Statement

CARE’s core philosophy was focused on the welfare of the child. Education was made the
mainstay of CARE’s program, since it was deemed the best way to empower individuals as
well as communities. CARE views its work as nation building and believes that education
leads to economic empowerment, civic sense, broad-mindedness and discipline.
CARE provides a marketable, quality education to build a base for a civilized society,
with the welfare of the child being at the core. CARE understands that quality educa-
tion holds the key to a better tomorrow and is the most powerful tool available to break
the vicious cycle of poverty. CARE understands that the ability to read and write is not
enough. Education should enlighten the mind to enable it to distinguish between what
it hears and reads.
CARE’s mission was nation building and empowerment through education.
CARE believes that the provision of a quality, marketable education is the most effec-
tive means of empowering Pakistani children to make them better, more productive
members of society. CARE hopes that one day, these children will help build a more
prosperous Pakistan.
Source: CARE Brochure
The First Milestone: CARE 1

As news got around that Aziz intended to open a school, a local philanthropist offered
to donate six kanals4 of land for the building. Aziz collected funds for construction of
the school from friends and personal contacts. Aziz approached one of the best archi-
tects in town who agreed to design the school building free of charge. In January 1991,
CARE opened its first school (CARE 1) which, to the surprise of many, registered 250
children on the very first day.
Aziz was involved in runnung the school from the very beginning. She personally
recruited and selected young women from the local village and ensured that they were
given training to serve as teachers. Aziz recollected that it was very difficult to get good
teachers as most of the local women from the village lacked the training and qualifica-
tion to serve as teachers. Later, she visited the school daily to ensure that the children
were receiving high quality education. Aziz recollected that on the first day of school at
CARE 1, most of the children arrived in an unkempt state, “barefooted and with mat-
ted hair,” having little concern for personal hygiene. CARE began providing each stu-
dent with basic utilities such as soap, a towel, and a clean uniform, and taught them
about the importance of personal hygiene.
Even a month after CARE 1’s opening, CARE teachers remained skeptical about the
children’s ability to learn. The parents doubted if their children would ever read or write.
According to Aziz, “there was despondency, hopelessness, and lack of belief that they
would ever come out of the clutches of poverty.” Despite this, Aziz remained steadfast
in her cause. Her dream was to see that every child in the country was provided with
an opportunity to receive an education, setting the vision for CARE “to educate every
child in this country.” In order to do so, Aziz spent most of her time in the school not
only to simply oversee and monitor the functioning of the school but, as she later
emphasized, “I was actually running the school myself—functioning as the headmas-
ter, the teacher—in short, performing any role that was required of me.”
In CARE’s first year, Aziz worked to establish new systems to ensure that everyone
associated with the school was supporting the organization’s vision. Initially, Aziz spent
a lot of time training and motivating the teachers to respect the children and to value
their profession. Aziz empowered teachers to believe that if they worked with integri-
ty they could make a major difference in the lives of their students. As time progressed,
Aziz could see significant changes; teachers became more efficient, disciplined, and
punctual. Students dressed neatly and started taking school more seriously. The school
infrastructure was well maintained and all basic amenities were provided.
The financing required to run CARE 1 came primarily from contributions made
by Aziz herself, her friends and acquaintances, and other donors she had approached.
CARE 1 also charged a nominal monthly tuition fee of 10 rupees per child (about 16
cents). This fee barely contributed to the school expenses, perhaps just enough to pay
for chalks and dusters for everyday use. Nonetheless, CARE charged fees to commu-
nicate to students that they were not on welfare but were actually paying for the serv-
ice they were getting. Many students were unable to pay even this small sum. CARE
offered these children completely free education and, where resources permitted, uni-
forms, shoes, sweaters, and other forms of assistance that they and their families des-
perately needed.
As the community learned of the high standards of education provided by
CARE 1, student enrollment quickly increased. Starting from 250 students and
eleven teachers in 1991, CARE 1 grew to 850 students and twenty-five teachers by
1993. Aziz took immense pride in the progress of the students and recalled that it
was indeed a moment of deep happiness to see these children perform as well as any
given an equal opportunity to learn.
CARE SCHOOLS NETWORK (1994–2002)

As the demand for admission in CARE 1 began to grow, Aziz realized that there was
a pressing need to open another school. In 1994, CARE 2, offering primary education
(grade 1–5) opened at a distance of a few kilometers from CARE 1. CARE 1’s posi-
tive experience helped CARE to build the infrastructure, including construction of the
school building and logistics such as curriculum, books, and stationery. Once again,
the school was supported by financial contributions made by Aziz, close friends, and
other donors.
In 1995, CARE 1 achieved its first milestone when its first group of students
appeared for external examinations for grade 10. Once students graduated from CARE
1, it became necessary to expand the education program to include grades 11 and 12.
Twelve years of education further improved the employability of CARE students.
From 1991 to 1997, CARE focused on upgrading and maintaining education stan-
dards, building systems, and providing teachers with necessary training.
A third school, CARE 3, sponsored by Qarshi Industries,5 was initiated in mid-1998.

By 1999, CARE’s three schools had 3,000 students and 100 teachers and staff members.
Over this period, CARE developed a level of expertise in managing the schools and had
evolved an efficient education system.
The high standard of education imparted in the CARE schools was evident in the
outstanding performance of its students. Aziz had full confidence in the CARE school
graduates and in their capacity to compete with graduates of any other school. “One of
our graduates went on to join the Pakistan Army, another went ahead to pursue a career
in computer sciences and a few also became interns at large multinational companies
such as ICI,” recalled Aziz. With such significant achievements, Aziz became more moti-
vated and enthusiastic about the continued expansion of the CARE school network. As
a result, between 1999 and 2002, CARE established three more schools in Lahore city;
CARE 4, 5, and 6. By September 2002, CARE was successfully operating six CARE
schools, educating more than 4,800 students and employing about 160 teachers.
CARE AND THE GOVERNMENT: A JOINT EFFORT (1998–2002)

In 1998, as the CARE network expanded and the word spread about the quality of edu-
cation imparted in its schools, the City District Government of Lahore (CDGL) showed
interest in collaborating with the organization. With a low literacy rate (44 percent) and
a high student dropout rate at primary level (50 percent), the government of Pakistan
was increasingly interested in encouraging the social sector participation in providing
quality education. (Please refer to the appendix for details on the education system in
Pakistan.) The government proposed to CARE to adopt and manage ten government
schools as a pilot project, pioneering a public-private sector partnership. Aziz decided to
first conduct a survey of these government schools. The results shocked her:
These schools were in a mess. I could not believe that this was my city. I saw the real
Lahore. I saw thousands of children in these government schools, some sitting on flour
bags, and some sweeping the floors while others just sat all day long learning nothing
because there were no teachers. This was the state of our education system, with no water,
electricity, furniture, lights, fans, or toilet facilities, and most schools even lacked class-
rooms, let alone libraries or laboratories. At best, there were ten teachers for every 1,000
children.
Taking over schools that lacked basic facilities and teaching staff, had high student
absenteeism, drop out rates, and low educational standards was indeed a big challenge.
Although overwhelmed by the thought of how CARE could turn around the education
system prevailing in government schools, Aziz viewed the government’s offer as an
opportunity to pursue CARE’s mission to provide high quality education to thousands
of deserving students. She knew that building and running a CARE owned school was
very costly—an approximate construction cost of Rs. 7 to Rs. 8 million, in addition to
hiring a new teaching and custodian staff, bearing full administrative expenses of run-
ning the school, while only reaching a fraction of potential school-going children.6 Aziz
felt that the work CARE had been doing was minute compared to the large number of
students studying in the government schools. Adopting government schools would
mean a quick route because the school buildings were already constructed and most of
the running expenses were taken care of by the government. After contemplating for
days, Aziz finally decided to accept the offer to adopt the ten government schools.
When CARE adopted these schools, Aziz began repairing the buildings, construct-
ing classrooms, making science laboratories and libraries, and providing basic facilities
that were missing. Most importantly, Aziz decided to place CARE’s trained teachers in
each of the government schools to supplement the existing government staff. This sig-
nificantly improved the teacher-student ratio in each class. Further, CARE also took the
initiative of training the government teachers to improve the overall education standard
of these schools. Aziz also introduced a new human resource system that clearly stated
the responsibilities of the school staff including principals, teachers, and custodians to
ensure that each individual was performing his/her task as required (see Exhibit 3).
CARE and the government shared the financial burden of running the adopted
schools. By contract, the utility expenses, new rooms, annual repairs and whitewash, and
staff salaries remained the responsibility of the city government. CARE was responsible
for the salaries of additional teachers and staff, and payments for facilities not provided
for in the city government budget.
By 2000, the results of CARE’s initiatives became evident. Student enrollments dou-
bled and even tripled in many schools, requiring double shifts. Academic results
improved, with students receiving 80 percent marks in examinations as compared to
only 28 percent previously. All schools were well maintained and looked as good as any
private school.
Considering the improvements made by CARE in such a short span of time, the gov-
ernment asked Aziz to take over more schools. Aziz recalled that while rehabilitating the
first ten government schools, she had realized that there were many schools in the vicin-
ity which required similar attention. Aziz did not want to walk away from these schools
after seeing the appalling state of education which existed in them. As a result, Aziz went
ahead with adopting more schools. By 2002, CARE had adopted a total of twenty gov-
ernment schools, educating more than 20,000 students and employing a staff of over
300, in addition to six of its own schools with more than 4,000 students and 180 teach-
ers and staff.
Overcoming Challenges
The adoption of twenty government schools created a potential confrontation between
CARE and the government-run school teachers’ unions and government bureaucracy.
Each government school retained the government-recruited teachers and principals who
continued to belong to the teachers’ union. Since CARE did not pay for the salaries of
the government-hired teachers, they continued to be members of government teacher
union. Further, many lower-level government bureaucrats saw CARE as foreign invaders
aiming to change the education system for their personal agendas. They felt that most
of Aziz’s initiatives were for a better self-projection and not for the welfare of children.
Some also felt that their powers over resources and the education system were becoming
diluted. They felt a sense of insecurity and sometimes showed resentment by not approv-
ing proposals, creating unnecessary delays, subjecting to pointless scrutiny, and provid-
ing support to the unions.
Aziz believed in a non-confrontational approach toward the government teacher
union and hostile government representatives. She knew that in order to make a differ-
ence and attain results, her organization had to serve as a role model rather than waste
time on confronting the opposing forces. Aziz stated:
We are ready to take up this problem because we are not foreign; we are trying to look
at the problem from their eyes and want to make every possible effort to bring about
a positive change.
Exhibit 3 List of Responsibilities for School Principals

1) Only registered students are allowed to sit in the class.
2) The timetable will be made within the first two weeks of the new term in coordination with CARE. Subjects
will be distributed according to the qualification and ability of the teachers and will not be altered unless
absolutely necessary.
3) The timetable will be displayed on the wall in each classroom. Each teacher will also have his/her own copy
of the timetable.
4) One library period per week for each class must be incorporated into the timetable.
5) One activity period per week per class must also be included. This period may be used for creative handi-
craft activities or for debate/quiz or other general activity (e.g., English conversation class).
6) Two 40-minute periods—first period of the day and the first period after recess—and six 35-minute periods
plus a 30-minute break will make up the school day.
7) For the first two periods in the morning and one period after break, students are not allowed to leave the
classroom to drink water or to go to the toilet, etc.
8) No free periods for teachers from class 1–5. Teachers of senior classes may have up to one free period per
day. This free period is to give them time to check student work, etc., in school.
9) Teachers must make monthly and weekly work plans. Daily diaries must always be in order and should be
checked regularly.
10) Teachers should conduct monthly tests for each subject and maintain a test register.
11) Children must be given detailed marks in each subject and a complete report sheet must be prepared for
every student.
12) One weekly meeting of the school staff with the principal is important, preferably on Friday or Saturday after
school. This is to discuss administrative as well as educational problems and find solutions.
13) Morning Assembly time must be restricted to a maximum of 15 minutes daily.
14) All teachers must be present during Morning Prayer—otherwise they will be marked as absent.
15) Teachers will not get personal work done by children (paying bills, buying groceries, or running any other
errands).
16) Children will never make tea for teachers or their guests. Children will not serve tea to teachers or visitors
and will not ever wash the teacups, etc.
17) Physical punishment and verbal abuse is not allowed. If CARE receives any complaints of such violation,
the teacher may be terminated upon investigation.
18) Outside neutral invigilators will supervise exams whenever possible.
19) Class teachers will not mark examination papers for their own class.
20) During “December Test,” classes will continue as normal after the end of the “Test papers” every day.
21) Teachers will not be disturbed during class. Any discussion, etc., will be done during recess or after school or
in a free period.
22) No visitors of teachers must ever walk into the classrooms. Teachers will not entertain guests during school
hours (even in the office) except during recess or a free period.
23) All administrative and “register work” will be done after school, before school, or during recess.
24) Parents of the students are not allowed to go to the classes for discussion, for fee paying or any other rea-
son. Parents’ access to school must be restricted to the office only.
25) Teachers should not be sitting in the office when they have a scheduled class on the timetable. Also, teach-
ers should not be sitting in the office if there is any class without a teacher in the school due to absence.
26) Movement register of teachers should be up to date and can be checked at any time.
27) “Guide Books” and “Helping Books,” etc., must not be used in school. Students must be encouraged to think
for themselves and write original answers and essays. No guidebook can be a better guide than the teacher
present in the school.
28) The duty hours for the school watchman will be 24 hours.
Source: CARE records.
CHAIRPERSON AND CEO

A typical day in Aziz’s life began at 7 A.M. and ended at 7 P.M. Generally, she would begin
her day by paying a visit to one of her schools, meeting with teachers and principals, and
then spend most of the day addressing concerns of her subordinates, attending meetings
with external coordinators, contacting donors, and finding new sponsors. During these
hours, she would also communicate with Seefam’s designers and managers to finalize
important business decisions. Despite her seemingly hectic schedule, Aziz claimed that
there had been no trade-offs in her life:
You ask me if there have been trade-offs in my life. Honestly, no. I don’t think my busi-
ness, my family, or my health has suffered. I think that when you do much more, your
time actually expands. I feel that I am able to give my family more quality time. In terms
of health, my work, CARE gives me more strength. The only trade-off that I can think
of is with socializing and shopping, which I do not indulge in very frequently7.
From the conception to establishment and growth of CARE, Aziz remained the prin-
cipal force behind the success of CARE. Despite some negative feedback and discour-
agement from many, including friends and family, she continued to dedicate time and
relentless efforts to establishing and strengthening her organization. Under Aziz’s leader-
ship, CARE started with rehabilitation of the flood victims and moved to providing edu-
cation and income, generating avenues for thousands of needy individuals.
During the early stages of CARE’s establishment, a number of people were skeptical
about the success of the project and frequently told Aziz that it would never work, “It
was quite disheartening to face discouragement and to convince people to believe in our
cause,” Aziz recalled. In such a situation, the most challenging task was to form a team
consisting of colleagues, teachers, and volunteers who would work together to pursue the
objectives of the organization. Aziz believed:
No matter how strong I held on to my belief in this cause, at the end of the day I knew
such work could not be done single-handedly and it required a team effort. Individuals
are important but only as part of a team. We have to learn how to work as a team if we
want to build nations together. Everybody needs to do his or her own bit.
One of her close friends and CARE colleagues commented, “Aziz’s intellectual abili-
ty, strong personality, and positive approach exert influence upon those working with her
in a way that enhances their productivity and commitment.” Another friend added,
“She comes forth as a smart, stable, and high-energy person who, much to her credit,
runs CARE alongside performing her responsibilities as chairperson of her family busi-
ness.” Further, an internal co-ordinator working with a government-adopted school
remarked on Aziz’s leadership abilities, “My work is intrinsically satisfying since it is a
noble cause. However, there are times when I feel quite low and worried about my future
career. In such situations, Aziz has been the one who provides me support and encour-
agement. I must admit that Aziz has always been available to solve our problems.”
A principal of a government-adopted school remarked, “We have had no issues with
Aziz and her organization. We are all here to provide good education to the children and
I support the way she is doing this work. We were approached by the people from the
government teachers’ union; they were concerned about us coming under the new man-
agement but we told them that things were coming along smoothly and we were quite
happy.”
Although Aziz’s role in the organization was highly appreciated by most of her
friends, colleagues, and employees, some perceived her enthusiasm and commitment in
a different way. “Aziz is highly committed to her cause; therefore, she keeps decision-
making very personalized. She does not involve others in many activities and does not
tolerate ideas contrary to her own. One should not assume that everyone who disagrees
is wrong.”
One of the potential sponsors commented, “I met Aziz on a number of occasions
and offered help in her cause. However she seemed too inflexible in her thoughts about
how to achieve success in CARE. I felt she was unwilling to listen to my suggestions
which put me off.”
Viewing Aziz’s decision to take over twenty additional government schools, an expert
in the area of human resource management remarked, “CARE has grown very rapidly
and to manage this and future growth, Aziz will need to evolve systems at CARE espe-
cially about corporate governance, and include people who can provide an objective
evaluation of the current situation.”
A financial sponsor of a government school who also managed a well-established firm
in the textile industry remarked, “I think she has done tremendously well and is capable
of expanding her organization, but she needs to involve experts and professionals with-
in her organization to be able to do so successfully in the long run. Experts will need to
feel part of the process and also of the dream that Aziz has seen for CARE.”
CARE SYSTEMS
Organizational Structure and Management System

Since its establishment, CARE’s management system remained highly centralized. The
rules and procedures for operations were developed and supervised personally by Aziz.
Aziz recalled the early days of the organization when she worked from home and had
only the help of a part-time accountant: “Our budgetary resources were very tight and
hence our priority was to provide quality education while controlling unnecessary and
high administrative expenses.”
Initially, Aziz visited schools on a daily basis to monitor operations; when the num-
ber of schools increased, she visited on a weekly basis. These visits also served to moti-
vate and train teachers and encourage students. Aziz took special interest in upgrading
the school standards by personally training the principals of most of the CARE owned
and government-adopted schools. Aziz introduced a reporting system under which
teachers were required to submit daily reports. The principals later compiled these as
weekly updates and presented them to Aziz. A monthly teacher assessment system was
also introduced to report and assess the performance of the staff, and to make decisions
related to promotion and pay. Recommendations for salary increments were submitted
to the head office where Aziz made the final decision regarding salaries and promotions.
Aziz also closely monitored the administration at the school level. The school prin-
cipals were given a lump sum amount at the start of the month for handling all operat-
ing expenses. All cash inflows and outflows of the schools were monitored through cash-
books maintained by the respective school principals. All schools also had stock registers
to keep a record of materials received from the head office. The head office accountant
audited both the cash and stock books. A chartered accounting firm also audited
CARE’s statement of accounts annually (see Exhibit 4).
Financing
CARE’s growth was largely attributable to its success in fund raising; most of it had to
do with Aziz’s success in persuading local donors to contribute to CARE. “Friends of
CARE,” a network of volunteers comprising mainly of Aziz’s friends and other con-
cerned citizens, was established in 1993 primarily to collect funds for the trust. Most
funds came from volunteers’ personal contacts and from fund raisers. Further, constant
awareness campaigns were launched to reach out to new donors. One such example was
the “CARE: Buy a Brick Campaign” launched in private schools in Lahore. In 1993, a
system was created whereby a donor could sponsor a student (US$5/month), sponsor an
entire class (US$85/month), equip a library (US$1,200) or laboratory (US$1,000), or
build a classroom (US$2,400).
The average monthly expense for running a CARE-owned school ranged between
Rs. 100,000 to Rs. 300,000 and between Rs. 40,000 to Rs. 50,000 for a government-
adopted school. CARE raised that money from donations and sponsorships from
friends, family, and acquaintances. In 2002, CARE also held annual fundraisers that
generated up to Rs. 400,000 to Rs. 500,000 per event. Aziz explained, “The fund rais-
ing events never served as our bread and butter but were kept as back up in the event of
a short fall in meeting our expenses.”
By 2002, Aziz also created an Enterprise Development Department. This depart-
ment was responsible for producing CARE crafts such as handmade pouches, envelopes,
greeting cards, cushions, and other home accessories. These items were sold to generate
profits for contributions to the CARE schools and to create income-generating oppor-
tunities for skilled women residing within the vicinity of CARE schools.
Aziz and her team’s fundraising efforts led to a steady growth in the donations to
CARE (see Exhibit 4).
Human Resources
CARE’s human resources team worked under the direct supervision of Aziz (see Exhibit
5 and Exhibit 6). As the CARE school network expanded and it became impractical for
Aziz to monitor the educational standards in each school single-handedly, Aziz hired an
academics and training manager. She was responsible for formulating and implementing
policies pertaining to academics and teacher training. Responsibilities also included
monitoring and counseling the teaching staff and ensuring that education standards were
maintained.
A group of external and internal coordinators monitored the schools. Generally, a
CARE teacher served as an “internal coordinator” in each school; this person was respon-
sible for monitoring the performance of CARE-appointed and government teachers, and
ensuring that day-to-day schedules were followed in the school. External coordinators
were volunteers from “Friends of CARE” and served as a liaison between the head office
and the school. External coordinators were mainly Aziz’s close friends and associates who
belonged to the elite, affluent and educated class. Other than contributing their time to
monitoring and visiting the school every alternate day, they also frequently contributed
when there was a need for financial assistance such as purchasing stationery and other
miscellaneous expenses of the schools allocated to them.
Once a month the external and internal coordinators of each school met at the
CARE head office with the academic coordinator and Aziz to report their progress and
Exhibit 4 CARE Financial Statements 1993–2002

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Income
Donations 1,617,485 2,848,203 1,881,342 2,686,102 4,059,735 5,722,966 5,303,946 10,248,888 15,161,69 19,001,517
Profit on bank
accounts 27,846 151,990 96,795 77,547 140,060 142,837 118,698 364,318 161,049 356,005
Profit on
investment 0 0 0 0 0 388,562 950,990 574,149 915,048 992,384
Gain on
foreign exchange 0 0 0 2,318 7,686 13,702 15,956 -2,049 67,223 -34,676
Income from
fundraising 0 0 0 0 0 1,605,602 541,710 891,110 0 0
Others 0 0 0 0 0 0 0 0 3,370 0
Total (a) 1,645,331 3,000,193 1,978,137 2,765,967 4,207,481 7,873,669 6,931,300 12,076,416 16,308,386 20,315,230
Expenditures
Expenditures on
CARE schools 526,204 937,348 777,668 1,561,514 1,982,887 2,386,157 3,461,989 4,327,913 6,508,167 7,751,656
Expenditure by
CARE on
CDGL schools 0 0 0 0 0 0 1,887,170 4,337,812 7,865,438 10,297,062
Student scholarship 0 0 0 0 8,121 43,450 21,300 18,470 63,199 74,790
Expenses on
enterprise
development 0 0 0 0 0 0 0 0 71,852 187,879
Taxation 0 0 0 0 0 0 702,923 22,202 14,255 40,648
Total (b) 526,204 937,348 777,668 1,561,514 1,991,008 2,429,607 6,073,382 8,706,397 14,522,911 18,352,035
Surplus (a–b) 1,119,127 2,062,845 1,200,469 1,204,453 2,216,473 5,444,062 857,918 3,370,019 1,785,475 1,963,195
U.S. $1 = Pak Rs. 60 (approximate average between 2000–2002)

(Source: CARE Records)
discuss issues. This provided a good opportunity to Aziz to communicate her vision, pri-
orities and concerns to her team so that the team could implement them in the schools.
Although Aziz believed the government employed teachers and principals would be
able to deliver according to CARE standards, she also expected conflicts to arise between
the government and CARE teachers. Therefore, she strived to develop and promote a
culture whereby the government and CARE teachers worked together in a congenial and
professional environment. Training of both the CARE and government teachers was
emphasized. CARE teachers were motivated and trained so that they could serve as
teacher trainers and core staff capable of being moved to schools which were in dire need
of better staff. New teaching staff was also hired and selection was made after the candi-
dates were interviewed personally by Aziz and put through a stringent interview process.
GOVERNMENT’S OFFER: ADOPTION OF RAVI

TOWN SCHOOLS (2002–2003)
In 2002, CARE held a series of meetings with the local government discussing the pro-
posal of taking over all government schools in Ravi Town, Lahore’s largest and poorest
town. Aziz was apprehensive yet very excited. She recalled:
It was the first time that education gained prominence in the government. All city gov-
ernment officials met weekly to thrash out the education related problems and discussed
possible solutions. I felt an integral part of this change because of what CARE had
achieved over the years.
Exhibit 5 Organizational structure at CARE (2001–2002)
Source: CARE Records
While talks between the local government and CARE continued, Aziz sent her sur-
vey team to visit all the schools located in Ravi Town to report the actual conditions of
the schools. The government was willing to hand over 140 schools to CARE but was
willing to contribute only to certain operating expenses (See Exhibit 7). The schools
were in the same terrible conditions as those that CARE had adopted in 1998. If CARE
took over these schools, Aziz would face a lot of challenges, much more and of greater
magnitude than those faced earlier.
Aziz knew that she was at a critical juncture that would shape the destiny of her
organization and the education system at the national level. She recalled that in 1998
when she had faced the same dilemma, the task of adopting ten government schools
seemed large, but CARE had taken up the challenge. Aziz was well aware that this time,
the number of schools to be taken over was huge and hence the decision needed to be
well planned rather than made on instinct.
Aziz could either accept the offer to adopt 140 government schools and run them
along the lines of the previously established model or reject the offer and continue to
strengthen the existing CARE schools and twenty government-adopted schools. A third
option was to construct new CARE schools which would require heavy financing,
around Rs. 7–Rs. 8 million to construct a new school, and yet not be able to reach the
number of students that could potentially be reached by adopting government schools.
As Aziz looked through the proposed “adoption contract” between CARE and the
government (see Exhibit 7), she remembered the heart-wrenching images of the children
in the government schools at the time of their adoption and the issues that CARE had
to confront while dealing with the bureaucracy and the government staff. Aziz thought
that it was a complex yet perhaps a doable task. Aziz knew from experience that if she
Exhibit 6 Human Resources at CARE

Number Job responsibility
Formulate policies pertaining to
Academics and
academics and teacher training
training manager 1
and implement them.
Conducting school visits to moni-
tor the academic progress of the
school
Conduct regular meetings with
internal coordinators and teachers
to train, counsel and guide them
fulfill their responsibilities.
Manage accounts and report finan-
Accounts officers 2 cial transactions.
Monitor the overall working of the

External coordinators 17 school by overlooking the activities
of internal coordinators and CARE
& CDGL staff.
Usually a volunteer from “Friends of
CARE” served as an external coor-
dinator who visited an assigned
school once in a week and reported
directly to the Chairperson in a
monthly meeting.
Assistant to manager
Data entry and correspondence.
academics and training 1
Coordinate with CARE office by

Internal coordinators 26
reporting overall functioning of the
school including that of teaching and
administration staff, and students’
progress.
Also appointed as the internal coor-
dinator for each school.
Source: CARE records
took the challenge of adopting 140 schools, she would have to strengthen her team and
motivate and guide a much larger organization in the right direction.
While Aziz contemplated the offer and its enormous scope, she also considered the
extended benefits of her decision of going with the government’s offer. She thought that
her consent would strengthen the model of public-private partnership in the education
sector, which could be replicated by other NGOs. At the same time, Aziz would face sev-
eral challenges if she took the decision to take over 140 government schools. First, each
school would require additional staff, resulting in a significant jump in the monthly
expenses. The government was not willing to make any financial commitments towards
salary expenses of additional staff. Aziz was concerned that CARE would not be able to
raise sufficient money through her existing donor base and fundraisers. Second, CARE’s
constant struggle with the opposing bureaucracy and teacher unions would only grow
worse once Aziz took over 140 additional schools. Could this possibly lead to a shift in
focus from providing education to fighting with a non-progressive system? Third, Aziz
contemplated whether CARE would be able to find individuals who had sufficient
integrity, motivation, and discipline for this challenging task. Would CARE be able to
succeed in motivating staff where the government had failed? Would it be possible to
finance so many additional schools, and would Aziz be able to run such a complex
organization?
Was it worthwhile to take over another 140 schools at this point in time, or was it
wise to wait until the institution and leadership were prepared to take over and sustain
such an accelerated pace of growth? Aziz’s belief in her cause and her genuine sense of
concern for her people tempted her to take up the government’s offer. She was of the
view, “every year that we wait and contemplate, thousands of children lose a chance to
life, as they go beyond school- going age without going to school.” However, she knew
that she must choose her options wisely. The growth and future of the organization
depended on her decision.
Exhibit 7 Proposed Contract between the Government and CARE

This agreement made on this ___ day of ___ (Year) between the City District Government at Lahore through its District Coordination
Officer, Lahore (herein- after called CDG) which expression, wherever the context allows, includes his assignees, executors, suc-
cessors and attorney, etc.
AND
M/S Cooperation for Advancement, Rehabilitation and Education, CARE, 21 Waris Road Lahore through Ms. Seema Aziz, its
Managing Trustee (here-in-after called the “CARE”) which term wherever the reference allows shall include their assignors, succes-
sors, executors and attorney etc.
AND WHEREAS the “CARE” is a philanthropist Non-Governmental Organization aimed at uplifting the standard of Education.
AND WHEREAS the “CARE” in a furtherance of its commitment expressed its willingness to the City Government for voluntarily
adopting additional schools for operation: And whereas the CDG has accepted the proposal on the terms and conditions mentioned
here under. Now this agreement witness as under:
I. That the City District Government shall deliver complete and habitable schools in accordance with mutually agreed criteria and
the “CARE” shall adopt the aforesaid schools with effect from ___ (Month/ Year) initially for a period of ten (10) years, where
after this agreement shall automatically stand terminated. However, the term of agreement can be extended or reduced with
mutual consent of the parties. If any party desires to rescind before the expiration of the tenure of agreement, that party shall
serve six months notice in this respect to the other part.
II. The status of “CARE” will be only that of a volunteer, engaged to uplift the Education standard and stimulate moral values in the
students. The adoption of the aforesaid schools shall not in any way create any title, right legal or otherwise in favor of “CARE”
over the property of the Schools including land, building structures, existing furniture and other paraphernalia etc, except those
items of inventory provided by “CARE”. They shall remain vested in City District Government as their exclusive owners.
III. The rate of fees and other funds being charged by the City District Government from the students at the time of adoption shall
not be enhanced by the “CARE” later. Neither the “CARE” shall claim any donation from the students nor burden with any addi-
tional financial liability under any head whatsoever.
IV. That the “CARE” shall not make any addition or alteration in the existing structure of the schools nor shall raise any fresh con-
struction except with the prior permission of the City District Government.
V. That the “CARE” shall neither allow any third party to interface in any manner whatsoever in the administration possession or
proprietary rights of the schools being adopted by it, nor shall open any office etc, for itself within the school premises except that
considered necessary for the school administration but that too shall be subject to the prior approval of the City District
Government.
VI. The Services of the school staff posted by the City District Government in the adopted schools shall continue to be administra-
tively governed under the Punjab Local Government Act, 1996 and Rules framed there under.
VII. That the City District Government shall not be liable to any financial liability except the payment of emoluments of the GOVERN-
MENT staff posted in the adopted schools as permissible under the law.
VIII.That the management and other affairs of the schools shall be supervised by a Committee consisting of six members, two each
from the “CARE” and the City District Government while the other two to be nominated amongst respectable citizens residing in
respective vicinity of each and every school.
IX. That if the “CARE” of its own accord engages any additional staff it shall be at the risk and cost of “CARE”. In this connection,
the “CARE” shall not be entitled to claim any compensation from the City District Government.
X. The Utility bills shall be paid from the school funds according to the prevalent practice. However other miscellaneous expenses
incurred on purchase of Registers, Blackboards, Chalk, Dusters and any other paraphernalia shall be borne by the “CARE”.
XI. The new rooms required in each and every adopted school shall be constructed/ provided by the City District Government
whereas the entire furniture requirement shall be met by the “CARE” from their resources.
XII. The provision of fully equipped science laboratories and libraries within each and every adopted school shall be the responsibility
of the “CARE.” Any such item of inventory so introduced by the “CARE” shall be marked as “Property of CARE” and the “CARE”
shall be responsible for its maintenance and upkeep.
XIII.That the annual repairs and whitewash of the adopted schools shall be undertaken by the City District Government.
XIV.That any shortfall of furniture shall be met by the “CARE” from their own resources. Necessary repairs of buildings shall be the
responsibility of the City District Government whereas repairs and replacements of installations and fixtures shall be made by the
“CARE” from the school funds according to the prevalent practices.
Not withstanding anything to the country contained herein it is expressly agreed between the parties hereto that:
a) Management of the entire affairs of the above referred schools shall exclusively vest to the “CARE” (through the committee
constituted under clause VIII above) subject to overall supervision and control of the City District Government within the for-
malities of this agreement.
b) Both City District Government and the “CARE” shall take all such steps, including the execution of further agreement, as may
be necessary for the purpose of ensuring that “CARE” and the Committee are able to perform their functions envisaged under
this agreement effectively and properly.
Exhibit 7 (continued)
The City District Government acknowledges that the “CARE” shall be taking steps and incurring expense and outlay on upgrading
the schools and therefore shall retain, through the committee, management of the affairs of the schools in accordance with the terms
of the agreement.
IN WITNESS WHEREOF the parties have put their respective signatures.
District Coordination Officer, Managing Trustee

Lahore. CARE
WITNESS 1.___________ 2.____________
Source: CARE Records
APPENDIX
Education System in Pakistan

According to the 2001–2002 survey, Pakistan has a 44 percent literacy rate which is one
of the lowest literacy rates in South Asia. The gross combined enrollment rates at all
three levels (primary, secondary, and tertiary) are 31 percent and 43 percent, respective-
ly, for males and females (2001–2002) and 50 percent of children drop out of school
before grade 5 (1995–1999). As per the Constitution of Pakistan (Principles of Policy;
Article 37), the responsibility for the provision of free and compulsory primary and sec-
ondary education is that of the government of Pakistan. The Ministry of Education
operates on a national level to overlook the education system of the country primarily
through budget allocation and policy making. Simultaneously, each province (state) has
its own Department of Education that undertakes the implementation responsibilities.
Despite the constitutional requirement and massive bureaucratic organization at feder-
al, provincial and city levels, the educational net and quality is dismally low. This may
be a result of low financial commitment and accountability. With over 33 percent of
Pakistan’s 1.4 million population falling in the school-going age (below 19 years), the
government spends only 1.8 percent of their GDP on education, which is much lower
than other countries with similar economic development levels (e.g., India: 4.1 percent,
Sri Lanka: 3.1 percent, Bhutan: 5.2 percent).
Pakistan’s education sector has four parallel school systems; private schools, Non-
Government Organization (NGO) schools, Madrasas, and government schools.
According to a survey, Pakistan has over 36,000 private schools, 10,000 Madrasas and
115,000 government schools. Of these four, private schools provide “high standard of
education” in terms of proper school infrastructure, advanced curriculum and modern
teaching methodology, offering a progressive learning environment for its students. The
NGO schools strive to attain an above average and progressive standard of education.
They aim to do so by initiating a micro level presence through reconstruction of school
infrastructure to include basic campus facilities, provision of trained teachers and staff,
and introducing a progressive curriculum supported by modern teaching methodology.
Madrasas are associated with mosques and religious institutes mostly managed by reli-
gious organizations, and follow a syllabus based on religious education rather than the
government curriculum. Government schools offer a “poor to average standard of edu-
cation” with a depleted school infrastructure that lacks libraries and science laboratories,
has a high teacher-student ratio (1:40), unqualified teachers, and a mismanaged admin-
istrative system, resulting in low enrollments and high dropout rates.
There are several reasons for the failure of government schools in providing an
acceptable standard of education. First, the budget allocated for the education sector is
insufficient. This results in failure to provide access to education to everyone and that
of acceptable standards. According to a survey, the physical conditions of public schools
show that 16 percent of them are without a building, 55 percent without a boundary
wall, 79 percent without electricity, 44 percent without water and 60 percent with-
out a latrine. Second, there is lack of accountability and the budgeted amounts usu-
ally spent inefficiently on addressing the education. For example, it is estimated that
there are 1,200 vacant government schools across rural Balochistan. These are called
“minister schools” and have been built on the recommendations of ministers without
taking into account strategic issues like distance from the population, the necessity
and accessibility of a school in the area, and the availability of water and electricity.
Moreover, there is also the phenomenon of “ghost schools.” These public schools exist
only on paper. Funds may have been released by the government for their construction
and some teachers may also be drawing salaries against notified posts, but the schools
do not actually exist on the ground.
The inability of the government schools to provide “quality education” has led to the
growth of private schools, NGO schools, and Madrasas. Private schools cater to the
more privileged segments of the population, charging tuition fees that are unaffordable
to a majority of Pakistani citizens. Most private schools use English as a medium for
instruction, follow internationally accepted systems (e.g., University of Cambridge
International Examinations), recruit qualified and trained teaching staff, and adopt the
latest teaching methodologies. As a result, private schools’ graduates outshine not only
in Pakistan but a significant percentage makes it to foreign universities for higher edu-
cation. Madrasas, on the other hand, offer free education, boarding and lodging, pro-
viding incentives to the homeless and less privileged sectors of society whose demand
for education is weighed down by economic restraints. The standard of education
imparted in government schools and Madrasas is much lower than that at private
schools.
NGO schools started mushrooming during the 1980s and 1990s. While the public
sector was struggling to achieve desirable levels of quality, access and affordability of
education, many NGOs (for example, CARE, The Citizens Foundation (TCF))
stepped in to play their role as socially responsible institutions. With more than one
third of the country’s population living below the poverty line, population rates escalat-
ing each year, and the evident failure of the government in addressing the education
needs at the grass roots through a more micro level presence, NGOs clearly played a sig-
nificant part. According to a survey, there were over 20,000 NGOs present in the coun-
try catering to the education needs of the poor living in the remotest regions of the
country. The main reasons for the growing acceptance of the social sector presence was
the realization that (a) there was a serious funding shortfall which the government could
not bridge on its own and (b) there were many problems at the grass root level (e.g., lack
of competent teachers, high drop out rates, students’ inability to pay for school books
and supplies) which required micro incentives difficult to be addressed by the govern-
ment. Therefore, under the Education Sector Reforms (ESR) 2001-2004, the govern-
ment planned to contract out the up gradation and management of 10 percent (approx-
imately 16,000 schools) of its currently established but under-utilized schools to the pri-
vate sector/NGOs by 2004. The government also planned to offer several incentives,
such as provision of free land, utilities such as electricity and gas at discounted rates to
the private sector/NGOs to improve the education sector of the country.
NOTES
1
Lahore is the capital of the Pakistani province of Punjab. According to the 1998 cen-
sus, Lahore’s population was nearly 7,000,000. This makes Lahore the second largest
city in Pakistan, fifth largest city in South Asia and the 26th largest city in the world.
Under the latest revision of Pakistan’s administrative structure, promulgated in
2001, Lahore was tagged as a City District, and divided into nine towns. Ravi Town
is one of them and comprises one-sixth of Lahore (area wise).
(http://en.wikipedia.org/wiki/Lahore)
2
www.sarenapk.com
3
Punjab is the second largest of the four provinces of Pakistan. It is spread over
an area of 205,344 km (79,284 square miles) and is home to nearly 60 percent
of the country’s population. The province is divided into thirty-five districts.
Sheikhupura District is one of the districts of Punjab and is spread over an area
of 3,280 square kilometers. According to the 1998 census of Pakistan, the dis-
trict had a population of 3,321,029, of which 25.45 percent were urban.
(http://pportal.punjab.gov.pk, http://en.wikipedia.org/wiki/Lahore)
4
1 Kanal = approximately 44- square yards.
5
Qarshi Industries Pvt. Ltd, established in 1968, is a manufacturer of about 200
herbal based products including medicines, natural spring water and refreshing
drinks. Qarshi Industries (Pvt.) Ltd. is one of the largest natural products company
in Pakistan operating with modern and state-of-the-art production facilities, and is
the only organization in SAARC, Middle East and Africa that has six International
Certifications/Accreditations ISO 9001, ISO 14001, HACCP, ISO 17025 (Norway
and PNAC) and Organic Certification.
6
According to the Labor Force Survey conducted by the government of Pakistan
(2000–2002), the national literacy rate was 50 percent, of which 33.5 percent of the
literate persons had received an education less than grade 10, 9.3 percent had received
an education more than grade 10 but less than grade 12, 3.6 percent had passed grade
12 but less than an undergraduate degree, and only 3.1 percent degree and above
level. The literacy rate for the province of Punjab was 51.8 percent (Rural: 44.3 per-
cent, Urban: 67.4 percent). (Source: : http://www.statpak.gov.pk/depts/fbs/publica-
tions/lfs2001_2002/results.pdf)
7
Case Study “Cooperation for Advancement, Rehabilitation and Education (CARE):
Empowerment through Education.” Asian Journal of Management Cases Vol. 1, No.
1, 39–60 (2004).
SOURCE
Education Sector Reforms: Action Plan, 2001–2004
(http://www.moe.gov.pk/esr/Chap2.pdf )
Social Development in Pakistan: Annual Review 2002–2003. The State of Education,
SPDC, Karachi.
Human Development in South Asia (2001), Mahbub ul Haq Human Development
Center, Islamabad.
Shah, G. H., Bari F., Ejaz, N. 2005. “The Role of NGOs in Basic and Primary
Education in Pakistan” NGO Pulse Report.
Survey Data (2001) collected by Society for Higher Education (SAHE), Lahore-based
NGO. http://merln.ndu.edu/archive/icg/pakistanreformingtheeducationsector.pdf

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Cooperation for Advancement,

Seema Aziz, Chairperson, CARE Foundation

Exhibit 1 CARE Schools (1991–2002)

THE HISTORY OF CARE

2 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

Exhibit 2 CARE’s Philosophy and Mission Statement

Source: CARE Brochure

The First Milestone: CARE 1

CARE SCHOOLS NETWORK (1994–2002)

4 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

A third school, CARE 3, sponsored by Qarshi Industries,5 was initiated in mid-1998.

CARE AND THE GOVERNMENT: A JOINT EFFORT (1998–2002)

Exhibit 3 List of Responsibilities for School Principals

CHAIRPERSON AND CEO

8 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

Organizational Structure and Management System

10 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

Exhibit 4 CARE Financial Statements 1993–2002

U.S. $1 = Pak Rs. 60 (approximate average between 2000–2002)

GOVERNMENT’S OFFER: ADOPTION OF RAVI

Source: CARE Records

12 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

Exhibit 6 Human Resources at CARE

Monitor the overall working of the

Coordinate with CARE office by

Source: CARE records

14 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

Exhibit 7 Proposed Contract between the Government and CARE

IN WITNESS WHEREOF the parties have put their respective signatures.

District Coordination Officer, Managing Trustee

WITNESS 1.___________ 2.____________

Source: CARE Records

16 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

Education System in Pakistan

18 Case Research Journal • Volume 29 • Issue 3 and 4 • Summer/Fall 2010

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WITNESS 1._ 2.__