CARE Lahore: Designing Evaluation Research

On Monday, October 3, 2011, Ammar and his four MBA colleagues (team) at the Lahore
University of Management Sciences (LUMS) were busy preparing for the upcoming presentation
of their Research Proposal to the faculty members and the top CARE management. The students
had undertaken Evaluation of the CARE Education Model as their final year MBA project. This
project was deemed as too courageous by other students as they had never had any exposure to
program evaluation methodologies in their coursework. However, the team had no time to regret
their decision. They had spent the last one and a half month tooling up on the program evaluation
methods as well as meeting with key managers at CARE to understand their expectations. The
research proposal would be the contract that they will be expected to deliver within the time and
budget constraints that MBA students typically had. They knew full well that during the next one
and a half semester they will be taking nine other courses and completing multiple other projects
in order to graduate in May 2012. CARE had promised only Rs. 70,000 for all their out of pocket
costs.
In addition to the time and budget constraints, there were many more important decisions facing
the team. Top of the agenda was specifying research objectives in a way that they can answer
them. The team had previously developed a logframe of the CARE model to help them
understand the model better and guide research questions. The scope of the evaluation exercise
was another issue. CARE was working in various areas of rural and urban Punjab. Similarly
CARE was supporting schools that were either only primary level or up to secondary level. Then
there were schools that CARE owned and schools that belonged to the Government of Punjab
and CARE only managed them. The team was debating whether it would be fruitful to limit the
evaluation to only one type of schools in order not to make the project too messy. The issue of
research design was another concern leading to vigorous debates. Do we primarily use
qualitative or quantitative methods, primary or secondary data? Who do we talk to, principals,
teachers, students or all of them? Would we be able to rigorously establish causality in the face of
no pre-test data, no control group, etc., said Ammar. There were hundreds of such questions but
no time. The presentation was due in two days.
CARE Foundation and project background
CARE Foundation was a charitable trust established in 1988 to provide quality education to
children belonging to the poorest and the most backward communities of Pakistan. CARE started
off by building schools in the most impoverished areas to help children access quality education.
CARE constructed 17 schools across Pakistan which served around 10,000 children. Building
new schools was a time consuming and expensive endeavor and therefore its outreach was
limited. CARE was looking do something that would help them reach a greater number of
children. The opportunity came when in 1998 the Punjab government approached CARE with
1

the proposal of a unique partnership where CARE would able to adopt 10 government schools.
Under the adoption CARE first refurbished and renovated the existing buildings and built extra
classrooms, science laboratories, libraries and computer rooms. It also provided missing facilities
such as toilets and clean drinking water supply. CARE then focused on the academic aspect of
the schools by hiring trained teachers to supplementing existing government teachers and
provided quality teaching and learning materials to each school. CAREs efforts showed results
and the performance of these adopted schools improved. Their enrollment levels increased and
the students started performing better in their examinations. Considering the improvements made
by CARE the government started offering CARE more schools for adoption and by 2010 they
had adopted 200 government schools were providing quality education to over 150,000 children.
(see Exhibit 1)
One of the degree requirements of MBA at LUMS was to complete a MBA project. The purpose
of the project was for students to apply the tools that they had learned to real world situations and
design solutions. Each year different companies provided a list of problems and issues they were
facing in their organizations and the MBA students at LUMS could choose any one of the
organization and do their MBA project on it. Ammar and his team were curious to see if they
could apply their learnings to the development sector. They did not want to be restricted to the
corporate sector and were interested to see how with their training, they could venture into the
development sector. After a few discussions with their supervisor they decided to do the project
on the CARE Foundation.
The group scheduled a meeting with Ms. Seema Aziz, Chairperson of CARE, to understand what
aspects would she like the students to focus on. Ms. Aziz was interested in an external evaluation
of CARE, something along the lines of performance assessment. She wanted a thorough
documentation of CAREs achievements and impact in the education sector of Pakistan. CARE
had been operating in the education sector of Pakistan for the past 20 years and had over the
years expanded exponentially. Internally there was this belief that the reason why CARE had
been able to expand in terms of the number of adopted schools was the fact that the government
was satisfied with CAREs performance and hence was willing to hand over more schools. In
terms of hard evidence however there was no such documentation of CAREs performance. Ms.
Aziz felt that it was high time that they undertook an evaluation of CARE as the NGO sector had
grown and a number of NGOs were running similar adoption models. This meant more
competition for CARE to get donations, donor funds and government approval for expansion.
Previously CAREs funding needs were taken CARE of by friends of Ms. Aziz and other
philanthropists. Now that the CARE network had expanded across Pakistan funding from these
sources was not nearly enough. Ms. Aziz needed to approach other sources namely international
donors. Unlike Ms. Azizs friends who supported CARE based on their personal convictions
about Ms. Aziz and her work, donors required proper documentation and evidence of CAREs
success in adopting government schools. An evaluation would hence go a long way in helping
Ms. Aziz secure funding for CARE. Another reason that prompted Ms. Aziz to commission this
2

evaluation was that the contracts for quite a few of the adopted schools were up for renewal. In
order to convince the education officials to renew CAREs contract she needed hard evidence
that would show them that this was a successful partnership and CARE was making a
meaningful impact in the education sector.
After meeting with Ms. Aziz the students agreed to do an evaluation study on CARE. The next
step for them was to plan and design an evaluation study which would be presented to CARE in
the form of a written document tiled Research Proposal. This document would contain the
purpose, scope, and objectives of the evaluation; the research methodology to be adopted, the
resources and time to be allocated; reporting details and any other information regarding the
evaluation process and end products.
Research Questions
When the group sat down to chalk out the proposal for the evaluation project, one thing that they
were absolutely clear on and had been ingrained in them by their professors was that they should
first and foremost write down the rationale, purpose and the intended use of the evaluation. If
they were not clear on why and for whom the evaluation was being undertaken then they would
not be able to design an appropriate study. Evaluations were done for multiple reasons, for
example, to contribute to improving an on-going program, to consider continuing or terminating
a project or for accountability purposes to see if resources were being used efficiently. Each of
these options would require a specific methodology and design. Hence, one size fits all approach
did not apply here. Every evaluation had to be designed keeping in mind the specific objectives
the evaluators were aiming to achieve.
Ammar Ahmed and his group members had taken on this project with the idea in mind that they
would try to ascertain the effectiveness of the CARE model and assess its sustainability and
scalability. They would then use their findings to put forward some recommendations to the
CARE administration for improving and scaling up their network. This broad idea now had to be
translated into relevant and specific questions which they would try to answer in their research.
Salman Wajahat, a group member, suggested that the LFA (exhibit 2) they had constructed
should be the basis on which they define their research objectives. He suggested:
We are trying to find out if CARE is running its schools effectively and efficiently?
And can CARE scale up its operations to cater to a larger population? For this we
need a proper understanding of CAREs objectives when it adopts a school. We
need to know what exactly CARE is trying to achieve and then assess if it has been
successful in its endeavors. We have been able to document their objectives in our
LFA so that is where we begin our research.
Ammar further elaborated:

That is a good idea but we need more. We cannot just make a list of objectives and
then tick off one by one by saying CARE has been able to achieve them. We need
an element of comparison where we are able to say, whether or not CARE is
performing better than other schools for instance, other government schools, NGO
adopted schools or even low cost private schools. We also need to do a cost/benefit
type of analysis to assess if CAREs model is cost effective. This would be
extremely useful for Ms. Aziz when she meets with government officials to show
them how CARE may be helping in saving government funds.
Scope of work
After defining the research question the next important step was to decide on the scope of the
project. Defining the scope was like defining a boundary of the project. The team had to decide
what activities they would undertake in order to gather information and data for the project. They
needed to identify where exactly would their information come from and what would be the type
of this information/data. The essential question at hand was what will and will not be covered in
their study. This was an important step because the scope of research can be limited by a number
of factors such as financial and human resources, time constraints, participant availability, ethics,
measurement and design. Given their constraints the students had to make a decision on the most
suitable allocation of their resources and time to their projects objectives.
Geographical Scope
First up was the decision on the geographical scope of the project. CARE schools were spread
across various districts of Punjab. The question was should all districts be included or a select
few. To make the decision they needed an estimate of the cost and time involved for various
alternatives. They had a limited budget so they needed to figure out how much would it cost to
travel outside Lahore and cover other districts. In terms of time allocation for the project the
students had a one month semester break and about 10-12 weekends which could be used
entirely for the project. The rest of their time would have to be divided between their university
course work and the project. Keeping this in mind they needed estimates on how much time it
would take to conduct a focus group or survey students in a school so that they can plan out what
would be feasible in terms of the geographical spread of their study.
Type of School
Next problem was a contentious one. CARE set up was such that there was a lot of variation in
the type of schools they ran. CARE had its own private schools which were built and managed
by CARE then there were the adopted schools which were essentially government schools being
managed by CARE. All schools were of different education levels (primary, middle, high and
high secondary). These schools were further sub-categorized as boys, girls and co-ed schools.
The problem again was whether all schools should be included in the study or a select few. If the
latter option was adopted then which select schools should become part of the study.
4

Arsalan Mahmood suggested:

Lets look at all types of government adopted schools in Lahore. I know this is a
fairly large sample but in order for it to be representative we will have to do this. If
we end up not including other districts and focus just on Lahore then the least that
we can do is provide findings that can be generalized to all types of CARE adopted
schools in Lahore instead of just primary schools or high schools.
He was of the opinion that if they cut down their sample any further the quality of their research
would suffer and they would not be able present their findings as an overall assessment of
CARE. Due to the limited scope of the study their findings could not be generalized for the entire
CARE network.
Ammar Ahmed did not agree:
There are around 150 such schools in Lahore and it will not be an easy task to
cover all of them. Including different education levels in the study would also mean
designing specific instruments for each level. Not only will this increase our
workload but we will also have to deal with issues associated with collecting,
cleaning and analyzing large data sets.
Level of Assessment
Based on their preliminary discussions with the CARE mangers, the students had come up with a
logframe for CARE (exhibit 2) to better understand CAREs methodology and its aim in terms of
providing quality education. They now had to decide what level to assess in the logical chain of
CAREs intervention. Should they look into the overall goal/impact of CARE and try to assess
the extent to which it has been successful or go a bit further down the chain and measure the
outcome of CAREs intervention. Another option was to only study CAREs outputs as Ahsan
reasoned:
Remember when we went to interview the CARE managers to get a sense of their
goals and objectives, there was quite a variation in what each individual said but
the things they were more or less unanimous on were the outputs that we have
mentioned in the logical framework. Measuring goals and outcomes would be
troublesome not only in terms of the difficulty level but also because CARE may
respond by saying that they would not have defined their goals as we have specified
but there would be no such debate on the outputs.
Research Methodology
One of the most important components of the research proposal was Research Methodology.
This was the backbone of the whole project. It was crucial that the team chose an appropriate
research design that would provide credible answers to their research questions within their time
5

frame and resource. They had a number of options available, each with its own pros and cons,
which led to a heated debate.
The team put down a list of points that would help them in drawing up their research strategy;
1. Identify the research design.
2. Identify the target population, the sampling method and sample size to be used.
3. Describe the techniques and instruments used for qualitative and/or quantitative measurements.
4. Identify the procedures to be used for data collection and recording.
5. Identify data analysis procedures.
6. Produce a plan of action and any contingency plans.
The first choice to be made was between a qualitative and a quantitative study. A qualitative
study would involve data obtained through methods such as interviews, on-site observations, and
focus group discussions. The data in this case would be descriptive and would require content
analysis. On the other hand quantitative research would involve collecting numerical data
through highly structured surveys and analyzing it by using mathematical and statistical
methods. The students after discussion narrowed their options to the following three approaches;
Descriptive, Causal/Scientific Experiments or Rapid Appraisals. The first two were quantitative
in nature while the third was qualitative.
This group of students had at one time or another taken courses on research methods and were
well aware of the pros and cons of different research methods. They knew that the experimental
approach was the most credible way to measure program impact and establish causality.
Although this approach provided reliable, unbiased information about the effects of an
intervention, it was not easy to design and implement, and was time-consuming and expensive.
The qualitative approach on the other hand provided richer details on the phenomenon under
study and was more responsive to local situations, conditions and stakeholder needs. The
downside was that the research produced may not be generalized to other people and settings.
The findings would be unique to the individuals included in the study. Also, the results of a
qualitative study held lower credibility in eyes of the end user.
As they were considering the pros and cons of each approach, Ammar suggested they also look
into this new qualitative approach which was being used by development agencies to evaluate
their programs. The rapid appraisal method was a quick and low cost approach that provided
data on effectiveness and performance of programs. He had read that this method was most
useful in situations where there was no need for precise quantitative data to establish success of a
project as testimonials and success stories already existed. CARE was already touted as a success
within the education sector. The most obvious evidence was the fact that the in 2002, the city
government of Lahore had approached CARE to adopt 140 government schools. Since then not
only had CARE adopted these schools it had also expanded its operations in other districts of
6

Punjab. The only reason this was possible was because the government had confidence on the
work that CARE was doing and that CARE was producing results which the government was not
able to produce. In addition, over the years CARE had also archived its own accomplishments
through students achievements and success stories. They had collection of success stories where
students graduating from their schools had moved on to become doctors and engineers and were
successfully employed in some of the biggest firms in Pakistan (see Exhibit 3). Ammar
recommended:
We know from our preliminary interviews that CAREs model is generally
considered a success in the education sector. We can easily get our hands on their
anecdotal success stories and, conduct a few key interviews and focus groups with
teachers and students to get more insight. We can also do a few site visits to get
more rigorous data. This would be enough to conduct our rapid appraisal.
Rapid Appraisal methodology seemed like a good alternative as it was doable within their budget
and time. Since no one in the group had any experience with the rapid appraisals they decided to
do a little research on it. As they read more about it they started becoming skeptical. As the group
was deep in discussion Ahsan said if we do this our report will be highly subjective. He was
right in pointing this out because the information from their interviews would contain individual
biases of the students and the teachers. It was unlikely that they would be forthcoming in
pointing out the weaknesses of the CARE system. Their report would then raise questions about
reliability and credibility. Relying too much on anecdotal evidence was also problematic because
there would be counter success stories from non-adopted government schools hence, it would be
difficult to establish that CARE adopted schools performed better than non-adopted schools.
Sampling and Respondents
Having discussed in the detail the overall structure of their research study, the group now moved
on to the real nitty-gritty details like what will be the sampling methodology?, which type of
schools will become part of the study, who will be the respondents?, do we need comparable
government data?, where will we obtain such data?, Is there any objective data available or
will our data just comprise of subjective interviews and focus groups?.
The group could adopt any one of the formalized probability sampling techniques like random
sampling, stratified random sampling or systematic random sampling. They could also opt for
non-probability sampling like convenience sampling or purposive sampling. The issue with
probability sampling was that it was time consuming and expensive. In addition if they were not
going to go for an experimental research then there was no point in making the extra effort for
probability sampling.

They had already established that including all types of schools (primary, middle or high) would
create problems for them so they needed to figure out which type of schools would become part
of their study. Arsalan suggested:
It would be easier if we just first jot down what type of data we would ideally like
to collect. Then the type of school where we feel we will have difficulty in
obtaining this data we can exclude that type from our sample.
According to him this would help them make a decision because the type of school on which
they found the most data would be the best option. They decided that their primary data would
come from detailed interviews, surveys, focus groups and site visits while the secondary data
would be gathered from CAREs internal documents, school education department documents
and journal articles on school evaluations and best practices.
The problem that they were facing with their primary data was that it was mostly subjective. No
matter how much CARE they took to reduce bias in their interviews by preparing extremely
structured interviews and formal surveys, it would still have an element of student and teacher
bias. To mitigate this problem they needed some data that would bring in objectivity to their
study. Ammar suggested:
We can conduct a standardized learning assessment of the students and also test the
teachers to see if they have command over the subject matter. This will provide us
with the objectivity we need in our study and we will able to comment on the
quality of schooling with evidence
Ahsan was a bit apprehensive and rationalized in the following manner:
We could test the students and the teachers but we are not psychometricians and we
do not know first thing about designing learning assessments. Even if we were to
use an existing format of PISA,TIMSS, PIRLS1 or any other internationally used
assessment formats we will have difficulty analyzing the data as we do not what
specific competencies are tested in these tests and how their results are interpreted.
Moreover, we do not have the time or the financial resources to undertake this task.
What we need to do is use results from one of our local standardized tests for
instance PEC examination results of grade 5 and 8, or matriculation exam results.
To measure the effectiveness of CARE schools the team needed to investigate whether the results
of the adopted schools were any different than what they would have been had they remained
1 Program for International Student Assessment (PISA)Trends in International Mathematics and Science Study
(TIMSS)
Progress in International Reading Literacy Study (PIRLS)

under the government. To do so they needed a control group comprised of government schools to
compare the results of the CARE adopted schools. If they did not go for random sampling then
they would have to pick a proxy control group. For that they needed some criterion so as to
match the characteristics of the control group to their treatment group (i.e. CARE adopted
schools). One suggestion was to select government schools which were in the same vicinity as
the CARE adopted schools. This would ensure that students from almost similar socio-economic
status would be attending these schools. This strategy would work only if they had pretest data
on both types of schools. Without the pretest data who was to say that CARE adopted a school
which was worse off than the control school to begin with. In that case even after years of work
CARE may not have come to par with the government school it was being compared to.
They needed pretest data on both CARE adopted school and government schools. Ammar knew
this could turn out to be a major roadblock in their work as it was extremely difficult to get any
sort of information from the government departments due to bureaucratic red tape and almost
non-existent data archives:
We do not know who to contact to get information on government schools. This
will prove to be a problem for us. Should we go to the Punjab School Education
Department or do we go to the district office and meet with EDO education
Lahore? Does anyone have contacts in the city government office that can help us
save time by side stepping bureaucratic procedures?
Last but not the least they needed to figure out their sample respondents. Teachers, students and
administration of both government schools and CARE adopted schools were a must, but the
question was should they also include parents, government education officials and the
community at large. The latter group would provide important insights but, their availability
could be an issue.
Time and Budget
The students had approximately 8 months to complete their MBA project. They did not have the
luxury of spending each and every minute on the project as they had to take their classes and
complete the required course work along with the project. They had to efficiently manage their
time and divide the work among themselves so that no one person was over- burdened. The time
constraint had also put a limit on the scope of their project and they had to make sure that even
with the limited scope their findings were reliable and credible.
The MBA projects were usually financed by the organization/company on which the project was
based. Students tended to pick projects from the corporate sector and were thus adequately
compensated. Ammar and his team on the other hand were working on an NGO that was run on
donations. CARE did not have the financial capacity to fund an external evaluation of the
organization. Ms. Aziz saw this as an opportunity where she could have her organization
9

evaluated without much cost but with the same level of quality as when outsourced to the
seasoned consultant. The students would have their project and she would have a reliable
assessment of her organization, so it was a win win situation. It all worked out very well for
CARE but the students still needed some finances to cover their logistic costs. After a few
discussions CARE agreed to the sum of Rs. 70,000 to help the students with their expenses. This
was not nearly enough to undertake the project. Ammar mused:
Lets make a rough estimate of what it will cost to take our study outside of Lahore.
So an average Daewoo bus ticket would cost Rs. 1000, one night stay in a decent
place will cost Rs.3000-4000, food and transport within the city will cost about
4000. So if two of us visit a CARE school in Muzaffargarh we will be spending
about Rs. 12,000 on the trip. Thats just one district; even if we arrange day trips to
closer districts like Faisalabad and Sargodha we do not have enough finances. And
it is not just logistics costs that we have to worry about. There will also be other
expenses of printing and data entry if we outsource it. We are really short of money,
either we look for additional sources to supplement our budget or we cut down our
scope in order to manage within our budget.

Finalizing the Research Proposal

The team had tons of questions but there was no time left for debates. The presentation was due
in a couple of days and they had to firm up their proposal. They needed to not only suggest their
plan of action but also be ready to defend it with reasonable arguments. The problem was that
they had two very different clients to deal with. CARE managers were more interested in the
practical contributions from the project. University faculty members, who would finally award
them a degree on this project, were equally keen on the methodological rigor of the project.

Exhibit 1

10

CARE Adopted Schools

City

Lahore
Muzzafargarh
Sheikhupura
Gujranwala
Khanewal
Sahiwal
Mianchannu
Faisalabad
Sargodha

Total No. of
CARE Adopted
Schools
155
25
6
5
4
4
2
1
1

High Schools

Middle/Elementar
y Schools

Primary
Schools

68
24
1
-

49
1
-

38
6
5
4
4
2
1

Source: CARE Records

Exhibit 2

11

Logical Framework Analysis: CARE Foundation-Adopted Government

Schools
Objectives
Performance
Source
Assumptions
Indicators

Goal:
Improved lifetime
opportunities for
underprivileged
children

Outcome:
Quality education
for children from
poor communities

Output 1:
Adequate
infrastructural
quality of schools
and provision of
missing facilities
(classrooms,
toilets, boundary
wall, library,
science and

Increased number of
children from
impoverished
communities finding
employment or
accessing higher levels
of education

Research
(longitudinal)
study on children
from CARE
adopted schools

i: Increased learning
outcomes in reading
and numeracy
ii: Increased enrolment
iii: Reduced dropout
rates and increase in
transition rates from
primary to secondary
iv: Improved teacher
and student
attendance
v: Increase in
percentage of students
attaining minimum
scores in standardised
examinations of grade
5, grade 8 and grade
10.

Education
indicators2
among target
beneficiary
population

1.1: The student

classroom ratio is at
least 25/1 in all schools
1.2: Two toilets per
school level (primary,
middle and high)

Quality
assessment of
the infrastructure
and facilities in
the school

a. Economy
provides
employment
opportunities
b. Places
available at
higher education
levels

The local
government
remains
supportive for
the initiative.

Weather
conditions and
availability of
raw material
allow
construction in a
timely manner

1.3: Boundary wall

encircling each school

2 Education indicators: Increased students enrolment, decreased student dropout, reduced enrolment-attendance
gap, improved exam scores, missing facilities provided

12

Logical Framework Analysis: CARE Foundation-Adopted Government

Schools
Objectives
Performance
Source
Assumptions
Indicators

computer labs)

Output 2:
Revised
curriculum and
improved
pedagogic
materials used in
the classrooms.
Enhanced English
Language skills of
the students.

Output 3: School
administrative
processes and
school
management is
improved

Output 4:
Monitoring of
quality assurance
in schools is
strengthened and
streamlined

1.4: Functional library,

computer lab and
science lab

2.1: New textbooks

and teaching materials
are in use in the all
schools
2.2: Teachers use new
teaching methods in
the classrooms
2.3: Subject specialist
teachers are hired
(English)

3.1: Improved capacity

of school
administrative staff to
plan and manage
school activities
3.2: The student
teacher ratio is at least
25/1 and school has
required support staff
(guard, office boy and
janitorial staff)
4.1: Standardized M&E
procedures and tools
4.2: Improved data
collection and
processing

2.1: Class
observation
reports by cluster
coordinators
2.2: Assessment
of learning
outcomes and
textbook use.

3.1: Degree of
utilization of
processes and
tools for school
management and
administration
3.2: HR records

4.1: CARE
documentation
and SOP manuals
4.2: Extent to
which new data
collection
procedures are
implemented and
adhered to

13

Teachers support
and adopt new
and improved
curriculum,
pedagogic
materials, and
teaching
methods

Sufficient
training and
support is
available to
enable better
school
management

Infrastructure
and resources
are in place to
allow routine
monitoring

Logical Framework Analysis: CARE Foundation-Adopted Government

Schools
Objectives
Performance
Source
Assumptions
Indicators

Output 5:
Community
participation in
school
management and
school
governance is
increased

5.1: Monthly school

management
committee (SMC)
meetings to discuss
and monitor school
performance targets
and development plans
5.2: Monthly parent
teacher (PT) meetings
to monitor student
achievement
5.3: % of parents who
are aware of the new
facilities in the adopted
schools and % who
send children to school
as a result

Component
Activities
Building
Renovation
1.1: Need
assessment for
construction and
rehabilitation of
adopted schools
1.2: Equip
schools with the
required
infrastructure
Curriculum
14

5.1: Minutes of PT
and SMC
meetings
5.2: Sample
survey on
parents
awareness in
targeted area

People in the
community are
interested and
have the time to
participate.

Logical Framework Analysis: CARE Foundation-Adopted Government

Schools
Objectives
Performance
Source
Assumptions
Indicators
Revision
1.1: Revise
curriculum to
incorporate new
skills and modern
learning
competencies
1.2: Develop new
teaching and
learning material
(TLM) to
complement the
revised
curriculum
1.3: Distribute
the latest TLM in
all schools
Teacher
Training
1.1: Develop
teacher training
material
1.2: Conduct
teacher training
sessions for all
new hire and
existing teachers
School
Administration
1.1: Train school
head teachers
and CARE Internal
Coordinators in
management and
planning

15

Logical Framework Analysis: CARE Foundation-Adopted Government

Schools
Objectives
Performance
Source
Assumptions
Indicators
methodologies
1.2: Develop M&E
standards and
school
management
SOPs

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Exhibit 3
CARE Success Stories

Mohammad Kashif
Mohammad Kashif has been part of the CARE family for several years and credits his time at
CARE to be the reason for his success. He joined CARE in 2005 at the start of his matriculation
exams from Government Boys High School Shadhara and continued through the CARE
Scholarship Program for his Mechanical Engineering degree at UET (Lahore). Despite financial
strain on the family, he and his six other siblings pushed with their education through the CARE
foundation. His persistence paid off, and Kashif graduated from UET with an exceptional
cumulative GPA of 3.4. Today he is working with Matrix Engineering Pvt LTD as a Business
Development manager. Owing his accomplishments to the CARE foundation, Kashif urges other
students to seek help through the CARE foundation. He is determined to do his best in his chosen
profession and help others pursue their passion too.

Lubna Amjad
Lubna completed her matriculation from CARE-Adopted Government Girls High School,
Kachupura, Lahore in 2002. She went on to complete her B. Sc (Hons.) in Mathematics from
Government College University, Lahore on a CARE scholarship. Her happiest moment was
winning a gold medal for securing 1st position at GCU in Mathematics. She is now pursuing her
M.Phil
degree
after
which
she
wants
to
become
a
teacher.
Lubna has two sisters and one brother, who are all studying. Her sister, Hina Amjad, is pursuing her
MBBS, also on a CARE scholarship. Her father still makes and sells handmade wooden artifacts.
She wants to inspire the youth of Pakistan to change the future of the country, by being passionate,
hardworking, honest and sincere in whatever they do.
Hafsa Farooq
The eldest of three children and having to fend not just for herself , but also for her siblings and
widowed mother, Hafsa took the challenge of life head on and scored an A+ grade in Matriculation
exams, from a CARE adopted school. She was successfully admitted to King Edward Medical
University. Now in her 3rd year of M.B.B.S, Hafsa obtained 80 and 81% in her 1 st and 2nd year
exams respectively.

Source: CARE Brochures

CARE website; http://www.carepakistan.org/succes_stories_main.html

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