The document describes a case study presentation by a student group called Young Eagles about the problem of students and teachers using the Hindko language instead of Urdu at their school. They identified this as a major problem through surveys and interviews with teachers, students, and parents. The group proposed recommendations to the school principal to ban the use of Hindko on school premises and require teachers and students to speak only in Urdu.

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2. Govt. Middle School
Phullanwali
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3. A Case Study Presentation
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4. Members
 Group Leader Usman Ali
 Deputy Leader Tauqeer Ahmed
 Other Members
Shakeel Ahmed Sadam
Faizan Ali Saqlain
Ehtisham
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5. Disclaimer
 It is our first presentation
 We need your help
 We are not in the race for any trophy
 We have language problems
 We are not good at operating computer
 Our facilitators helped us prepare this
presentation
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6. Beginning
 Circle Name : Young Eagle
 Constituted On : 15 October,2012
 Average Age : 14
 Meeting Days : Mon,Tue,Wed,Thu,Fri,Sat
 Meeting Time : Morning 07:45 to 09:00
 Facilitator : Sohail Akhtar(Principal)
 Coordinator : Akram( Senior Teacher)

7. Shining Stars Tigers
Wings
Tawakkal
Shaheen
Blue Sky Real Star
Champions Fighting
Squad
Umeede
Shaheen
Sahar
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8. Problem Identification
(First Brainstorming)
 Late coming to school  Impure drinking water
 Use of Hindko language  Improper Uniform
 Abusive Language  Lack of Interest from
 Littering
parents
 Mischief in the class
 No toilets
 No playground
 No computer lab
 No discipline
 Not doing home work
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9.  No Computer Labs in the School(p-1)
 Use of Hindko Language (P-2)
 No Discipline (P-3)
 Smoking (P-4)
 Boys hang about Girls’ College (P-5)
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10. Ehtesham
Saddam
Problem
Saqlain
Touqeer
Noman
Ahmed
Shakeel
Usman
Ahmed
Ahmed
Faizan
Ali
P-1 10 9 10 10 10 10 10 78
P-2 8 7 7 5 6 6 9 87
P-3 9 3 9 7 5 8 8 72
P-4 4 2 8 3 3 7 1 77
P-5 3 1 6 0 2 0 0 67
P-2 Use of Hindko Language in the School
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11. Total Score %
Score Obtained
P-1 No Computer Labs in the School 100 78 78%
P-2 Use of Hindko Language 100 87 87%
P-3 No Discipline 100 72 72%
P-4 Smoking 100 77 77%
P-5 Boys hang about Girls’ College 100 67 67%
P-2 Use of Hindko Language in the Schol
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12. 87%
100
78% 77%
80 72%
67%
Marking
60
40
20
0
P-2 P-1 P-4 P-3 P-5
Major Problems
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13. PROBLEM SELECTED
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14. At our school medium of instruction is Urdu.
When we move to college, we find the syllabus
either in Urdu or English. We take all exams in
Urdu. Hindko in no way helps us as far as our
academics are concerned. If even our school
does not help us in Urdu, we stand deprived.
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15. Brainstorming for Causes
We used
Cause and Effect Diagram
(Ishikawa Diagram)
for possible causes because of which
students/teachers speak Hindko on school
premises
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16. Students Language of Anger Teachers
Find it easy
Students belong Teachers use it
They were taught in
Speaking of Urdu To villages where When they are Hindko
Is more demanding Only Hindko in anger
Than Hindko. Students Shyness
Find Hindko an easy way Is spoken
out
Use of Hindko
on School
A simple notice Principal Premises
Will solve the Does not People make fun The habit
problem Take Is carried
Of you when
From
interest
Primary
school
Principal Society Primary Schol Teachers
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17. What Others Say
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18. Research Design
Research Method (a) Questionnaire (Survey)
(b) Interviews
Population (a) Teachers (b) Parents
(c) Students (d) Principals
Sampling (a) Teachers: 60 (b) Parents: 10
(c) Students: 103 (d) Principals: 7
Institutions
(a) Al-Arqam Academy
(b) International Public School
(c) No.2 Govt. High School
(d) Govt. Degree College for Boys
(e) The Educators Havelian
(f) Govt. Girls’ Degree College
(g) No.1 Govt. High School Havelian
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19. Main Thrust of the
Questionnaire
 Spotlighting the importance of
Urdu in our upcoming careers
in contrast to Hindko
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20. Questionnaire
Q1. What is the language of your syllabus?
(A) Hindko (B) Urdu
(C) English (D) Other
Q.2. Which language teachers use to pass on
instructions to you?
(A) Hindko (B) Urdu
(C) English (D) Other
Q.3 Does the difference between the two
affect the learning process?
(A) too much (B) not very much
(B) not at all (C) very less

21. Q.4 Which language students use to talk to one another?
(A) Hindko (B) Urdu
(C) English (D) Other
Q.5. Which language helps improve writing skill?
(A) Hindko (B) Urdu
(C) English (D) Other
Q.6 What is the language of Print and Electronic media in
our country?
(A) Hindko (B) Urdu
(C) English (D) Other
Q.7 Which language would you prefer as a medium of instruction
in your own school?
(A) Hindko (B) Urdu
(C) English (D) Other

22. INSTITUTIONS
Govt. Sector Private Sector
 GHS NO.1 Havelian  The Educators Havelian
 GHS No.2 Havelian  Al-Arqam Academy
 Govt. Degree College for Havelian
Boys Havelian  International School
 Govt. Degree College for Havelian
Girls Havelian
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23. Vote Contrast
(Urdu vs Hindko)
5% 2%
28% Urdu
35% 60% Urdu 70%
English English
Hindko Hindko
Urdu : 60% Urdu : 28%
English : 35% English : 70%
Hindko : 5% Hindko : 2%
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24. QUALITATIVE PART
(Interviews/Telephone calls)
To have an access to the minds of the
population we conducted interviews.
This helped in data analysis.
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25.  Parents were of the view that their wards
be exposed to Urdu and English at school
 Majority of Population wanted Urdu and
English as medium of instruction in
schools
 Almost zero vote was given to Hindko
 Hindko does not help in writing skill
 Language of Question Papers is Urdu or
English
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26.  The use of Hindko in any form in the
class rooms should be banned
 Teachers should talk in Urdu on
school premises
 Students who don’t abide by this ban
should be penalized
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27. STRATEGIES FOR IMPLEMENTATION
PHASE
 Young Tigers met the Principal and handed
over the Recommendations in writing
 Talked to teachers and 99% teachers agreed
to our recommendations
 We initiated a dialogue process with the
students to convince them in favour of Urdu

28. Principal shared our recommendations with
teachers
Use of Hindko was immediately banned through
a notice
Teachers were directed to implement the
solution in letter and spirit
Students were directed not to use Hindko on the
school premises
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29. Except two teachers, all began to talk
in Urdu
These two teachers also promised to
speak Urdu but they said it would
take time
In our respective classes we observed
that students were happy to speak
Urdu
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30. We are humbly proud to announce that
we achieved 100% results of our case
study. The very first problem that we
selected was resolved thanks to SQC
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31. Benefits of SQC
 In our school everyone is wonderstruck that a
group of little children can find a solution to a
problem
 Young Tigers are respected in the school now
 Because of SQC, we had a chance to visit
private schools which we could never think of
before
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32. Benefits of SQC
 Team work. Norms of Group Discussion
 The joy of working independently
 Were introduced to scientific enquiry
(SQC) at young age
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33. Benefits of SQC
 Language Skills improved
 Self-image improved
 Pleasure of activity based learning
 Came to know about Multimedia
 For the first time, talked to our
teachers in Urdu
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