How Sustainable Is Tescos Strategic Position?

How Sustainable Is Tescos Strategic Position? Jack Cohen, Tescos founder, began as a barrow boy. In 1947, he established one of the first pilot self-service stores in St. Albans in Hertfordshire (Bowlby, 2001, p7-18). Tesco is presently the biggest retailer in the United Kingdom with revenues in 2009 clocking $96,210 million. One third of the entire national food expenditure in the UK occurs at Tescos (Tesco, 2009, p1). The supermarket business in the UK is experiencing difficult times in the wake of the economic downturn. Tesco states that its UK sales growth was nearly flat during the previous quarter, even as it battled declining food prices (BBC, 2010). A supermarket chief who declined to be named stated that a bloodbath might be looming and thousands of jobs might be threatened (Finch Wood, 2010, p1). A fresh generation of supermarket chiefs is taking over the running of the  £130 billion UK retail sector at this uncertain juncture (Finch Wood, 2010). Sir Terry Leahy, Tescos Chairman, will retire in March 2011, after directing the retailer for 14 long years. He will be succeeded by Philip Clarke, currently in charge of Tescos Asian and European business (Telegraph, 2010). Sir Leahys departure proclamation came mere weeks after new chiefs had taken over at competitors Asda and Morrisons (Finch Wood, 2010, p1). This study aims to analyse various important strategy models to understand the strategic position of Tesco, its key external drivers of change, and how it adds value. The study also examines the sustainability of Tescos strategic position. 2. Analysis The retailing business, both non-food and food, is going through a crisis (Finch Wood, 2010). The Like-for-like turnover for Tesco, excluding new store openings and petrol, increased 1.1 percent in the quarter to 30May (BBC, 2010, p1). The growth figure reduced to only 0.1 percent after factoring in the reinstatement of VAT to 17.5 percent; post its temporary cut (BBC, 2010, p1). Company sources said that the 30 percent increase in fuel prices over last year had reduced customer spends on other goods (BBC, 2010, p1). Richard Hunter, Head of UK Equities in Hargreaves Lansdowne Stockbrokers observed that imminent government belt-tightening measures would make it even harder for Tesco customers (BBC, 2010, p1). He added that the company is now exerting itself to achieve the type of progress customarily expected of it by the markets. Sir Terrys looming retirement has exacerbated uncertainty further, even as Tescos competitors continue to threaten its market domination (BBC, 2010, p1). 2.1. Tescos Strategic Position Johnson Scholes, in Exploring Corporate Strategy, (2002), defined strategy thus: Strategy is the direction and scope of an organization over the long term, which achieves competitive advantage for the organization through its configuration of resources within a changing environment and to fulfil stakeholders expectations (Stirr, 2003, p1). Michael Porters Generic Strategies model (1985) categorises 3 generic strategies into (a) cost leadership (b) differentiation and (c) market segmentation. Porter argues that a successful company needs to practice one of the 3 strategies. It must not get stuck in the middle between the two fundamental generators of competitive advantage, namely low prices and differentiation (Referaty, 2010, p1). He also recommends that companies with high market share should adopt cost leadership strategies to become profitable, even as companies with low market shares should target profitability through market segmentation or differentiation (Referaty, 2010, p1). Tescos strategies do not however appear to be influenced by Porters model. Whilst the company has over 30% market share in UKs grocery retailing, it does not offer discount shopping. It is also not the cheapest amongst major supermarket chains. It furthermore offers customers options of Tesco Finest and Tesco basic foodstuffs (Referaty, 2010, p1). Empirical evidence suggests that several companies adopt both low-cost and differentiation strategies (Referaty, 2010, p1). Tesco utilises low costs to offer superior differentiation and subsequently reinvests the returns to reduce the costs even more. It also strategically works towards differentiating through its community building approach (Referaty, 2010, p1). Tescos customers cannot be categorised into distinct social groups. Offering both cheap and expensive merchandise, it provides goods for customers with thin budgets and also for those with more purchasing power (Referaty, 2010, p1). Whilst this approach challenges Porters requirements for successful strategies, it seems to be functioning in Tescos favour (Referaty, 2010, p1). Cliff Bowmans Strategy Clock helps in the examination of a companys competitive position, compared to the offerings of competitors (E-fost, 2010, p1). Bowman, like Porter, believes that competitive advantage emanates, either from cost leadership or from differentiation advantage (E-fost, 2010, p1). Bowman however differs from Porter in some ways. Whilst agreeing with the concept of cost leadership he feels such tenets to be too general and brings in more detailed combinations of perceived added value and price. Bowman suggests the active consideration of eight core strategic alternatives (E-fost, 2010, p1). Table 1 below illustrates the eight alternatives Table 1: Bowmans Strategy Clock (Zanthus.com, p1) Bowmans eight alternatives comprise of (a) low price / low added value, which is liable to be segment specific (b) low price, which carries the danger of price war and small margins or organisations to be cost leaders, (c) hybrid options with lower cost base and reinvestment in differentiation and low price (d) differentiation alternative with / without a price premium that is able to bear price premium or yield market share benefits (e) focused differentiation, yielding perceived added value to specific segments (f) increased price / standard product, which could lead to risks of losing market share (g) increased price / low values, which is feasible in a monopoly situation, and (h) low value / standard price, resulting in loss of market share (E-fost, 2010, p1). Tesco has a firm and deep based strategy for growth, which works towards reinforcig its core UK operations and its the growth thrust in fresh markets (Quick facts, 2009, p1). The fundamental tenet of its strategy, formulated in 1997, concerns the expansion of business scope to permit delivery of robust and sustained long-term growth (Quick facts, 2009, p1). Such expansion is realised by pursuing existing Tesco customers and making them customers of various other UK Tesco businesses like non-food, telecommunications, and financial services (Quick facts, 2009, p1). The companys strategy has five objectives, viz (a) to be successful in its global retail business (b) to develop its mainstay UK business, (c) to be equally strong in non-food and food sectors (d) to expand other retailing and financial services, and (e) to position community at the heart of its strategy (Tesco plc, 2009, p1). Sir Terry said that when I became CEO I had a plan to build Tesco around its customers, to make it number one in the UK and to find new long-term growth in non-food, in services and international expansion. It has taken 14 years but that strategy has become a firm reality now and so I feel my work is almost complete (Telegraph, 2010, p1). 2.2. Key External Drivers PESTLE analysis helps in the analysis of the external macro environment within which a business functions (Rapdbi, 2010, p1). The understanding of opportunities or threats within the big picture environment in which a company operates helps in exploiting opportunities and minimising threats (Rapdbi, 2010, p1). It is a valuable tool for understanding the relationship between market growth or decline and the potential, position, and direction of a company or its business (Rapdbi, 2010, p1). PESTEEL is another extension of the same model and is an acronym for the political, economic, socio-cultural, technological, environmental, educational and legal dimensions that need to be analyses to evaluate the market for the strategic plans of organisations or businesses (Rapdbi, 2010, p1). These factors are briefly discussed as under. Tescos operations are often influenced by political conditions and developments within and outside the UK (Docstoc, 2010, p1). The company might for example have to respond to British and Columbian politics to protect its coffee supply (321books, 2010, p1). Recession has caused unemployment levels in the UK to rocket to 28.93million. Adverse economic conditions can affect consumer spending, as well as impact prices, costs, profits, demand and supply. UK retail turnover, for instance, reduced 0.7% during January 2010 in relation to the January 2009 numbers on a like-for-like basis. Sales in 2009 had increased 1.1% (KPMG, 2010, p1). Sociological factors can also greatly influence Tescos operations. Such factors are immense and can range from immigration to changes in fashion and consumer behaviour (321books, 2010, p1). British consumers have, experts state, turned into one stop shoppers urging chains to stock ever increasing ranges and varieties of goods (Docstoc, 2010, p1). Tesco makes use of technology to drive its business. It uses forecasted weather patterns to estimate demand and sales of its products and services. Their software, developed after 3 years of research, can indicate changes in sales that can occur because of a degree rise in temperature rise or an extra hour of sunshine (Swaminathan, 2009, p1). Technology also facilitates services like Tesco.com and self-checkout facilities (Docstoc, 2010, p1). Tescos environmental policy has resulted in adoption of measures to lower carbon emissions. The company aims to attain a 30 percent decline in the carbon impact on it entire supply chain by 2020; the overall objective is to become a zero carbon group by 2050 (Tescoplc.com [Press release, 2009]) (Docstoc, 2010, p1). Increasing educational levels affect organisations. Higher educational levels facilitate people to receive higher incomes. Increases in incomes also generate opportunities for procurement and sales of additional goods and services (Referenceforbusiness.com, 2010, p1). Tesco is also subject to various government policies and national legislatives, especially in areas of health, safety and labour. Failure in adhering to these can have a direct affect on its performance (Docstoc, 2010, p1). Porters Five Forces analysis for companies involves the evaluation of the external environment vis-a-vis the industry structure. The five forces comprise of barriers to entry, buyer power, consumer power, the threat of substitutes, and the degree of rivalry. Such assessments help firms to formulate approaches for exploitation of opportunities and protection from threats. Companies can thus accomplish competitive positioning and achieve differential advantage over the goods and services of their market rivals (Referaty, 2010, p1). The supermarket retail industry has very high barriers to entry. High capital requirements create major entry barriers for prospective firms. The need to achieve scale economies and high quality and specialised logistics also constitute difficult entry barriers. Tesco and other major supermarket chains have the financial and operational strength to buy and handle enormous volumes of merchandise, which helps them in pricing of products and satisfaction of various customer needs (Referaty, 2010, p1). New firms also need to contend with the loyalties developed by existing firms, such barriers being evinced by the failure of discount stores like Lidl or Aldi that been unsuccessful in not growing up to become major contenders in the retail market (Referaty, 2010, p1). Customers have options of shopping from diverse supermarket chains that compete on price and various promotions. Suppliers can wield considerable influence when they are in positions to claim price premium and also when the final merchandise on offer can be impacted by their quality and their delivery schedules. Tesco prefers to use a number of smaller suppliers rather than one big supplier. This increases its bargaining power and provides the company with the option of switching suppliers, if market and operational conditions so demand (Referaty, 2010, p1). The threat of substitutes plays an important role in assessment of competitiveness. Companies need to examine the tendency and chance of customers to switch to substitutes. They need to for example, in the case of an obsolescence threat, keep competition at bay by making their goods and services more attractive. Tesco, for instance, offers merchandise price check facility on its website, thus enabling customers to view substitutes by themselves (Referaty, 2010, p1). The extent of competitive rivalry depends upon the competitiveness of market participants. With all four major retail players aiming for a higher market share, the supermarket space in the UK is particularly competitive (Referaty, 2010, p1). Porters Five Forces, therefore, is a bottom line method of company analysis, from its own perspective. Essentially if goods or services cannot be differentiated, then competition mainly becomes price-based, and customer loyalty is difficult to ensure (Referaty, 2010, p1). 2.3. Tescos Value Addition Michael Porter advanced his theory on Value Chain Analysis in 1985 in response to criticism on the inadequacies of the Five Forces framework in implementation methodology that connected internal capabilities with opportunities in the competitive landscape (Provenmodels, 2010, p1). This framework centres on industry attractiveness being a causal factor in the earnings potential of all organisations in a particular industry. Considerable differences in performance occur between organisations operating within an industry (Provenmodels, 2010, p1). Value Chain Analysis can assist in identifying an organisations core competencies and differentiating the activities that give rise to competitive advantage. An organisations cost structure can be segregated by this method into discrete functions or processes on the presumption that the cost drivers for each of such activities work differently (Provenmodels, 2010, p1). Porter was able to compress an activity-based cost scrutiny into a standard template comprising of five primary and four support activities (Provenmodels, 2010, p1). These nine activities are categorised under two primary and support activity group areas. The primary activities comprise of (a) inbound logistics, comprising of materials handling, warehousin g, transportation and inventory control (b)operations, including machine operating, testing, assembly, packaging and maintenance (c) outbound logistics of warehousing, order processing, transportation and distribution (d) marketing and sales, comprising of promotion, advertising pricing, selling and channel management, and (e) services, including installation, spare part management and servicing (Provenmodels, 2010). The other support activities encompass (a) firm infrastructure, including general management, finance, planning, legal and investor relations (b) human resource management, encompassing education, recruitment, promotion and reward systems (c) technology development, including research development, product and process development and IT, and (d) procurement, comprising of purchase of raw materials and supplier contract negotiations (Provenmodels, 2010, p1). Attempts to engage in Value Chain Analysis of Tesco reveal various primary variables that can add or deplete value to the organisation (Docstoc, 2010, p1). In terms of primary variables, inbound logistics have an essential significance in the generation of the value chain since they offer the initial prospect to create value. Tesco has sophisticated and ever-improving inward logistics that strive to improve the level of in-store consumer choices (Docstoc, 2010, p1). The effectiveness of Tescos distribution system could be improved. The quality control system should also be administered more proficiently by the organisation to reduce customers being burdened with the cost of losses (Docstoc, 2010, p1). Service orientation lies at the core of Tescos operations. Services that need to be diligently administered include 24*7 activities and various store management functions involving opening and closing stores, shelf maintenance, and stock replenishment (Docstoc, 2010, p1). With regard to outbound logistics, value addition for Tesco can come about from reaching the goods to the customer, improving customer service, and implementing a customer friendly trolley service (Docstoc, 2010, p1). Tescos marketing and sales activity is represented by its distinct Clubcard. The card is instrumental in giving discounts, providing customer loyalty offers, and selling health, wellness, and environmentally friendly merchandise. It carries Tescos advertisements and the latest promotions on deploying recycled goods for assisting Tesco in becoming carbon free by 2050 (Docstoc, 2010, p1). 2.4. Unique Resources and Capabilities All organisational resources are not essential for an organisations competitiveness. The resources that do not help in building competitive advantage constitute threshold resources (Lioukas Voudouris, 2010, p1). Unique resources on the other hand are those which are not easily obtained by the competitors and can help development of competitive advantage (Lioukas Voudouris, 2010, p1). The same argument holds good for capabilities, which are obtained over time through application of resources and knowledge collation. DQE (Design, Quality and Environment) aims to develop unique capabilities and unique resources, which can help in building the foundation of competitive sustainability and competitive advantage (Lioukas Voudouris, 2010, p1). Table 2, provided below, illustrates the permutations of the unique resources and capabilities in forming the foundations of competitive advantages. Table 2: Unique resources capabilities: The base of competitive advantage (Lioukas Voudouris, 2010, p1). The strategy of sustainability entails all characteristics of strategy and incorporates elements of strategy formulation, strategy definition and execution, as also the issue of strategic options (Stirr, 2003, p1). Strategic position is generated by the inter-relatedness of activities (Stirr, 2003, p1). Organisations that really comprehend strategic positioning are experienced in activity mapping. They recognise their core competencies and frequently plot their own and their competitors activity network in order to assess the sustainability of their own strategic position (Stirr, 2003, p1). Any organisation can replicate a particular competitive activity. Discrete activities per se do not generate a strategic position (Stirr, 2003, p1). It is the grouping of activities that an organisation selects to execute for every strategic function (be it marketing, finance, operations and human resources), and the manner wherein such activities are supported and interconnected by business processes and systems, that lead to the building of a strategic position. The extent of interconnectedness and support of these activities determines the degree of sustainability of an organisations strategic position (Stirr, 2003, p1). Organisational strategies relating to marketing, finance, operations and human resources are sustained by internal business systems. These refer to the intricate combination of policies, procedures, hardware, software, budgeting, control mechanisms, et al, which facilitate the optimal flow of data and information through the entire organisation as it tries to provide for the requirements of its customers. An organisation that does not have a lucid strategic position will be transparently riddled with backlogs, omissions and breakdowns within its business systems (Stirr, 2003, p1). Business systems also focus on the means by which core competencies satisfy customer needs. It is through such systems that organisations leverage their entire accessible wherewithal on their customer requirements, build unique activity networks, remove waste through the entire organisation, and curtail their costs to the maximum possible extent. Conclusion: How sustainable is Tescos strategic position? The analysis of the diverse strategy models during the course of this study highlights the significance of strategy in garnering competitive advantages. The key external and internal drivers that compel continuous changes have also been examined. It has also been examined how core resources and competencies need to be utilised effectively and continuously to keep renewing drivers of growth. Activities or strategies per se neither generate competitive advantage nor sustainability. Enterprises that build a sustainable strategic position achieve it through the development of a number of distinct core competencies and by carrying out activities, (which stem from these competencies) that meet customer requirements (Stirr, 2003, p1).Organisations construct sustainable strategic positions by integrating their marketing, finance, operations, and human resource planning functions. They vigilantly review all the activities carried out by every functional sphere to ensure utmost integration (Stirr, 2003, p1). Strategy drives the scale and direction achievable by organisations in the long term and helps organisations in accomplishing competitive advantages through the arrangement of resources in a dynamic and aggressive changing environment to fully satisfy stakeholder expectations (Stirr, 2003, p1). The foregoing analysis reveals how Tesco actively and persistently works in different areas of strategy formulation to achieve competitive advantage and value addition. Tesco strives for sustainability though the deployment of its core resources and integration of all its functions across the board. This renders it with sustainable competitive advantages through the construction of high entry barriers in different operational areas. Such barriers keep new competition from getting and existing competition from achieving parity. The sustainability of Tescos strategic position is also evidenced by its purposeful aim to be a carbon free global organization by 2050.

Genetic Polydactyly Disorder

Genetic Polydactyly Disorder Genetic Disorders Project Polydactyly Polydactyly is a common genetic disorder. It is a when someone with this disorder has an abnormal case of extra digits on their hands and / or feet. This disorder is usually found on the external side of the body. It is not common to be in the inter part of a body. Anyone can have polydactyly, such as animals or humans. There are a couple of ways to treat this disorder. The treatment is usually required for people that are concerned with their extra digits. Also, polydactyly is similar to the other genetic disorder, syndactyly. This genetic disorder affects many people. Polydactyly in the toes, especially the little toe, is a common malformation. It occurs in approximately two in 1,000 births and almost thirty percent of every child with polydactyly have relatives or family members with a particular type of polydactyly, or even syndactyly. Polydactyly refers to having extra digits in the hand and / or feet, extra fingers/ toes, and maybe even thumbs. This disorder is not sex linked and it can affect both males and females, although, males are more commonly affected. It is a dominant gene which means that if a child has a one parent with the trait and the gene, there is a 50% chance that the child will inherit it from the parent. It is sometimes a serious disorder but does not affect life span. You can have treatment for it but there is no prevention for this disorder. The treatment would to be to have a surgical procedure and have it taken off, as your own decision. The surgery for polydactyly is recommended, so if someone that is polydactyl decides to have the surgical procedure done, they usually would do it in their early years such as in there first 3 years at the most. If the parents or guardians decide not to have surgery, the child will most likely have to get used to the fact that they have extra fingers and re alize its ability to adapt to it. If a child has a minor case of polydactyly, the doctor will probably tie it at its base to prevent the flow of blood and the digit will just fall off. A surgeon or doctor would probably recommend having it removed at the first appointment you have scheduled. There are different forms of this genetically related disorder. Some different forms are a small and extra bump on the affected side of the hand. The finger might also be widened. At the end of the fingertips, an extra finger may dangle by a thin and narrow cord, from the hand. And another form or type of polydactyly is when the hand, in which looks very normal except for possibly one extra digit, such as a thumb, and maybe five extra fingers. There are an infinite number of variations for this disorder. Pierre-Louis Moreau de Maupertius (1698-1759) was the person that discovered polydactyly. He explained that the disorder can be found and inherited by the mother or the father. He demonstrated the trait as the result of mutation and provided the first accurate record of the transmission of a dominant trait in humans. It is a dominant trait in some communities. As a group, polydactyly affects mostly African Americans in a community. There are many causes for polydactyly. The causes are sometimes very bad and harmful. Of the many causes, some are rare and some are common. These are some causes: Ellis-van Creveld syndrome (chondroectodermal dysplasia) Carpenter syndrome Trisomy 13 Rubinstein-Taybi syndrome Smith-Lemli-Opitz Laurence-Moon-Biedl syndrome Asphyxiating thoracic dystrophy Yet these causes are not very well known, but, they can be difficult to deal with or handle. Polydactyly occurs in many people and in different types of people. Polydactyly occurs in one out of a thousand births. Usually right after a birth, the doctor or pediatrician suggests that the baby has the extra digit (toe or finger / thumb) surgically taken or removed off. This disorder results and takes place more in males. They are more commonly affected than females are. Also, African Americans are affected more by this disorder. Polydactyly and another genetic disorder called Syndactyly are closely related. To their extent, there are many similarities between the two genetic disorders. Polydactyly starts out as a paddle and then divides or splits into fingers very carefully. Since polydactyly strikes an appearance and arises, extra fingers are formed and created in a different way. In result of syndactyly, the same process is in occurrence and the only dissimilarity is that webbed fingers consequently resolute as an outcome. Webbed fingers are hard to control and cope with. It is hard to get a good grip and hold numerous objects or items. There are many symptoms of polydactyly and being diagnosed with the disorder. The symptoms consist of having more than normal number of digits of either the hand or foot, or having more than five on each hand or foot. The symptoms of polydactyly are: More toes than normal More fingers than normal Extra digit on hand Extra digit on foot Polydactyly is a common trait among cats. It seems that mostly Celtic cats and cats on part of Americas Eastern coast and South West Britain are diagnosed with polydactyly. This makes them polydactyl cats, such as humans that have polydactyly because they are polydactyl humans. Also, natural selection takes place in polydactyly in which it is in ordered form and not by random.

Scarface :: essays research papers

The topic of my presentation is why everyone should watch the movie scarface, and if you have already seen it to watch it again, This movie was directed by Brian De Palma,and written by Oliver Stone (produced-alexander, produced joy luck club) "Scareface"came out in 1983, and feature's Al Pacino as Tony Montana, Michelle Phifer as Elvira, and Steven Bauer as Manny Ray, The story is about a Cuban refugee who makes his way over to Miami,Florida Tony starts out as a dishwasher and hitman, who proceeds to enter into a life of cocaine dealing and organized crime. He then become one of the biggest drug dealers in Florida. The story has a rags to riches theme and is known for graphic violence. This is an action/drama with many indepth plot twists and an incredulous amount of profanity. The movie mostly portrays Scarface in thrid person view, which means the audience learns about the charactor Scarface through his actions and behaviors. The film is not only at great movie, but a cultural icon to some people. Scarface had a tremendous impact on the genre of rap music, and has inspired many rappers and producers to create songs. The premise of this film was actually adapted from the novel "scareface"by Armitage Trail. A Previse movie entitled, "Scareface, the Shame of the Nation" was made in 1932 ,directed by howard hawks and produced by Howard Hughes, which depicts gang-warfare, polictical coruption, and police un-involvment. The main charactor "Tony" was based loosely upon the real ganstar Al Capone, who actually loved the movie. I have seen both movie's and The 1983 "scarface" packs such a influencal punch of knowledge through the actions and life of Pacino as Tony Mantana. This film is known for having interesting quotes; Some notable quotes are= "Say hello to my little friend." "All I have in this world is my balls and my word and I don't break them for no one.

Nonfiction Literacy and Current Events Essays -- science, Sony, Microso

Technology is not only a computer it’s making something better. Technology has been advancing everything and making it better. Technology doesn’t even have to be an object it can be something that has to do with science. That’s why I think that technology is good because it is making everything advanced and better than it was before. Technology is good. Technology is good because it makes our lives a whole lot easier. One reason why technology is good is because sony and Microsoft both have good systems but they are battling and seeing who’s system is better and that’s just making the systems better for us to use. In the article it says â€Å"Video games used to be seen as something for teenage boys who didn't have a lot of friends. But now a video game customer can be just about anyone. People spend nearly $63 billion worldwide on games. Almost half of those who play games are women and one-third are older than 36.† that is a good thing that more people are enjoying the video games since they came out with better technology. Now there are more people buying it because of the new technology. Another reason why technology is good is because now there is a way that doctors can find out if a baby has autism within 2 months of birth and that’s a good thing because now they can find out early and treat them wh en they are little. In the article it proves that, â€Å"Doctors usually cannot determine if a child has an autism spectrum disorder until age 2 at least. But, a new study finds that signs of it can be seen as early as two months after birth.† Since the doctors can find autism that early they can try to treat them as soon as possible. That way it won’t get too serious. The last reason why technology is good is for medical reasons is becau... ...hy people that say technology is bad are wrong. Technology is good for these reasons, sony and Microsoft both have good systems but they are battling and seeing who’s system is better and that’s just making the systems better for us to use, there is a way that doctors can find out if a baby has autism within 2 months of birth and that’s a good thing because now they can find out early and treat them when they are little, and for medical reasons is because scientists and doctors are trying to train the special need kids to make eye contact with the person that is talking to them early in their lives so they will have experience later in their lives while talking to people. That is why technology is good. Works Cited "Newsela | Nonfiction Literacy and Current Events." Newsela | Nonfiction Literacy and Current Events. N.p., n.d. Web. 09 Dec. 2013.

Family Values, Personal Values Essay -- Ethnicity Culture Families Val

Family Values and Unity There are so many various types of people with different ethnic backgrounds, culture and manner of living that are the cause of distinct values in a family. These families have poor, mediocre or virtuous family values, however what one may consider as a mediocre family value may seem poor to someone else and vice-versa. These family values differ from family to family world-wide. The most significant values are family unity, honesty and education. Family unity, is a family being together in blissful harmony on holidays. Family unity is regardless how bad a situation may be it will bring us closer together and make our bond stronger. Family unity is my family watching me grow from infancy to adulthood, guiding me with good values. Family unity is communicating with each other. Unfortunately, my parents were seldom around during my childhood stages. Therefore they were rarely home to guide me through good family values. Now that I am an adult my parents are persistent to spend time with me and teach me values not taught to me when I was a child. I believe it's like teaching an old dog new tricks. A child needs direction from the childhood up to adulthood not the reverse. I recall coming home from school to an empty house. My parents were working to provide us with a home, things we needed and wanted. Regardless, as a child a family was just as important. A popular soul singer, Luther Vandross, sang a song whose lyrics expla...

Matrilineal Societies

Sociologyindex, Sociology Books 2011, Matrilineal Descent, Patrilineal Descent Matrilineal societies are those societies in which descent is traced through mothers rather than through fathers. In matrilineal societies, property is often passed from mothers to daughters and the custom of matrilocal residence may be practiced. In matrilineal societies, the descendants of men are their sister's children and not their own, who belong to their mother's matrilineage. Matrilineage is sometimes associated with polyandry or group marriage where women have a variety of sexual partners and lines of male descent are uncertain. Ancient societies are known to have recognised matrilineal descent. Matriliny is not the mirror image of patriliny. Matrilineal societies differ from both patrilineal and bilateral societies in that the institution of marriage tends to be, relatively weak (Schneider and Gough 1961, Goode 1963). In a gerontocratic matrilineal society, women's influence and prestige tended to increase with age and were usually expressed in informal settings, although there were offices of formalised informality such as â€Å"mothers† of matrilineages. Matriliny required the subordination of marriage and conjugal duties to loyalty to and participation in the descent group. This, combined with economic activities, farming, artisan work, and trading, gave women considerable independence. Women (like elders) had prestige in the matrilineal home town, where black stools symbolised the â€Å"seat of power. † (Bartle). In a matrilineal society, women generally have a greater autonomy in terms of sexuality and reproduction than their counterparts in male dominated societies. The woman in a matrilineal society represents the clan and her children carry on the name of her clan. Land Inheritance and Schooling in Matrilineal Societies: Evidence from Sumatra – Agnes R. Quisumbing, and Keijiro Otsuka Abstract: This paper explores statistically the implications of the shift from communal to individualized tenure on the distribution of land and schooling between sons and daughters in matrilineal societies, based on a Sumatra case study. The inheritance system is evolving from a strictly matrilineal system to a more egalitarian system in which sons and daughters inherit the type of land that is more intensive in their own work effort. While gender bias is either non-existent or small in land inheritance, daughters tend to be disadvantaged with respect to schooling. The gender gap in schooling, however, appears to be closing for the generation of younger children. – capri. cgiar. org/wp/capriwp14. asp Gough, K. (1961) â€Å"The modern disintegration of matrilineal descent groups,† in D. M. Schneider and K. Gough (eds. ) Matrilineal Kinship, Berkeley, U. Calif. , pp. 631-54 Oppong, C. (1974) Marriage Among a Matrilineal Elite, Cambridge University Press. Matrilineal Society in India – Dr. Madhumita Das When most of the people in the world follow the patrilineal system, there exist a few groups here and there who believed to be the descendants of Japheth (son of Noah), and are followers of the matrilineal system (Syiemlieh, 1994). At the global level, the existence of matrilineal society is found among the tribes of African countries, in some part of Southeast Asia and among three groups of India. It is the Minangkabaus of West Sumatra, Indonesia, comprising the largest ethnic group in the world who follow a matrilineal system (Tanius, 1983). In Indian context, the matrilineal social system is found only among small pockets of south the and northeast India. The Nairs and Mappilles in Kerala, the tribal groups of Minicoy Island and the Khasis and the Garos of Meghalaya are the followers of matrilineal system. However, the matrilineal system of the African countries differs considerably from that of the Southeast Asian groups. Even within India, the system differs from one group to another (Kapadia, 1966). Among these groups, difference is mostly observed in the type of residence after marriage. The pattern of duo-local residence exists among the Ashanti of the Gold Coast in Africa, Minangkhau of Sumatra and the Nayars of Central Kerala. However, the Khasis of Meghalaya, generally follow the residential pattern known as â€Å"matrilocal residence†, where the husband resides with his wife's matrilineal kin or in other case couples settle down together in a new residence in and around his wife's maternal place (neo-local residence). Methodology This work discusses the changes that are occurring among the only few existent matrilineal setup in the world in terms of their attitudes and behaviour. In order to discuss the changes, the existing literature has been reviewed and they are supplemented by in-depth interviews of a few key informants. The key informants include eminent academicians, elderly persons of different localities, local heads, social workers and persons representing the younger generation. In addition, two focus group discussions (FGD) were done with women from different age groups. The idea behind this exercise is to clearly identify those features that have been characterising the matrlineal system of the Khasi tribe these days. Along with the qualitative analysis, the profile of women living in original matrilineal arrangement as against those who have completely transited in the form of percentage distribution is also presented. A few socio-economic, demographic, and developmental characteristics of both women and her husband has been taken into consideration. Lastly, a multivariate analysis has been undertaken to substantiate the findings from bivariate analysis and to find out the factors, which brought changes among the society. Study Area The basic aim of the study is to understand the structure of matrilineal system and the changews that has taken place in it over the period of time among the Khasis of Meghalaya. In Meghalaya there exists three tribal groups, namely Khasi, Jaintia and Garo. The state is predominantly inhabited by the Khasi tribe, who are known for their matrilineal social system. The sample design adopted was a multistage design, fitted to the study requirements. Given the resources available, it was decided to cover 600 eligible women (currently married Khasi women age 15–49 years), all from (erstwhile) East Khasi Hills district. The choice of East Khasi Hills over West Khasi Hills was purely purposive. According to 1991 census, little over 33 per cent population of the East Khasi Hills district live in the urban areas. Thus, it was decided to cover 200 eligible women (33 per cent of 600) from the urban areas and the remaining 400 women from the rural areas. The Khasi Matriliny: An Overview The term matriarchy or matriliny has become inseparably associated with the Khasi social organisation since it was first used in 1914 by Gurdon to describe Khasi social customs (Das. Gupta, 1964). Although the term is used to explain the pattern of residence after marriage among the Khasis, it is, however, known that matrilocal residence is not an invariable concomitant of matriarchal or matrilineal society. As among the Nayars of India, though they are also the followers of matrilineal system, the residential system among them is duolocal, where husband is usually the night visitor to their wife. Before we begin to understand the nature of Khasi social organisation, it becomes necessary, to clear that the general rule of matrilineal system is that females inherit property. However, it must be noted that at the outset the system of inheritance is governed by some code of rules, which, if taken in its totality and richness, can hardly be described as simple. In fact, the Khasi society is more complex and vivid than what is it apparent. The Khasis have matrilocal residence and matrilineal descent. Participation in the family religion and the common sepulchre, where bones of the members of the family are interred after death, are the two elements that bind the members together. Besides the matrilocal residential pattern and matrilineal descent, family property is mainly transmitted through the female line. The children of the male do not belong to the family. The youngest daughter, Ka Khadduh, in a Khasi family is in charge of the family religion. She cremates her mother and inters her bones in the common sepulchre (a place where the bones are kept with a huge stone over it which is different in shape for males and females). Marriage is a great social institution among the Khasis, as it determines the system of matrilocal residential pattern among them (Sinha, 1970). Being the followers of a unique social system of matriliny, the Khasi women enjoy a special place of status and dignity (Kyndiah, 1990). A Khasi woman is the guardian and preserver of the family goods. She plays a crucial role in the affairs of the family. However, she is not the head of the family, as this is left to a male member. The father of the family has a definite role to play in the household affairs. However, his role is limited to the final word of the maternal uncle. When Christianity came, the Khasi family was aced with the question whether a â€Å"Ka Khaduh† could hold the family property if she would convert to the Christianity. In 1918, the Government ruled that Christian converts should be allowed to inherit the ancestral property. Property is thus divorced from religion. Though religion was divorced from the traditional rules, because of the modernisation process, such as, educational development along with the spread of Christianity, that had somehow changed the traditional system in many respect (Roy, 1964). The original system and moral efficacy has now a days been largely distorted (Bareh, 1994). The literature shows that a shift is taking place in the matrilineal society towards parental or patrilineal one (Tanius, 1983; Syiemlieh, 1994). Syiemlieh (1994), in his write-up on the Khasis and their matrilineal system has explained that due to some basic reasons there exists a transition in the matrilineal set-up in Meghalaya. This transition in the matrilineal society is due to the changes in the overall set-up. Such changes can be the result of factors like the intermingling with other neighbouring patriarchal communities, the advent of missionaries and spread of Christianity among these tribal groups. The spread of urbanisationand urban development along with the spread of Christianity have changed the perception and attitude of people among the Khasis ( Kapadia, 1966; Syiemlieh, 1994). Thus from the above review we get the idea that over time these matrilineal societies are undergoing changes in its characteristics. On the basis of the above literature, each characteristic feature has been given weightage to categorize the sample women in two groups, viz. , Traditional: Women fulfilling all three criteria or those who possess at least ownership right along with matrilocal residential pattern or matrilocal residential pattern and descent through female. Transitional:Women who follow none of the criteria or only descent. It is found from the above categorisation that 55 per cent of sample women are from the traditional group while the remaining 45 per cent are from the transitional group. The Traditional women will be refereed to as ‘traditional women’, whereas women in Transitional group will be referred to as ‘transitional women’. It may be relevant to mention here that these nomenclatures are used for the purpose of conceptual categorisation of these two groups of women according to their characteristics assessed at the time of survey. Yet another issue that needs to be kept in mind is that the term ‘traditional’ is not used as opposed to ‘modern’. It may be emphasised that women in traditional group are the followers of all the three or the first two important characteristics of the matrilineal system, i. e. , property ownership right, matrilocal residence and/or family name through mother’s side. Socio-economic and Demographic Characteristics ofWomen in Matrilineal Set-up Type of Residence Type of residence is one of the important determinants that has its effect on the changes that take place in any society, as well as, on the changing perception of people towards traditions. Women from traditional group are mostly concentrated in rural areas (79 per cent). What is, however, more interesting is that 21 per cent women following the matrilineal system live in urban areas and also almost half of the women who have deviated from matrilineal system continue to live in rural areas. This indicates that the transition that we witness in Khasi society is a complex phenomenon operating at family level than merely the outcome of urbanisation and modernisation process.

Education in Pakistan Essay

The existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main objectives of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education  system to improve the service delivery at that level. The main inherent issues of education systems are: †¢teachers absenteeism, †¢high drop out rates particularly at primary level, †¢high repetition rates, †¢low completion rates, †¢inequalities by gender, †¢location and social groups, †¢low literacy rate and †¢unsatisfactory performance of schools, these issues have been addressed under DOP through empowerment of local communities. The present government has initiated political and administrative devolution under its reforms agenda under Local Government Plan 2000. The Local Government Ordinance was promulgated on 14th August 2001. Under devolution, political power, decision-making authority, and administrative responsibilities have been moved as closes as possible to the village, union council, tehsil and district levels, with only the major policy-making, coordination, and special service functions being retained with the central and provincial governments. The main purpose of the devolution is to improve the service delivery at the grass root level in various sectors. It is believed that highly centralized system of education is greatly hampering the efficiency and effectiveness of delivery service at the grass-root level. Successive governments  addressed this problem in their policies and plans since 1947. The present government has envisioned with a clear commitment to reform a number of aspects of education system framed within the 1998-2010 National Education Policy and ten year perspective development plan 2001-2011 to increase educational opportunities for all children, to enhance the efficiency and effectiveness of delivery service at grass root level. ESR is an Action Plan for 2001-2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper and about 80% of the ESR packages covers adult literacy, Education for All and technical education. Devolution plan is the mainframe for implementation of ESR. The education sector reforms (ESRs) have been design to address the following areas of education system: 1. Comprehensive literacy and poverty reduction program. 2. Expansion of primary elementary education. 3. Introduction of technical stream at the secondary level. 4. Improving the quality of education through teacher training. 5. Higher education sector reforms. 6. Public-private partnership. 7. Innovative programs. POLICIES AND GOALS OF EDUCATION SYSTEM IN PAKISTAN: Since independence, attempts have been made to relate the education system to the needs  and inspirations of the country. All Education Conference was held in 1947 as per directives of the founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for the future development of education by emphasizing interalia, that the education system should suit the genius of our people, consonant with our history, culture and instill the highest sense of honor, integrity, responsibility, and selfless service to the nation. It should also provide scientific and technical knowledge to build up our economic life. This was followed by the appointment of various commissions, which submitted their  reports periodically. The 1959 Report of the Commission on National Education enjoys a peculiar position in the history of educational reforms. There were several other commissions and policy statements up to 1973. In 1973 the civilian democratic government came up with a 1973 constitution which provided that the state shall: (a) promote unity and observance of the Islamic moral standards; (b) promote with special care the educational and economic interests of backward areas; (c) remove illiteracy and provide free and compulsory secondary education within minimum possible period; (d) make technical and professional education generally available and higher education equally accessible to all on the basis of merit; (e) enable the people of different areas, through education , training, agriculture and industrial development , and other methods to participate fully in all form of national activities including employment in the services of Pakistan; (f) ensure full participation of women in all the spheres of national life. The above-mentioned goals were pursued by various policy documents announced by subsequent governments who came into power from time to time. Each policy stressed on: (a) Islamic ideology and character building; (b) the universalization of primary education and promotion of literacy; (c) science education; (d) quality of education; and (e) reduction in inequalities of educational facilities. Formal System of Education in Pakistan. In formal education system, there are a number of stages, which are illustrated in the diagram in Annexure-I as described briefly below: Pre Primary Schooling: Pre-primary education is functional and managed in schools through out country. Public schools provide pre-primary education as part of socialization process. The students attending pre-primary class are called Kachi. National Education EFA Action Plan Policy, 1998-2010 provided recognition to Kachi class as proxy for early childhood education. According to National Education Policy, 1998-2010, the Kachi class will be introduced as formal class in the primary schools. The age group for pre-primary is 5. Primary Schooling: This stage consists of five classes I-V and enrolls children of age 5-9 years. Since independence, the policy makers pronounced to make primary education free and compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross  participation rate was 71 percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for rural female. Middle Schooling: The middle schooling is of three years duration and comprised of class VI, VII and VIII. The age group is 10-12 years. The participation rate at middle school was about 34 percent during 2000-2001. Males were 36 percent and females were 33 percent. High Schooling: The high school children stay for two years in classes IX and X. The Board of Intermediate and Secondary Education conducts the examination. A certificate of secondary school is awarded to the successful candidates. The participation rate at high school was about 22 percent in 2000-2001 of which, 24 percent were males and 20 percent were females. Vocational Education is normally offered in high schooling. There are varieties of trades offered to the students and after completion of the course they get jobs as carpenters, masons, mechanics, welders, electrician, refrigeration and similar other trades. There are 498 vocational institutions with an enrolment of about 88 thousand in 2001-2002. Higher Secondary Education: The higher secondary stage is also called the â€Å"intermediate stage† and is considered a part of college education. Higher Secondary Education consists of classes XI to XII. During two years stay in this cycle of education, a student at the age of 16 years in this stage can opt for general education, professional education or technical education. The Board of Intermediate and Secondary Education (BISE) conducts the examination and awards a Certificate of Higher Secondary School Education (HSSC). According to 1979 Education Policy, all schools were to be upgraded to higher Secondary Schools. Middle sections of high schools were to be linked with primary schools (designating elementary education). This system has limited success and some problems were experienced. Keeping in view the problems this system is being introduced gradually. Higher Education: To obtain a degree, 4 years of higher education after 10 years of primary and secondary schooling is required. Students who pass their first-degree stage are awarded a Bachelor’s degree in arts or science, typically at the age of 19 years. In order to complete an honors course at Bachelor’s degree level an additional one year’s study is required. Further, a two years course is required for Master’s degrees who have completed two years Bachelors’ degree. A doctoral degree requires normally 3 years of study after the completion of a master’s degree course. Professional and Technical Education: The duration of post secondary education varies in technical and professional fields. The polytechnic diploma is a three-year course. A bachelor’s degree in medicine (MBBS) requires 5 years of study after intermediate stage (12 years of schooling). Similarly, a bachelor’s degree course both in engineering and veterinary medicine is of 4 years’ duration after the intermediate examination. Madrassah Education: Side by side with modern education system there is also religious education system, which provides Islamic education. These institutions have their own management system without interference from either the provincial or federal governments. However, grants-in-aid are provided to these institutions by the government. During 2000 there were 6761 religious institutions with an enrollment of 934,000, of which 132,000 were female students in 448  institutions (Khan, 2002). Efforts have been made by the present government to bring the Madrassah in the mainstream under Education Sector Reforms. The main purpose of mainstreaming Madrassah is to enlarge employment opportunities for their graduates. Pakistan Madrassah Education Boards are established to regulate the Madaris activities. Non-formal Education: There are millions of people in Pakistan who have no access to formal education system. It is not possible for the formal system to meet educational needs of the rapidly growing population. Non-formal Basic Education School scheme has been introduced for those who  have no access to formal education. This scheme is very cost-effective. Under this scheme primary education course is taught in forty months. Non-formal schools are opened in those areas where formal schools are not available. Government provides teacher’s salary and teaching material whereas community provides school building/room. There are 6371 NFBE schools functioning in the country. Examinations: Examinations are usually held annually, which are the main criterion to promote the students to higher classes or to retain them in the same class. However, recently a system  of automatic promotion up-to grade-III has been introduced in some schools. In the primary classes, examinations are conducted by the respective schools. However, at the end of the fifth year of the primary stage a public examination is held by the education department for promotion to the next grade. Another examination is held for the outstanding students to compete for the award of merit scholarships. Similarly, the examination in Middle Schools are held by the individual schools but there is a public examination at the end of grade VIII conducted by the Education Department for awarding of scholarships. The Board of Intermediate and Secondary Education (BISE) conducts the examinations of Secondary and Higher Secondary. The degree level examinations are conducted by the respective universities. Teachers’ Training: In Pakistan, there are 90 Colleges of Elementary Education which offer teachers’ training programs for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to primary school teachers. For secondary school teachers, there are 16 Colleges of Education, offering graduate degrees in education and there are departments of education in 9 universities which train teachers at the master’s level. There are only 4 institutions which offer in-service teachers’ training. Besides these, the Allama Iqbal Open University, Islamabad, offers a very comprehensive teachers’ training program based on distance learning; its total enrolment is about 10,000 per annum of which 7,000 complete various courses every year Private Education Sector: Private sector involvement in education is encouraging. The Federal Bureau of Statistics survey (1999-2000) indicates that there are 36,096 private educational institutions in Pakistan. About 61 percent of the institutions are in urban areas and 39 percent in rural  areas. The percentage share of private sector in enrollment is 18 percent at primary school level, 16 percent at middle school level and 14 percent at high school level. It has been observed that most of the private schools select their own curricula and textbooks, which are not in conformity with public schools. Majority of the schools are â€Å"English Medium† which attracts the parents for sending their children to these schools. Most of the schools are overcrowded and do not have adequate physical facilities. These schools are usually charging high fees from the students. Most of the schools are  unregistered; therefore, in most cases the certificates issued by these institutions are not recognized by public schools. Majority of these institutions are functioning in the rented buildings. The National Education Policy 1998-2010 proposed that there shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the private sector. Grants-in-Aid for specific purposes shall be provided to private institutions. Setting up of private technical institutions shall be encouraged. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundation. In rural areas, schools shall be established through public-private partnership schemes. The government shall not only provide free land to build the school but also bear a reasonable proportion of the cost of construction and management. Liberal loan facilities shall be  extended to private educational institutions by financial institutions. Despite all shortcomings of private education mentioned above, PIHS survey indicates that enrolment rates in public schools have declined since 1995-96 particularly a large decline has been observed in rural areas. It is generally perceived by parents that quality of education in private schools are better than the public schools, therefore, those parents who can afford prefer to send their children to private schools. These trends indicate that the public education system is unable to meet public demand for providing quality education in  the country. Administrative and Supervisory Structure and Operation According to the Constitution of Pakistan (1973), the Federal Government is entrusted the responsibility for policy, planning, and promotion of educational facilities in the federating units. This responsibility is in addition to the overall policymaking, coordinating and advisory authority; otherwise, education is the provincial subject. The Federal Ministry of Education administers the educational institutions located in the federal capital territory. Universities located in various provinces are administered by the provincial governments, but are exclusively funded by the federal government through the Higher Education Commission. The Federal Ministry of Education is headed by the Minister of Education. The most senior civil servant in the Ministry is the Education Secretary assisted by Joint Secretary and Joint Educational Advisors of each wing. There are 6 wings in the Federal Ministry of Education and each wing is headed by Joint Educational Advisor The provincial Education Departments are headed by their respective Provincial Education Ministers. The civil servant in charge of the department is the Provincial Education Secretary. The provinces are further divided into districts for the purpose of administration. The head of the Education Department in a district is Executive District Officer (EDO). Literacy Department functions separately in case of Punjab and Sindh only it is headed by Executive District Officer (EDO) literacy. In the Provinces of NWFP and Balochistan, literacy is the part of Education Department. The hierarchy then runs down to the District Education Officer, Sub-district Education Officer, Supervisors or Assistant Sub-district Education Officers . At the grass root level (the union council level), Learning Coordinators (LCs) provide academic guidance as well as supervise the schools. The administrative structure has been decentralized under the Devolution Plan. Village Education Committees (VECs)/ School Management Committees (SMCs) have been set up in the provinces at grass root level. Present Scenario of Education in Pakistan The government of Pakistan recognized that education is the basic right of every citizen; therefore, access to education for every citizen is crucial for economic development and for poverty alleviation. The present government has given much importance to education sector it has not only emphasized raising the present literacy rate but also emphasized improving the quality of education. The overall estimated literacy rate was 50. 5 percent, for male 63 percent and for female 38 percent during 2001-2002. Urban literacy rate was 70 percent and rural literacy rate is 30 percent during the same period. Pakistan net primary enrolment rate was 66 percent (male 82 percent, female 50 percent) and gross enrolment rate was 78 percent (male 91 percent, female 64 percent) during 2000-01. About 45 percent children who enrolled in grade-1 drop out before completing primary education cycle (male drop out 45 percent, female drop out 54 percent). There are about 4 million children of 5-9 age group who are left out of school. The left out includes those children who never enrolled and those who drop out. Enrolment at primary level was 16. 63 million during 2000-01. The gross enrolment at middle level was 34 percent, male 36 percent and female 33 percent in 2000-01. The gross enrolment at secondary level was 22 percent, 20 percent for female and 24 percent for male. The total number of Arts and Science colleges were 916 (male 536 and female 380) with the enrolment of 763,000 during 2000-01. There are 68 universities in Pakistan with the enrolment of 1. 1 million. Out of the total universities, 40 universities are managed by public sector. There are 203,439 educational institutions in Pakistan of which 36,096 institutions are run private sector and the share of the private sector is about 18 percent. The major issues and challenges of the education system include †¢low literacy rate, †¢high dropout rate, †¢wide spread teacher absenteeism, †¢weak management and supervision structure,  Ã¢â‚¬ ¢shortage of trained and qualified teachers specially female, †¢lack of teachers dedication, †¢motivation and interest in their profession and †¢lack of physical facilities. †¢Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the requirements of present day. Education For All (EFA): Education For All refers to the global commitment to ensure that by 2015 all children would complete primary education of good quality (Universal Primary Completion), and that gender disparity would be eliminated in primary and secondary education preferably by 2005 and no later than 2015. This commitment was made at the World Education Forum in Dakar, Senegal in April 2000 and reaffirmed in the Millennium declaration in New York in September 2000. The Government of Pakistan is attaching top priority to EFA. The country has ten year Perspective Development Plan (2001-11) to visualize the long term macro-economic and sectoral growth strategies, Poverty Reduction and Human Development is the priority area of the Plan. Sector-wide development approach covering all the sectors of education has been adopted under the Perspective Plan. In order to address the EFA implications linkage  plan focusing on development of other sectors of Education has also been prepared. Nearly 80% of the ESR covers different goals of Education for All by 2015, reducing illiteracy by 50 percent with a focus on reducing the gender gap by 2015, life skills and learning opportunities for youth and adults; and early childhood education. The targeted groups for EFA goals belong to disadvantaged communities with minimal opportunities. These groups are highly vulnerable, without access to learning facilities, or public sector facilities, which are functioning at sub-optimal levels.