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141 Pakistani Students Win Erasmus+ Scholarships

The Higher Education Commission (HEC) organised on Thursday a send-off ceremony for Pakistani students who have secured Erasmus Mundus Scholarship for 2021-22 academic session.

Awais Ahmed, Advisor (Coordination) HEC chaired the ceremony, while Ms. Aayesha Ikram, DG (Scholarships) HEC and Mr. Ovidiu Mic, Head of Cooperation Delegation of the European Union were also present on the occasion along with a large number of scholarship winners and Erasmus+ alumni.

For 2021-22 session, 141 Pakistani students will receive the Erasmus+ scholarship. The number has improved despite the fact this year information session was not conducted due to Covid situation. Erasmus Mundus scholarship result for the academic year 2020-21 was also promising as 126 Pakistani students (64 men and 62 women) were awarded the Erasmus Mundus (Joint Master Degree – EMJMD) scholarship out of a total of 2542 scholarships awarded worldwide.

Pakistan ranks third in the world in the number of scholarships, moving up from fourth place with a considerable increase in the number of scholarships.

The Erasmus+ Programme provides funding for educational initiatives, training, and scholarships. It is designed to support programme countries efforts to benefit from European knowledge institutions in a lifelong learning perspective. The opportunities offered are available to Pakistani faculty and students.

Since coming under its ambit in 2016, HEC has taken proactive measure and effective communication strategies with universities students & faculty. Every year HEC conducts a series of workshops/information sessions in different cities of Pakistan to create awareness among Pakistani students about the Erasmus+ scholarships, and faculty members to apply for research funding through defined proposal topics, and also capacity building in the field of higher education with counter partners of local universities and EU universities. These workshops and awareness sessions have turned out to be very effective, encouraging results of the pervious years reflect the efforts of HEC.

Addressing the ceremony, Advisor Mr. Awais Ahmed said that the education and exposure not only defines an individual’s career but also plays a positive role in nation building. He advised the departing students to focus on their study and play ambassadors of Pakistan abroad by their conduct. He hoped that the students, on completion of their studies, will further the cause of improving the quality of education in Pakistan.

In his remarks, Mr. Mic appreciated the upward trend of the number of Pakistani students applying for and winning the Erasmus+ scholarships every year. He advised the students to keep in contact with their programme coordinators and the focal persons in case of any hardship related to Covid restrictions.

The ceremony was also addressed by Erasmus+ alumni including Ms. Hajra Mumtaz, Mr. Rizwan Mumtaz and Mr. Waqar Baig.

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VC requests Governor to approve GCU staff’s allowance

Prof Dr Asghar Zaidi, the Vice Chancellor of Government College University Lahore, has requested Governor Punjab Chaudhry Sarwar to approve the disparity allowance 2021 for his university employees to reduce discrimination in salaries.

In the letter, Vice Chancellor Prof. Zaidi wrote that “a structure of Unified Pay Scale was established in 1972 for all government servants. However, since 2009, disparities in salaries have occurred after various government establishments were allowed 100pc to 300pc of the basic pay as allowance”.

“This tax revision, coupled with inflation, has had a serious adverse impact on government servants whose take-home salaries were actually reduced even in nominal terms,” he said.

He also reminded the governor that the government did not allow any increase in salaries in the budget 2020-21.

The vice chancellor also wrote about recent discrimination with university employees, stating that special allowance has been granted to government employees BS (01-19) this year in July but it has been specified that it is not admissible to the employees of autonomous bodies.

“This categorisation has created discomfort and unrest among GCU employees,” he said.

The VC said he, being the competent authority, requested the governor to approve the grant of special allowance 2021 to GCU employees.

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KU announces results of Syndicate Elections

 University of Karachi Registrar, Professor Dr Abdul Waheed, on Wednesday announced the results of the elections to the seats of the Syndicate from the constituencies of Professors, Associate Professor, Assistant Professor and Lecturer.

According to the KU Registrar, who was also the Returning Officer, Professor Dr Muhammad Haris Shoaib, Dr Basit Ansari, Dr Mohsin Ali, and Ateeq Razzak have been elected to the seats of the Syndicate from the constituencies of professor, associate professor, assistant professor and lecturer respectively.

He mentioned that Professor Dr Muhammad Haris Shoaib received 42 votes and declared elected whereas Professor Dr Shah Ali ul Qadar got 28 votes and Professor Dr Zaheer Uddin had five votes.

He informed that Dr Basit Ansari collected 43 votes and declared elected while Dr Muhammad Ali and Dr Irfan Aziz got 40 and 17 votes respectively. Meanwhile, Dr Mohsin Ali received 193 votes and declared elected whereas Syed Ghufran Alam got 123 votes and Dr Muhammad Noman Syed had 13 votes and Dr Muhammad Sajid Khan had eight votes.

The KU Registrar added that Ateeq Razzak was elected after securing 48 votes while Sana Khan had 29 votes.

The elections were held at the Arts Auditorium from 9:30 am to 1:00 pm and all elected members would hold office for three years from the date of the first meeting of the Syndicate.

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Annual exams for SSC & HSSC to be held July 5 and 26 respectively

Provincial Education Saeed Ghani has said that examinations for class 10th will be held from July 5 while annual exams for class XII will start on July 26.

“The candidates will attempt 60 percent of the examination papers in optional subjects as per the pre-issued syllabus. Duration of examination papers would be two hours instead of three while papers will carry 50 per cent MCQs, 30 percent shorts question and 20 per cent detailed questions”.

Earlier in a meeting chaired by the provincial education minister on Thursday morning, he said that the decision regarding the reopening of primary and middle schools will be taken in consultation with the steering committee members and stakeholders.

The meeting was attended by Secretary School Education Ahmed Bakhsh Narejo, Secretary College Education Khalid Haider Shah, Additional Secretary Education Dr Fauzia, Chairman Intermediate Board Karachi Saeed Ahmed, Chairman Intermediate Board Hyderabad Muhammad Memon and others.

The meeting discussed arrangements for annual examinations from 9th to 12th classes. The concerned officials assured the minister that they would take all possible measures for maintaining transparency in the assessment process. They also discussed the issue about the number of examination centers.

On the occasion, the provincial education minister said that due to Covid-19 children of all classes were promoted to the next level. However, this year they would attempt exams. No one would be promoted without examinations this year.

Ghani said that in consultation with all stakeholders, decision would be taken to open educational institutions in Sindh from 1st to 8th classes. “We want all decisions regarding education in Sindh to be taken after consultation with stakeholders”.

He said that the news being broadcast in electronic and print media from various sources for the last several days is creating misunderstandings among children and parents. He said that so far we are reviewing the situation and the final decision will be taken in consultation with the steering committee which includes all the stakeholders.

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BSEK extends date for annual examination 2021

KARACHI: The Board of Secondary Education Karachi (BSEK) on Wednesday extended the form submission date for annual examination 2021.

According to the official statement issued by the board, the BSEK Chairman Prof Syed Sharaf Ali Shah has approved to extend form submission date for the candidates who want to attempt the annual examination. The students of class ninth and tenth have been directed to submit exam forms till May 20.

However, the candidates of all affiliated schools would pay Rs 1200 as late fees with each form.  It’s for the second time BSEK has been increasing late fee in May. On May 3, the board has raised late to Rs800 for ninth while the aspirants of class tenth were directed to submit Rs500 with examination forms.

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GCU launches two new programs in Geography Department

LAHORE: The Government College University (GCU) has approved two new programs in the Geography department including Ph.D (Geography) and M.Phil (Disaster Management).

In a latest development, GCU Vice Chancellor Asghar Zaidi said, “Yesterday, it got approved two new programs, Ph.D (Geography) and M.Phil (Disaster Management). Onwards and upwards with another initiative.”

He said the department was established in 1936. It is one of the oldest departments, currently offering BS (Hons) and MS in Geography.

https://twitter.com/zaidia/status/1371631435631693825/photo/2

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TOXIC SHAMING: IT’S A SHAME YOU DON’T KNOW ABOUT IT

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You should be ashamed of yourself! Do you have no shame? That’s shameful! Such remarks can have devastating effects on a child’s mental health and may lead to him or her becoming a victim of toxic shame. Sania Nasir writes why society needs to be wary of this mental disease.

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ittle did nine-year-old Ahsan know that failing an exam would lead to such drastic changes in his life. Soon after the results came in, verbal and physical assault from his father began. Besides the frequent hammering that he received for not performing in studies, he was also told how ashamed his parents were to have him as a child. Ahsan went from a happy little child to an extremely silent one. He lost interest in all he ever was interested in, became easily startled by the slightest of sounds and lost all his confidence. To make matters worse, his grades started dropping further. Ahsan was no longer the boy he once, only a living example of what toxic shaming does to a child.The term toxic shame was coined by Silvan Solomon Tomkins, a noted psychologist and personality theorist who developed both affect theory and script theory. In his affect theory, Tomkins discussed how toxic shame was different from healthy shame. Healthy shame is a scenario where a child feels guilty of doing something inappropriate, while toxic shame is an irrational feeling of worthlessness, humiliation, and self loathe that has been inflicted onto the child through repeated traumatic experiences.

While being ashamed over something a child did that was unacceptable usually passes away in a few hours or days, toxic shame tend to linger for much longer and if not addressed, may lead to greater mental health issues like chronic depression.The issue with toxic shaming is that unlike healthy shaming, it can creep into dark corners of our minds and hijack our beliefs about ourselves.Often times, it can hide in our unconscious mind in such a way that we are unaware that we have shame and the feelings and pain associated with shame are of greater intensity in a person experiencing toxic shaming. Such is the potency of this mental disease that an external trigger isn’t even required to bring up that feeling of shame, a person’s own thoughts can bring on those feelings. If the cycle of shame continues, it sometimes leads to chronic “shame anxiety”, or the fear of experiencing shame.

 

What Toxic Shaming Does

The ultimate mental trap that a person or a child experiencing toxic shaming falls into is the belief that “I’m unlovable” or “not worthy of love”.Other feelings that toxic shaming induces include: I’m stupid, I’m unattractive, I’m a failure, I’m a bad person, I’m a fraud or a phony, I’m selfish, I’m not enough, I hate myself, I don’t matter, I’m defective, I shouldn’t have been born, and I’m unworthy of being loved.Parents can unintentionally lead a child towards a spiral of toxic shaming due to their irrational reactions to certain events. For an example in the case Ahsan, the child is was probably as disappointed as his parents over failing the exam and was in dire need of solace and encouragement. What he got instead was an utter unaffectionate behavior from his father, someone a child looks up to the most. That is exactly what a recipe for a child falling into the abyss of toxic shaming looks like, for the mind of that little boy would tell him: if your father can’t love you or console you, nobody else would. And that triggers a feeling of unworthiness.There are other sources of toxic shaming as well.

Healthy shame is a scenario where a child feels guilty of doing something inappropriate, while toxic shame is an irrational feeling of worthlessness, humiliation, and self loathe

Research suggests that toxic shame is mostly reinforced through childhood experiences and can be internalized through experiences at school with teachers, friends, or family members. It is also caused by the extreme focus of all kinds of abuses like physical, verbal, emotional, and sexual abuse. Psychologists believe toxic shaming is a syndrome that underpins large swathes of mental-health problems, from depression and anorexia, to violence and bullying. Thus, it is very vital for parents and teachers to explore and understand this phenomenon.

Teachers should not let children connect their mistakes, failures, and wrongdoings to their core identities

If a child is suffering from toxic shame, there will be several signs.According to mental health counselors, children who suffer from toxic shame have low self-esteem. They experience a feeling of chronic unworthiness. Besides, they frequently feel a sense of irrational guilt. They feel ashamed of their gender, body, and color complexions. In most cases, as a result of toxic shaming, children become drug addicts to escape and numb the shame. 

 

What Can Parents And Teachers Do?

Research argues that words and actions of an insensitive teacher can have a devastating impact on the children’s early educational experiences. Certain teaching classroom practices can increase shame in children. For instance, turning a student’s desk towards a wall or yelling demoralizing statements on a disruptive child. To eliminate toxic shaming in schools, teachers should model and teach with empathy. Moreover, teachers should teach children to dig into their emotional experiences. They should not let children connect their mistakes, failures, and wrongdoings to their core identities. Furthermore, teachers should allow children to have a say in classroom rules. Teachers and children can design and brainstorm the rules together so that there is a common understanding of consequences for certain behavior. They must practice vulnerability and make empathy the foundation for their teaching.As for parents, they must get it out of their heads that seeking professional help is an admission of failure. In our complex society with its myriad social problems, our children quite naturally face dilemmas that we never had to cope with during our childhood.

 The ultimate mental trap that a person or a child experiencing toxic shaming falls into is the belief that “I’m unlovable” or “not worthy of love”.

So if a child is suffering from toxic shame, parents must seek professional help. Moreover, most of the parents ineffectively try to encourage self-respect, self-care, and self-discipline with comments like ‘Do you have no shame, how can you act like that/ talk like that?’ Instead of shaming children, parents should treat their children with respect. They should commit to a shame-free environment at home and avoid character assaults. As Genevieve Simperinghem, founder of Peaceful Parent Institute in New Zealand, suggests, “We cannot completely protect our children from being shamed, but we can help them know that it’s not ok. When kids know that shaming isn’t ok, they will more likely feel free to put up a boundary when they feel shamed.”She adds, “To protect our children from shame, we need to face and resolve the shame we carry. Exploring how you felt as a child greatly helps to resolve and cleanse shame from your system while shining light on how shaming negatively impacts children in general.”

 

Sania Nasir is a student of MPhil Education at Sukkur IBA University. She has been involved in various education research projects and can be reached at sania.mphil18@iba-suk.edu.pk

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Capital’s Schools To Be Made Role Models: Shafqat

The Federal Minister for Education and Professional Training Shafqat Mahmood said, that educational institutions of the Islamabad would be transformed in to role models for the country, he was addressing a ground breaking ceremony for Islamabad Model College for Boys in sector G-15.

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GCU Celebrates Chinese New Year

The Government College University Lahore Center of Excellence, China Studies (CECS) has organized a ceremony to celebrate Chinese New Year which was followed by an on-campus solidarity walk titled “fight out corona virus, we stand by China.”

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Histro-tainment: Drawing Inspiration From The Past

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Identity crisis is one of the most common of national dilemmas in the 21st century as youth of the world become more and more lost in the battle between Western and Eastern. Thankfully we have a rich history to get inspired from, writes Haleema Khalid as she places her bets on histro-tainment.

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