Submitted To Higher Education Commission, Pakistanhec.gov.pk/english/universities/projects/TESP/Documents/TPV Report... · Annexure V ... QUEST Quaid-e-Awam University of Engineering,

THIRD PARTY VALIDATION (TPV) of PROGRAMME

(DLI7/NEED-BASED SCHOLARSHIPS)

Final Report

Submitted By

Dr. Fateh Muhammad Burfat

Principal Investigator

Professor, Department of Sociology,

University of Karachi

[email protected]

03333288852

03343115178

Submitted To

Higher Education Commission, Pakistan

mailto:[email protected]

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CONTENTS

LIST OF ACRONYMS ........................................................................................................ 3

EXECUTIVE SUMMARY ..................................................................................................... 4

1. BACKGROUND ........................................................................................................ 6

1.1 TDF/TESP: Brief Introduction ................................................................................... 6

1.2 Third-Party Validation (TPV) .................................................................................... 6

2. OBJECTIVES OF THE ASSIGNMENT ................................................................................ 6

3. SCOPE OF WORK ........................................................................................................ 7

4. METHODOLOGY ...................................................................................................... 7

4.1 Sample Size ......................................................................................................... 9

5. DATA COLLECTION ................................................................................................... 10

5.1 Pre-Field Work ................................................................................................... 10

5.2 Field Visit ......................................................................................................... 11

5.3 Analysis of Data .................................................................................................. 12

6. FINDINGS ............................................................................................................... 12

6.1 Number of Need Based Scholarships ......................................................................... 13

6.2 Scholarship Characteristics .................................................................................... 14

6.3 Scholarship Spread .............................................................................................. 17

6.4 Dissemination of the Scholarship Program .................................................................. 19

6.5 Selection of the Scholarship ................................................................................... 20

6.6 Administration of Scholarship ................................................................................. 22

6.7 Utility of Scholarship ............................................................................................ 25

6.8 Effect of the Scholarship ....................................................................................... 27

6.9 Challenges ........................................................................................................ 29

6.10 Suggestions ...................................................................................................... 32

7. CONCLUSION AND RECOMMENDATIONS ........................................................................... 35

8. LIMITATIONS AND CHALLENGES .................................................................................... 36

Annexure I ................................................................................................................ 38

Annexure II ............................................................................................................... 45

Annexure III ............................................................................................................... 46

Annexure IV ............................................................................................................... 66

Annexure V ............................................................................................................... 67

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LIST OF ACRONYMS

AJK Azad Jammu and Kashmir

CIIT COMSATS Institute of Information and Technology

DLI Disbursement Link Indicator

HEC Higher Education Commission

ICT Islamabad Capital Territory

IIU International Islamic University

IUB Islamic University Bahawalpur

KPK Khyber Pakhtoon khwa

MTDF Medium Term Development Framework

MUST Mirpur University of Science and Technology

QUEST Quaid-e-Awam University of Engineering, Science and Technology

SBKWUQ Sardar Bahadur Khan Women University

SoPs Standard Operating Procedures

TESP Tertiary Education Support Program

TPV Third Party Validation

UAP University of Agriculture, Peshawar

UETP University of Engineering and Technology, Peshawar

UoEL University of Education Lahore

UoK University of Karachi

UoKh University of Khairpur

UoQ University of Quetta

UoS University of Sargodha

VC Vice Chancellor

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EXECUTIVE SUMMARY

The HEC Need Based Scholarship Program is one of the prominent program of HEC running under TESP. Higher Education Commission (HEC) aims to elevate the socio-economic position of the needy & deserving students by providing access to quality education through needs-based scholarships. Government of Pakistan (GOP) has also duly acknowledged the financial constraints barring students from acquiring higher education and has thus earmarked substantial funds for the improvement of education sector. Through this program needy students are provided with financial assistance to cope up their academic expenditure at the tertiary education level. This program is one of the Disbursement Link Indictor (DLI-7), due to which success and timely execution of the program lead to continuous financial support from the World Bank. In order to gauge the effectiveness and execution of the program a third party validation task has been assigned to the consultants to validate the components of the program.

The consultant carried out the task in a representative sample of universities across all regions

of the country and gathered information from more than 600 students. These number of

students covers the 10% of total scholarship holder till the year 2012-2013.

The results from the study highlights that the program has been instrumental in engaging and

providing support to needy students. Altogether 6222 scholarships were awarded under the

program, which were validated through the sample of half of the scholarships in 14 universities,

more than 99% of scholarships were congruent in both HEC and university documents. Also the

students were validated on sample basis and none of the student contacted during the study

was found bogus or fake.

The scholarships were initially advertised for the already admitted students, due to which the

wider dissemination of the scholarship program was not visible in most of the universities. The

criteria of the scholarship was also found to be robust but still the program is incapable to

attract need students who cannot fulfill the required documents because of unavailability.

There is a lack of standardization of the scholarship provision amongst the universities, as 4-5

different models are being implemented in different universities. This represents the lack of

understanding of the SoP of the program by the university, there is a need to put efforts to

streamline the program for each of the university.

The disbursement of the funds in some universities are not according to standard procedures,

as currently universities are following different disbursement patterns. Some universities

providing yearly stipend to the students, where as some provide half yearly. What is required is

to disburse the stipend money on monthly basis.

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Responses from the students on various aspects of the program shows a level of satisfaction

towards the program. The responses indicates that students regard the scholarship program as

a great relief to their academic career. They were generally satisfied with the processes implied

for the scholarship, more than 70% of the students believed that the advertisement, criteria

and the selection process of the scholarship was just and transparent. However they do raise

their voice on the lengthiness and complexity of the scholarship form.

The students also mentioned that the scholarship helped them to get better results and release

tension of their financial requirements. On the other hand they also mentioned that the

scholarship money should be given on monthly basis and would be better if the amount also

incorporates some other provisions like hostel fee and tuition fee.

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1. BACKGROUND

1.1 TDF/TESP: Brief Introduction Under the Medium Term (2010-2015) Development Framework-Higher Education [MTDF-HE (II)] program, the government of Pakistan aims to improve access, quality and relevance and to strengthen the governance and accountability across the sector. There are 10 Disbursement-Linked Indicators (DLIS) which, when reached, allow a pre-determined amount of disbursement from the World Bank. It is therefore of an utmost importance that the DLIs and the process leading to their achievement be carefully monitored. Although it is the direct responsibility of HEC to provide timely evidence regarding the level of progress and the achievement (or lack of) of each DLIs, several of those will be submitted to an independent third party validation.

1.2 Third-Party Validation (TPV) One of the DLIs targeted by a TPV is the DLI #7, namely “the number of students benefitting from a financial aid program”. It has two parts:

i. Need-based scholarships program ii. Student loan program

This assignment covers the first part that is a need-based scholarship program. This program aims to increase the equity of the system by boosting the intake of bright students from low-income background through a well-defined and transparent, needs-based scholarship program. Along with the scholarships program, HEC will have universities to create the number of financial aid offices.

2. OBJECTIVES OF THE ASSIGNMENT The overall objective of this assignment is

To conduct an assessment of the implementation, progress and performance of the

activities related to the need based scholarships program [part (i) of the DLI#7] after one year of execution for the next three years.

According to Project Appraisal Document (PAD), part (i) of the DLI#7 will have been achieved if,

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After one year, “HEC has awarded financial aid to at least 1,000 students under the Needs-Based Scholarships Program since July 1st, 2011”

After two years, the objective is a cumulated number of 3,000 scholarships

After three years, the objective is a cumulated number of 6,000 scholarships. The scholarship program targeted by the DLI is the one financed directly through the regular budget of HEC. The number of scholarships to be provided to achieve the DLI does not include those scholarships funded through various external sources (e.g. USAID, JICA). The scholarships program to be reviewed is the one which benefits students enrolled in public universities, and which is financed through the regular budget of HEC.

3. SCOPE OF WORK Following is required to be achieved through this exercise:

i. To validate the process of award of scholarship was transparent and adequate in all respects

ii. To ensure and verify the administrative mechanism of the program was efficient and effective

iii. Transparency and impartiality of the Standard Operating Procedures (SOPs) adapted

iv. Whether the objectives, outcomes and impacts of the program have been achieved

v. Extract key lessons and provide recommendations to improve the design and enhance the impact of the program and future similar program adoption by HEC

4. METHODOLOGY The methodology which was used for the evaluation was directly related to the validation task as given in the Terms of Reference of the task. The following matrix depicts the method vis-à-vis every point of Validation Task. Validation Task A: DLI Target Description Method to Validate Outcome 1. Assess the exact number of need

based scholarships directly funded by HEC since July 1st, 2011.

Review of the database provided by HEC/universities and cross validate with the sampled students.

Juxtaposed list to validate students.

2. Breakdown the scholarships awarded by universities, clusters of

As above As above

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disciplines (all disciplines included), level of study (undergraduate/graduate) and gender.

3. Identify budget lines corresponding to the need based scholarships financed by HEC and estimate the amount of the allocation.

Review the:

Extent of special outreach efforts to identify and assist talented but “financially needy” students especially females from remote areas of Pakistan.

Scholarships are very well announced by different means well on time.

SOPs visibility guidelines are followed in letter & spirit. Review the application process time, its fairness and is it easy for applicants.

Selected students have been paid scholarship fund full amount as per the SOP (Rs. 6000/month stipend and Tuition fee as actual)

The number of female scholars with respect to female and if low seek reasons

Consistency in the transfer of funds to the students.

Academic achievements of scholarship recipients with those of non-recipients

Amount of scholarships funding is sufficient to cover all costs and if there are any

Students response, , evaluation of student criteria, review of student evaluation data

Ads, Noticeboards, etc.

SOPs, implementation plan, student application profile

Payment schedule, student response

Student database, student response, KII response

As above

Result sheets from the universities for both scholars and not scholars

Student response

Matrix showing pattern of background, gender and region of scholars

University wise list of means used for announcement with time frame

Matrix showing expected and actual operations of

Table figures, Analytical report

Table figures, Analytical report

As above

Comparison matrix of scholars and not scholars

Analytical report

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concerns of the recipients in this regard

Problems are being experienced by the students and university regarding the scholarship program and finding out the solutions

Review the mechanism in place to know the scholars views about the whole program

Students’ response

Alumni/Scholar evaluation data

Analytical report

Analytical report

Validation Task B: DLI Process 1. Assess selection procedure (criteria

used to select candidates and to award scholarships)

process mapping Matrix showing process mapping of each university

2. Assess transparency and objectivity of selection procedures

3. Assess average amount of scholarships awarded to beneficiaries (broken down by level of study)

From analysis of university wise scholar database

Tables and figures of students disaggregated through different variables

4. Assess the establishment of offices of financial aid and their effectiveness implementing the needs-based scholarship program.

From above analysis Final report

5. Compare selection procedures and amounts of HEC funded scholarships with USAID, JICA (and any other significant source) funded scholarships.

From Above analysis and juxtaposed it with other scholarships available data

Final report

6. Recommend any relevant measure to improve the scheme’s efficacy, objectivity, relevance and performance

From above analysis Final report

4.1 Sample Size

The sample for the study was a two stage sample. In the first stage, sample of 13 universities was selected out of 59 universities. These 13 universities were selected on the basis of their geographical position and the number of scholarships awarded by the universities. Universities

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with higher number of scholarships have higher chances to select in the sample, thirteen universities comprises almost 48% of the total awarded scholarships were selected. In the second stage number of students has been sampled from the 13 universities in a way that the total sample will represent the 10% of the total 6222 scholarships. The sample comprise of approx. 620 students selected from the list of 3008 students through stratified random technique disaggregated for Gender, Discipline and Level of study. Along with the above sample three offices were selected for comprehensive review, these three offices were prescribed by the HEC on the outset. Table 3.1 depicts the sample for the task. Table 3.1. Sample for the study

S. No Geographical Coverage

No. of Sampled Universities1 Province wise

Scholarships awarded in sampled University

Students as per 10% sample of 62222

Office bearers involve Student Aid offices

In-depth review of Student Aid Offices

1 ICT 2 909 216 13 focal persons + 13 VCs

3 (Identify by HEC)

2 AJK 1 92 21

3 Punjab 4 1100 237

4 Sindh* 3 425 97

5 Baluchistan** 2 72 11 KPK 2 413 54

Total 13 3008 636 26

List of Universities for In-depth analysis

1. Sardar Bahadur Khan Women University, Quetta, Baluchistan 2. Government college university, Faisalabad, Punjab 3. Shah Abdul Lateef University, Khairpur, Sindh * In Sindh student data was collected from only two universities out of three universities. ** University was changed at the last moment with the university of Baluchistan, the table do not depicts this change.

5. DATA COLLECTION The data was collected, as per plan, from all of the thirteen universities from where the students were sampled. However from one university students were not sampled but other data was collected. Hence overall 14 universities were visited for the task. Details of which are described in following lines.

5.1 Pre-Field Work

As the starting point HEC has provided the list of Universities with the number of awarded scholarships in each University. HEC has also provided the contact details of focal persons in all Financial Aid Offices in each University.

1 See Annexure II for list of universities 2 Total scholarships awarded across 59 universities are 6222

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An Introductory email was written to the focal persons of all the thirteen Universities and requested them to share student database with the Consultant. They were also briefed that following activities would be perform during visit to the University.

Interview with Focal Person and the Vice Chancellor of University

A Focus Group Discussion with 6 to 8 scholars

A Self Administrator survey with a representative sample ( see Table above) of scholars

Later each of the focal person were also contacted through telephone and the purpose of evaluation, date, venue and time were communicated to them. However during this exercise it was learnt that the list provided by the HEC about the focal person was not fully accurate as some of the focal person were either on long leave or the charge was given to some other staff. Nevertheless the current focal persons were traced and contacted. In order to make

sure that students shall be present on the day of visit. It was decided that the consultant shall contact the students individually and ask them to spare time on visit day. For this purpose each university’s students were selected randomly and approached individually by means of telephone and emails. It was made sure that they require number of students would agree to come and will be available on the day of visit. It was made sure that the random selection of students must be proportionate to gender in population.

5.2 Field Visit As mentioned above the team had to complete number of activities during the visit. For self-administered questionnaire an online survey form was designed and were filled by the scholars in university’s computer labs, the universities were requested to book a computer lab, of all Universities except International Islamic University and University of Engineering and Technology Peshawar, where scholars filled forms in hard copies. Beside this, a focus group discussion (FGD) was also conducted in each University with the group of 6 to 8 students with the proportionate gender distribution, the interviews of Vice Chancellors and Focal Persons were also taken. FGDs and Interviews were recorded with the permission of respondents.

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Overall 16 sites were visited, 14 FGDs with students, and Interviews with 14 focal persons and 6 VCs3 were conducted.

No of Universities/campuses Visited 16

No of FGDs with students 14

No of Focal Person Interviewed 14

No of VC Interviewed 6

Apart from the data collected other related documents including advertisement sample, budget details and selection criteria were also collected from the universities for analysis purpose. It is important to mention that the staff and representative of every university was welcoming and facilitate the team by every possible mean.

5.3 Analysis of Data

The data was analyzed to identify/discern significant patterns across scholars as well as amongst universities. The information obtained from the study where data was grounded in contextual intricacies helped to gain in-depth information on concepts, perception, practices, needs and dynamics of the scholarship program. Based on the data, a comprehensive validation grid was developed that portrayed the nature of scholarships and its effect on scholars. For the analysis purpose, the software like SPSS was be used to tabulate quantitative data and NVIVO for indexing the qualitative data.

6.FINDINGS

The findings of the study are being categorized under the following themes:

Number of need based scholarships

Scholarship Characteristics

Scholarship Spread

Dissemination of the Scholarship Program

Criteria of the scholarship

Administration of scholarship

Utility of scholarship

Effect of the scholarship

Challenges

Suggestions Each of the above theme will be discussed in detail, from both the user (student) and deliverer (scholarship office) perspective.

3 Vice Chancellor of Mirpur University, UET Peshawar, Bahawalpur, University of Education Lahore, GCU Faisalabad were not available due to their out of station commitments.

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6.1 Number of Need Based Scholarships

The first task of the evaluation was to validate the number of scholarships awarded under the

program and to certify that the scholarships have actually been awarded to the students. As per

the list provided by the HEC total number of scholarships and number of universities are

mentioned in table below:

Province Federal AJK Punjab KPK GB Sindh Baluchistan Total

Number of Universities 9 3 14 9 1 7 6 49

Number of Scholarships 1208 303 2623 793 45 717 533 6222

As per the scope and duration of the assignment it was not possible to visit every university and

validate each of the student who was awarded the scholarship. However during the visit to

each of the sampled university number of documents were reviewed to validate number of

students benefitting from the scholarship for e.g.4 list of students, sample of pay order or bank

advice through which scholarship amount was disbursed to students, selection criteria, and

funds utilization report etc.

Table above indicate the university wide number of scholarships provided by the HEC and the

number of scholarship gathered from the university. Table shows that there is more than 99%

of congruence between the number of scholarship provided by the HEC and the number of

4 List of each of the contacted student, sample of bank advice, pay order, has been given in Annexure as an evidence. 5 For reasons of difference in figures, see p. 15 (Budget Head)

S.No Name of University Number of 5 scholarship provide by HEC

Number of scholarship 5 mentioned in University Document

1 COMSATS Institute of information and technology 671 671

2 International IslamicUniversity 238 238

3 Mirpur university of Science and technology 92 92

4 Sardar Bahadur Khan Women university 30 28

5 University of Karachi 286 282+2

6 Quaid-e-Awam university Nawabshah 139 139

7 Shah Abdul latif university Khairpur 39 38

8 University of engineering and technology peshawar 66 52

9 Agriculture university Peshawar 365 364

10 Government college university Faisalabad 216 211+3

11 University of Sargodha 393 393

12 Islamic university Bahawalpur 370 370

13 University of Education 121 121

14 University of Quetta 180 180

Total 3206 3179 (99.15%)

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scholarships validated at universities. As mentioned in the sample section that, although the

universities visited were only 14 amongst 59 universities, but comprises 55% of the total

scholarships. So the 99% congruence in 55% of population data can be seen as a good predictor

for population validation.

Further a thorough exercise

was done to validate the

sample of the students. For

this purpose the first task was

to make sure that the list

provided has no fake entries.

For that purpose an extensive

exercise has been done by

calling students individually

and asked them to come to the

university on designated day.

In order to get data from 622

students approximately 800

students were called. The

return call rate of the students

was 98%. Rest of the students either were not available (especially for females who had given

their father’s number) or their cellphones were off. The data was collected only from these

invited students and their show up rate was 80%. Based on the whole exercise which was

totally random in nature and had no interference of the university or the HEC, it can confidently

be stated that the scholarships were actually awarded to the students.

6.2 Scholarship Characteristics

The need based scholarship is supposed to be uniform across the universities. As per SoPs the

prescribed model of the scholarship is to pay the tuition fee and 6000 rupees per month to

every student. However data suggests that there are some significant variations on the

provision of scholarships. Broadly speaking at least five different scholarship models can be

seen in the universities with compare to prescribed model.

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These variations suggests that universities were aligned in understanding and follow the standard procedure for providing the scholarships. On the closer look from the following table it can be discern that the understanding of the universities about the scholarship time period, is also confusing. For some universities scholarship is for semester period and hence stipend should be given for 10 months. On the other hand for some it is for 12 months. One university amongst them is where the scholarship was given to students of the last semester of their course, and hence they get scholarship for only one semester. Although it is as per the SoPs, but those students who were able to pay their fees for past three or five semester may be less deserving to those who were not either able to get admission or just admitted.

Budget Allocation:

The allocation of budgets to the universities also suggest some intriguing questions.

University Allocation Number of scholarships

Average per child cost

UETP 16.42M 52 315,750

UAP 27.35M 364 75,137

CIIT 85.4M 671 127,273

QUEST 10.91M 139 78,489

MUST DNA DNA DNA

GCUF 22.9M 214 107,009

IIU 31.08M 238 130,624

Prescribed Model

•Tuition fee for complete program

•6000 rupees per month

Model 1

•Tuition fee

•6000 rupees per month from the day of the course start

Model 2

•Tutition fee

•6000 rupee every month

•Hostel fee

Model 3

•Tuition fee

•6000 rupees per month from the day of award

Model 4


•accomodate tuition fee by reducing number of scholars

Model 5

•Tuition fee without admission fee and other charges


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IUB DNA DNA DNA

UoS 38.5M 393 97,964

UoK 22.932M 286 80,182

UoEL DNA DNA DNA

SBKWUQ 2.05M 28 73,285.71

UoKh 2.87M 38 75,526.32

UoQ 4.21M 47 89,531.91

Data suggest that the average student cost varies for each of the university. It is not surprising as the fee structure of each of the university is different. However it is just not the fee that counts here rather variation of per month stipend duration also makes the different. The case of UETP was quite unnatural in comparison to the other universities. On casual look it looks like that the per child cost in UETP is more than 300,000, a way more than other universities. But on enquiring with the university it was learnt that the university actually has secured the scholarship amount of all of its 52 students for the 4 years, and unlike other universities which

are providing scholarships on annual basis, with the assumption that every year amount of scholarship will be allocated in the recurring budget for every student, the university actually reduces the number of students and kept their amount in the bank for later disbursement, this reduction is less than the numbers allocated in their allocation document. This disparity also highlights the non-standardized way of the scholarship.

Budget Head:

The budget head for the need based scholarship has been reviewed for each of the sampled universities. Initially the budget disburse to each of the university comes along with the recurring budget under the head of Need based scholarship (See Annexure for sample). Once the budget is allocated to the university along with the expected number of scholars. However due to difference is fees and other provisions the number of scholarships are being adjusted by the universities as per their criteria and duly inform HEC to such changes. Variations of As the budget is allocated with specific head of need based scholarship therefore universities also make a separate account for it, with no chance of merging the amount to the other heads. Detailed fund utilization report against the need bases scholarship head has been prepared by

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the universities and were presented to the evaluators during the visit. Sample of detailed fund utilization of some universities have also been attached as Annexure.

6.3 Scholarship Spread Based on the primary data some patterns were observed to understand the trend of scholarship award on the basis of gender, level of degree and subject level. Region Wise Spread:

The Need based scholarships, have been

awarded across the country, and no region was

left over. Spread in 49 universities of the

country, total 6222 students got the

scholarship, with Punjab gets the higher share

of 42%, on the other hand Baluchistan, AJK and

GBT get 5% or less number of scholarships. The spread of scholarships suggests that, with the

exception of ICT, the population may be the criteria to distribute the scholarships. As provinces

with higher number of population gets more scholarships. The percentage of ICT is the second

highest, which raises the question of biasness towards other regions.

Gender Wise Trend:

If we look the overall distribution of the data then it may seems that the proportion of male and female is almost equal as the difference between them in only 9%.

However on closer look it become evident that the distribution of gender is uneven and vary

from university to university. For e.g. in University of Education and University of Karachi the

2

12

22

24

37

44

45

50

61

74

78

100

41

UETP

UAP

CIIT

QUEST

MUST

GCUF

IIUI

IUB

UoS

UoK

UoEL

SBKWUQ

Total

G E N D E R W I S E D I S T R I B U T I O N O F S C H O L A R S H I P ( % )

Female%

Male%

ICT19%

AJK5%

Punjab42%

KPK13%

Sindh15%

Gilgit Baltistan1%

Baluchistan5%

Region wise spread of scholarships

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female strength is more than 70% where as in UETP and UAP its less than 15% females. Gender

specific universities like SKBWUQ has obviously shows 100% females.

Level of Degree:

The data depicts that 70 percent of the scholarships were awarded to graduate level students.

However considerable students of Graduate level also benefitted

from the scholarship.

The direction of the scholarship award from the HEC seems not

very clear to universities. As their understanding varies. For few

universities this scholarship was not meant for the Graduate

students and hence all the scholarships were given to

Undergraduate level students, for e.g. QUEST and UETP. On the other hand the scholarship was

only meant for Graduate’ student. One of the focal person mentioned this in these words

“When first time it was announced in 2011, then they (HEC) told us that only consider

Graduate students and omit all the BS students. Include BS students only when the slots

are empty”

The SOPs for NBS clearly mentioned that the scholarship was eligible for both under graduate

(Undergraduates) and graduate (Graduate) level. However at least in one university Post

Graduate level students also got the scholarship.

Subject Wise Scholarships:

The subject wise trend of scholarship was reviewed by combining all of the science subject

under one category and all of the arts and social sciences subject under second category.

CIIT GCUF IIUI IUB MUST QUEST SBKWU UAP UETP UOBQ UoEL UoK UOS Total

Arts/Social science

13 26 74 47 0 0 38 8 0 100 26 47 34 29.1

Science 87 74 26 53 100 100 63 92 100 0 74 53 66 70.9

Data suggests that the science students got more scholarships as compared to the arts students

as only 29% of Arts students got the scholarships. It is important to note here that the

universities characteristics play the important role in such cases as the table depicts that in the

universities which offers science as a primary subjects (e.g. CIIT, MUST), scholarships were

awarded in science subjects. And university with arts subjects (IIU) awarded more in Arts.

Multidisciplinary university like UoK, UoS and SBKQU significant numbers in both of the

categories.

Level of course (%)

Undergraduates 73.1%

Graduate 26.4%

Post Graduate 0.5%

Total 100.0%

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Electronic media, .5%

Friend, 8.3%

Local newspaper

, 2.0%

Teacher, 8.8%

University Noticeboard,

78.0%

Dissemination of the scholarship program

6.4 Dissemination of the Scholarship Program

The process of scholarship award starts with the dissemination activity of the scholarship. It was

noted that the primary sources used for the dissemination were based or located at the

university level, these sources includes noticeboards, banners, university website and

newspaper. The use of these sources points out the fact that the primary targets for

dissemination strategy were university students who were already studying or admitted in the

university. This was further endorsed through the focal person interviews, where they

mentioned that during the first year the scholarships were open for the already admitted

students. Like one of the focal person mentioned.

“Last time it was given first time, and we only had taken the application from already

admitted students, only the last semester students were not considered…for

dissemination we sent letter to each department, and make them display in the notice

boards, we gave ads to the newspaper, hang banners in different areas of the campus,

and also we put information in our website”.

Commenting on the issue the HEC representative acknowledge the issue and share the steps

taken for the second and consequent years.

[You] see for 2nd year the issue has already been resolved the advertisements are for those

students who wants to take admission”

The dissemination strategy for the first year was quite limited, however with the second year

universities also had announced the

information through mass media like

newspapers, banners outside the university,

website and establishing scholarship camp

during admission period. The responses of

the students also endorsed that the primary

source of dissemination were university

based sources as their response to the

question of ‘How do you come to know about

the scholarship? Depicts that the most useful source of information for the student was notice

boards (78%) in the universities. These notice boards were placed in different university

departments, student aid office and other prominent places. Other important source of

information for the students were friends and teachers. Some universities also use the strategy

to visit the classes and announce the need based scholarship in the class. For this purpose

representative of Student Aid Office or Focal persons play a pivotal role to go and share the

information.

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Process of Scholarship

Dissemination of scholarship

Submission for Form

Scrutiny of form (Reject if incomplete)

Database development

Applying criteria (not to

all uni)

Interviews (ISAC)

Recommendation

Final Selection

Another question asked was about the students’ level of

satisfaction for the sources used for dissemination of the

scholarships. Students were found overwhelmingly

satisfied for the level of sources as more than 90% of the students answered in yes for the

question.

6.5 Selection of the Scholarship

Selection of the scholarship was quite extensive in nature, as every possible information from

the student was gathered. Every university followed the guidelines given by the HEC, to gather

information from the students. The selection procedure can be depicted by the following

picture.

The scholarship form consist of range of questions, divided into five sections. Sections include

personal information, family status, Monthly income, Monthly

expenditure and Assets. The data was compiled by each of the

university, however the implementation of criteria varies from

university to university. For e.g. in CIIT, based on the data

numbers were assigned to the students objectively. Later based

on this, a merit order list was created and students were then

interviewed for final selection through ISAC.

On the other hand universities like SBK and QUEST the database was maintained but the points

were based on the ISAC interview only. There was no objective points given in such cases.

Another important point, is that the role of Internal Scholarship Awarding Committee (ISAC)

was found to be extremely powerful. Members of the ISAC committee, who were nominated or

selected from the distinguished list of in-service department heads, retired professors,

community members (at least three universities has member from community) etc., take the

interview from the student. The whole evaluation is subjective in nature and only based on the

student responses and the document provided by him or her. It seems that the selection of

most of the universities is heavily relied on the professional judgments of the ISAC members,

where there is no way to gauge their decision objectively.

Do you think scholarships were fairly advertised?

No 6.46%

Yes 93.54%

Criteria in CIIT

Per capita income 40pts

Disposable income 10pts

Father status 20pts

Utilities 20pts

Family 10pts

21

57.76%

21.94%8.05% 4.67% 7.58%

1 2 3 4 5

Student Perception

One of the focal person commented on the nature of data collected during the selection

process in these word:

The criteria for the selection is very comprehensive, we ask the student all such details

which could give us insights about his/her neediness. However our basis of scrutiny is

only the document provided by them, if someone forge the document or give fake

documents then we don’t have resources to verify the documents. There must be some

resources in our discretion to verify the information, as we had experienced in USAID

need based scholarship program.

Same kind of comments also evident in student responses.

The university people should also put efforts to verify the data provided by student, at

least on the sample basis this exercise should be initiated

Another important aspect raised both by office staff and student is the complexity and

limitation of the form. The data required in the form assumes that every household keep the

record of their income and expenditure. Specially the utility bills required in the form was in

certain cases not available to the students, either because they live in a combine family or living

in the hostel whereas the home is hundreds of mile away or simply don’t have electricity in

rural context. In such cases the students who may be needier than any other person simply

restrain themselves to submit the form.

One of my friend lives in hostel with me, he lives 300 km away in the village, when the

scholarship was announced they gave us little time to submit the form. Because my

friend cannot provide the bills and evidence for expense so he did not apply for the

scholarship.

Nevertheless the perception of the students about the

criteria of the scholarship was very positive, as the graph

suggest that the responses were positively skewed and

almost 80% of the scholars were with the opinion that

the criteria was just and the scholarship were awarded

to deserving students. Some of the qualitative responses

of the students were;

“After taking a thorough interview and assessing the student scholarship was awarded to fair students.”

“Absolutely, H.E.C scholarship has improved my education condition and my financial condition to some extent. Because before this I was unable to continue my studies, because my father was a renal failure patient for 2.5 years so that is why our major part of salary was investing on him for 2.5 years. Because of this we had nothing left behind to run our life matters in a honor able way also we have no other property or any supportive person as a guardian”

22

On the other hand, although very few in number but some students were with the opposite

opinion and think that scholarship was unjust couple of elaboration are;

“Few students are not deserving because they are capable to pay their fees.” “Some deserving peoples are not get this award.”

Commenting on the same issue One VC commented

“I can confidently said that there was no nepotism in awarding the scholarship, however due to lack of data verification and based on data we may have some students who are not so deserving but this number also would not be more than 5%.”

6.6 Administration of Scholarship

The administration of the scholarship in every university was looked after by the Student

financial aid office. The head of the office has sanctioned post, rather office bearers of other

post for e.g. Registrar, Director P&D, and Director Finance etc. have been given additional

charge of the office. Along with him/her one assistant and two junior clerks usually form the

SFAO. The financial aid office looks after all the scholarships in the University for E.g. Japanese

Need Based Scholarship, Punjab educational endowment fund, ICT scholarships etc. As far as

need based scholarship is concern the entire process is taken care by the SFAO with the

direction of focal person and program coordinators at HEC.

The perception of students about the role of SFAO also shows that the primary point of interaction

about the scholarship is SFAO. On asking about the role of the office most of the students see the

student aid office as a primary body for scholarship matters as majority of them agreed that the

student aid offices responsibility includes awarding the scholarships, disbursement of funds,

liaison and mitigating issues and challenges of scholars. Commenting on this one student

commented during FGS as:

“Student aid office is doing well to link us and HEC, their role is very important. I am happy with their job. Great!”

69

226 1 3

5031

10 3 5

4829

10 5 7

4630

14 4 6

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

As a scholarship awardingbody

As a fund disbursementagency

As a liaison betweendepartment and scholars

As a mitigating issues andchallenges of scholars

Role of student office (%)

23

The working of SFAO plays an important role in the award of the scholarship. In its initial stage,

as per responses of students, the office bearers had little idea about the criteria and fund

disbursement strategy. Students usually found complainant to the technical capacity of the

staff, especially while submitting the form and provide guidance on technical aspects. Set of

questions were asked about the efficiency of student aid office from the students. Irrespective

of universities the opinion of the students were generally positive.

On the scale of 1 to 5 all the responses of the students were positively skewed and very few

students had made negative comments. In-fact if we add scale point 1 and 2 then all the

responses falls in 80%. Students also elaborate their responses in qualitative responses and

during focus group discussions.

Those who were positive in

responses elaborate their

responses and comments on

their various traits for e.g. on

commenting on the behavior

and demeanor majority of

students had high regards, one

student comment on this as:

“Administration are very polite

and cooperative office. They

guide very properly. I as female

never felt hesitant and visit the

office for guidance.”

Another respondent said

“I find it very easy to apply and go through the process, in fact the officials were very co-

operative…However they take much time in process”.

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Scholarship officefor consistency indisbursement of

funds

Scholarship officefor execution of

SOPs

Scholarship officefor Guidance andsupport services

Scholarship officefor following up theacademic progress

65

217 3 4

59

30

7 2 1

64

208 4 4

70

215 2 2

Efficiency of Administrative Mechanisms (%)

24

Some respondents had experienced some critical lacking in the administration staff. In fact this

lacking was found across the board. Either it is because of policy or behavior but students were

not provided with the details of their scholarships. Questions like when the amount will be

disburse? What is the break of their amount? What time the next amount will be disburse?

were the most asked questions of the scholars. Representing such voices one student

commented;

Although administration is supportive, however they do not convey message properly, students don’t know about the actual amount of the scholarship, and they do not allow student to know about the amount.

Disbursement of Funds

May be disbursement of funds is one of the most important issue in this program. Across the

universities some diverse trends were observed. In some universities the funds were disbursed

to students in the form of lump sum amount. For e.g. if the student has the tuition fee of

rupees 6000 per year and he/she is also supposed to get 6000 rupees per month then the

amount of rupees 6000*12 + 6000= 78000 has been given to him/her upfront as a scholarship

amount. In such cases, because students get the handsome amount at the start so they may

use this amount to some other needs at home (fees of siblings etc.) and suffer in their studies.

In other model student get the amount at the end of the semester, which means first they have

to expend their own money (which is obviously not possible for them unless they borrow) and

then later get the money. Commenting on this model one of the focal person commented

“As per rule we also have to see their results, whether they perform well in the course or

not. Howe can we give the money upfront because in this case we lose our control on

them and they may even leave to university without informing us.”

This dilemma of control actually kills the overall utility of the scholarship as ideally student

should get the stipend per month so that they could bear their monthly expenses.

Yes another model of funds disbursement is that the students get the lump sum stipend in their

account and the fee is directly

deposit to the university. This

model also lacks to disburse

the monthly stipend to the

student.

Students also share their

views on this issue in their

response. One student share

her views as:

25

“My money only covered my 7 months expenses, because I get the lumpsum money

therefor I utilize it to my fee as well as my sister fee. Now I have to worry about my daily

expenses for rest of my semester”

Another linked issue of the funds disbursement is the amount of money to the students. In

some universities 12 months stipend was disburse where as in some universities 10 months

stipend were disburses. Elaborating this condition one student commented

Yes I would like to give some suggestion HEC should transfer funds in students account to

make distribution of funds fair. HEC pay 6000 per month and one semester is round

about 6 month but we were awarded amount of 4 month which is 24000. If HEC is giving

for 4 month then it should be mention in their advertisement

Hence this is the matter of understanding which it seems is not uniform across the universities.

In some universities students are eligible for funds only for semester time where as in other

universities students are eligible for the whole year.

6.7 Utility of Scholarship

The scholarship amount to the scholars was primarily aimed to fulfill tuition fee requirement,

plus an amount of rupees 6000/month was paid to students as subsistence allowance. Scholars

were asked to give their opinion on how scholarship is helpful in their various academic

requirements.

On asking about the utility of scholarship, students had responded differently for different

options. On the question of whether the scholarship fulfill the Tuition fee requirement of the

university, almost all the student opined positively for obvious reasons.

83

95 2 1

54

21

106 9

49

23

127 9

34

1713 12

2330

15 13 11

31

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Scholarship fulfillTuition fee requirement

Scholarship fulfillStationary requirement

Scholarship fulfillCourse material

requirement

Scholarship fulfillTravel requirement

Scholarship fulfill Otherfee shortcourse

requirement

Utility of Scholarship (%)

26

I was giving tuition to many students before getting this scholarship and during that time I had no time for self-study but now I have time for study because of this scholarship, I very need this scholarship.

However for other areas scholars have different opinions. Almost 25% of the respondent shows

reservations on the scholarship for fulfilling the stationary requirement.

Our stationary material are expensive and these expenses not fulfilled by their little six

thousand so i request you to extend the amount

50% of the respondent were not satisfied with the course material and travel requirements.

As I’m student of chemistry depart we need many books, notes, printouts, files and paper materials for presentations and lab works and as my home far away from university and we have to reach in class on time we travel privately so I need money, for research work and further studies I have to do some computer and communication courses but for this we don't have money.

Another student commented

Fees are provided per semester and it’s excellent, however extra expenses are not affordable, Stipend amount is not enough for books, notes, Photostat copies, academic visit, participating in activities etc. I skip couple of seminars and workshops because I could not afford entry fees.

Whereas 55% believes that this scholarship is not helpful in fulfilling other short course

requirements and only focused on the core course requirements.

As I want to do some courses regarding clinical trials and research but they are expensive like 35000 for 3 months so that is not affordable.

Some of the student raises the issue of pledges that were made in the advertisement of the scholarship. Incidentally in some universities the advertisements were published where the head of funds includes the stipend, tuition fee, hostel and books, however ultimately they end up with the stipend and tuition fee only. Commenting on these conditions one student commented:

I am boarder of university hostel my hostel rent is 30,000 rupees per semester and the mess bill is approximately 4,000 rupees per month and transport fee is 4,000 rupees per semester. The scholarship does not help in my expenses.

Another student voiced; In the advertisement of HEC need based scholarship its mentioned scholarship includes 1.Tuition fee 2. Books 3. Transport 4. Lodging 5. Other Academic costs. But they only provide us tuition fee and stipend. Moreover they don't provide us any record of amount given to us.

27

As mentioned above the lack of standardization of the scholarship raises some serious issues that not only reduces the utility of the scholarship but also create disparity amongst universities.

6.8 Effect of the Scholarship

When the question was asked from the students about the impact of scholarship in their life,

majority (almost 100%) of students had no doubt that the scholarship is being helpful in

achieving academic excellence in their life. Some quotes of the students are:

“Due to HEC Need base scholarship, my academic result has approved, and also my

personal and family situation becomes better. I am very happy with HEC need based

scholarship.”

“Yes it is helpful because previously I gave tuition to many students to fulfill my expenses

but through this scholarship my many requirements are nicely fulfilled so its gives me

opportunity to give more concentration to my studies.... and that is why I got Silver

Institute Medal and Gold Campus Medal”

It is due to the fact that if the student would not get the scholarship then in all likeliness they

would not able to continue their studies. However in other areas students had other ideas, for

e.g. on asking the question about the usefulness of scholarship for getting desired employment,

students were divided, 68 percent of the students were sure that they will get desired

employment as one student commented

85

12

1 1 1

42

26

14

4

13

53

25

96 6

37

1813

9

24

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Scholarships are helpful inachieving academic

excellence

Scholarships are helpful ingetting desired employment

Scholarships are helpful inchanging my quality of life

Scholarships are helpful inFulfill my Other fee/short

course requirement

Effect of Scholarship (%)

28

“This scholarship does enhance opportunities of employment, there should be some

internship programs to learn and get experience in relevant field.”

On the other hand 17% were convinced that they will not get the employment, one quote of

student may voice this concern as

“It cannot fulfill my employment because it depends on talent smartness as well as

reference especially in Pakistan”.

Whereas 14% are doubtful about getting the job. It’s important to note that all 100% of the

students are studying full time and not doing job elsewhere.

“This scholarship is very helpful in achieving academic excellence but getting

employment is not certain…”

Similarly, for the question whether scholarship was helpful in changing the quality of life of

students, most of them (78%) opined that yes it has an effect on quality of life. One female

student quoted

“Yes definitely it changes our quality of life, due to this scholarship I have no problem

for my fees and other related stuff, now we can afford the fee requirements of my other

brother and sisters.”

Students were also asked to compare themselves with other students in different areas. More

than 50% of the students believe that there is a qualitative change in them and comparatively

they are able to gain better results than the other students. One student reflected on this as

I see some differences between me and other students for example I gain confidence

after getting this scholarship and after getting this scholarship my studies are getting

better.

54

21

94

12

32

17

96

35 37

25

126

21

58

18

10

3

11

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Difference in academicexcellence

Difference in behavior offaculty while dealing with

you and others

Difference in facilitiesavailed by you and others

Difference in selfconfidence

Difference of Scholars with non Scholars (%)

29

Another student commented:

“I have good credential careers. I’m among top five students of department, having

CGPA of 5.23”.

Students have mixed opinion about the behavior of faculty amongst them and the other

students. Around 40% of the students see no difference in faculty’s behavior, like couple of

students commented;

“I have not yet experienced any difference in the faculty's behavior in dealing with

students who avail the scholarships and those who don't”.

“There is no difference, in fact most of teachers don’t know that I have awarded

scholarship”.

Around same percent of student see the change in behavior as one student commented

comprehensively as:

The difference between me and other students who are not availing the scholarship has

given me to work very very hard and realize importance of resources which has improved

my academic excellent. Some faculty have always shown soft corner towards me. Such

as an humble approach and allot of encouragement and motivation which makes me

work even more harder.

The scholarship also has boosted the self-confidence of the students, 76% of the student

opined positively on the question of self-confidence, they feel themselves lucky to avail the

scholarship and feel distinct, couple of student share there feeling as:

It improves our self-confidence because we are awarded by HEC not by specific person

this is our right so we don’t care whatever people say

Students call me a lucky person and I gave all time to studies now, and try to exceed all

classmate

Some also shed the negative side as one student commented,

Those who are deserving but didn’t get the scholarship develop Jealousy with those who

able to get the scholarship

6.9 Challenges

The challenges in Need based scholarships should be seen from three perspectives. 1)

Perspectives from students, 2) Perspectives from the student aid administrators and 3)

Perspectives from the HEC officials.

30

Perspectives from students

Students were given opportunity to share the challenges they faced during the whole process

of scholarship award. Around 50% of students did not mention any challenge or claimed that

they did not faced any challenge, but the same number of students (50%) mentioned range of

challenges, for classification purpose these challenges are divided into two parts. i.e.

Pre scholarship award challenges

Post scholarship award Challenges

Pre Scholarship Award Challenges:

Pre scholarship challenges

includes challenges that

students faced for the

submission of the application

form and the processes

required to submit the form.

Most of the students

mentioned that the

application form was too

lengthy and the

requirements in the form

were so much that it took

some really hectic efforts to

fill and submit the form.

Commenting on this few

anecdotes of students are:

Yes many difficulties were faced for filling up the form, because it was just not the form

filling rather it requires some real efforts to fulfill the requirements. For e.g. getting the

electricity bills, house tenancy contract, attestation of form etc.

The procedure of this scholarship is very lengthy and take a lot of time from submission

of forms to the availability of funds. I think the procedure should be quite simple so that

the student easily get the advantage of the scholarship

It seems that the scholarship administration staff was also not clear about various parts of the

form, and for this reason initially they were also not very helpful in guiding the students.

31

During form submission we faced a lot of problems…because this process was not clearly

described by office. We have to visit a lot because of scholarship because it was slow and

requirements were changed again and again

Yes we have faced many challenges about filling of forms, because it was very complex

and hard, and the student aid representatives were not so good. For e.g. Once they had

given me one form and asked me to fill and submit the form, after submitting the form, I

receive their call again and they asked me to get another form and refill the form.

Post Scholarship Award Challenges:

Students also mentioned some challenges after the award of the scholarship. For some it was

the challenge to even open the bank account as the bank staff was not cooperative,

To open an account in the university branch was very bounding, I myself came to

university by bus from airport area by bus three to four times as bank employees every

time need something else to fill up the form, and the date was not given that when the

fund will be distributed so during vacations I made several rounds

for others the delay and untimely funds disbursement made it difficult to carry out routine

studies.

No I am not facing any problem during this but his amount must be credited to our account at the start of the month so that we fulfill all our needs

And then for some the less amount of stipend was the point of concern. Some of the responses

from the students are:

There were lots of facilities mentioned in the HEC form but we have only tuition and

pocket money. All the other expensive of stationary, transport, food and hostel etc. are

paid by our self

They pay my current semester’s fee, where as I paid my last two semester fee, university

administration told that they will reimburse the previous fees but as yet nothing has

been paid back, kindly give us our fee.

Perspective from scholarship office

32

Challenges of scholarship office are of different nature. There challenges started from the day

of release of application forms. The officials of different SFAOs mentioned repeatedly about the

shortage of time between the release of forms and the award of the scholarship. The elaborate

SOPs require to take care of every step and this whole exercise takes 3-4 months. Hence the

announcements of successful candidates often delayed. One of the main reason for the delay is

the shortage of staff and taking

care of many of the

scholarships.

We receive around three to

four thousand forms for the

scholarship. Making sure that

these forms fulfill the

requirements take much of the

time. Then putting the data in

the database and scrutiny

takes more time. Sometimes

we need to sit for the whole

nights to meet the target. If

the staff is increased and

trained more professionally

then we might make things faster.

Another challenge face by the office staff is the difference of academic year and the financial

disbursement calendar. Due to this difference the offices usually delay the first installment of

the scholarship. The effect of this delay changes the whole disbursement pattern. The office

require to reimburse the amount to the students retrospectively and this make their task more

difficult.

The amount transfer to us along with the recurring grant, and from there we transfer it

to scholarship account. However we need to submit the report along with the recurring

grant due which we need to disburse the total amount at once. If the amount is not

linked with recurring grant then we can keep the account in more organized manner and

disburse the money to student on timely manner.

Perspective of HEC

I. Limited resources. No independent PMU is there, staff already working on other projects

are assigned this program activities

II. coordination among parts of HEC

6.10 Suggestions

33

The suggestions are primarily presented from the students’ perspective as they are the primary

user of scholarship. Students put forward some suggestions which they believe will not only

help the in the pursuance of their studies but also help to streamline the scholarship process.

Some of the suggestions were a) Increase the amount of stipend b) Also provide funds for other

amenities like hostel and travel c) Reduce the communication gap between administration and

students d) Advertise to the larger number of people and should not confine to already

admitted students e) timely disbursement of funds f) ease the selection procedure g) make

mechanisms for students’ feedback etc. Some of the representative quotes of the students for

the suggestions are self-explanatory in nature and may not require elaborations:

I personally think that a proper criteria should be defined so that students may know how they would get this scholarship because the way previously scholarships were awarded it is now a common perception that this scholarship is based on hit and trial rule. So this perception must be changed and it should be awarded to deserving students.

I think the scholarship base is little small and should be large so that more student can get benefit from this. And the monthly amount should be given as semester starts. Attestation/signature process from the relevant department is very difficult, a lot of time is consumed in this process.

Most of the student did not fulfill the form properly because the form was lengthy and students thinks that they cannot get the scholarship so they cannot apply for the scholarship. If you make that procedure easy then most of the deserving people can apply.

Advertisement through notice board of different departments of university need some consideration and planning. Not every department’s noticeboard has the information about scholarship

This scholarship is only awarded to admitted students of 1st semester, there are many students in our rural areas where boys even cannot afford the admission fee and 1st semester fee. This scholarship must also be given to those students who even cannot afford to take admission in any university.

Data of the scholars should be verified at ground level, at least for some students to verify the process

There is a communication gap between administration and student, which has to be filled. Also, execution of standard operating operations must be done on immediate basis

34

I applied for scholarship in 1st semester but scholarship amount I had received in 3rd semester without any notification or contact, payment was transferred in my account directly. I think they should give us some receipt or something, further Make the disbursement procedure fast & pay 6 thousand rupees in start of month not at the end of semester.

Account opening is a challenge scholarship should be given by any other means like mother father account or cross cheques.

I would like to say that please provide us the hostel transport and book facility. And also kindly extend our pocket money range because there is a lot of expenditure and university gave us only 24000rs per semester and also provide us the short course facility

I belong to a small village, where education for girls is not appreciated. I am one of them but just because of my will and help of my mother I reach to this level. I want that every girl of my village shall be educated, therefor I want that such initiative should be given to all girls and efforts should be made to reach out and provide education to them, because this is there right. I thankful to all HEC team to provide me opportunity to get higher education.

My suggestion is that advertisement method should be more robust, so that those students who are in rural areas and do not read newspapers or university banners etc. should also able to get scholarship.

Yes, I want to give a suggestion that this scholarship is a need based scholarship and there is no merit involved in it. If merit will also be checked with need based then it will be very useful for the students who really deserve this.

This program should be given to student for all four years. I believe I should also get this facility for next year and even till the end of the course. I cannot afford this course without this scholarship, my father is retired and there is no source of earning other than his pension. The education here is so tough that I cannot spare time to get a job after university hours.

This program can be more effective if HEC take some steps to maintain the check and balance of the procedure followed by the university in the delivery of scholarship. Either the scholarships are delivered on time to the student or not. And HEC must have contact with the students regarding the scholarship or some other queries about scholarship.

Thank you for giving me this opportunity. Yes i would like to inform you that there are some students who are facing some problems because they were not awarded the scholarship just due to lack of information in time. All thing are good but time. Scholarship is awarded very late after the submission of scholarship.

35

Suggestions from the administration side are also important to mention and actually reflects

many of the sentiments of the students.

7. CONCLUSION AND RECOMMENDATIONS

The HEC need based scholarship program is one of the successful program of the higher

education commission. The success of the program can only be gauged with the number

of students getting benefit from the program. Some of the salient feature and the

recommendations for the program are:

None of the student was found fake while contacting them through telephonic contact

for the random selection purpose. This shows that the students actually got the

scholarships.

The scholarship program has some issues that need to be negotiated to make it more

standardized and advantageous. Since the program is just two years old and putting

every university official on the same page is a difficult task. Especially when the role of

HEC is just a suggestive institution not the controlling one. However still efforts should

be made to standardize the scholarship time, amount of disbursement, coverage of

fees, and understanding of SOPs. May be the establishment of separate project

management unit with dedicated staff could help to streamline the process.

The SOPs of the program need to be more elaborate so that the confusions and self-

interpretation of the universities shall be minimized.

The program should learn from some of the similar kind of program already initiated in

the universities for e.g. Japanese need based program, French need based program, and

USAID need based program. Although these programs were hybrid in nature and both

neediness and merit was focused of the program. However the good process can be

adopted from these program after the careful understanding.

The SFA office need to be strengthened both in quality and quantity. The minor error of

the office could result in depriving the needy student. The skilled staff could streamline

the program more effectively.

The HEC need to develop some specific strategy, in order to implement the program in

its true spirit. Disbursing the scholarship amount annually after the end of semester

doesn’t help the student. It is more appropriate to disburse the stipend to the students

on monthly basis and submit the tuition fee directly to the university. The tuition fee

should not be disburse to the students account.

The criteria of student selection should have the provision of verification, in certain

cases the students get through with the process even when they are not so needy. The

documentation of the subjective assessment of the students (ISAC interview) should be

robust enough to understand the scoring of the student by the interviewers.

36

There must be some strategy to keep those students in loop, who cannot apply to the

scholarships because of lack of documents like utility bills and fathers’ income

certificate.

The dissemination of the program required to be more exhaustive and with wider

spread, it would be folly if the scholarship is only announced to already admit students,

it is important to include students who for some reason cannot take admission and have

no source of information about the scholarship. Use of print media, electronic media,

social media and SMS marketing are some of the sources which should be explore for

wider advertisement.

The need based scholarship success stories need to be publish in local newspapers, may

be in the form of supplement so that most of the students and parents come to know

about the scholarship.

Scholarship numbers for each of the university does not shows the parity. Students from

the deprive areas and small provinces may be more needy, and their share of

scholarships should not be based on just the population of students.

Another important aspect is the lack of students’ feedback on scholarship issues. None of the universities visited have found any mechanism for getting feedback from the students.

The universities should have a mechanism to get the feedback from the university.

Independent from SFAO. May be HEC directly make the mechanism for students’

feedback

8. LIMITATIONS AND CHALLENGES

While preparing this report number of challenges faced by the consultants. Some of these

challenges are:

The records in certain universities was not maintained comprehensively, due to which it

becomes difficult to contact the students on time. The records misses the vital

information like contact numbers and email addresses.

In some universities examinations were taking place and due to the early nature of the

task it become difficult to gather students for the task.

The timings of Ashura (religious event) also coincides with the field work, due to which

in certain cities the law and order situation become unstable, in such cases the

consultants has to be extra cautious and considerate.

As mentioned the record was not readily available in certain universities, therefore the

consultant has to rely upon their promises to send the data at their earliest. However

still some data was missing which was compensated through telephonic conversation.

37

With all these limitations, it is very much appreciated that the staff and representatives

of every university was very cooperative and provide a full support in the completion of

the task.

38

Annexure I



Key Informant Interviews

KII profile

E Respondent’s Name

F Designation/Position

G Faculty

H Department

I Years of experience in this particular area

J Years of experience in this particular position

K Level of education

Q.1. How do you see the role of student aid office vis-à-vis its mandate?

Q.2. Can you share some salient feature of this program?

Q.3. What was the sanctioned amount of scholarship in your university? What is the percent of

scholarship?

Q.4. What are the mechanisms to disseminate the information about the scholarship?

Q.5. How do you make sure that the scholarships are actually been awarded to the deserving

candidate?

Q.6. Is there any social, political influence on the award of the scholarship?

Q.7. Does the funds disbursement are in time, what is the time span of inflow and outflow of

the funds from your office?

Q.8. What is the mechanism of following up the students throughout their academic career

and after their graduation?

Q.9. How do you see the ratio of female students availing the scholarship facility in your

university?

Q.10. Do you think that this ratio is appropriate, if not then what are the reasons that female

are not applying or availing the scholarships?

Q.11. What is the feedback system from different stakeholders about the scholarship? Including

students, parents/guardian, faculty etc.

Q.12. Can you identify some of the issues pertaining to the scholarship program and processes?

Q.13. What is the foremost challenge of the office in carrying out the responsibilities?

A Date _ _ /_ _/_ _ _ _

B Time Started _ _:_ _

C Time Finished _ _:_ _

D University Name

39



Focus Group Discussion with Students

S.No. Respondent’s

name Gender

Course

studying Faculty Subject

Contact

no. Email address

1

2

3

4

5

6

7

Q.1. What are the essential features of the scholarship awarded to you?

Q.2. How do you come to know about the scholarship? Do you think scholarship

information was appropriately communicated to general public?

Q.3. How was the scholarship criteria? Do you agree with the criteria? What would

you like to suggest

Q.4. Do you believe the process of choosing candidate is impartial?

Q.5. Does the scholarship amount fulfill the academic needs of the scholars? Were

there any moments where you felt the scholarship amount is not appropriate?

Q.6. How do you see the working of scholarship office? What are some essential

responsibilities of the office? Do you feel some more responsibilities should be

assign to the office?

Q.7. Were you followed up after the award of scholarship? How were you followed?

Q.8. Do you think the scholarship will bring change to your personal and professional

life, how? What if this scholarship was not awarded to you?

Q.9. Would you like to suggest something to improve the credibility and quality of

scholarship?

A Date _ _ /_ _/_ _ _ _

B Time started _ _:_ _

C Time finished _ _:_ _

D University Name

40



Scholar Questionnaire

Scholar’s profile

Scholar’s Name:

Father’ Name:

Gender:

Email Addresses:

Contact number 1:

Contact number 2:

University:

Course Name Course time

Discipline

Current occupation

Q.1. How do you come to know about the scholarship?

University noticeboard

Local newspaper

Electronic media

Friend

Teacher

Any other:_______________________

Q.2. Do you think the scholarships were fairly advertised by the university through different medium?

Yes

No

Please elaborate your answer:

A Date _ _ /_ _/_ _ _ _

B Time started _ _:_ _

C Time finished _ _:_ _

D University name

41

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Q.3. Do you think criteria for awarding scholarship was just and caters the students who really deserve for scholarship?

Totally just Totally Unjust

Please elaborate your answer

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Q.4. How do you rate the administrative mechanisms of the scholarship office in the following areas?

Areas Rating

Consistency in disbursement of Funds

Consistent Inconsistent

Execution of Standard operating Procedures

Executed well Not executed

Guidance and Support services

Very supportive Not supportive

Following up the academic progress

Meticulously Not followed

Please use the following lines if you want to elaborate any of above

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Q.5. To what extent the scholarship fulfill your academic requirements, throughout the course period?

Areas Rating

Fulfill my Tuition fee requirement

Great Extent Not at all

Fulfill my stationary requirement

42


Fulfill my course material requirement


Fulfill my travel requirement


Fulfill my Other fee/short course requirement


Any other __________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Q.5. Do you consider that need based scholarships are helpful in your personal and professional life?

Areas Rating

Helpful in achieving academic excellence


Helpful in getting desired employment


Helpful in changing my quality of life


Helpful in


Fulfill my Other fee/short course requirement


Any other __________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

43

Q6. How do you see the role of student aid office?

Areas Rating

As a scholarship awarding body


Fund disbursement agency


As a liaison between department and scholars


Mitigating issues and challenges of scholars


Any other __________________________



_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Q7. Do you see any difference between you and other students who are not availing scholarships?

Areas Rating

In academic excellence


In behavior of faculty while dealing with you

and others


In facilities availed by you and others


In self confidence


Any other __________________________


Q8. Do you face any challenges during the course of scholarship? Please elaborate

_____________________________________________________________________________________________

_____________________________________________________________________________________________

44

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

Q9. Would you like to give any suggestion to improve this scholarship program?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

45

Annexure II

List of Sampled Universities

Region University

ICT International Islamic University

COMSATS, Islamabad

AJK Mirpur University of Science & Technology (MUST), Mirpur (AJK)

Punjab

Islamia University, Bahawalpur

Government College University,Faisalabad

University of Education, Lahore

University of Sargodha, Sargodha

Sindh

Quaid e Awam University Nawabshah

University Of Karachi, Karachi

Shah Abudul Lateef University, Khairpur, Sindh

Baluchistan SardarBahadur Khan Women University, Quetta

University of Quetta, Quetta

KPK KPK University of Agriculture, Peshawar

University of Engineering and Technology, Peshawar

46

Annexure III

List of Sampled Students

University Scholars' Name Gender Contact Number 1 NIC Number

CIIT Muhammad Annas Male 3076655915 12201-664853-5

CIIT gulzar hussain Male 3449493373 71101-426990-3

CIIT kashif ullah Male 3117818142 14202-994580-1

CIIT Raidullah Male 3009399509 17103-039129-7

CIIT Muhammad Adnan Male 0343-5817554 14201-792139-5

CIIT Arif Ali Male 3129776585 71601-058707-7

CIIT ubaid ur rahamn Male 3469427619 15602-094661-5

CIIT LUQMAN ZAMIR Male 3009033061 17301-768180-9

CIIT Bushra Tariq Female 3215712035 37101-827834-6

CIIT Ammara Sajjad Female 3365475468 37104-361647-4

CIIT Zulqarnain khan Male 3139565577 17202-034684-9

CIIT Suleman khan Male 3459113914 17301-762666-9

CIIT Muhammad Ahsan Ijaz Male 3045444116 37105-124950-7

CIIT Fawad Ali Male 3414344496 16202-375122-9

CIIT Asad Khan Male '+923445054341 15602-440433-7

CIIT Muhammad zaman Male 0331-5497556 37101-909897-7

CIIT Rawal Safdar Male 3135352331 37101-863910-9

CIIT Muhammad Waseem Male 3425235800 37104-022226-7

CIIT ATIQUREHMAN Male 3369405739 14101-170958-7

CIIT Bilawal Khan Male 3335959100 38302-613286-9

CIIT Shahzad Khan Male 0347-2224630 14301-761160-5

CIIT MUHAMMAD ALI Male '+923335564436 37101-737557-7

CIIT M.Mohassan khan Male 0311-9583496 37106-016696-3

CIIT Sidra Mehboob Female 3125817425 37101-4543232-6

CIIT AYAZ KHAN Male 0333-3585132 17201-479692-7

CIIT SHAHZEB Male 3159876278 17301-322018-9

CIIT Mehwish Bibi Female 3025350435 37105-951908-7

CIIT Saira Afzal Female 0300-8305901 37101-286673-6

47

CIIT tahira nasim Female 3135811811 37104-370001-8

CIIT SHAZIA IRUM Female 3465668152 17201-617849-2

CIIT YASIR QAYYUM Male 3155900577 71502-452385-7

CIIT Fahad Ali Khan Male 3365037431 37103-788844-7

CIIT Hanif ur Rehman Male 3159876004 15701-4236577-7

CIIT Laiba Zahid Female 0300-5606096 37101-311628-0

CIIT Jamal Shahi Male 3429084262 15601-225702-9

CIIT Qismat ali Male 0313-5352423 21703-565763-9

CIIT Muhammad Zahid Imran Male 0314-5848008 37101-370539-3

CIIT Muhammad jawad khan Male 3465359251 16204-034802-1

CIIT QUDSIA MANAN Female 3365485688 37102-845327-4

CIIT Fazal subhan Male 3459675170 15601-819473-1

CIIT Junaid Male 3325061380 37103-461717-1

CIIT amna imtiaz Female 3345629392 37101-933383-2

CIIT faisal khan Male 3228595710 37101-026172-9

CIIT wasim sajjad Male 3425929748 37101-839606-7

CIIT wasim sajjad Male 3425929748 37101-839606-7

CIIT Muhammad Hassaan Akbar Male 3115547554 37101-339010-5

CIIT ahsan manzoor Male 3235231836 37405-353292-5

CIIT Muhammad Danial Arshad Male 3446206655 34202-189808-1

CIIT Aziz ur Rahman Male 3349565360 37401-108244-1

CIIT ijaz ahmed Male 0302-6203066 34201-680716-7

CIIT Marrium Hurr Female 3344527217 61101-6722184-6

CIIT Muhammad Waseem Male 3156750005 32102-855703-5

CIIT Ahtisham ali Male 3455222708 61101-166206-5

CIIT Noorul Amin Male 0334-5616046 15401-628327-3

CIIT JAMAL AZIZ Male 0312-5773485 37405-241465-5

CIIT Zakir khan Male 3469118108 17301-9768043-9

CIIT Hijab Zahid Female 0336-1549408 35202-301569-6

CIIT SHAHZADI SABIHA KHAN Female 3345473787 37405-524088-4

CIIT Muhammad Usman Iqbal Male 3455929111 37203-164424-5

CIIT Taskeen Zehra Female 0323-5595799 37405-870209-4

48

CIIT Sheher Yar Khan Male 3425406910 11201-670837-9

CIIT Maryam Rehman Female 3335629579 61101-106594-0

CIIT sana mumtaz Female 0333-8438086 34201-0304628-2

CIIT Azhar Hussain Male 3340109910 71103-480076-9

CIIT noaman yaseen Male 0300-6317843 35404-299896-9

CIIT Muhammad Ali Male 3004535980 3520-1502235-1

CIIT Sabtain Ahmad Male 3057868320 32302-718202-5

CIIT ADNAN AKRAM Male 3314413152 35202-518094-1

CIIT Abdullah Athar Male 0333-6387799 31202-321530-5

CIIT M.Qasim Male 3227436180 34603-389803-9

CIIT Danish Kaleem Male 3022791522 35501-038455-1

CIIT Abdul Manan Male 3076135667 34101-201431-5

CIIT RAHEEL KHAN LODHI Male 3324712033 38101-284305-5

CIIT Abid Male 3066716967 38403-828868-1

CIIT Zeeshan Bashir Male 3445503603 ciit/-bte-sp1-r

CIIT Muhammad Nashit Male 3217855891 33102-226040-1

CIIT Zubair latif Male 3367403149 FA-BE-C-034-4

CIIT Muhammad Ameer Hamza Male 0331-4831303 35401-209403-3

CIIT Muhamamd Bilawal Goraya Male 0345-4156461 34601-5230366-3

CIIT Sarfraz Anwar Male '+923364673080 34603-834791-1

CIIT muhammad zeeshan Male 3126940925 36402-137018-1

CIIT Muhammad Ali Raza Male '+923057860056 31201-494436-7

CIIT Sarfraz Anwar Male '+923364673080 34603-834791-1

CIIT Sibgha Gull Female 3334294578 35202-096302-2

CIIT Zara Shehzad Female 0321-7226565 33100-133906-6

CIIT Aamir Usman Male 3324314935 35201-770603-1

CIIT Farjad Zafar Male '+923436660088 38201-328874-3

CIIT Ahtazaz Ahsan Male 3476600148 35502-016377-1

CIIT Muhammad Feroze Waris Male 0333-4452018 35202-576373-9

CIIT Neha Butt Female 0331-4181615 sp11-bce-036-6

CIIT Hira Khalid Female 0323-8823909 35202-163941-2

CIIT Muhammad Sohail Umar Male 0312-4188437 36601-319886-1

49

CIIT Hira Zia Female 3474246688 sp13-mbt-023-r

CIIT Ali Hamza Male 3364268788 35202-180200-5

CIIT muhammad zeshan shahid Male 3217004544 sp11-bba-106-6

CIIT Muhammad Sohail Umar Male 0312-4188437 36601-319886-1

CIIT Mishal Nafees Female 3334882520 31202-339159-0

CIIT Usman Male 3054233342 35201-346432-1

CIIT Mehroz Irshad Male 3004434203 36103-674853-3

CIIT Mehtab Ejaz Qureshi Male 4235224852 35202-665271-5

CIIT Wali Giyas Male 3126039542 35302-365386-3

CIIT Muhammad Hassan Akhtar Male 0344-4496728 36502-550311-1

CIIT Shabina Farooq Female 3136432927 36502-625022-2

CIIT Ayesha khan Female 3467491113 36502-649843-4

CIIT Aamer Javed Male 3367967379 36502-587932-7

CIIT SAAD BIN RAUF Male 3043863164 36601-639236-1

CIIT Ghulam Mustafa Male 0336-7083093 33105-957320-5

CIIT Shahbaz Haider Male O344-4300072 SP12-BSME-01-8

CIIT sonia kanwal Female 3347896663 FA11-BBI-015-5

CIIT Hafiz Ali Hassan Asif Male 3319737734 31202-448074-1

CIIT waqas kamal Male 3327674971 36502-798588-7

CIIT malik masood ahmed Male 3006426222 35301-981065-9

CIIT Muhammad Amad jamil Male 3326378977 31203-010488-1

CIIT SABA GULL Female 3366418417 36502-882939-4

CIIT Komal Aslam Female 3320611821 36402-479841-2

CIIT ayesha amjed Female 3009699438 36502-976716-8

CIIT Anisa Kirn Female 3072076418 35301-534229-0

CIIT GHULAM MUSTAFA Male 0302-3424193 33105-957320-5

CIIT AMIR AZIZ Male 3364163878 35102-781913-1

CIIT usman azam Male 3156906853 36502-079476-7

CIIT Farhan ul Hasan Male 3417305530 SP 12- BCS B7-B

CIIT Ismail Farooq Male 3457511864 35302-730875-5

CIIT Alishpa Malik Female 3336241899 36501-125950-6

CIIT Shamroz Ali Male 3336986665 35302-782906-9

50

CIIT Ghulam Mustafa Male 3023424193 33105-957320-5

CIIT Muhammad Imran Male 3126445430 FA11-BSBA-02-0

CIIT ULFAT RASOOL Male 0322 7025054 36502-329276-1

CIIT Hafiz Muhammad Shahzad Male 3065061986 36402-040800-7

CIIT Muhammad Adil Male 3457385343 36201-803736-9

CIIT JUNAID IQBAL SHAH Male 0313-2664472 33203-738079-7

CIIT Muhammad Azeem Ghouri Male 3017727778 36201-476167-5

CIIT Ali Yaseen Male 3017330112 35301-604832-5

CIIT Kashif Sohail Male 3015642191 36502-628168-1

CIIT Syed Shariq Ali Male 0321-7872977 SP12-BCS-005-5

CIIT Haris younas Male 3008776903 31303-917826-7

CIIT MEHAK FARYAL Female 3455609138 37406-241259-8

CIIT MUDASSAR REHMAN Male 3445394900 61101-053064-5

CIIT ali anwar Male 3466298241 34201-237216-3

CIIT M.Rizwan Jillani Male 3134969548 35404-6040244-1

CIIT Muhammad Faisal Male 3024867977 38404-513225-7

CIIT Naeem Raza Male 0302-6631155 37406-290116-5

CIIT madeha yaqoob Female -

CIIT aqsa sultan Female 3075407922 -

CIIT liaqat hussain Male 3057595787 36304-168279-1

CIIT Muhammad Haroon Male 0335-0012628 37102-139861-5

CIIT Asad Nawaz Male 3339096395 17201-306291-1

CIIT Qamar Aftab Male 0347-6316367 34104-690360-1

CIIT MUHAMMAD YASIR QAYYUM Male 3365394435 37406-214659-3

CIIT waqas ali Male 3449625090 15101-770301-5

CIIT HASSAN MUSHTAQ Male 3245288099 37406-519170-7

CIIT Muhammad iqbal afzal Male 3088562629 35103-768014-5

CIIT jawad ali Male 3139488720 15602-847772-7

CIIT AQEEL ANWAR Male 3434563802 38102-829494-1

CIIT zeeshan khizar Male 3125265989 81302-886617-3

CIIT HABIB UR REHMAN Male 3155237738 37406-485277-1

CIIT Aqeel ahmed Male 3132032998 42401-890519-7

51

CIIT Majid Fiaz Male 3227357885 35103-598403-7

CIIT Muhammad irfan Male 3028910712 37104-770370-9

CIIT muhammad bilal Male 3125694905 36603-5240016-7

CIIT shahroz ehtisham ansari Male 3345403861 37406-832106-1

CIIT SAAD WAQAS Male 3369654852 37145-2687579-9

CIIT ZEESHAN ALI KHAN Male 0331-5587822 37406-528540-3

CIIT Qamar Abbas Male 0306-7845049 32203-303676-1

GCUF Mutee ur Rehman Male 0336-1651434 33301-346015-7

GCUF Ahmad Rizwan Male 3012958162 31203-617837-5

GCUF Tayyaba Ayesha Female 3217689451 33100-570104-6

GCUF samra sharif Female 3006630622 33102-842118-2

GCUF Noreen Aslam Female 0331-6817483 32203-095494-8

GCUF Saman Female 3036238641 33100-451880-0

GCUF Munazza Zahoor Female 3360071205 33401-066052-0

GCUF Munawar abbas Male 3003747419 33204-042685-1

GCUF Neelam saba Female 3337681016 33100-419392-8

GCUF ali raza Male 0324-7661792 33103-861608-5

GCUF Muzammal Hussian Male 3086767511 32203-051278-9

GCUF Muhammad Yasir Afzal Male 0335-2345014 31301-055278-3

GCUF Noreen Aslam Female 3316817483 32203-095494-8

GCUF Saeed u Rehman Male 0346-6056240 33105-711073-7

GCUF Anza Anjum Female 3326487846 33105-680212-4

GCUF Muhammad Haq Nawaz Male 3246303741 32402-494650-9

GCUF Nimra Javed Female 3228690856 33100-443819-0

GCUF Namra Siddiqui Female 3239700814 33202-725238-4

GCUF Sohail Riaz Male 3314675079 compf-12m1067-7

GCUF Neelam Saba Female 0333-7681016 33100-419392-8

GCUF Hafizamubashra Female 3009021307 33102-7710299-4

GCUF Sadaqat Ali Male 0307-4118729 35402-607892-9

GCUF Yamna Sabir Female 0323-6695161 33100-781882-4

IIUI Saba Afzal Female 33356243835 37406-613523-6

IIUI Bashra wazir Female 3058970236 81101-190188-0

52

IIUI Hafsa Irfan Female 3325138379 reg n-o. 3659-2

IIUI Asra Riaz Female 3365909359 -

IIUI Sidra Rehman Female 3159452233 -

IIUI Hifsa Batool Awan Female 3335910857 37201-824255-4

IIUI Monazza maqsood Female 3315749332 37201-748032-8

IIUI Maryam zulfiqar Female 3244191222 35200-8-66845-8

IIUI Ghazala bangash Female 3345516658 11101-758456-4

IIUI Nida Akber Female 3227794007 33301-794109-0

IIUI Sadaf Kiani Female 3235353769 37406-139234-6

IIUI Mahem Mustafa Female 3344831227 38201-937599-0

IIUI Arslan Aslam Male 3328398238 34201-977128-1

IIUI Muhammad Bilal Male 3125094250 37405-380742-3

IIUI Muhammad Abdullah Male 3425197048 71101-406586-1

IIUI Shabbir Ahmed Male 0313-5260232 37405-591729-9

IIUI Mohammad Sajid Male 3219828954 13101-085685-7

IIUI Ali Raza Male 3126812272 -

IIUI Kashif Gul Male 3449636391 15307-297610-5

IIUI Abdullah Male 0331-5567176 54400-023500-3

IIUI Waheed Akhter Male 3459740498 37104-249178-1

IIUI Sharjeel ur rehman Male 3347600887 38101-905059-7

IIUI Mohsin saeed Male 3455752902 34402-141483-1

IIUI Muhammad Ali Kamran Male 3135512791 -

IIUI muhammad ameen Male 3052541405 36602-3232827-7

IIUI Mubashir Umeed Male 0300-6380494 36602-749366-9

IIUI Mubashir Umeed Male 0300-6380494 36602-749366-9

IIUI Zulqarnain Hydder Male 3324770956 35103-617182-7

IIUI Malik Muhammad Hussain Male 3084297219 38201-558224-1

IIUI Rizwan munir Male 3455209512 37405-975242-1

IIUI Najeeb ur Rehman Male 3138451813 56503-178934-9

IIUI alia asif Female 3462710370 32203-_793856-6

IIUI Nisar Ali Khan Male 3335755679 37406-973839-7

IIUI Zatoon Bibi Female 0347-5781331 61101-277096-6

53

IIUI Saeed Ahmed Male 3237788376 32303-179724-5

IIUI noreen akhtar Female 3135076434 37406-295756-8

IIUI Nazreen Kosar Female 0343-5541647 81205-012466-8

IIUI Sadia Latif Female 3325692857 34203-216128-2

IIUI Najeeah Ehsan Female 3334999617 35301-5-70733-4

IIUI Shah pervaiz Male 3025599967 15702-717054-9

IIUI Saba Kausar Female 3315796531 37405-793663-8

IIUI Hina Urooj Female 3365515617 37103-977612-0

IIUI Muhammad Umair Male 3325352624 38201-7768905-1

IIUI Rao M. Zaheer Zubair Khan Male 3143637323 36602-271666-7

IIUI AFSHAN KHAN Female 3236399912 32102-754767-2

IIUI Zoya Batool Female -

IIUI Noreen Akhtar Female 3135076434 37406-295756-8

IIUI Anam Jamil Female 3455338994 37405-973084-6

IIUI junaid tariq Male 3334517879 34603-1423813-7

IIUI afaf naeem Female 3315762221 82303-391636-2

IIUI Farhan Ullah Male 3139007878 11101-523193-9

IIUI ikram ulhaq Male 3329374053 17301-8756949-1

IIUI Muhammad Abdul Rafe Male 3438886093 36302-461545-5

MUST nighat qayyum Female 3425560633 81204-057215-6

MUST Mahjabeen Aslam Female 3226453766 34202-076131-8

MUST Sheraz Munawar Male 3025826805 81102-4293785-3

MUST ASRAR HUSSAIN Male 3129452623 08130-907694-9

MUST AMREENA NAJEEB Female 0343 5618447 81302-790694-0

MUST Ali Abbas Male 3465130215 81103-550335-9

MUST IRAM SADDIQUE Female 0308-8859497 81202-208505-2

MUST Shoaib Nazir Male 3129521931 81103-0106506-5

MUST Sidra Rafique Female 3415527729 82203-615973-0

MUST Waqar Ahmed Nazir Male 3445275079 82303-933711-1

MUST Qamar Shehzad Male 3445208419 81302-855769-3

MUST Faisal Arshad Male 0301-3097941 81102-583903-7

MUST Ali Abbas Shah Male '+923335790647 81302-031338-3

54

MUST Rahat Fatima Female 0347 6807279 81102-087154-8

MUST kiran shahzadi Female 3448870507 25\-\

MUST Maryam khadam Female 0344-5946366 81302-920386-6

MUST Zeshan Parvaiz Male 0306-5805610 81202-228841-7

MUST Nasir Aslam Male 3336662494 81302-557326-8

MUST SUMAN LATIF Female 0345-4309849 82401-339271-0

MUST Atique Ahmed Male 3465012607 81202-860974-3

MUST Inaam Ahmed Male '+92341-8912298 81101-261790-5

QUEST noor bano Female 3337469628 45208-146968-4

QUEST reema Female 3003293609 45208-295284-6

QUEST Tahmeed jawed Female 3363821987 13BS(-IT)60-0

QUEST Nafisa bibi Female 3353320830 44203-277608-6

QUEST munir ahmed markhand Male 3132729457 13me3-8-8

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UoS hina ameer Female 3348760750 37201-0635728-8

UoS usama akram Male 3458660868 BENF1-0E154-4

UoS Habib ur Rehman Male 3404833521 35503-014979-3

UoS Tahira Hasnain Female 3460766026 BENF1-1MO23-3

UoS humaira batool Female 3136798135 38404-651292-6

UoS mujahid hussain Female 3035328192 34302-8416086-5

UoS Shamoon Iqbal Male 0346-5186251 81302-053513-5

UoS sehrish ghafoor Female 3037282331 BBAF1-1M012-2

UoS Sumaira Saleem Female 3136923881 Mbff1-2M001-1

UoS Hamna Female 3236870464 BBAF1-1M048-8

66

Annexure IV List of Office bearers met during study

Region University People Contacted Designation Contact Number Email

ICT

IIU Mr. Khursheed Alam Director Finance 0300-5121123 [email protected]

CIIT Mr. Iqbal Muzaffar & Mr. Azhar Mahmood

Director Finance & Manager Endowment Fund

0333-5210885 & 03215832964

[email protected] & [email protected]

AJK MUST Ms. Samreen Ayaz Focal Person NBSP 0323-5309870 [email protected]

Punjab

IUB Dr. Faizal-ul-Hassan Director Under Graduate Studies 0333-5501492 [email protected]

GCUF Ms. Saima Parveen Assistant Registrar/ Incharge (SFAO) 0333-9126442 [email protected]

UoE Dr. Muhammad Mansha

Assistant Professor & Group Leader 0307-4954573 [email protected]

UoS Prof. Dr. Shaukat Ali Director Academics 0333-4361176 [email protected]

Sindh SALUK Mr. Dr. Ashfaque

Ahmed

Director Academics and Higher Education Linkage Programme 0300-3010559 [email protected]

QUEST Mr. Waqar Qazi Deputy Registrar 0300-3215153 [email protected]

Baluchistan

UoK Prof. Dr. Shakeel Khan

Professor and Focal Person NBSP 0333-2747270 [email protected]

SBKWUQ Dr. Naheed Haq Registrar 081-9213309 [email protected]

KPK

UoQ

Mr. Abdul Malik

Case Analyst (Faculty Training & Development Centre) 0302-3842423

UoAP Mr. Rizwan & Mr. Habib

Director Teaching, Focal Person NBSP & Assistant NBSP

03005921485 03009022958

[email protected] &[email protected]

UETP

Prof. Faheem Ali Assistant Professor, Focal Person NBSP 34690000 [email protected]


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67

Annexure V Sample of Bank Advice by One of the sampled university

68

69

70

71

Annexure VI Allocation of HEC need based grant in recurring budget of one of Sampled University

72

Division of HEC need based scholarship in various campus of one of the sampled University

73

Distribution of scholarship through dignitary in one of the sampled University

74

Sample of Cheques of scholarship amount in one of the sampled university

75

Annexure VII Scholarship dissemination sample in one of the sampled University (Noticeboard)

76

Annexure VIII Scholarship dissemination sample in one of the sampled University (Pamphlet)

77

Annexure IX Scholarship letter to student in one of the sampled University

78

79

80

81

82

83

84

85

86

87

88

89

90

91