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Empathy Research: What Do They Think & Feel

The document discusses research conducted on the poor state of education for underprivileged children in Pakistan. Interviews were conducted with 40 children ages 12-16 living in slums. The interviews revealed several barriers to education, including long distances to schools, fear of teacher punishment, lack of extracurricular activities, early marriage of girls, and inability of parents to pay fees. Children expressed a desire to learn but felt pressure to work to support their families financially instead. The researchers reframed the problem as how to influence parents to send their children to school through teachers. They identified changing mindsets about the benefits of education as a primary need, and providing instruction in children's native languages as a secondary need, as well as ensuring proper

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Zuhaib Qazi
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26 views

Empathy Research: What Do They Think & Feel

The document discusses research conducted on the poor state of education for underprivileged children in Pakistan. Interviews were conducted with 40 children ages 12-16 living in slums. The interviews revealed several barriers to education, including long distances to schools, fear of teacher punishment, lack of extracurricular activities, early marriage of girls, and inability of parents to pay fees. Children expressed a desire to learn but felt pressure to work to support their families financially instead. The researchers reframed the problem as how to influence parents to send their children to school through teachers. They identified changing mindsets about the benefits of education as a primary need, and providing instruction in children's native languages as a secondary need, as well as ensuring proper

Uploaded by

Zuhaib Qazi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Empathy Research

There is very poor ratio of educated population in country. Majority of them are the people who
are unable to afford to education expenses. Primary education/vocational training is very
important for children to live a better life and get rid of child labor. There are various reasons
why children belonging to lower class suffer from the primary education/vocational training.
We also visited an area in Gushan-e-Iqbal where we interviewed 40 children to get to know
about their lifestyle and level of education, and deep insights about the reason behind poor
education system. Below given is the empathy chart that defines responses given by the
children living in the area.

What do they think & feel?


 School is far away from home
 Children have the fear of being beaten up and
scolded by teachers
 There are no fun activities for children (i.e..no
sports or games)
 Girls get married at early age.
 Parents of underprivilleged children are unable
to afford the fees
 Inferiority complex among underprivelleged
children

What do they say & do?


 Children are pressurized to work/earn
 Majority of them have their own small businesses (i.e..Vegetables shop)
 They didn’t learn beyond alphabets (ABC)
 Boys don’t know basic maths (i.e..2+2=4)
 Gents are supposed to work and ladies responsible for managing family matters
 Parental pressure to migrate from village to city to earn money
 They do the labor work (i.e. Mechanics, selling vegetables and washing cars etc)
 Children don’t know which standard they are in

What do they hear?

 Only two schools in the vicinity-Orson and NUST.


 Their elders didn’t attend the school in the childhood and children follow their elders.
What do they see?

 They have very unstable financial position


 They don’t have their own house to live in
 It’s the parents who decide what children are supposed to do
 No exposure to city life
 There is no light and gas facility at their homes
 They live in homes made from mud (Kacha ghar/makan)
 Their homes are destroyed twice a year
 Unable to group with other people

Pain and Gain:


Pain;

 Girls are interested in education but their parents do not allow them to get out of home and
resist them to go to school
 No money afford and fulfill their basic necessities (food and cloths)
 Early life marriage is of girls, sole decision of their parents.
 No schools in the vicinity
 Boys are under pressure, at early age, to support their families financially. Therefore, they prefer
doing labor work over education
 Lack of proper guideline

Gain;

 They love to play


 They aspire to live better lifestyle
 They feel if they get educated, they will have better future.
Reframing the problem

Problem Statement
In our initial discussion, we found out that there are many children in Karachi living in slums are not
going to school for education. So we started off our research with a basic problem statement “Lack of
education among underprivileged children”. This statement made us to brainstorm over the topic, so we
started discussing and finding out the reason of poor education among people living in slum areas. We
found out that primary education is the most essential element of entire education life of every person.
Unfortunately, people living in rural side or slums had not given attention to the primary education of
their children. There were reasons that came our way after we interviewed 40 underprivileged children
within the age range of 12-16. We found their parents and teachers play an important role in the
primary education of their children.

Finally, we came to conclusion to our final problem statement which says,” How to make teachers
influence parents to send children to school”.

Primary Needs
We feel that mindset of children as well as parents need to be changed to send the children to school
regularly. For this they need to be informed about the benefits of education and make them think how
their life would be after completing his/her education.

Secondary Needs:
When we inquired those families about their backgrounds, we came to know that almost all of them had
migrated from somewhere else (rural) to Karachi. Urdu was not their mother tongue and they could not
speak it properly which proved to be a barrier in the school and resulted in discontinued education.
From there we inferred that there should be a faculty that could teach them in their own language along
working over them to practice Urdu.

Latent Needs
We also suggested that there should be a proper building allocated for the school because there are
some areas where there are schools with no proper classrooms. There should be playground where
children could also play. There should be learning-based activities as well.

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