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VOLUME 9 No. 2

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Vol: 9 July to December 2018 No. 2

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JOURNAL OF HISTORY AND SOCIAL SCIENCES EDITORIAL BOARD

Volume-9, No. 2, July to December, 2018

Editor in Chief Dr. Nasreen Afzal

jhss Business Consultant

Naveed ur Rehman

Editorial Board

Dr. Maryam Khalili Jehantigh Dean of Subcontinent and South Asian Research Centre University of Sistan and Baluchestan Iran Dr Stephen M. Lyon Anthropology Department Durham University Durham UK Dr. Christopher Candland Department of Political Science Wellesley College Wellesley Massachusetts USA Dr. Riaz Ahmed Sheikh Dean, Social Sciences SZABIST, Karachi

Dr. Tahira Aftab Professor of History University of Karachi Pakistan Dr. Muhammad Reza Kazimi Historian and Editorial Consultant, OUP. Pakistan Prof. DR. S.M. Asif Ali Rizvi Chairman Department of History and Pakistan Studies Islamia University Bahawalpur Prof. Dr. Danilo Ardia Department of International Studies University of Pad ova Italy Dr. Nicholas Kyriazis Department of Economics University of Thessaly Greece

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TABLE OF CONTENTS

Volume-9, No. 2, July to December, 2018

Page-No.

Editorial iv

1 Study on International Indices And Instructional Leadership Style 0f College Principals in The Rural Context of Sindh Tayyaba Zarif, Abdul Nabi Gorchani, Aziz Un Nisa

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2 A Study of the controversial Role of Malala Yousafzai Nausheen Fatima Jaffri, Raana Afzal

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3 Educating library and information science professionals to cater to the modern needs: A Pakistani perspective Farhat Hussain, Munira Nasreen Ansari, Rafat Parveen Siddiqui

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4 Evaluating Brand Relationship Quality through Social Media Interaction Zaibunnisa, Saima Rafique, Mubashir Ali Khan, Shahzad Anjum

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5 Trends, Patterns and Impact of Migration in Karachi Tahir Iqbal, Naila Usman Siddiqui, Munazza Madani

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Editorial

The latest issue of 2018 has four article on varied topics, which indicates that the scope of the Journal has expanded to accommodate articles from wide-ranging fields of Humanities and Social Sciences. First Article ‘Study on International Indices and Instructional Leadership Style of College Principals in the Rural Context of Sindh’ by Tayyaba Zarif et al., attempts to learn the effective Instructional and Administrative management behaviors of college principals. For study, public sector college principals and college lecturers of the District Shaheed Benazirabad were consulted. The main emphasis of the research is to find out the role of college principals in developing and implementing goals of their institution, what strategies they adopt for the evaluating classroom teaching methods and how do they supervise the learning outcome of the students. The results of the enquiry can be helpful for education department and collage principals for removing the deficiencies in the current practices of college management.

Next article ‘A Study of the Controversial Role of Malala Yousafzai’ by Nausheen Fatima and Raana Afzal discuses controversies related to Malala‘s life and her view points about various issues of life. Authors while mentioning the reactions of the people they associate themselves with the group of people who has developed resentment against her. As the study is not extensive, the gaps is to be fill by future research. Third article, ‘Educating library and information science professionals to cater to the modern needs: A Pakistani perspective’ by Farhat Hussain et al., covers the historical evolution of Library education with especial reference to Pakistan. The study focuses on efforts made at university level in Pakistan for training of LIS professionals in the light of challenges faced by the concerned stakeholders involved in library management. This study is an effort to find out the status of library and information science at postgraduate level. For this purpose, ten public sector and three private sector universities of Pakistan were chosen as model cases. The outcome of the study reveals that for developing competent and well-learned LIS professionals in Pakistan, scholars suggests revision of curricula by introducing IT- literacy program and developing written and verbal communication skills. These suggestions will definitely improve the professionalism amongst new generation librarians of Pakistan.

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The last article ‘Evaluating Brand Relationship Quality through Social Media Interaction’ is by Ms. Zaibunnisa et al., which examines the influence of social media on consumer brand relationships among individuals who are active social media and brand users. Keeping in view the importance of Social media which has become an effective tool for on line businesses the article explicate that how in the world through social media companies are not only discovering effective ways to create relationships with consumer but it also enable companies to achieve competitive advantage. Authors opines that though in Pakistan on line businesses are increasing but relationship between social media users and Brand relationships Quality are seldom deliberated. The study is based on quantitative research design, in which the researchers examines the relationship of SM interactions with BRQ. The data analysis reveals that Pakistani internet users are more inclined towards SM engagement through different platforms and brands. The results of the study imply that in Pakistan it is a much needed to consider the role of SM in order to create BRQ with respect to information gained through SM, consumer engagement, and consumer purchase intention. The last article of Tahir Iqbal et al, deals with the very pertinent issue of migration and problems of migrants in Karachi. Being Industrial hub, a mega metropolitan city; Karachi is a melting pot for various ethnic groups of Pakistan. Authors through the past has given a vivid picture of migration pattern, nature, trends, issues and problems encountered by migrants while they come to this city. The study highlight that Karachi has not only attracted the local but international migrant’s i.e. Afghan and Bihari migrants who constitute the size able number in the population. The analysis of data reveals that the consecutive migratory waves brought changes in the religious, ethnic, linguistic and demographic fabric of the city. Comprehensive conclusion and valuable recommendations are adding worth to the study.

I am grateful to all the researchers for their valuable contributions to the Journal. Jhss is currently accepting manuscripts for upcoming issues based on original qualitative or quantitative research.

Dr. Nasreen Afzal Editor in Chief

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Study on International Indices And Instructional Leadership Style 0f College Principals in The Rural Context of Sindh

Tayyaba Zarif*

Abdul Nabi Gorchani** Aziz Un Nisa***

ABSTRACT

Educational leadership is to run an educational institution with an intention to achieve better learning out comes. Principal, head teachers or masters lead schools. The way the leaders try to achieve those goals is known as a leadership style. Leadership style of public sector college principals in Pakistan has increasing popularity. This research is design to study on international indices and instructional leadership style of college principals in the rural context of Sindh. The study focused on a) school’s goals and curriculum development, b) Actions to improve teachers’ instruction, c) Actions to supervise teachers’ instructional learning outcomes by college Principals of District Shaheed Benazirabad This research was quantitative by method and descriptive by purpose. The population of this study included college Principals (Boys/ Girls) and lecturers of colleges of District Shaheed Benazirabad. The sample of this study contained Principals and 70% College Lecturers of District Shaheed Benazirabad Sindh, Pakistan. For sampling, simple random sampling technique is use. To compare the results of this study with the results of the OECD member and volunteer countries was a limitation for the researcher because of availability of resources as the OECD under TALIS administered tool on principals/ head teachers of lower secondary schools. The collected data analyzed in percentages, frequencies, and means. American Psychological Association (APA) style sixed edition is use for referencing. The obtained data is analyze in mean scores. The Results shows variation in the responses of the two groups on the following queries: whether the college principals make it sure that in their colleges, they work on goals and/or a college development plan, whether the college principals make it sure that the principals pay attention to disruptive behavior in classrooms, whether the college principals make it sure that the principals give lecturers suggestions as to how they can improve their teachings and Whether the college principals make it sure that the principals monitor students’ the results show a bigger variance from 0.50 to 0.90.

KEY WORDS: Leadership Style, College goals, rural context *Shaheed Benazir Bhutto University, Shaheed Benazirabad **Shaheed Benazir Bhutto University, Shaheed Benazirabad *** Assistant Professor, Department of Education, University of Karachi

Jhss, Vol. 9, No. 2 , July to December, 2018

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INTRODUCTION According to Organization of Economic and Cultural Development OECD (2009) Instructional leadership includes a) managing school goals focusing on class room instructions of the teachers to yield desired outcomes, b) Instructional management intends to enhance and improve teacher instructions in the class room, c) Direct supervision of instructions requires taking actions to supervise instructions of teachers and student learning outcomes1. These leadership aspects have also been favored in one way or other2 Leadership in every discipline plays a vital role to maintain harmony and progress. Leadership in educational institutions is to make endeavors to achieve desired educational goals. In schools, colleges and universities, leadership behaviors, practices, and actions have great impact on student learning outcomes. It can only be ascertain by within colleges that how do they lead the team towards achieving institutional goals. Leaders in leading educational institutions are under increased pressure to accomplish institutional goals, are expected to provide an instructional program for each child so that better learning can occur, and are expected to set vision for their institutions vividly to articulate goals for better changes. In literature there can be found number of leadership and management styles applied or followed by the Principals of the colleges, such as autocratic leadership, distributive leadership, instructional leadership, administrative leadership, Task Style leadership, People-Centered Style, Participatory leadership, Directing or Teamwork Styles, Free-Reign Styles, Laissez faire leadership and some others with slight addition of affixes as “leader full” etc. The current research study intended to study International Indices and Instructional Leadership Style of College Principals in the Rural Context of Sindh. The foremost intention of the research study is to look into the International indices related to the instructional leadership style prepared by Organization of Economic and Cultural Development (OECD). Such as role of college principals in developing institutional goals and their implementation, strategies of college principals for

1. OECD. "Creating Effective Teaching and Learning EnvironmentFirst Results from TALIS.

PARIS CEDEX 16 , FRANCE: OECD publication,." 2009 2 Portin, B, S. "Manifestations of critical leadership in tides of reform: contradiction or

opportunity? Paper presented at the Annual Meeting of the University Council for Educational Administration, Minneapolis, MN, 29–31 October." 1999 For futher information see Bush, T. "Educational leadership and management: theory, policy, and practice ." South African Journalof Education 27, no. 3 (2007): 391-406 Lea, W. M. "Do Administrative Leadership Styles Affect Agricultural Education Teachers? The University of Tennessee, Martin." 2011 Smith, A. "Authoritarian leadership style explained." Small Business Chronicle, 2016

Study on International Indices And Instructional Leadership Style 0f College Principals in

The Rural Context of Sindh

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evaluation of teaching methods in the class room and procedures adopted by college principals to supervise learning outcomes in the rural context of Sindh THEORETICAL FRAME WORKING According to the OECD’s TALIS first results 2009, Principals in every country are/ have adopted “instructional leadership style, which, according to them are central paradigms of current era of effective educational institutional leadership. The prevalence of those practices vary country to country at large, such evidences are observe in Brazil, Poland, and Slovenia and such as Spain and Estonia. In TALIS countries a handful amount of school, Principals have adhered Instructional leadership styles. In majority of the countries according to the TALIS’s results, the schools with Instructional leaders are mentors to teachers and counselors for professional development of teachers In majority of the TALIS countries, according to OECD’ TALIS first results 2009, the principals who adhered to instructional leadership style, developed professional development programs for those teachers who were instructionally weak, (OECD, 2009) The TALIS by the OECD gives an inner view that how internationally comparative perspective of educational systems are responding in their member and partner countries (OECD, 2009). The OECD focused on secondary and lower secondary public and private educational institutions. They examined professional development of teachers, beliefs, attitudes and practices of teachers, teacher appraisal and feedback and educational institutional leadership in 23 participating member and partner countries. Therefore, TALIS has opened a window to provide opportunity to the countries of the world to look into their own teaching practices in the light of what is happening in rest of the world countries. The new window opened by the TALIS became basis of current research study. Moreover, the researcher to applied and tested leadership indices on the College Principals of District Shaheed Benazirabad (SBA), of province Sindh, Pakistan. OBJECTIVES 1. To study of role of college principals in developing institutional goals and

their implementation. 2. To identify the strategies of college principals for evaluation of teaching

methods in the classroom. 3. To study procedures adopted by college principals to supervise learning

outcomes. RESEARCH QUESTIONS

1. To what extent college principals play their role in developing goals of institution and their implementation?


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2. How many strategies college principals use for evaluation of teaching methods in the classroom?

3. To what extent the supervision procedures adopted by college principals for students learning out comes.

SCOPE This research study in general will be helpful and beneficial for education department, College Principals, and their faculty members as to follow particular trend in college leadership. It will facilitate policy makers to plan and implement their policies related with principals in public sector colleges. JUSTIFICATION This research and its conclusions will focus on effective Instructional and Administrative management behaviors of college principals. The study will help to improve the current deficiencies, flaws; in actual practices in the management of colleges. Government can use predicted results for improvement of education. This study in general will be helpful and beneficial for education department, College Principals, and their faculty as well to follow particular trend in college management. It will facilitate policy makers to plan and implement their policies related with principals in public sector colleges. LITERATURE REVIEW The researchers differ in defining the word leadership. We find number of definitions in the literature.3 The word leader can be define as inspiring a bunch of people working in an organization or in a social construct for achieving a common goal. In an organizational setting it can simply further be defined that bringing their work place people with strategy for meeting organizational goals.4 The definition of leadership encompasses the capabilities to be able to motivate others towards a common goal. Leader is an inspiration and director of pre-set actions.5 It is observed that there are people who have natural endowment with excessive leadership qualities and proved themselves at the time of the crisis and convinced people to abide by their suggestions and act as per their instructions6. According to the Gorchani, Siyal, Jessar, & Jamali 7 the leaders have vision, mission and hope for

3 Bolden, A. What is leadership? Leadership South West Research Report 1 . University of

Exeter Center for leadership studies, 2004 4 Ward, Susan. "What Is Leadership? And Can You Learn to Be a Good Leader?" 2018. 5 Ibid., 6 Ibid., 7 Gorchani, Abdul Nabi, Afroz Siyal, Farzana Suleman Jessar, and Noor Muhammad Jamali.

"Dimensions Of Leadership And Management In Educational Institutions: A Theoretical



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people those who follow them.8 Leader is define as a person leading a group of people towards a common goal. Leader establishes a clear vision and share vision with others and makes them to follow. A leader puts him/her selves in times of the crises in front of the people. Leadership in any institution is consider an essential element of controlling process. Leadership is to get things done by their sub-ordinates. The sub component of leadership is a body, which is required to guide and lead different organizational and institutional affairs9. Toprak, Inandi, Kolak, & Sayman, defined the leadership style as an organizational or an institutional structure, practices and policies the leaders follow to run an institution.10 An educational leadership is an individual or more than a group of people who have the charge and have to lead the educational institutions and learners towards quality education.11 It is further defined that a responsible person or group of people whose responsibility is to administer or run the school as a principal or head teacher12. The prime responsibility of the educational institutional leader as principal or head teacher or head master is to guide their teachers to improve educational process in pre-secondary, secondary and post-secondary educational institutions13. According to Nazim & Mahmood, (2016) and Smith, Miror, Brashen, & Remaly, (2017), an institutional leader requires to vary his or her leadership style as per the requirements of the time and situation, or as per the needs of the institution.14 Transformational leaders according to the Nazim & Mahmood, (2016) tend to give importance to their personal development and intrinsic motivation of their sub-ordinates for achieving institutional goals. Such type of leaders focus on setting out the requirements and aspiration of their followers along with desired results for organizational betterment. They are transformational and transactional leaders aligned with dual qualities those create positive results. According to the life cycle behavioral model developed by Hersey and Blanchard in 1969, and afterwards it got fame and now known as situational leadership, which penetrated the Idea of

And Conceptual Frame Work." Asian Journal of Management Sciences & Education 6, no. 1 (2017): 37-46

8 Webpage. "Business Dictionary Definition." 2018 9 Aydin, Ayhan, Yilmaz Sarier, and Sengül UYSAL. "The Effect of School Principals’

Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction." Educational Sciences: Theory & Practice - Educational Consult 13, no. 2 (2013): 806-811.

10 Toprak, Mustafa, Bulent Inandi, Ahmet Levent Kolak, and Mumtaz Sayman. "Do Leadership Styles Influence Organizational Health? A Study in Educational Organizations." International Journal of Educational Methodology (1) 1 (2018): 19 - 26.

11 Web-page. "What is Educational Leadership." 2018. 12 Ibid., 13 Ibid., 14 Nazim, Farheen, and Azhar Mahmood. "Principals’ Transformational and Transactional

Leadership Style and Job Satisfaction of College Teachers ." Journal of Education and Practice 7, no. 34 (2016).


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parenting style and the way it changed the developmental level of learners.15 Democratic leadership style encompasses the characteristics of leaders involves their subordinates in decision-making process but retain the authority of making decision. Democratic leadership style creates working harmony in their institutions and makes their subordinates responsible for performance and learning outcome16. According to the Smith, Miror, Brashen, & Remaly, an authoritative leader or a leader with autocratic behavior keeps control over their sub-ordinates through strict rules, guidelines, and threatening of negative consequences if not obeyed by their followers.17 According to the OECD, (2009), the instructional leaders have three prime functions such as, management for school goals, instructional management - actions to improve teachers’ instructions, and direct supervision of instructions in the school – actions to directly supervise teachers’ instructions and learning outcomes.18 According to OECD goals Principals having high scores on TALIS index are frequent in taking actions to manage educational affairs in educational institutions in accordance with institutional goals with direct observation and emphasis to ensure that teachings of the faculty in the class room is in accordance with pre-set institutional goals so that those can be achieved. Such heads of the educational institutions too intend to consider learner’s performance, achievements, and exam results to reset school goals and suggest developments in curriculum. Such Principals make efforts to make it sure that there is clarity within institution about the responsibility for coordinating the curriculum. Principals high on this index according to OECD (2009) make it sure that professional development activities of the teachers are in line with institutional goals and curricular objectives. According to OECD, (2009) Principals high on this index pay a meaningful amount of their managerial time in endeavoring to improve classroom instructions. On average according to the OECD (2009) principals in 10 countries including Denmark, Malta and Brazil, are above the TALIS mean, and principals of 10 countries including Malaysia, Estonia and the Slovak Republic, are below the mean of TALIS scores. According to the (OECD, 2009) Principals with high on index are the one who directly supervise the instructions and learning outcomes of teaching faculty in the

15 Hersey, P., & Blanchard, K. H. "Great ideas revisited: Revisiting the life-cycle theory of

leadership." Training & Development Journal 50, no. 1 (1996): 42. 16 Hawkinson, E. "Team teaching and situational leadership theory: Adapting and

combining frameworks for Japanese English Education." US-China Education Review 6, no. 3 (2016): 183–189. For futher information see Dampson, Dandy George, Felicia Mensah Havor, and Prince Laryea. "Distributed Leadership an Instrument for School Improvement: The Study of Public Senior High Schools in Ghana." Journal of Education and e-Learning Research, 5, no. 2 (2018): 79-85.

17 Smith, Gina, Maria Miror, Henry Brashen, and Kristie Remaly. "Successful Instructional Leadership Styles In Education ." Journal of Instructional Research 6 (2017).

18 Op.Cit., OECD



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educational institution, and also make frequent suggestions to teaching faculty to how to bring up instructions in the classrooms and monitor academic efforts and work of the students. RESEARCH METHODOLOGY This research study was quantitative by method and descriptive. The persons consulted for this research study were principals and lecturers of the public sector colleges of District Shaheed Benazirabad. The sample of this research study were the principals and 70 percent College Lecturers. For sampling simple random sampling techniques is use. A modified tool was use with prior permission (from OECD) on five point Likert scale. The data is analyze in mean scores. DATA ANALYSIS Means of the variables and difference of means of two group responses.

S. No: Table No: Respondents Mean Mean variance

1a “Professional development activities of” lecturers “are in accordance with the teaching goals of the” college.

College Principals 4.30 0.33

College Lecturers 3.97

2a. Lecturers “work according to the college’s “educational goals.


College Lecturers 4.11 3a. Student performance results to

develop the” college’s “educational goals”.



4a. Exam results into account in decisions regarding curriculum development.



5a. There is clarity concerning the responsibility for coordinating the curriculum”.



6a. We work on goals and/or a college development plan.


College Lecturers 3.45 7b. When a lecturer has problems in

his/her classroom, “I take the initiative to discuss matters”.



8b. Inform lecturers “about possibilities for updating their

College Principals 4.29 0.29 College Lecturers 4.00


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knowledge and skills”. 9b. When a lecturer “brings up a

classroom problem, we solve the problem together”.


10b. Pay attention to disruptive behavior in classrooms”.


11c. Observe instruction in classrooms.


12c. Give lecturers “suggestions as to how they can improve their teaching”.


13c. I monitor students’ work. College Principals 4.43 0.81 College Lecturers 3.62

14c. Check to see whether classroom activities are in keeping with our educational goals.


The statement that whether the college principals make it sure that the professional development activities of lecturers are in accordance with the teaching goals of their colleges, the mean score results of college principals is 4.30 and the mean score of College Lecturers is 3.97, showing mean variance of 0.33. The statement that whether the college principals make it sure that the lecturers work according to the college’s educational goals, the mean score results of college principals is 4.14 and the mean score of College Lecturers is 4.11, showing a least mean variance of 0.3. The statement that whether the college principals make it sure to use student performance results to develop the college’s educational goals, the mean score results of college principals is 4.14 and the mean score of College Lecturers is 4.04, showing a least mean variance of 0.10. The statement that whether the college principals take exam results into account in decisions regarding curriculum development, the mean score results of college principals is 3.86 and the mean score of College Lecturers is 3.77, showing a least mean variance of 0.09. The statement that whether the college principals make to ensure that there is clarity concerning the responsibility for coordinating the curriculum, the mean score results of college principals is 4.00 and the mean score of College Lecturers is 2.67, showing a least mean variance of 0.09. On the statement that whether the college principals make it sure that in their colleges, they work on goals and/or a college development plan, the mean score



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results of college principals is 4.43 and the mean scores of College Lecturers is 3.45, showing a least mean variance of 0.98. On the statement that whether the college principals make it sure that when a lecturer has problems in his/her classroom, the principals take initiative to discuss those matters for their better solutions with them, the mean score results of college principals is 4.71 and the mean scores of College Lecturers is 4.20, showing a least mean variance of 0.51. On the statement that whether the college principals make it sure that they inform lecturers about possibilities for updating their knowledge and skills, the mean score results of college principals is 4.29 and the mean scores of College Lecturers is 4.00, showing a least mean variance of 0.29. On the statement that whether the college principals make it sure that when a lecturer brings up a classroom problem, they solve that problem together, the mean score results of college principals is 4.60 and the mean scores of College Lecturers is 4.30, showing a least mean variance of 0.30. On the statement that whether the college principals make it sure that the principals pay attention to disruptive behavior in classrooms, the mean score results of college principals is 4.60 and the mean scores of College Lecturers is 3.90, showing a mean variance of 0.70. On the statement that whether the college principals make it sure that the principals observe instructions in the classrooms, the mean score results of college principals is 3.85 and the mean scores of College Lecturers is 3.69, showing a least mean variance of 0.16. On the statement that whether the college principals make it sure that the principals give lecturers suggestions as to how they can improve their teachings, the mean score results of college principals is 4.43 and the mean score of College Lecturers is 3.67, showing a mean variance of 0.76. On the statement, that whether the college principals make it sure that the principals monitor students’ work, the mean score results of college principals is 4.43 and the mean score of College Lecturers is 3.62, showing a mean variance of 0.81. On the statement that whether the college principals make it sure that the college principals check to see whether classroom activities are in keeping with their educational goals, the mean score results of college principals is 4.29 and the mean scores of College Lecturers is 4.02, showing a least mean variance of 0.27.


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RESULTS OF THE RESEARCH QUESTIONS

R.Q. No:

Table No: Respondents Mean Mean variance

2 Developing goals of institution and their implementation

College Principals

4.54 0.51

College Lecturers 4.03 3 Strategies college principals use

for evaluation of teaching methods in the class room

College Principals

4.25 0.51

College Lecturers 3.74 4 Supervision procedures adopted

by college principals for students learning out comes.

College Principals

3.98 0.11

College Lecturers 3.87 The results of the research question number one show the variation between the mean scores of the respondents and the mean score of the responses of the college principals, which is 4.54. Wherein the mean score of responses of the lecturers is 4.03 and for the areas such as professional development activities of the lecturers, resonation of lecturers with college goals, student performance for developing college goals and decision making, and clarity regarding coordinating the curriculum the visible variance is 0.51. The results of the research question number two show the variation between the mean scores of the respondents the mean score of the responses of the college principals, which is 4.25. Wherein the mean score of responses of the lecturers is 3.74, the visible variance is 0.51 for the areas such as principals take initiatives when there is a problem in the classroom, information to the lecturer for their updating their knowledge and skills, solution of school problems together and paying attention towards disruptive behavior in the classroom. Furthermore, the results of the research question two show least variation between the mean scores of the respondents the mean score of the responses of the college principals, which is 3.98. Wherein the mean score of responses of the lecturers is 3.87 and the visible variance is 0.11 for the areas such as observation of classroom instructions, suggestion to the teachers for improving teaching in the classroom, monitoring students’ works and insuring that the classroom activities resonate with college educational goals.



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Consolidated results on instructional leadership style.

S. No: Table No: Respondents Mean Mean variance

1 Instructional indices and difference of means of two group responses.


Regarding the mean scores on instructional leadership indices, the results show that the mean score of principals is 4.29 and the mean score of lecturers is 3.67 with mean variance of 0.67. This do not closely resonate with each other and reveal a visible dispersion in two sample groups, which suggest that the principals may have maximum optimism while as the lecturers may have their concerns which might have resulted such variation. FINDINGS On the statement that whether the college principals make it sure that the professional development activities of lecturers are in accordance with the teaching goals of their colleges, that lecturers work according to the college’s educational goals, whether the college principals make it sure to use student performance results to develop the college’s educational goals, whether the college principals make it sure that when a lecturer has problems in his/her class room, the principals take initiative to discuss those matters for their better solutions with them, whether the college principals make it sure that they inform lecturers about possibilities for updating their knowledge and skills, whether the college principals make it sure that when a lecturer brings up a classroom problem, they solve that problem together, whether the college principals make it sure that the college principals check to see whether classroom activities are in keeping with their educational goals, the results have diversion towards strongly agreement and have little variance. The results regarding whether the college principals take exam results into account in decisions regarding curriculum development, and whether the college principals make it sure that the principals observe instructions in the classrooms where in the results are little diverted towards agreement but with little variance as well. The results regarding whether the college principals make it sure that in their colleges, they work on goals and/or on a college development plan, whether the college principals pay attention to disruptive behavior in classrooms, whether the college principals make it sure that they give lecturers some suggestions as to how they can improve their teachings and whether the college principals make it sure


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that the principals monitor students’ the results show a bigger variance from 0.50 to 0.90 work, the mean score results, which shows disagreement on the areas between two groups of the respondents. CONCLUSION Based on findings the entire results show positive variance. However variation in the responses of the two groups are to be found in the questions such as whether the college principals make it sure that in their colleges they work to achieve goals and/or on a college development plan. Similarly, questions such as whether the college principals pay attention to disruptive behavior of students in classrooms, whether Principals make it sure that suggestions were given to lecturers as to how they can improve their teachings, the results show a bigger variance from 0.50 to 0.90 work, means disagreement on the areas between two groups of the respondents.



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References Aydin, Ayhan, Yilmaz Sarier, and Sengül UYSAL. "The Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction." Educational Sciences: Theory & Practice - Educational Consult 13, no. 2 (2013): 806-811 Bolden, A. What is leadership? Leadership South West Research Report 1 . University of Exeter Center for leadership studies, 2004 Bush, T. "Educational leadership and management: theory, policy, and practice ." South African Journalof Education 27, no. 3 (2007): 391-406 Dampson, Dandy George, Felicia Mensah Havor, and Prince Laryea. "Distributed Leadership an Instrument for School Improvement: The Study of Public Senior High Schools in Ghana." Journal of Education and e-Learning Research, 5, no. 2 (2018): 79-85 Gorchani, Abdul Nabi, Afroz Siyal, Farzana Suleman Jessar, and Noor Muhammad Jamali. "Dimensions Of Leadership And Management In Educational Institutions: A Theoretical And Conceptual Frame Work." Asian Journal of Management Sciences & Education 6, no. 1 (2017): 37-46 Hawkinson, E. "Team teaching and situational leadership theory: Adapting and combining frameworks for Japanese English Education." US-China Education Review 6, no. 3 (2016): 183–189 Hersey, P., & Blanchard, K. H. "Great ideas revisited: Revisiting the life-cycle theory of leadership." Training & Development Journal 50, no. 1 (1996): 42 Lea, W. M. "Do Administrative Leadership Styles Affect Agricultural Education Teachers? The University of Tennessee, Martin." 2011. Nazim, Farheen, and Azhar Mahmood. "Principals’ Transformational and Transactional Leadership Style and Job Satisfaction of College Teachers ." Journal of Education and Practice 7, no. 34 (2016) OECD. "Creating Effective Teaching and Learning EnvironmentFirst Results from TALIS. PARIS CEDEX 16 , FRANCE: OECD publication,." 2009 Portin, B, S. "Manifestations of critical leadership in tides of reform: contradiction or opportunity? Paper presented at the Annual Meeting of the University Council for Educational Administration, Minneapolis, MN, 29–31 October." 1999


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Smith, A. "Authoritarian leadership style explained." Small Business Chronicle, 2016 Smith, Gina, Maria Miror, Henry Brashen, and Kristie Remaly. "Successful Instructional Leadership Styles In Education ." Journal of Instructional Research 6 (2017) Toprak, Mustafa, Bulent Inandi, Ahmet Levent Kolak, and Mumtaz Sayman. "Do Leadership Styles Influence Organizational Health? A Study in Educational Organizations." International Journal of Educational Methodology (1) 1 (2018): 19 - 26 Ward, Susan. "What Is Leadership? And Can You Learn to Be a Good Leader?" 2018 Webpage. "Business Dictionary Definition." 2018 Web-page. "What is Educational Leadership." 2018

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A Study of the controversial Role of Malala Yousafzai

Nausheen Fatima Jaffri* Raana Afzal**

ABSTRACT

The name of Malala Yousafzai is household is bestowed with many honors and the greatest of all is the Nobel Prize for peace. Her role as teenage girl presented for efforts against Taliban that she played for girls’ education who prohibited their right. Through this article, it will be analyze that whether her role is politicize for specific reasons or she has genuinely worked for her cause. Education is compulsory for every human being whether man or woman and government of Pakistan acknowledges such right. The article 25-A of the constitution of Pakistan states, ‘the state shall provide free and compulsory education to all children from the age of five to sixteen in such manner as may be determined by law’. The government of Pakistan seems responsive towards its constitutional obligation. Hence, a certain section of Pakistani society disapprove her due to her association with west while another segment supports her efforts. Since the creation of Pakistan, several philanthropists have spent their lives for the betterment of their nation and their work has become identity of Pakistan in abroad so, why Malala decided to leave Pakistan? It is the question emerge in mind of every Pakistani and sometimes it is believe that her entire humanitarian works is a stage show. As far as female education is concerned, it is a comprehensive term in Pakistani society and a specific class use it as a political gain otherwise the overall conditions of women in Pakistan are not bad.

Key Words: Pakistan, education, Islam, west, terrorism *Research Scholar, Department of Political Science, University of Karachi **Lecturer, Department of Mass Communication, University of Karachi


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Research Methodology The research methodology is the major part of a research work, its adaptation is important in various senses but two are very important, one is that the researcher does not derail from his/ her line of work secondly and the people would easily understand the answers which would be find out by the researcher. There are mainly two main branches of research methodology: the quantitative methods and the qualitative methods. The quantitative methods are about numbers whereas; the qualitative methods generally aim to understand the experiences and attitudes. These methods aim to answer questions about the what, how or why of a phenomenon rather than how many or how much, which are answered by quantitative methods.1The branch of methodology used in this research paper is the qualitative research with the view to obtain maximum opportunity to discuss the topic as; the Malala Yousafzai is not an individual’s story, but a subject that has various dimensions. Introduction It is a fact that since 9/11, the political situation of Pakistan has taken a turn and it has to fight as advance guard in war on Terror because it fears an unstable Afghanistan that becomes a safe-haven for anti-Pakistan militant groups and a dangerous playground for outside powers, even though this has already happened.2 Pakistan keeps an important geo-strategic position in the world such position has ever produced long-lasting impact on its political, social and economic conditions. The world community always needs its political and military strategic assistance similarly during the war on Terror Pakistan played pivotal role. The war against terrorism that began in 2001 with the attacks on Twin Towers, Manhattan, NY, USA actually been fought in Pakistan. It was the demand of time that Pakistan put its share in international campaign against terrorism. Definitely, the consequences of that role remained severe and Pakistan has to face them at vast level. Whenever, the role of Pakistan in war against terrorism is discuss the problems it confronted during that period will also be explain. The Pakistan not only became the place of warfare and received every impact of war directly or indirectly. Terrorism, can be considered the universal human phobia and Pakistan always wants to save

1 Patton, Quinn & Patton. Medicines. The Guide to Using Qualitative Research

Methodology. Sage Publication, 2002.p. 3 2 Order from chaos. Why Pakistan supports terrorist groups and why the US finds it so

hard to induce change. 2016. Retrieved from http://www.terrorist-groups-and -why-the-us- finds –it- so- hard- to- induce- change.


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its nation from every fear hence the decision to play the role in international war on terror was the necessity of that time. Firstly, the economy had struck hence the other competitive nations got chance to move rapidly. The graph 1 and2, represent the economic conditions of Pakistan since independence until 2008 that how its economy disturbed.

Graph 1 & 2 When the economic and political conditions are instable, they cause social impact and the episode of Malala Yousafzai is a part of that social disturbance. Therefore, a certain group disapproves Malala, as it believes that her act is taking advantage of the situation. Unfortunately, the direct action of Pakistan against terrorism provided life to terrorists in Pakistan hence; they commenced their unlawful activities within the borders of Pakistan. These activities were not only against the government machinery, army but also the civilians were targeted especially the western province of Khyber Pakhtunkhwa (N.W.F.P) was severely affected.

Figure: 01 The figure1 shows, the areas of Khyber Pakhtunkhwa affected by militants.


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During the Taliban insurgency, militant captured Swat, who tried to impose restrictions on local public. Such unlawful elements did not have support from public therefore; they endeavored to terrorize them through illegal tactics. In response to the situation, the Pakistan security forces initiated the operation Rah-i- Haq in 2009 with the moto of “shoot-on-sight “in the densely populated cities of Swat. Militants, as a result attacked security forces and destroyed girls’ schools3. The world history is evident that enemies attack schools and hospitals similarly; the militants did to create malaise in people. The group that calls Malala a sham believes that the foreign media has been instrumental to Malala story that her father uses her name to cash the situation; it presented a good image of Pakistan at international level that benefitted Malala and her family only.

Figure: 02 The above figure shows the net enrolment ratio at primary level during the period 2014-15. It seems very impressive that the ratio of both genders does not have

3 Khalid, Iram. Operation Rah-i-Haq III, Pakistan’s Military Operations: Counter Terrorism

strategy (2001-2013) Prospects and Implications. JRSP. 2016, Vol. 53, No.2


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major difference, it was in this period when Pakistan was engaged in war on terror, and the attack on Army Public School had already happened. While the other group believes, that Malala has helped to gain international attention towards the serious issue of schools’ attack in Pakistan and opened up new doors. Undoubtedly, the knowledge and empowerment of one woman can bring about a change in a family and in the society as a whole. This change can take place when the woman is educated. Women are the real constructors of nation. It is a truth that behind the success of every nation it is the education of women while the education plays a pivotal role in developing and under-developed countries. In today’s civilized world, education is a human right. The Article 37 of the Constitution of Pakistan stipulates education as the fundamental right of every citizen but unfortunately, still gender discrepancies exist regarding education in Pakistani society. These people believe that the successive governments have announced various programs but they remained failed to bring their words into actions because of political, cultural and social obstacles. The patriarchal values like in Pakistan where the women is consider as the code of honor and four walls of home are defined their space to play their productive role as mother or wife, Malala formed an image of female courage that can bring changes in society. Reality of the situation There is no doubt that Pakistan is a feudal country and the role of male members in family is dominating such system is inherited by the British Empire. Now, the things have been complicated that in Pakistan, the feudal known as Chaudharies, Warraich, Pirs, Mirzas, Khars, Legharis, Nawabzadas, Nawabs, Sardars and Shahs.4 These feudals keep influential position in their areas and no province of Pakistan is immune to feudalism whether it exists in the form of zaminadars, tribal chiefs or Pirs5. In such situation, the influence of these feudal are so deep that it is like state within state. This creates social issues and NGO and foreign media take interest. It seems that the Malala case is, put in the picture to gain political attention of the world. Critics alleged her for establishing western supremacy to set out malign Pakistan and Islam especially after her autobiography was publish. The book – I Am Malala- made her more controversial as she became a tool in the hands of the western powers. In her book, she explain the impuissance of her that manipulates the reality of the situation. She also state that Pakistan has never shown any weakness in front of militants. Her book has been banned Pakistani educational institutions.

4 Javaid, Umbreen, Aslam & Tahmina. Feudalism in Pakistan: Myth or Reality/Challenges

to feudalism. Journal of the Research Society of Pakistan. 2017, p. 228 5 Ibid.,


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In Pakistan, feudalism is recognize by its certain facts ranging from the oppression of women to the oppression of the peasantry6but it does not mean that women’s rights are suppressed and no factor could ever retain them. The government machinery and constitution protect all religious and ethical rights of women hence, the Malala story seems to be far from reality and critiques presume that she has been working on foreign agenda. Her intentions are not social but she has political aims as Malala has herself said in an interview to BBC that, “I will be a politician in my future. I want to change the future of my country and I want to make education compulsory’’. Such words support those who criticize her and raise questions that she has maligned the Islam and her country otherwise the overall political and social conditions of Pakistan are not bad. They are of the view that a sense of awareness has always been existed in nation therefore, a woman has served as Prime Minister and several women have served or have been serving at responsible positions. However, women’s political participation and protection of women’s right has always been a challenge in developing countries. Despite that fact that Pakistan is a developing country with a developing economy yet women have actively been attempting to take part in government and female- oriented civil society7 even women possess participation in legislation through female quota as well. Hence, it is ill perception that women are restricted to play their role in politics, economy and other sectors. In Malala’s own hometown, Swat the Women Chambers of Commerce and Industries founded with the aim to encourage women as entrepreneurs. Therefore, the perception formed by western powers that Pakistan is backward society for women is false. What makes Malala controversial figure? Malala is an intelligent girl who has been trying to play the role of a human rights activist but her continuous efforts to prove herself a political scientist have made her a controversial figure. She has expressed her political thoughts in such words, “I am convinced that socialism is the only answer and I urge all comrades to struggle to a victorious conclusion. Only this will free us from the chain of bigotry and exploitation’’.8 It is a clear-cut opinion, but people view, it affirms that she disagrees the ideology of Pakistan and makes her a controversial personality. The founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah has said, no nation can raise to the height of glory unless your women are side by side with you. It does not mean that we should imitate the western life. However, let us try to raise the

6 Ibid., 7 Elashi, Noran. Women’s Political Participation in Pakistan. 2014 8 Yousafzai, Malala. Quotes. Retrieved from http://www.goodreads.com/...7597965, 2016

http://www.goodreads.com/...7597965


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status of our women according to our own Islamic ideas and standards9. People who oppose her, opines two reasons for not accepting her views; firstly, Pakistan is an Islamic democratic state that does not follow any other system of governance while these thoughts are because of immaturity or less- knowledge. Secondly, her ideology has opened the new doors for political analysts that it will take the establishment of not just bourgeois political democracy, but of economic democracy of socialism.10 Another view is that Malala has herself created a difficult situation for her; sometimes she seems to be over- influenced by west. In their view Pakistani women is given respect for her dignity, civilization and religion that cannot be called barriers at all. The western media has always tried to show the goad image of Muslim community similarly, it has done in the case of Malala. Through, such cases western media justifies the attack on Afghanistan by western forces as; in figure 1, it clearly show that Khyber Pakhtunkhwa province is the adjacent area of Afghanistan. During Afghan attack, hundreds of innocent people lost their lives in drone strikes. Conclusion: Malala Yousafzai is a confident and cultured girl who hails from a rural area of Pakistan. She has awarded with several honors and the greatest of them is Noble Prize but she is consider a controversial personality in Pakistan. It may be because the west has spoilt her, the overwhelming attention by foreign media tried to make role model for Pakistani women. Such approach destroyed her and she started to compare the societies sometimes, it seems that she is very much impressed by the west and she had spent a depressed life in Pakistan like once she said, ‘’I do not know why people have divided the whole world into two groups: east and west. I do not know what the difference between east and west is.’’ That could be her own thinking but foreign media gave it extra-ordinary coverage that created predicament for her. There is yet another perception that she likes to be in limelight through her controversial statements.

9 Butt, Ghazala. 2016. Jinnah’s Concept of an Ideal Muslim Women. Retrieved from

www.bzu.edu.pk/PJIR/eng6, 2016 10 Norton, Ben. 2016. The Malala you won’t hear about. Retrieved from

SocialistWorker.org. 2016

http://www.bzu.edu.pk/PJIR/eng6


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References Butt, Ghazala. Jinnah’s Concept of an Ideal Muslim Women. Retrieved from www.bzu.edu.pk/PJIR/eng6, 2016 Norton, Ben. The Malala you will not hear about. Retrieved from SocialistWorker.org. 2016 Order from chaos. Why Pakistan supports terrorist groups and why the US finds it so hard to induce change. 2016. Retrieved from http://www.terrorist-groups-and -why-the-us- finds –it- so- hard- to- induce- change. Yousafzai, Malala. Quotes. Retrieved from http://www.goodreads.com/...7597965, 2016 Elashi, Noran. Women’s Political Participation in Pakistan. 2014 Javaid, Umbreen, Aslam & Tahmina. Feudalism in Pakistan: Myth or Reality/Challenges to feudalism. Journal of the Research Society of Pakistan. 2017 Khalid, Iram. Operation Rah-i-Haq III, Pakistan’s Military Operations: Counter Terrorism strategy (2001-2013) Prospects and Implications. JRSP. 2016, Vol. 53, No.2 Patton, Quinn & Patton. Medicines. The Guide to Using Qualitative Research Methodology. Sage Publication. 2002

http://www.bzu.edu.pk/PJIR/eng6

http://www.goodreads.com/...7597965

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Educating library and information science professionals to cater to the modern needs: A Pakistani perspective

Farhat Hussain*

Munira Nasreen Ansari ** Rafat Parveen Siddiqui***

ABSTRACT

This article examines the Pakistani model of library and information science (LIS) education in the light of changes brought about by information and communication technology. Library and Information Science is a profession that is concerned with the attained knowledge and skills that support the collection, organization and utilization of the records of human communication. The education of library and information science at postgraduate level is being offered by ten public sector and three private sector universities of Pakistan. The LIS education during pre-partition period was started in Lahore in 1915 with a certificate course but this program came to an end after few years. After partition, the first diploma course started in 1956 from University of Karachi, which converted into a Master’s degree program in 1962 and later on as a Ph.D. program. The other universities of Pakistan followed the traditions of University of Karachi and now a total 13 universities are offering the programs to professionally train the librarians. The courses taught in these universities are regularly revised to meet the demands of the society. Besides educating traditional librarianship, the curricula of all the universities impart modern education to train the future librarians accordingly. This paper completely covers the conventional as well as the modern-day courses being taught in these universities of Pakistan.

Keywords: Library and information science education, library schools, library and information science curriculum, library and information science professionals

*Assistant Professor, Department of Library & Information Science, University of Karachi, Karachi **Associate Professor, Department of Library & Information Science, University of Karachi, Karachi ***Assistant Professor, Department of Library & Information Science, University of Karachi, Karachi


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Purpose The purpose of this paper is to present an overview of the efforts made at university level in Pakistan for training of LIS professionals in the light of challenges faced by the concerned stakeholders involved in library practice and the varying information atmosphere. During the last about three decades, the major themes which emerged in the debate of LIS education include the stress between the traditional librarianship and information science, the influence of information technologies and the progressing LIS curriculum, and the relationship between LIS education and the field of practice. This study’s major focus is on literature review but it also explores how the future LIS professionals are prepared and what are the requirements of the employers hiring library professionals. For this purpose, viewpoint of some eminent library employers is sought through verbal communication. Library Education – Historical Perspective, Current Trends Library education or Library Science education is not an old terminology as compared to education in other fields or disciplines of knowledge. It has a history of almost 130 years when this discipline was introduced in the University of Germany and later in USA and other American and European countries. Till 19th century, academic librarians were usually scholars, serving as Professor in university and possessed keen interest towards library. No training was provided to the librarian, besides; it was expected from new librarians to serve similarly as previous ones. Similar patterns were practiced by few librarians, while others were apprenticed under the supervision of established librarians. Library School The term library school is used for an academic institution imparting professional education and training in the field of librarianship. White1 says, “Like business school, law school, media school, a library school is an institution of higher learning specializing in the professional training of librarians. The first library school in the United States was established by Melvil Dewey (the originator of the Dewey Decimal Classification System) in 1887 at Columbia University.” Another scholar Churchwell2 is of the view, “Since then many library schools have been founded in the United States and Canada.” Founding library schools at Barcelona (presently as Universidad de Barcelona) and Leipzig (Europe’s oldest school of library) became the basis of

1 White, Carl Milton. The origins of the American library school. New York: Scarecrow

Press, 1961,p23 2 Churchwell, Charles D. The shaping of American library education. Chicago: American

Library Association, 1975,p102


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development in other countries in 1915. In between the period of World War II, many other library schools were founded. The first library school of awarding a master’s degree was University of Chicago Graduate Library School and even became the first to confer doctoral degree in this discipline, which now carries the status of standard professional degree. University of Illinois, Urbana-Champaign and University of North Carolina, Chapel Hill were among the other highlighted library schools of America. In North America many library schools offer only graduate programs with the accreditation of ALA (American Library Association). The Library Science’s bachelor’s degree (formerly Library Economics) got weed out long time ago. Students of Library Science in North America secure master's degree, usually with the name of the Master of Library and Information Science (MLIS) or Master of Library Science (MLS). This degree permits to serve as librarian in academic and public libraries, special libraries and school library media centers, other individual credited by MLS exercise their skills with dominant library vendors. This degree also provides platform for sectors such as publishing, printing and broadcasting. Library Science’s Master programs are structured in such a manner so as to propose a merger of competent courses required in library science as well as in information science. The courses requisite major attention on foundation skills including: reference, cataloging, collection development and also relevant aspects: like the philosophy over which this profession is based, information management and information technology. Optional courses includes: Genealogy, information management, archives and children’s literature, also some special courses with respect to particular types of libraries. Over the past years, a trend is seen at library schools moderating their names reflecting transformation into electronic media from print version, and for information incorporated beyond the boundaries of conventional traditional libraries. Pursuing names as schools of library and information science (abbreviated to "SLIS", and so calling "SLISters" to the students), although some have eliminated the term "library» overall. Library Education Many library managers and administrators believe that the purpose of library education is “to produce qualified staff for their libraries that will be competent to step into a professional post and perform the duties assigned to them, with only the minimum amount of in-service training being necessary.”3

3 Bramley, G. World trends in library education. London: Clive Bingley, 1975,p.25


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As far as the library education is concerned, in the past it had not been treated as a subject but was regarded as a job-oriented technical education. It was considered, some 125 years ago, that to work in a library, some basic knowledge of selection, acquisition and organization of material and providing readers’ services was enough and all that could be learnt through some informal training. Even in the universities of most developed countries like America, it took a long time to introduce library science as a subject taught at Master’s level. Library Education in Sub-Continent The history of library education in united India (including today’s Pakistan) begins from Baroda state in 1911. Through the struggles of Maharaja Sayajrao III, Gaekwar of Baroda (1862-1939) library schools were introduced. He was a library supporter and promoter, a civilized and educationalist ruler.4 He called and welcomed “William Alanson Borden, a leading American librarian, who had been a pupil-assistant of Charles Ammi Cutter at the Boston Athenaeum and a lecturer-associate of Melvil Dewey at Columbia University’s School of Library Economy.”5 It was realm of Borden to organize a system of public library that would be free of all charges in Baroda state. He visualized that the scenario requires a professional librarian. He instructed the people of first class present in the Baroda Central Library. The “Report on Public Instruction” for the year 1910-1911 claimed about the first class that “nowhere in India has there been up to now a single library class attached to any of the libraries where young men and women could be trained in the most up-to-date requirements of Library Economy.” 6 In 1912, another effort, made towards introduction of a two-year graduate library program at Baroda College but this program could not materialized. Asa Don Dickinson was another American academic library pioneer in British India invited by the University of the Punjab in Lahore for a year during 1915-16 “to organize its library on modern American lines.” Dr. Khurshid wrote “Some of the developments emanating from British rule significantly differed from the practice then existing in Great Britain itself. For example, the Commission of Asa Don Dickinson in 1915 specifically required him to organize the library-training class of Punjab University at Lahore. Such attaining did not exist at all in any British universities at that time. The Calcutta University Commission Report (1917-19) on the other hand, stressed the need for appointing a trained librarian with the status

4 Nagar, MurariLal (1983). Foundation of Library Movement in India. Ludhiana: Indian

Library Institute and Bibliographical Center, 1983,p15 5 Ibid. 6 Report on Public Instruction, quoted in Nagar, Foundation of Library Movement in India.

p. 69


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and rank of a professor at Calcutta University. Even this practice was uncommon in British universities where preference for such an appointment was given to those with academic qualifications.”7 The significant change of American influence at the Punjab University during 1913 occurred due to the appointment of Professor James C.R. Ewing as the vice chancellor of the University of the Punjab (1910-17). He was an American citizen and had been educated in the United States. As the vice chancellor, he submitted some proposals to the syndicate of the university to allocate “a sum of Rs. 65000 provided by the Government of India for the improvement of the functioning of the University.”8 Recruitment of a professional librarian to completely organize the library and to teach young class for library procedures was suggested by Ewing. His suggestion was implemented in selecting Dickinson for the position of a temporary university librarian. Dickinson had “received a year’s training under Melvil Dewey in the New York State Library. Subsequently, he had 10 years varied experience in library work including 3 years in the Brooklyn Public Library and 3 years in the Washington State College Library.” 9 At that, time training in librarianship was not available in the British universities. Describing the status of the university librarian in 1915, Anwar wrote, “Dickinson was the first highly educated and professionally trained individual to be appointed as the university librarian in any of the universities in British India. One could extend this exceptional development to most of the British Empire including Great Britain and the British colonies in Asia and Africa.” 10 The curriculum introduced by Dickinson covered basic subjects including decimal classification, cataloguing rules, list of subject headings, dictionary catalogue, and open shelves. The syllabus was enlarged in 1921 by Labhu Ram, a student of Dickinson and the assistant librarian of the University of the Punjab, to include seventy-two lectures instead of the original twenty-five. In 1921, the subjects taught included, 1) foreign languages 2) linguistic survey of India 3) basic selection 4) law of copyright in England and India 5) a survey from Tennyson to Bernard Shaw 6) sources of provincial histories of India 7) oriental bibliography 8) milestones of English literatures 9) library buildings, their designs and equipment 10) Anglo-Indian literatures, and 11) open access and technical libraries.11 Dickinson also wrote a book on library science “The Punjab Library Primer” in 1916 in which he

7 Khurshid, Anis. Library education in South Asia. Libri, vol. 20, no. 1-2, 1970. pp. 59-60 8 Anwar, Mumtaz Ali. Asa Don Dickinson: The founding father of modern librarianship in

British India. Pakistan library bulletin, vol. 21, no. 2. 1990. P.13 9 Ibid., 10 Ibid., 11 Ibid, p 62.


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described the expansions of Dewey numbers to meet local needs in India as follows: “The Indian librarian will feel the need for further expansions of the ‘D.C.’ in some fields…. The Punjab University Library has in manuscript the elaboration of 290 (Ethnic and other religions) and 495 (Eastern Asiatic languages), which will probably appear in later editions; and has worked out its own expansions of 891.2 (Sanskrit literature) and 954 (History of India).”12 Asa Don Dickinson, through his library school at Punjab University, produced a number of competent and bright students who worked a lot for the betterment of librarianship in the subcontinent. A well-repute journal acknowledged the contribution of Dickinson in library education in India by quoting “Although Dickinson worked in Lahore only for a year, his students and the alumni of his library school established themselves all over India and became leaders in their respective regions, some achieving all India fame. For example, Khan Bahadur K.M. Asadullah was an able student of Dickinson. He worked in Punjab for some years and then served as the Librarian of the Imperial Library in Calcutta from 1930 to 1947. He made significant contribution to the cause of the library movement in India.”13 Bansal and Tikku14, on the beginning of library science education in Punjab wrote, “Outside the USA, Punjab University (at Lahore) was the first in the world that introduced a regular training course for librarians at the degree level from as early as 1915.”, quoted in Patel and Kumar 15 The credit for being the first beginner of library education at the University of the Punjab goes to two American leaders, Dickinson and Ewing. The beginning of library science education in the University of the Punjab, which is not only attributed to be the first of India even “in the East because the other formal library school founded in the East was around 1920 at Boon University in China.” 16 In 1925, S. R. Ranganathan returned from London, after completing his training in librarianship, to take up the position of librarian of Madras University. He was impressed and inspired by what he observed in England of the potentialities of efficient library service for the public good. He applied the scientific method to solve

12 Op.Cit. Anwar, Mumtaz Ali. p.16 13 Asa Don Dickinson, American academic library pioneer in British India. International

Leads, vol. 5 (summer 1991). p.5 14 Bansal, G.C. and Tikku, U.K. Library science education in Punjab. International library

review, no. 20. 1983. P.395, quoted in Patel and Kumar (Patel, Jashu and Kumar, Krishan. Libraries and librarianship in India. Westport: Greenwood Press, 2004. p.209

15 Patel and Kumar (Patel, Jashu and Kumar, Krishan. Libraries and librarianship in India. Westport: Greenwood Press, 2004. p.209

16 Op.Cit. Anwar, Mumtaz Ali. p. 17


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library problems.17 Ranganathan explored his ideas in a series of lectures to an audience of about a thousand teachers who had assembled to attend the conference of the South Indian Teachers Union in 1929. This was followed up by the Madras Library Association starting an advance certificate course, an annual summer school of librarianship by Ranganathan. The course was of three months’ duration, and subjects of the lectures included laws of library science, classification, cataloguing, issue methods, and library routine. In 1931, the University of Madras took hold of this school. In 1937, the three-month training course was upgraded to a one-year full-time postgraduate course, leading to a diploma in library science. Madras University became the first university in India to offer a postgraduate diploma in library science. In 1935, Andhra University initiated a diploma course. At the same period i.e. in 1935, K. M. Asadullah, the student of Dickinson, started a full-time diploma course in librarianship in the Imperial Library (presently, the National Library-India), Calcutta. This course was based on the pattern of the Punjab Library School. There was cooperation between the University of the Punjab and the Imperial Library in conducting classes on alternate years (however, the course was offered every year between 1944 and 1946). The course was discontinued after the partition of the subcontinent in 1947. The Bengal Library Association started a certificate course in librarianship in 1937. The example of the Bengal Library Association was followed by the Bombay Library Association, the Delhi Library Association, the Mysore Library Association, and other library associations in India. The other university library schools who followed the example of the Madras Library School were the Banaras Library School, 1941; the Bombay Library School, 1944; the Calcutta Library School, 1946; and the Delhi Library School, 1947. It is evident from the foregoing that in the year of independence (1947), five university library schools were offering courses leading to the post-bachelor’s degree in library science. The library school at Bombay offered an undergraduate diploma. 18 In the present times, the importance of libraries and librarians has assumed high priority. In the West, the opportunity in business community, suggest a boost in professional status of Library and Information Science. Separate distinct positions of library professionals in corporate and business libraries are created under some

17 Neelameghan, A. India, Education for Librarians and Documentalists. Encyclopedia of

Library and Information Science (Vol. 11, p. 324). New York: Marcel Dekker, 1997 18 Patel, Jashu and Kumar, Krishan. Libraries and librarianship in India. Westport:

Greenwood Press, 2004,p87


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attractive titles like Information Manager, Chief Information Officer or Knowledge Officer. However the success of the information is dependent upon the selection and analysis of information that satisfies the requirement of the organization. Here the effectiveness of Library and Information Science could play its important role. The skills of the librarians here can help the employees save valuable time on activities, such as Internet surfing, information access and acquisition of previous information on the subject. Realizing the value of Library & Information Science, many universities in almost every country are offering it as a part of their curricula. The factors incorporating the advancement, organization, assembling and dissemination of information of world of informational and knowledge based institutions like book and publishing industry, media and other information sectors are quite diverse in nature. Today, positions offered by information industry are providing a supportive platform to stabilize the status of profession and encouraging social value of professionals. Now the LIS professionals have a definite part to play in preparing subject-specific, commercial and public web services. The LIS learners should not restrict their growth of knowledge in the domain of research, public and school libraries but learn to take into account various demands and requirements of users that originate library services. It will help in finding new aspects for library education transforming from the existing physical form of information and organizational structures. It is very important for the professionals today to have faith in themselves along with professional knowledge of information processes, promotions and marketing. Time is not very far when LIS programs would evolve from educating traditional librarians to producing specialists employable in the vast information sector comprising publishers, press agencies, multimedia market, bookstores, archives, information services. But all this would only be possible when the curricula for the subject is so designed that is comprehensive and comparable globally in all respect and understand the needs of the market and the field and that it be reviewed and updated regularly. Present Scenario in Pakistan The education of library and information science at postgraduate level is being offered by ten public sector and three private sector universities of Pakistan. The following Table-1 elaborates the status of public sector library schools.


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Table-1: Overview of Public Sector Universities of Pakistan offering LIS S.No

Name of University

Faculty Department Lib Sc./LIS Program Started in

Title of Postgraduate Degree(s)

1. University of Karachi, Karachi (founded in 1951)

Social Science

Library and Information Science

1956 BLIS MLIS M.Phil./Ph.D.

2. University of The Punjab, Lahore (founded in 1882)

Economics & Management Sciences

Information Management

1915* 1959

MLIS M.Phil./Ph.D.

3. University of Peshawar, Peshawar (founded in 1950)

Management& Information Sciences


1962 MA (LIS)

4. University of Sindh, Jamshoro (founded in 1947**)

Social Science

Lib.&Inf..Sc.&Archives Studies

1965 ***

1970

BS (LIS)

5. University of Baluchistan, Quetta (founded in 1970)

Management Sciences, Business &IT


1981 MA (LIS)

6. Islamia University Bahawalpur (founded in 1975)

Arts Library and Information Science

1982-83 BS MLIS MS


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7. Allama Iqbal Open University, Islamabad (founded in 1974)

Social Sciences & Humanities


1985**** 2001****

MLIS

8. University of Sargodha, Sargodha (founded in 2002)

Arts and Law Library and Information Science

2010 BS MLIS M.Phil./Ph.D.

9.

Khushal Khan Khattak University, Karak (founded in 2012)

No separate Faculty


2015 BS MLIS

10. University of Swabi (founded in 2012)

Arts and Social Science


2017 MLIS

* Short Certificate course started in 1915; Postgraduate program started in 1959. ** At the time of establishment, the University was an examining and degree awarding body, but later on, in 1951, it got the status of an academic and research institution. *** The Department established in 1965 with certificate course, but postgraduate program of Library Science started in 1970. ****The Library Science program was started in 1985 with an undergraduate short certificate course in Library Science but a regular on-campus Department was established in 2001. Besides the above ten public sector universities of Pakistan, Bahauddin Zakariya University, Multan had also started postgraduate program in Library & Information Science in 2004, but after four years i.e. in 2008 the program was shelved due to some administrative reasons. Till now this program is suspended. This university had adopted the same scheme of studies being practiced by the University of Punjab. Three universities in private sector; Minhaj University Lahore, Superior University Lahore and Sarhad University of Science and Technology, Peshawar have also been


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offering the MLIS program for the last many years. The following Table-2 elaborates the status of private sector library schools. Table-2 : Overview of Private Sector Universities of Pakistan offering LIS

S.No Name of University

Faculty Department Lib Sc./LIS Program Started in

Title of Postgraduate Degree(s)

1. Minhaj University, Lahore (founded in 1986)

Humanities

School of Library and Information Science

2014 BS MLIS M.Phil./Ph.D.

2. Superior University, Lahore

Social Sciences Arts and Humanities

Library & Information Management

2016 MS/M.Phil

3. Sarhad University of Science & Information Technology Peshawar (founded in 2001)

Social Sciences


2006 AD-LIS* MLIS

*Associate Degree in LIS University of Karachi, Karachi University of Karachi is the oldest university (after partition in 1947) offering programs in Library Science. At the time of establishment of Pakistan, the professional training facilities for librarians were very insufficient but immediately after Independence, with the cooperation of local library associations and organizations, a few short-term courses were initiated. All these training courses of very short duration were deficient to fulfill the information and training needs of the staff of libraries associated with the academic, research, and government organizations and institutions of an independent country. So it was badly felt that the standard of library science education in the country be improved and such programs at university level be started. (Dr.) Abdul Moid (the then librarian of the central library of University of Karachi), for the very first time, realized this need. In 1955, he presented a detailed description for the postgraduate library education in


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University of Karachi in his M.A thesis which was submitted in Michigan University, USA. On return from United States, Abdul Moid continued his endeavors and ultimately, with the personal interest and cooperation of Dr. Mehmud Husain (the then Dean, Faculty of Arts, University of Karachi), who also became the Vice Chancellor of the varsity later on, the very first library school of the country to impart postgraduate diploma course was founded on 10th August 1956. (Sabzwari, 1987). The one-year postgraduate diploma program continued from 1956 to 1961 and upgraded in 1962 when a Master’s program in Library Science started. University of Peshawar, Peshawar University of Peshawar was established in the capital of Khyber Pakhtoonkhwah (former NWFP) Peshawar on 30th October 1950. After the establishment of the central library in the following year, the need for a professional librarian was felt. To meet the need, Library Science Department was founded in 1962. In the beginning, a part-time postgraduate diploma course (DLS) was started. Later on, the Master's Degree programme in Library Science started in 1983-84. The department offers two-year Masters Programme in LIS including MA (Previous) and MA (Final). The University is practicing the annual system and 12 courses in all (6 in each year) have to be qualified by the students for the fulfillment of Master’s degree. Islamia University, Bahawalpur The former name of the varsity is Jamia Abbasia, which was founded in 1925 in Bahawalpur. In 1975, after being renamed as The Islamia University, it was given the status of a general university. To provide professional education of librarianship at postgraduate level in the southern region of Punjab, the Department of Library Science was established in 1983. The department started two-year Master’s program i.e. MLS, which was later on renamed as MLIS. To facilitate the non-professional working librarians, the department has also started evening classes in 2004. Besides MLIS, the department is also offering 4-year BS and one-year post-Masters MS program. University of the Punjab University of the Punjab is the oldest university of Pakistan (pre-partition) which was established in 1882 in the capital of Punjab, Lahore. An American librarian, Asa Don Dickinson started a short certificate course in librarianship in 1915. The certificate course could not continue for a long and suspended till 1959 when the department was established and a postgraduate diploma in library science was started. It was elevated to Masters in 1974, and a Ph.D. program was initiated in 1999. Fulfilling the requirements of Higher Education Commission, a regular course-


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based MPhil leading to Ph.D. program started in 2005. The department was renamed as Department of Information Management in 2014. University of Sindh The Legislative Assembly of Sindh had passed the University of Sindh Act –XVII of 1947 to establish University of Sindh in Karachi. Till 1951, the university was just an examining body but when it was shifted to Hyderabad in 1951, it started functioning as a teaching university. For the professional training of librarians and archivists, the Department of Library Science and Archive Studies was established in 1965. In the beginning, the department offered Certificate Courses and later Diploma Courses in the discipline of Library Science at undergraduate level. The Postgraduate Diploma in Library Science (PGDLS) was started from 1970-71, and ultimately M.A. in Library & Information Science program was introduced. The department and the programs were accordingly renamed as “Department of Library & Information Science & Archive Studies” and “PGD-LIS & MLIS” respectively. The two programs continued till the end of 2013 session and thereafter, the BS (4-Year) Program in Library and Information Science was introduced from the Academic Session 2014. The department also offers M.Phil. & Ph.D. programs in Library and Information Science which is temporarily suspended. Allama Iqbal Open University Allama Iqbal Open University was established in 1974 under an Act of Parliament. The main campus of the university is situated in sector H-8, Islamabad. Keeping in view the demand of library professional staff and mission of AIOU, the Department of Library and Information Science was established in 1985 within the Faculty of Social Sciences and Humanities. It contributes to meeting the professional requirements of the existing libraries and training skilled manpower scattered all over the country in accordance with the emerging need and trend. Presently the Department offers four programmes i.e. Certificate in Librarianship, BA (Library and Information Science), Master of Library and Information Sciences (MLIS), and MPhil in LIS. University of Baluchistan, Quetta The University of Baluchistan was established in June 1970 through an ordinance issued by the then Governor of the newly-made province of Baluchistan. In June 1996, the Baluchistan Assembly passed the University of Baluchistan Act, 1996. Thus the University of Baluchistan became the sole general University of the


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province, imparting higher education to the entire population of the province in science, arts and humanities. Department of Library Science (now Library and Information Science) was established in 1981 with the commencement of classes of Diploma in Library Science (DLS). Master of Library Science (MLS) program was started in 1984. The department started the two years program of master of library and information science (MLIS) from the academic session-2006 and adopted the new curriculum (2004) designed by Higher Education Commission. At that time the curriculum of HEC was based on annual system. In January 2017, the department has switched over to semester system and has adopted the HEC curriculum. University of Sargodha The University of Sargodha is a general public sector university. It started its journey in 1929 with the establishment of De Montmorency College later renamed in 1946 as Government College Sargodha, which was granted university status in 2002. The department of library & information science was established in 2008 with the aim to provide academic excellence to develop such professionals who can serve in this cutting edge competitive age. The department is presently offering 4-year BS program, 2-year MLIS program, 2-year M.Phil. Program and 3-year Ph.D. program. Bahauddin Zakariya University, Multan Bahauddin Zakariya University located in Multan, was chartered in 1975. It is the largest university of Southern Punjab. Bahauddin Zakariya University was formerly known as Multan University. It was renamed in honour of Hazrat Baha-ud-din Zakariya (RA). The department of Library & Information Science was established in 2004 with the launching of MLIS evening programme. The scheme of study followed the same pattern as that of Punjab University. Due to some administrative and other reasons, the MLIS program had been suspended in 2008. Khushal Khan Khattak University, Karak Khushal Khan Khattak University, a public sector university, is situated in Karak, Khyber Pakhtoonkhwa. It was established by the provincial government in 2012. The university is named after the legendary Khushal Khan Khattak. The Department of Library & Information Science was established in January, 2015. It offers 4-year BS (LIS) and 2-year MLIS program. The university is practicing semester system.


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University of Swabi, Swabi University of Swabi was established in Anbar, Swabi in the province of Khyber Pakhtoonkhwa in 2012. Primarily, it was a campus of Abdul Wali Khan University, Mardan but in 2012, its status was upgraded and a full-fledged university under the name of University of Swabi was established. Presently, the varsity is offering graduate and postgraduate programs in 28 disciplines of Science and Social Sciences.The Department of Library and Information Science established in 2017 with a Master’s program in librarianship. Besides above public sector universities, private universities are also offering LIS education up to Masters and Ph.D. level with highly qualified faculties and facilities. Minhaj University, Lahore In Punjab’s capital Lahore, a highest seat of learning named as Minhaj University in private sector was established in 1986. The university offers BS, MA, MSc, MPhil, and PhD programs in six faculties of Economics & Management Sciences, Basic Sciences and Mathematics, Computer Science and IT, Social Science and Humanities, Languages, and Islamic Studies & Shariah. The School of Library & Information Science was established in the faculty of Social Science & Humanities in 2014 with BS, MLIS, M.Phil & Ph.D programs in the discipline. Superior University, Lahore The recently-established private-sector varsity in Lahore, Superior University has been imparting education at MS and MPhil level in Library and Information Management under the faculty of Social Sciences, Arts and Humanities since 2016. Sarhad University of Science & Information Technology, Peshawar In private sector, Sarhad University of Science & Information Technology was established in the capital of Khyber Pakhtoonkhwah in 2001. The university offers numerous programs in the faculties of Engineering, Science, Life Sciences, Social Sciences, and Management Sciences. The education of library and information science was started in 2006 under the faculty of Social Sciences. Opening of LIS programs in both public and private sector universities indicate that this profession is rapidly growing in Pakistan and more and more youths are inclined towards acquiring library professional education which is a good sign for the profession.


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Courses of Studies Almost all the universities of Pakistan are offering more or less same schemes of studies at postgraduate level to professionally train the workforce for libraries. Although the local needs of a province or city may be different but the fundamental and traditional needs are same, so the common courses being offered by these universities are enumerated as follows: Bibliography & Bibliographic Control Cataloguing (Theory/Practical) Classification (Theory/Practical) Collection Development & Management Communication Skills Foundation of Librarianship Information Literacy Instruction IT: Concepts and Application Library Automation Information Storage and Retrieval Management & Administration of Library & Information Centers Marketing of Library & Information Services Reference/Information Sources & Services Research Methodology Revision of Curricula Being the professional education, the courses of LIS need to be regularly revised and updated to adopt the modern techniques and practices in the discipline. All the library schools keep on reviewing, revising, and updating their curricula from time to time. The curriculum revision committee of Higher Education Commission also helps the library schools to revise and update the curricula and make it compatible with the societal demands. Expectations of Employers The basic credential required for entering the field of librarianship is a Master’s degree in library and information science and more or less all the countries are following this practice. But besides that qualification, most of the employers expect that the new intakes should have other competencies like to show enthusiasm and love of learning, to encourage users of the library to take full benefit of the library resources, and to provide them better services of reading in and outside of the library. As personal interviews of the employers of library professional were conducted to find out the capabilities and proficiencies they want in their candidates of library, a number of skills and abilities were identified by the interviewees.


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A member of selection board of State Bank of Pakistan (SBP) observed that although the library of State Bank is a special library covering the disciplines of Economics, Commerce, Business, Trade and Finance, and related topics but for the last many years, it has been given a status of public library restricted to the scholars, teachers, students, research workers so its users have been spread over the city. For this purpose, we need librarians who have professional experience of managing academic, public or special library. Their command should not be confined to a subject only but they should deal with a variety of subjects including social sciences, banking, religion, literature, education, mass media, fiction, entertainment etc. as the library has rich collection of all these fields. The library is fully automated and much of the collection has been digitized so the library professional working here should be well versed with the modern technologies of computerization etc. The honourable interviewee further explained that ability to design library software of our own will be considered an additional proficiency for a prospective candidate. The additional capabilities other than the professional ones identified are: Management, Team Work, Interpersonal Communication, Conducting Seminars on various topics, etc. The chief librarian of Habib University Library Karachi, about the competencies of the library professional, says that it depends on the position they have applied for, however few important competencies include: Networking (inward and outward both). In recent times, users do not come to the library; the librarian has to outreach them. Similarly, the candidates must know how to establish learning and personal learning networks by connecting with other library professionals within and outside Pakistan. Similarly librarians should not shy away from building relationships / partnerships with the faculty members. Information Literacy is an essential competency which includes thorough knowledge formulating search strategies using Google and online databases. The other competencies mentioned by the interviews are creativity, innovation, team work, and adaptation. Elaborating his point of view, he said that they should not limit themselves to one type of library operation/service only. The Director National Library of Pakistan Islamabad is of the opinion that the basic requirement, besides professional degree, should be Computer and IT-literacy since almost all the sections and services of the National Library have been automated. National Library not only serves the Pakistani nationals but the international delegates, foreign ambassadors and staff of foreign missions also frequently visit the library so strong communication skills are the requirements for the library professionals. Official rules and procedures, and administrative qualities are also expected from the candidates to be hired. The library also offers outreach services to its remote readers so the candidates should also be aware of this service. One of the important responsibilities of national library is to compile, edit, compose and publish national bibliography hence the candidates should also have knowledge


40

about the same. National Library has a long list of activities and responsibilities, including allocation of ISBN and publication of ISBN directory, deposit of books and newspapers under copyright act, preservation of documents and archives, digital preservation, liaison with national and international bodies like IFLA, PLA, PLC, PLWO, PBWG, LPB etc., providing special readers services to CSS candidates, interaction with bureaucracy and diplomats etc. In the perspective of all these activities, the library professionals are expected to deal with a variety of services. So besides professionalism, the library staff must exercise proficiency in all relevant fields. The Administrator of a private group of colleges based in Lahore says that the core knowledge of librarianship i.e. organization of information, dealing with the users and borrowers, providing reference and information services should be must. Besides this professional knowledge, the prospective incumbent should possess leadership skills and can work perfectly with the members of his team. Assigning and monitoring responsibilities of the subordinates is also another big challenge coping with which congenially and amiably will be an additional quality. The candidate should be a frequent shelf reader so that can have a good knowledge of library’s collection. The Director of Culture and Tourism Department of Sindh Government opines that the candidate must have thorough command on the foundation of librarianship including Classification, Cataloguing, Bibliography, Indexing, Abstracting, Reference and Information Services and Sources. Besides, the incumbent should have reasonable knowledge of some specialized subjects like Information Storage and Retrieval, Digital Librarianship, ICT, Library Software and Automation, Digitization etc. The professional should also be inclined towards research and demonstrates continuing education programs. He must enhance his knowledge and education and be in touch with the modern trends in his subject. The Principal Staff Officer (PSO) at University of Baluchistan, who is responsible to conduct selection boards, opines that whatever the candidates of librarianship learn during study is not apply in the field. He says he has observed that the fresh graduates are well-versed with the concepts and core abilities of librarianship i.e. Classification, Cataloguing, Indexing, Abstracting, Bibliography, Reference Sources and Services, Collection Development etc. but they have very little or no knowledge about Knowledge Management, Library Marketing, Information Literacy, Digitization, Information Filtration, and Acquisition of Foreign Material. Some other interviewees representing all provinces and federal capital of Pakistan identified similar competencies and qualities of professional librarians. They include:

Working with computerization, digitization, and automation


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Designing and developing library software, IT skills Creativity, innovation, team work, and adaptation Strong verbal and written communication skills Administrative and Leadership skills Supervisory qualities Frequent shelf reading Knowledge management Library marketing Information filtration Knowledge of latest literature Storytelling techniques Maintaining liaison with all elements of book world Understanding psychology of the reader Identifying need of the reader Good knowledge of archiving and filing information

Discussion

Education of Library and Information Science at postgraduate level in Pakistan is

imparted by 13 universities including ten in public and three in private sector,

whereas one public university has suspended the program in 2008. The journey of

library education which was started in Pakistan in 1956 from Karachi University

with a postgraduate diploma, has now reached to masters and Ph.D. programs. After

Karachi, the universities of other provincial capital cities (Lahore, Peshawar, and

Quetta) also started the program. All the universities of Pakistan, having

departments of library & information science, award (or awarded in past) degrees

namely PGD (postgraduate diploma) in library science, BLS, BLIS, DLS, DLIS, B.A.

(Hon.), BS, MLS, MLIS, and M.Phil. (Lib & Inf. Sc.), and Ph.D. (Lib & Inf. Sc.). Although

the title and nomenclature of the degrees are different but the status and programs

are almost same and all the universities are offering more or less same courses. The

PGD, BLS, BLIS, DLS, DLIS, and B.A. (Hon.) are the postgraduate degrees comprising

total 15 years of education and the passed-out students are eligible of applying for a

post of BPS-16 in government cadre employment. The students having postgraduate

degree or diploma may also continue their education for one more year to complete

their Masters. The degrees of BS, MLS, and MLIS are awarded on the successful

completion of 16 years of education. After that the students inclined towards


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research, are eligible to take admission in MPhil and Ph.D. All these universities

offer curricula designed by themselves or by making necessary amendments in the

HEC-designed curriculum. Although the foundation, core, specialized, or elective

subjects offered by the universities are more or less similar but despite that some

additional courses are also included in the curricula of a university or another.

The employers and the members of selection committees and boards, who are

responsible to hire the library professionals, during the course of interviews,

enumerated a number of competencies and qualities which they seek in the

professional to be hired. Much of these capabilities are, definitely, concerned with

the library profession and qualification but some of the qualities are related to

administration, management, personal behaviour, interaction and dealing with

clients, information and communication technology, leadership role, etc. The

authorities and management of any organization endeavour to uplift the excellence

of their organizations and they do not want to compromise on standard and quality

of their services and products. To meet these requirements, they would not take any

risk of hiring/employing incompetent or inefficient workers. So during the course of

selection, they thoroughly evaluate the competency and capability of the candidate

and no doubt, it is their right to hire the most suitable candidate having all required

competencies. In case of selecting a library professional, the employers expect that

the prospective candidate would efficiently manage and run the routines of the

library. They want that the candidate, to be selected, should have sufficient

knowledge of modern information technology, have good relations with all elements

of book-world like authors, publishers, booksellers, book suppliers, and other

libraries and he/she should also be fond of reading books. Besides professional and

semi-professional traits, they also require some other qualities like personality,

attitude, responsible approach, controlling power, decision making, handling

untoward and unpleasant situations, etc. The demands of the employers which were

emerged as the major competencies expected from the prospective library

professional, besides the core library proficiencies, are knowledge of computer and

information and communication technology, and written and verbal communication

skills.


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Conclusion

The education of library science (now library and information science) was started

in 1956 from University of Karachi. At that time it was a one-year postgraduate

program and gradually it was elevated to higher level and today has reached to

Ph.D. Till 1982, five universities were offering programs in library science but later

on, the number started increasing. The other universities of Pakistan, following the

example of Karachi University, also started the programs and now ten public sector

and three private sector universities of Pakistan are offering professional degree

program in library and information science. Realizing the importance of library

education, the private universities have started offering the program up to Ph.D. The

changes occurred in the surroundings, also affected the libraries to bring changes in

their services, structures, and systems of dealing. As a result, the library schools

revised their curricula and more and more modern and ICT related courses were

introduced and incorporated in the syllabus. Today, the libraries are equipped with

modern technology serve by the alumni of these library schools and the library

professionals are comfortable and compatible with all innovations introduced in the

librarianship. This is not enough but the library professionals are continuously

keeping them updated by enthusiastically attending conferences, seminars,

workshops etc. They present their research work in such academic and professional

events and keep themselves in touch with their professional fellows. They do not

miss an opportunity of learning and sharing their views. Hence it can be said that

the future of young professionals is bright and prosperous.


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References Anwar, Mumtaz Ali. Asa Don Dickinson: The founding father of modern librarianship in British India. Pakistan library bulletin, vol. 21, no. 2. 1990. Asa Don Dickinson, American academic library pioneer in British India. International Leads, vol. 5 (summer 1991). Asheim, Lester. Education of future academic librarians.In, Poole, H. [ed.] Academic libraries by the year 2000: essays honoring Jerrold Orne. New York: R.R. Bowker, 1977. Bansal, G.C. and Tikku, U.K. (1983).Library science education in Punjab.International library review, no. 20. 1983. Bramley, G. World trends in library education. London: Clive Bingley, 1975. Churchwell, Charles D. The shaping of American library education. Chicago: American Library Association, 1975. Khurshid, Anis. Library education in South Asia. Libri, vol. 20, no. 1-2. 1970. Nagar, MurariLal. Foundation of Library Movement in India. Ludhiana: Indian Library Institute and Bibliographical Center, 1083. Neelameghan, A. India, Education for Librarians and Documentalists. Encyclopedia of Library and Information Science (Vol. 11, p. 324). New York: Marcel Dekker, 1997. Patel, Jashu and Kumar, Krishan. Libraries and librarianship in India. Westport: Greenwood Press, 2004. White, Carl Milton. The origins of the American library school. New York: Scarecrow Press, 1961.

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Evaluating Brand Relationship Quality through Social Media Interaction

Zaibunnisa, Saima Rafique, Mubashir Ali Khan*, Shahzad Anjum

ABSTRACT

Social media (SM) usage has gained enormous popularity in recent times which has long lasting effects on people. There is a little research carried out within context of SM and brand relationship quality (BRQ). This study examined the influence of SM on consumer brand relationships among individuals who are active SM and brand users. Total 386 Survey questionnaires were disseminated to the sample population using simple random sampling method, of which 270 questionnaires were properly filled and were analyzed using SPSS program. Further the study revealed that SM is positively related to BRQ and showed significant results in context of our two hypotheses consumer engagement (p=0.000) and consumer purchase intention (p=0.000), whilst the third hypothesis of the study which is information showed insignificant results (p=0.168). The study contributes to research by recommending that BRQ can be further discussed extensively by using SM, keeping in mind different variables of the study.

Keywords: Social Media, Brand Relationship, Trust *Department of Management Sciences, Bahria University, Karachi


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Introduction With the rise in use of social media (SM) the traditional marketing is replaced by two way communication between marketers and consumers. This has increased the control at the end of consumers who dictate the nature, reach and context of marketing messages, along with the extension of effect through shared content1. SM being progressively popular is accessed and used everywhere and anytime. Therefore, marketers are adopting some strategies to reach consumers who use SM extensively, while emphasizing on competing for consumer’s SM attentiveness to drive customer engagement. SM provides a platform to the marketers where they can engage in two way communication with their existing as well as potential customers, at the same time providing deeper insights of consumer preferences and intentions quicker than ever. The increasing value and usage of SM, brand referrals and information sharing is also considered by the marketers nowadays. SM serves as an emerging and dominating digital communication system which has provided consumers to learn, share ideas and information, and interconnect with the brands they intend to purchase2. According to a study3, the rate of internet penetration is 96% approx. of world population for both men and women. 88% of adults in US alone use some form of SM, although majority of them use most popular SM sites such as YouTube (73%), Facebook (68%), Instagram (35%), Pinterest (29%), Snapchat (27%), LinkedIn (25%), Twitter (24%) and WhatsApp (22%)4. Pakistan ranks 25th largest country in context of number of internet users in 2016. In one of the survey of Facebook (FB), it was revealed that average FB consumer has 130 contacts, and when individuals hear about any manufactured article or service from a friend, they are more likely to consume that product or service at a rate of 15% greater than they find about the same product or service by other sources5. Moreover, it has been observed that people who interact through SM engage in some activities that provide information about certain products and services. The current

1 Hanna, Rohm, and Crittenden, ‘We’re All Connected’. 2 Chappuis, Gaffey, and Parvizi, ‘Are Your Customers Becoming Digital Junkies?’; Qualman,

Socialnomics. 3 ICT, ‘ICT Facts and Figures 2017’. 4 Smith, Monica, and erson, ‘Social Media Use in 2018’. 5 ComScore, ‘- ComScore, Inc’.


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generation of consumers, defined in one of the reports of comScore aged 18-34 years old is known to exhibit far different digital behaviors than general population. Considering that this group spends 86 hrs. /month on SM and mobile apps 23 more hours than older counterparts, it is worth exploring the usage of SM for brand relationships. SM has turn into an effective tool for businesses for creating and gaining a competitive advantage over competitors. Online sources for marketing and advertising a particular product or service is comparatively cheaper, and is easy to reach and attract potential buyers. Consumers who use SM create relationships with brands and it has gained much attention in marketing theory and practice. People on SM are much inclined towards getting information, engaging with particular brands, and intending to buy products and services offered. This has become progressive with excessive use of digital media, and companies are finding effective ways to create consumer relationships. Since Brands have been an exemplary tool for viable relationships, consumers today have an easy access to engage in dialogue and continue an exchange with brands. The contemporary marketplace with greater interaction and digitalization has enabled consumers to create close brand relationships, which are considered to be widely desired brand associations, and has facilitated companies to achieve competitive advantage. The attention and involvement of consumers through SM is now diverted by many brands all around the world6. It is because of the fact that companies are more focusing on marketing their brands on SM in order to seek improved interaction with existing and potential customers to increase profits. Moreover, in a study7, it was propounded that SM is used in many ways for branding. Generally, social networking sites are mostly used by different brands for creating relationships with their fans. Consequently, these relationships prove to be generating positive emotions with users. Most of the social networking sites are used by different bands to develop relationships with their fans. These in turn can generate positive emotions and connections with potential users. Individuals who are indulged in using SM are likely to have extraordinary experiences related to brands, whilst

6 Graves, ‘What Can Social Media Intelligence Do for Your Brand’. 7 Celaya, ‘The Company in Web 2.0: The Impact of Social Networks and New Forms of

Online Communication in Business Strategy Without a Collection: Amazon.Es: Javier Celaya: Books’.


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creating greater affiliations with brands8. It is observed that SM has become controlling tower for brand communication9. Also, it can be said that consumer behaviors such as their engagement with brand and purchase intensions can be influenced by SM interactions. For building relationships involvement is considered as an important aspect. Involvement investigation regarding relationship building has academically moved to interactive customer/brand relationship with rise of SM platform10. However, there has been seen proliferated work in this field of study, but it is rarely discussed according to Pakistani market and particularly in reference to SM and BRQ. Recently, the interest has been increased in understanding BRQ with respect to SM, and there is lesser evidence about what elements encourage individuals to build strong relationships with brands when they use SM. This study addresses and explores the influence of SM interactions, particularly through information sharing, consumer engagement, and consumer purchase intentions on BRQ. More precisely, we required to answer the following questions about SM and customer-brand relationships: Q: How does a consumer builds relationship with a particular brand through social media interaction? Q: Do Social Media promote brand relationship quality through consumer engagement? Q: Do Social Media promote Consumer Purchase intentions for brands? LITERATURE REVIEW From previous studies, it is obvious that SM has gained significance as a traditional media channel in society. The rise in usage of SM has such an intense effect on society that it can be seen not just technological revolution but as well as cultural one. SM is defined as “activities, practices, and behaviors among individuals who meet online for sharing information, ideas, and awareness11. These are the tools used for communicating having Web 2.0

8 Trusov, Bodapati, and Bucklin, ‘Determining Influential Users in Internet Social

Networks’; Yang, ‘The Decision Behavior of Facebook Users’. 9 Arrigo, ‘Social Media Marketing in Luxury Brands’. 10 Bowden, ‘The Process of Customer Engagement’; Hennig-Thurau et al., ‘The Impact of

New Media on Customer Relationships’. 11 Safko and Brake, The Social Media Bible.


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characteristics, meaning that they are “participatory, collaborative, have knowledge sharing and user friendly tools available on the Web”. In one of the study conducted by info-graphics it was observed that people using Facebook and Twitter are more inclined towards talking, recommending, and purchasing company products when they are engaged with that company through SM 12. Moreover, SM provides a platform for consumers where they can share information about products, services, and brands13. Brand relevance in SM is an extent to which the brand is perceived to expand SM sphere. This implies that brand relevance from consumer point of view is seemed to be the relevance of brand to exist in SM and the degree to which the brand is relevant in the way it stimulates SM14. Furthermore, SM has been seen important for branding, acquisition, and retention, because it helps to build strong brand image. Further, SM interaction promotes to manage and endorse brand presence. It was examined in a study that customers are more likely to be involved with product or service through SM, as it promotes direct conversations between brands and customers, which lead to develop brand loyalty towards those brands that are frequently discussed over SM15. SM has enabled customer engagement and can also be linked with customer purchase intentions. It provides companies to interact with customers who are willing to purchase their products when they come to know about them on SM. In this way, through SM can serve and respond to customer needs in better ways16. As investigated in one of the researches17, customer engagement through SM communities can lead to brand development and brand loyalty. As consumers are contacting brands through SM all around the world, it is likely that consumer choice about particular brand is established when purchase decision is made. One of the key constructs in marketing is consumer purchase intention which has been used in different contexts including multiple variables such as “consumer attitudes”18, “perceived value”19, “perceived risk”, “usefulness”,

12 Jackson, ‘Your Students Love Social Media ... and So Can You.’ 13 Çiçek and Erdogmus, ‘The Impact of Social Media Marketing on Brand Loyalty’. 14 Aaker and Keller, ‘Consumer Evaluations of Brand Extensions’. 15 Mangold and Faulds, ‘Social Media’. 16 Sashi, ‘Customer Engagement, Buyer‐seller Relationships, and Social Media’. 17 Dessart, Veloutsou, and Morgan-Thomas, ‘Consumer Engagement in Online Brand

Communities’. 18 Hidayat and Diwasasri, ‘Factors Influencing Attitudes and Intention to Purchase

Counterfeit Luxury Brands among Indonesian Consumers’.


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and “ease of use”20. In background of SM many studies have been undertaken with regard to purchase intention, showing that individuals decide purchasing on the basis of product characteristics, services, and brands21. Growing SM websites like Facebook, Twitter, and YouTube have enabled the users to share and spread information and contents about a related product or brand that they use. Consequently, before making any purchase decision about any product, consumers are becoming more informative and concerned about getting information about product features22. It has nowadays become important to understand consumer brand interactions in order to create relationships23. Consumers are mostly inclined to develop relationships with those brands which they consider valuable for themselves and their personalities to create a self-image or self-concept24. Thus, consumer brand relationships are regarded as reflection of consumer self25. Since, people use to interact with each other either on the basis of functional or emotional attachments, these relationships portray a significant impact on them as well personally and functionally. In similar fashion, it is considered that interacting with a particular brand can also foster relationships with the same brand26. Supporting this argument it was found that “consumers are emotionally attached to brands” 27. Additionally, marketing strategies are said to be behavior of a brand, therefore, consumers are more prone to develop relationships with brands keeping in mind their characteristics. Apparently, brands are considered as an active partner of individuals rather, a mere passive object, which in turn very difficult to replace because of the consumer attachment with that particular brand. BRQ has been theorized differently by different researchers frequently. It is regarded as a multi-faceted construct including relationship constituents and

19 Shaharudin et al., ‘Purchase Intention of Organic Food in Malaysia; A Religious

Overview’. 20 Fagih, ‘Exploring the Influence of Perceived Risk and Internet Self-Efficacy on Consumer

Online Shopping Intentions’. 21 Husnain and Toor, ‘The Impact of Social Network Marketing on Consumer Purchase

Intention in Pakistan’. 22 Saleh, ‘Social Networks and Customer Relationship Development at the Saudi

Telecommunication Service Providers’. 23 Swaminathan, Page, and Gürhan-Canli, ‘“My” Brand or “Our” Brand’. 24 Klipfel, Barclay, and Bockorny, ‘Self-Congruity’. 25 Escalas and Bettman, ‘Self-Construal, Reference Groups, and Brand Meaning’. 26 Fayrene and Lee, ‘Customer-Based Brand Equity’. 27 Fournier, ‘Consumers and Their Brands’, 1998.


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socio-motive attachments. In a study brand relationship strength, stability, and consistency were measured by using different constructs, consisting of these elements: “commitment, interdependence, love and passion, intimacy, self-connection, and brand partner quality”28. In literature BRQ is defined as a “consumer-based” measure that shows strength and depth of relationship between consumer and brand”, and this concept has significantly attracted interest from academic point of view29. It was observed that what people possess is an important part of their personalities30. More expressively, consumers relate their personalities with brands while representing them. Customers who project themselves on brands show strong connection with the same brand31. It has been noted that most cited work for BRQ is theorizing the BRQ concept. The constructs of BRQ produce a wide spectrum of factors contributing towards establishment of stable and long lasting consumer brand relationships, which are “affective grounding (love and passion), self-connection (identity expression), trust, interdependence, commitment, intimacy, and partner quality”32. Brand relationship is considered as an idea which connects customers and bands with one another33. Marketers therefore, focus on maintaining this relationship by adopting some strategies. Previous studies have focused on long term relationships with consumers, thus, relationship aspect with regard to building quality cannot be overlooked34. Consumer adaptation and differentiation of brands forced researchers to focus on brand attitudes and perceived quality35. There are several empirical studies supporting the role of BRQ in increased purchase intentions, unwillingness to switching brand, inclination towards sharing personal information with the company, and word of mouth behaviors36.

28 Fournier, ‘Consumers and Their Brands’, 1998. 29 Smit, Bronner, and Tolboom, ‘Brand Relationship Quality and Its Value for Personal

Contact’. 30 Kleine, ‘How Is a Possession" Me" Or" Not Me"?’; Russell,

‘„Possessions as the Extended Self “’. 31 Phau and Lau, ‘Brand Personality and Consumer Self-Expression’. 32 Fournier, ‘Consumers and Their Brands’, 1998. 33 McAlexander, Schouten, and Koenig, ‘Building Brand Community’. 34 Sheth and Parvatiyar, ‘The Evolution of Relationship Marketing’. 35 Campbell and Lane Keller, ‘Brand Familiarity and Advertising Repetition Effects’. 36 Harrison-Walker, ‘The Measurement of Word-of-Mouth Communication and an

Investigation of Service Quality and Customer Commitment As Potential Antecedents’; Huber et al., ‘Brand Misconduct’; Smit, Bronner, and Tolboom, ‘Brand Relationship Quality and Its Value for Personal Contact’.


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Furthermore, according to research findings of some studies, it was revealed that individuals develop comparatively stronger ties to those social networks which they find similar to their personalities. It is also noted that, people are likely to have future intentions to continue using the same network in light of online network brand, whilst they recommend this to others, also strengthening preferences for other brands utilizing this network for marketing purposes37. Conclusively, with an extraordinary advancement in technological innovations, BRQ within context of SM appears to be interesting particularly in testing predictions of BRQ. It has been seen that internet and SM users in Pakistan are increasing day by day, but regardless of its growing dependence on SM usage, very few or little research has been carried out in this particular area. One of the few studies conducted in Pakistani context was impact of SM on purchasing behavior of Pakistani women. In a study38, it was revealed that traditional word of mouth form of advertising is much popular among Pakistani women as compared to SM advertising. However, the study provided some insights about use of SM in Pakistan, the results of the study cannot be generalized it focused on women and garment industry only. Moreover it was found that SM impacts on self-esteem of students of Institute of Business Management who used Facebook. The results of the study show that SM negatively impacts self-esteem of the students39. Moreover, according to a study40 the decision making was influenced by using SM. The study was conducted in higher educational institutes of Pakistan which revealed that the SM users made decisions about purchases which are criticized by other users. This implies that SM usage carries negative outcomes as well. While investigating the adoption of SM among distance learners of AIOU, it was examined that although being familiar with SM technologies, people are likely to use Facebook more frequently41. The study showed that “perceived usefulness, perceived behavior, and attitude”

37 Pentina et al., ‘Drivers and Outcomes of Brand Relationship Quality in the Context of

Online Social Networks’. 38 Nasir, Vel, and Mateen, ‘Social Media and Buying Behaviour of Women in Pakistan

towards the Purchase of Textile Garments’. 39 Jan, Anwar Soomro, and Ahmad, ‘Impact of Social Media on Self-Esteem’. 40 Ahmad, Salman, and Ashiq, ‘The Impact of Social Media on Fashion Industry’. 41 Kanwal, ‘Adoption of Social Media Technologies and Their Impact on Students’ Academic

Performance’.


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are the factors that can have influence on SM users. Since these studies focus on different aspects of SM usage in Pakistan, the findings may not be able to illustrate to what extent SM can affect the BRQ in Pakistan. Thus, the current study aims to fill in this literature gap. After reviewing the literature following hypothesis were developed. H1: Information gained through social media about brand is positively related to Brand relationship quality. H2: Consumer engagement with brand through social media is positively related to brand relationship quality. H3: Consumer purchase intention for buying a particular brand through social media is positively related to brand relationship quality. Research Model: Following is proposed research model for the study.


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Research Methodology Research Design This study is based on quantitative causal research design, in which the researcher is interested to examine the relationship of SM interactions with BRQ. The primary data of the study is acquired through administering adopted questionnaire and distributed among the active users of SM in Pakistan. Data Type Cross sectional data was used in this study, as cross sectional study is use to prove and/or disprove the assumptions. One more reason to use this data type is that it’s not costly to perform and does not require a lot of time. Sampling Method Simple random sampling was used for this study as Random sampling eliminates biasness by giving all individuals an equal chance to be chosen. Population and Sample Size The target population for this research is Brand consumers from the age of 18 to onwards who are the active users of SM are. The size of the population is 32 million active users of SM overall Pakistan (Information and Communication Technologies for Development (ICTD) 2017). Of which a proportion is taken for SM users in Karachi. The goal is to make the sample as large and representative as possible. The target sample size is defined as 386 (Uma Sekaran) based on a 95% confidence level and 5% margin of error. Survey Instrument The self-administered structured questionnaire on five point Likert Scale (adopted from Simon et al 2015 and Areeba et al 2017) is chosen for the data collection purpose. Data Analysis For data analysis purpose the SPSS program was used.


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Results and Discussions Table.1 RELIABILITY

Variable No: of Items Cronbach’s Alpha Information 4 .765

Consumer engagement 5 .776 Consumer purchase intention 5 .817

Brand Relationship Quality 30 .974 In the above table reliability statistics shows Cronbach’s Alpha of each variable which is greater than .75 that means the internal consistency of the items of the questionnaire is highly acceptable. Table.2: Gender

Frequency Percent Valid percent Cumulative

percent

Valid Male 150 55.6 55.6 55.6

Female 120 44.4 44.4 100.0

Total 270 100.0 100.0

The above represents gender category of respondents. The male participants (n=150) dominated the study results representing 55.6% of sample, while females (n=120) represented 44.4% of the sample. Table.3 Model Summary

Model R R Squared Adj. R Square Standard error of the estimate

1 .658a .433 .427 .75223

Table 3 shows the multiple linear regression model summary and overall fitness statistics. In above table R denotes the correlation between the predicted variables and the dependent variable BRQ. In this study R = .658. Since this is a good correlation, the model predicts BRQ rather precisely. And the R square is simply the square of the R, which indicates the proportion of


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variance in the BRQ that can be explained by three predictors of the study (Information, Consumer Engagement, and Consumer purchase intention). The adjusted R squared of the model is 42.7% .This means that the model explains 42.7% of variation in the data which means BRQ is explained by 42.7% through these independent variables i.e. Information, consumer engagement and consumer purchase intention. The remaining 57.3% is explained by other variables which are not included in the study.

Table.4 ANOVA

Model Sum of squares Df

Mean square F Sig.

1 Regression

115.154 3 38.385 67.836 .000b

Residual 150.516 266 .566

Total 265.670 269

a. Dependent variable: BRQ_M b. Predictors (Constant) CONPLNT_M, INFO_M, CONENG_M

The results of ANOVA show that there is statistically significant difference between group means. The F value for the data set is 67.836. As it can be seen that the significance value is 0.00 (i.e., p = 0.00), which is below 0.05., indicating that the outcome variable is predicted significantly by regression model in general (i.e., it is a good fit for the data). Regression Analysis Table.5

Table

Unstandardized coefficients

Standard coefficients

t Sig.

Collinearity statistics

B Std. error Beta Tolerance VIF

1 Constant .859 .155 5.557 .000

INFORMATION

.090 .065 .088 1.383 .168 .530 1.888

CONSUMER ENGAGEMENT

.281 .070 .267 3.991 .000 .477 2.097

CONSUMER PURCHASE INTENTION

.410 .067 .388 6.143 .000 .533 1.876

a. Dependent Variable: BRQ_M


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Regression Equation: Y = βo + β1X1 + β2X2 + β3X3 BRQ = .859 + .090 Info + .281 Consumer Engagement + .410 Consumer Purchase Intention Where, Y = Brand relationship Quality βo = Constant β1 = Information gained from social media β2 = Consumer Engagement β3 = Consumer Purchase Intention

Information gained from the SM and BRQ In the table the beta value shows the positive sign 0.090. That means there is a positive impact of information on the BRQ. Since P value is (.168) which is greater than significance value (0.05), that means Ho is failed to reject. Consumer Engagement and BRQ In the table the beta value shows the positive sign 0.281 that means there is a positive impact of consumer engagement on SM with BRQ. Since the P value is (.000) which is less than significance value (0.05), that means Ho is rejected. Consumer Purchase Intention and BRQ In the table the beta value shows the positive sign 0.388 that means there is a

positive impact on the consumer purchase intention and BRQ. Since the P

Value is (0.000) which is less than significance value (0.05), that means Ho is

rejected.

Correlation

TABLE: 06

Informati

on

Consumer Engageme

nt

Consumer Purchase Intention BRQ_M

Information

Pearson Correlation

1 .647** .591** .490**

Sig. (2-tailed) .000 .000 .000


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N 270 270 270 270

Consumer Engagement

Pearson Correlation

.647** 1 .644** .573**

Sig. (2-tailed) .000 .000 .000

N 270 270 270 270

Consumer Purchase Intention

Pearson Correlation

.591** .644** 1 .612**

Sig. (2-tailed) .000 .000 .000 N 270 270 270 270

BRQ_M Pearson Correlation

.490** .573** .612** 1

Sig. (2-tailed) .000 .000 .000

N 270 270 270 270

**. Correlation is significant at the 0.01 level (2-tailed).

The above table shows correlations for the variables used in the study, one dependent variable BRQ is included along with three independent variables of SM (information, consumer engagement, and consumer purchase intention). The positive relationship was found between dependent and independent variables. The relationship shows significance and is positive at (r=.490) for BRQ and information, also for consumer engagement and consumer purchase intention the relationship is positive and significant at (r=.573 and r=.612) respectively. This study was done in order to increase our understanding on BRQ with relation to SM, by taking into account information, consumer engagement, and consumer purchase intention. BRQ has been greatly discussed in previous studies, and within context of SM there is a much need to conduct more studies. Moreover the study reveals alignment of the results with previous literature and support the relationship of SM with BRQ. Conclusion With rapidly changing technologies and advancements in digital media, Pakistan has also been among those countries that are experiencing an increasing rise is SM usage in last few years. Because of this reason it concentrates on the fact that further studies should be conducted in Pakistani context. It was revealed in the findings that Pakistani internet users are more inclined towards SM engagement through different platforms and brands.


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Furthermore, the study presented that SM can be used as a base to successfully create BRQ. More precisely it can be concluded that SM has distinctive features for consumers who use to engage on different platforms of SM. In addition, it can provide consumers with more opportunities for sharing personal experiences and other related information of brands, products, and services. The results of the study imply that in Pakistan it is much needed to consider the role of SM in order to create BRQ with respect to information gained through SM, consumer engagement, and consumer purchase intention. Limitations and Future Research Directions The very common limitation of the study is time constraints and limited participants. It was not possible to conduct the huge survey in this time limit so the results are not up to the researcher’s expectations. Besides the study has validated the impact of SM interactions on BRQ, but it still has some limitations. There are other factors which can influence BRQ for further understanding of the concept, so they can be included in further studies. Moreover, it is recommended to conduct studies on the basis of comparison of SM users on the basis of gender and age factor in particular.


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Trends, Patterns and Impact of Migration in Karachi

Tahir Iqbal* Naila Usman Siddiqui**

Munazza Madani***

ABSTRACT

The process of migration has a long history. Migration occurs at international, national and regional levels. There is more trend of migration from rural to urban. Karachi (an international city of Pakistan) is a hub of business, trade and industries. The seaport in the city may have attraction for skilled, semi-skilled and unskilled people. Many people may travel to Karachi for jobs, for business for investment, for

better education, and for better health facilities. When people of different cultures move to Karachi and start living, definitely their settlement adds problems in the city. People bring with them their cultural social, historical, and geographical identities. The purpose of study is to find out nature of migration and migrants problems in Karachi. The data was collected by survey 150 respondents (having different ethnic backgrounds), 15 IDIs and 05 FGDs. The content analysis technique is use for qualitative analysis. The analyzed data is in graphs and in description. The study reveals that people migrate to Karachi for jobs, industry; trades, better health and

education (pull factors). Poverty, lacks of resources, warfare, natural disasters (push factors) also help move people to Karachi. The migrants are unskilled, semi-skilled and skilled. Most of them have temporary settlement. The migrants’ issues include accommodation, health, security, foods and homesickness. Whatever, it is, migration has enhanced their

socio-economic status in their respective relatives and areas. However, there is need to conduct an ethnographic study of migration trends, patterns, nature, and migrants issues. There is also need to locate from, where unskilled semi-skilled and skilled migrant move and which kind of skill they have.


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Keywords: Migration, Karachi, Trends, Impact, settlement, health, Issues, unskilled, ethnographic study

* PhD Scholar (Sociology) University of Sindh, Jamshooro. ** Associate Professor, Department of Sociology, University of Karachi. *** Assistant Professor, Department of Sociology, University of Karachi.

Trends, Patterns And Impact Of Migration In Karachi

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1 Introduction 1.1 Background Migration is not a new phenomenon.1It starts with the history of human being and country and people had to confront the difficulty emerging from the diversified groups in one polity. It is thought that demographic growth, climate change, economic needs, combat and nation building, state and empire contributed to migration.2 Basically, human nature is inquisitive but more than that search of food, water, shelter, and favorable climate lead people to migrate.3 It is believed that military invasion and successive local development are the ways most recognizable through which ethnic groups have extended their cultural influence. Forced displacement also takes place because of natural hazards and phenomenon. War, cross border conflicts, tribal war fares, family clashes, better job opportunities, better health facilities, better education and more secure and safer place to live have contributed much to migration of people. Again there is now, according to the scholar, the growth of an "immigration industry" in many developing countries is also facilitating both legal and illegal female migration.4 It has been found that job transfer and switching, job search and marriage. Mainly earnings and joblessness are descriptive variables. Low unemployment in one area exerts high influence.5 1.2 Economical and Developmental Impacts of Migration: Shaikh and Nabi 6 point that with an urban population growing 3 % per year, Pakistanis are moving to cities faster than any other country in South Asia. By 2030, more than half of Pakistan’s projected 250 million citizens are

1 Farooq, M. The impact of Internal Migration on Individuals and Institution in Punjab, Pakistan, PhD thesis, University of Agriculture Faisalabad, Pakistan, (2005-6)

2 Castles, S. International migration at the beginning of twenty first century: global trends and issues, UNESCO, ISSJ 165/2000, Malden, USA, (2000)

3 Van. H., N. Theories of Migration and Social change, Journal of Ethnic and Migration Studies, DOI:10.1080/1369183X.2010.489359, (2010)

4 Ghosh, J. Migration and gender employment: Recent trends and emerging issues, Human Development Research Paper, United Nations Development Program, (2009)

5 Greenwood, J., M. Human Migration: Theory, Models, and Empirical Studies, Journal of Regional Science, Vol. 25, No. 4, (1985)

6 Shaikh H. & Nabi, E. The six biggest challenges facing Pakistan’s urban future, International Growth center, available at https://www.theigc.org/blog/the-six-biggest-challenges-facing-pakistans-urban-future/, 16 Jan 2017)

https://www.theigc.org/blog/the-six-biggest-challenges-facing-pakistans-urban-future/



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supposed to settle in cities. In other words, Ishfaq, et al,7 says that Pakistan's urbanization is now the highest in South Asia, and its urban population will equal its rural population by 2030. Undoubtedly, migration leaves tremendous effect on migrants’ family, or country whether it is internal or international migration.8 It is believed that International migration contributes a lot to strengthen the economic development of all region of the world. The economic theory reveals that the foremost reason of migration is attempt made by an individual to capitalize his earnings by moving from low-wage to high-wage economies. It has been studied that migration has had positive impact on development of sending countries. The development bases on strong economy of the country.9 To support this point, they argue that migration has had positive impact on the economy of the migrants via remittances. In other words, the remittance increases cash flow in the country and increases the buying power of the respective people which leaves positive impact on the domestic economic development. This is the main benefit obtained by labor sending countries. It is reported that the beginning of eighties has seen a large amount of remittance which has a significance contribution to the economy of countries like Pakistan and Sri Lanka.10 The study shows that remittance flows has helped Bangladesh reduce poverty by 6%. It means that this remittance has helped to improve the economy of the country and if the poverty is reduced, the country can make development.11 It has been observed that immigrants have been considered as progressive having constructive impact on development by bringing back to the native country where the community improvement and awareness

7 Ishfaq, S., Ahmed, V., Hassan, D., & Javed, A. Internal Migration and Labor Mobility in Pakistan, South Asia Migration report 2017, Routledge India,(2017)

8 IOM Situation report on International Migration in East and South Asia , Bangkok,(2008) 9 Katseli, T., Louka, B., E., Lucas, X. Effects of Migration on Sending Countries: What Do We

Know, International Symposium on International migration and Development, Department of Economic and Social Affairs, United Nations Secretariat Turin, Italy, 28-30 June 2006, UN/POP/MIG.Symp? 2006/11/Rev, 31 August

10 Piyasiri, W. Asian Labor Migration: Issues and Challenges in Era of Globalization Reports and Conclusions:ILO Asia Pacific regional Symposium for Trade Union Organization on Migrant Workers, 6-8 December 1999, Kuala Lumpur, Malaysia, ILO, (1999).

11 Mehdi, S., S. Refugees memories in India and Pakistan: divided Countries. Separated cities. (Edit Ghiislaine Glasson), New Delhi, Oxford University Press, (2003)


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that would crack orthodoxy.12 Moreover, it has been explored that if migration is handled properly, it can produce significant increase for both the receiving countries and the countries they belong to. It has been found that Europe receives less skilled migrants than the USA. USA received more skilled migrants than other countries.13 He further points that the EU has received highly skilled migrants who belong to the Caribbean islands, Balkans, South West Asia, East Europe and Sub Saharan Africa. 1.3 Socio-Cultural Impacts of Migration: It is believe that migration leaves prints on people of both sending and receiving countries, which neither can be scratch nor can be delete.14 It helps to uplift the social status of the migrant’s family. The finically strong family enjoys a reputable and respectable status in the society. Moreover, one study reveals that migration has long shaped the nature of societies. Moreover, there is improvement in living conditions and change social status and structure. The research marks the point that migrants move in hope from yield to favela.15 Life in city is better, more healthy, more interesting and with a better chance of advancement. It is further said that they are not passive victims. A scholar think that migration helps to challenges cultural and national life styles.16The social connotation of diverse ethnicity bases largely on meaning linked to it by people and the countries of destination. Migration creates complex process for existing ethnic or racially divided societies with long-standing minorities. Moreover, the migration expert observes that there is usually conceived expectation that migrants would reject their conventional values and practices and follow those of the main society.17 It has been

12 Horevitz, E. Understanding the Anthropology of Immigration and Migration’, Journal of Human Behavior in Social Environment,19:6, 745-758, (2009)

13 Castles, S. International migration at the beginning of twenty first century: global trends and issues, UNESCO, ISSJ 165/2000, Malden, USA, (2000)

14 Van. H., N. Theories of Migration and Social change, Journal of Ethnic and Migration Studies, DOI:10.1080/1369183X.2010.489359, (2010).

15 Pearce Fred Effects of Urban Migration, Daily DAWN, Monday, Sept. 20, 2010, Guradian, London, (2010).

16 Castles, S. Twenty-First Century Migration as a Challenge to Sociology”, Journal of Ethnic and Migration Studies, 33:3,351-371, (2007).

17 Vertovec, S., Wessendorf, S. Migration and Cultural, Religious and Linguistic Diversity in Europe: An overview of issues and trends, International Migration, Integration and


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further investigated by the same researcher that migrants do not own the host country. The migrants have either permanent settlement or temporary settlement. They are reluctant to avoid taking part in the development of country. It can be derived that they may not own the host country. Similarly, besides their economic development, a few Pakistani leaders show their concerns and fears that Afghans can be a security risk for the country.18 They think there would be anarchy, violence, and anti-state activities. The Afghans do not own the country. Many officials of government of Pakistan point out that Afghan people are involved in stolen goods, smuggling, weapons and narcotics across border to the west of Pakistan. Migration also raises the issue of brain-drain. It is pointed out that the current material on the brain-drain has drawn has highlighted some of the prospective advantages of technology transfers, trade and flow of capital tempted by ‘brain circulation’, opposing the conventional beliefs of overwhelming harm to those left behind. So there is also pull factor involves in migration.19 1.4 Migratory Trends and Issues in Karachi: Khan and Khan 201620 have found that Karachi has expanded to approximately 24 million populations and is a main destination for internal migrants. 45% of migrants in Karachi live in shanty towns with no ownership, leadership or reforms in policies, while adding to the security issues and unorganized urbanization of the city leading to problems regarding housing, employment.21 Karachi has attracted and pulled people from all parts of Pakistan because in Karachi there is harbor and it has made it industrial and commercial hub of Pakistan. It means that Karachi pulls the people from across the country. Consequently, migration to Karachi has

Social Cohesion (IMISCOE), Centre on Migration, Policy and Society [COMPAS], University of Oxford, (2004).

18 Mehdi, S., S. Conflict, migration, and peace, * ¾, pp 55-84, (2007). 19 Lucas, E., B. Diaspora development: Highly Skilled Migrants from East Asia, and World

bank, (2001) 20 Khan, A Khan, A. A. Rural To Urban Migration: Connecting Opportunities, Addressing

Gaps and Harnessing the Potential of Urbanization. Rural-Urban Migration Dialogue Series, Akhter Hameed Khan Resource Centre, (2016)

21 Malik, H., I. What Is Wrong in Karachi? Economic and Political Weekly, Vol. 33, No. 33/34 (Aug. 15-28, 1998), pp. 2219-2221, (1998)


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become key factor which has contributed in the growth of the city through its history.22 The scholar of migration believes that the external and internal migration has made Karachi the most plural region in the country.23 The population of Karachi has been increasing by 5% annually because of internal migration. The studies have shown that nearly 250,000 poverty ridden people annually from NWF province (Now Khyber Pakhtoonkhah) and from Punjab migrate to Karachi for earning. It is said that people move to Karachi because they are recommended by their relatives. They gave examples of Mirza (resident of Kosar Niazi Colony) who recommended his relatives who have been living (as workers in brick kiln) in Lawa in Pothore plateu of North Punjab.24 The growth in Karachi’s population is largely because of the migration from the interior of Sindh as well as other parts of Pakistan.25 People move to Karachi because of political victimization, poverty, family conflict and tribal warfare. But it has been worked out that in 1980s, the migration of Afghan refugees also affected the demographic transition in Karachi.26 It is said that when the partition was made, in August 1947 and April 1951, 06 million non-Muslims moved to India from Pakistan and eight million Muslims came in Pakistan from India. It has been found that in majority of refugees were adjusted in west Punjab who came from east Punjab.27 But the refugees who came later settled in urban areas of Sindh and they were Urdu speaking who came from northern, central, and western provinces of India. The census of 1951 reveals that 55% population of Karachi consisted of

22 Gazdar, H. (no date) Migration Policy and Urban Governance: The Case of Karachi, Abstract, Collective for Social Science Research, accessed on 21-2-11 available at www.researchcollective.org.

23 Malik, Karachi, pp. 2219-2221, (1998) 24 Gazdar, Haris.,Mulla H. B. The Making of a ‘Colony’ in Karachi and the Politics of

Regularization, South Asia Multidisciplinary Academic Journal [Online], 5 | 2011, Online since 30 décembre 2011, Connection on 15 février 2012. URL: http://samaj.revues.org/index3248.html, (2011).

25 Hussain, A. Ethnicity, National Identity and Patriotism: The Case of Pakistan , Asian Survey, Vol. 16, No. 10 , pp. 918-930, (1976)

26 Mehdi, S., S. Migration and Multiculturalism and peace City: The experience of Karachi in State, Society and Displaced people in South Asia, (edit Imtiaz Ahemd et al) Dhaka University Press Ltd pp312-326, (2004).

27 Hasan, A. (1999) Understanding Karachi Planning & Reform for Future, Karachi City Press, (1999).

http://www.researchcollective.org/

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Mohajirs. Jinnah declared Karachi as capital of Pakistan and in1947-1954, 1 million Urdu speaking Muslims came to Karachi. Again, there is other point of view that the constituent assembly made decision to separate it from Sindh and Sindhi members resisted because their important heritage seemed to be lost. In 1955, Sindh, Baluchistan, NWF, Punjab and tribal areas were formed One Unit-West Pakistan, and Lahore was declared its capital and Karachi remained its capital. In 1958, the Federal government made decision to shift capital to Islamabad and Karachi was made capital of Sindh once again. Migration has played a very important part in demographic change. The city received the attention of refugees from South Asia in search of better life.28 Majority of Muslims population migrated from India and most of Hindus moved back. According to the studies, the internal migration also took place in 1950s and 1960s from Punjab and NWFP.29 According to Population Bureau of Statistics (2017 Census),30 the population of Pakistan, Sindh province and Karachi as under,

Administrative units Population 2017 Population 1998 Pakistan 207,774,520 132,352,279 Sindh 47,886,051 30,439,893 Karachi Division 16,051,521 9,856,318

It has been studied that in 1970s and 1980s, in 1971, there was flow of ethnic migration; Bihari refugees, and there was also migrants from Afghanistan in 1980.31 Hasan and Mohib indicated that the consecutive migratory waves brought changes in the religious, ethnic, linguistic and demographic fabric of the city. It is said that in 1941, the population of Hindus, Sikhs and Jains consisted of

28 Malik, I., Review of Life after Partition: Migration, Community and Strife in Sindh, 1947-1962, by Sarah Ansari (review no. 636) available at http://www.history.ac.uk/reviews/review/636 Date accessed: October 5 2010

29 Hasan, A. Karachi, (1999) 30 Population Bureau of Statistics PROVINCE WISE PROVISIONAL RESULTS OF CENSUS –

2017, Government of Pakistan, (2017). 31 Haq, F. Rise of the MQM in Pakistan: Politics of Ethnic Mobilization, Asian Survey, Vol.

35, No. 11, pp. 990-1004, (1995)

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53% and Muslims made population of 42% in 1941. However, in 1951, the Muslims were 98% and Hindus were 1.5%.32 Further, in 1947, Sindhi speaking community was three-fifths of population. When multiethnic migrants from India came they were mainly Urdu speaking and became in majority and Sindhis became in minority. The rapid increase of migration with decline of formal sector’s capability to supply basic infrastructure to the people contributed to violence. 50% population has been settled informally or illegally. 47% water is supplied by tankers etc. Public transport has been dominated by private owners. Over all, the informal sectors dominate the city. The strong social networks depend on family bond, ethnic background, and identity of religion and sects. According to World Population Review (2016-17),33 Karachi is growing 5% annually mainly because of rural to urban flow of migration and 45000-50000 workers and labors migrate to Karachi every month. 1.5 Patterns of Migration: In 1951, Karachi has 14.28% Sindhis and 58.7% Urdu speaking community, which means Karachi became Muhajirs City overnight.34 Waseem35 has observed that the refugees’ rehabilitation in Karachi and Sindh was not satisfactory. In Punjab, he further exclaims that the migration process stopped but in Karachi and Sindh continued. By 1954, 2, 40,000 out of 7, 50,000 migrants needed to be rehabilitated. Most of them started settling in urban areas of Sindh. This migration process created immense problems of settlement in Karachi. According to one view, in the beginning Mohajirs dominated politics, bureaucracy and business.36 The Gujrati community which consists of Memon, Bohra, and Khoja were seven out of twelve largest industrialists. In

32 Hasan, A., Mohib, M. Urban Slums: The Case of Karachi, Pakistan, (2010) 33 World Population Review Karachi population available at http://wor

ldpopulationreview.com/world-cities/Karachi-population, (2016-17). 34 Waseem, M. Ethnic Conflict in Pakistan: The Case of MQM, The Pakistan Development

Review ,35.4 Part II, pp 617-629, (1996) 35 Zaidi, S., A. Sindhi vs Mohajir in Pakistan: Contradiction, Conflict, Compromise, Economic

and Political Weekly, Vol. 26, No. 20 (May 18, 1991), pp. 1295-1302, (1996). 36 Zaidi, S., A. Sindhi vs Mohajir in Pakistan: Contradiction, Conflict, Compromise,

Economic and Political Weekly, Vol. 26, No. 20 (May 18, 1991), pp. 1295-1302, (1991)

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1972, Bhutto nationalized industry where electrical engineering, petrochemical industry, iron, and steel automotive assembly plants were owned by Mohajirs. It has been observed that the political attitudes of Mohajirs were based on paternalistic vision of society, enhanced commitment to ideological mobilization and lack of tolerance for provincial and ethnic aspirations. It has been studied that in 1958, the military coup dominated Punjabis in control of key positions in the corporate sector.37 The shift of capital also pointed to the dominance of Punjab-based army in new dispensing, largely at the expense of Mohajirs. Theoretical nationalism backed ideological nationalism as dominant mode of thinking. In 1970s, it was said that there are four cultures, Sindhi, Punjabi, Baloch and Pashtun. According to one study, there are four waves of migration in Karachi:38 1940-50s----Mohajirs When the bulk of Mohajirs came in Karachi during the first wave of migration, they started living in kachi abadis which were devoid of the basic facilities of life. They found themselves helpless with the local government for provision of tenure and civic amenities. It is said that in 1980s, Mohajirs started moving away from Islam and Pakistan. In 1980s, ethnicity came on surface as dominant theme for survival. Mohajirs developed a sense of nationalism in Karachi and Sindh against Punjabi and Pathan migrants. In the beginning, Punjabis joined with Mohajirs, and Pathans to form Mohajirs-Punjabi-Pakhtun Muttahida Mohaz which aimed to secure the rights of three migrant communities in Sindh. Moreover, Mohajirs separated and joined with Sindhis against Punjabis. 1960-80s Punjabis and Pathans The Punjabi migrants were circular migrants. They were engaged in industrial jobs where as Pathans followed construction work, diggers of soil,

37 Malik, I., Review of Life after Partition: Migration, Community and Strife in Sindh, 1947-1962, by Sarah Ansari (review no. 636) available at http://www.history.ac.uk/reviews/review/636 Date accessed: October 5 (2010)

38 Waseem, M. Ethnic Conflict in Pakistan: The Case of MQM, The Pakistan Development Review ,35.4 Part II, pp 617-629, (1996)


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retail sellers, and transport. They behaved as working-life migrants tied with home. Both kept their cultural and linguistic identity. They did not assimilate in the main culture. 1970-90s--- Sindhis In 1970s, in the third wave, Sindhis came to Karachi and Hyderabad to reintegrate these cities with Sindh in administrative and political sense. PPP government led by Mumtaz Ali Bhutto passed Language Bill and the government introduces quota system to introduce Sindhis in Karachi. The Green revolution in Sindh in 1980s displaced many Sindhis tenants and haris (labors at agricultural land) in from land and pushed them to Karachi 1980-90s—foreigners, Afghan, Iranians, Ethiopians, Sri Lankan, Bangladeshis, Burmese, Thais, Bangladeshi, Philippines Karachi was mid-way stop on the route to Gulf, and became center of underground activities, human trafficking, women trafficking and smuggling from Bangladesh and Afghanistan, and involved in drug. 1.6 Physical (infrastructure) and Social Issues of Migration In 1947, Karachi became capital of Pakistan and it was detached from Sindh and was designate as the Federal capital Area. The political figures and intelligentsias of Sindh showed their reservations and objected this separation. Many buildings which were of Sindh took over by Federal capital. This led to first Karachi-Sindh conflict. It has been studied that the multi ethnic and multi class refugees (600,000) occupied open land and empty buildings of fleeing Hindus.39 People from all walks of life including artists, thinkers, philosophers, poets, performers, and labors lived in the same areas near Sadar Bazaar. In 1952, a university was established and federal secretariat was constructed near to Bazar. In Civil Lines, quarters, embassies were established. As a result, in four years, the Sadar Bazar of Karachi was considered as the main point of the city with different multinational culture and Karachi became a highly density multi-class city. In the old buildings, the functions were held. It was used for conferences entertainment, musical concert etc. Different strata of city like

39 Hasan, A. (1999) Understanding Karachi Planning & Reform for Future, Karachi, City Press, (1999).


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students, politicians, ambassadors, thinkers, and working class all used it. There was an increase in Cinema and film festivals started regularly. He further says that to fulfill the need of capital and to accommodate civil servants and other employees, cooperative housing societies around the city were launched. Resultantly, the elite and refugees started leaving for new societies. To settle the new migrants who came from different areas of the country, the administration started new plans. It is thought that the population of Karachi made an increase by 217% between in 1951 and 1972 and many reasons are given for this,40 These are as follows: In 1958 the Kotri Barrage on lower Indus was built and consequently fishermen of different villages had to leave the area and they moved to Karachi to join fishing industry. Military rulers were from NWFP and they patronized their ethnic groups and helped them to establish their business, industries, and transport activities in Karachi. They as labor started working in port, industries, and building site. They were regarded as more painstaking and more trustworthy than local. They were selected in security forces, police and by end 1960s, Karachites, of refugees, or natives were nudged out of the occupations. Prior to Ayub period, transport was owned by Bloch and Sindhis and so were taxies. Sindhis and Bloch also were the contactors of government. This developed the political disturbances and aggression for the reasons that of money-making activities and professions were recognized with one or another ethnic faction. Ayub was great believer in centralized government. The regional languages were disallowed for educational activities and the refugees’ population supported it to promote Urdu. Consequently, this distanced Sindhi from Urdu speaking people. It has been found out that the growth in Karachi’s population is largely because of the migration from the interior of Sindh as well as other parts of

40 Ibid.


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Pakistan.41A scholar thinks that the population dynamics is very powerful science if big city ignores it; consequently it faces problems which can burn it.42 The other scholars present their point of view that in Karachi, the social, political, religious, ethnic, and economic considerations are push factors which make people migrate from their birth places or origin.43 People from Sindh migrate to avoid being the victim of honor killing. They further say that migration is clearly an urban phenomenon. According to Karachi Metropolitan Corporation (2017),44 Karachi consisted of 6 districts, viz, East, West, Central, South, Korangi and Malir and Karachi had 28.72% of Sindh province. Most of head offices, offices, business and trade centers are in Karachi which has the capacity to absorb the huge population. High quality schools, colleges, universities, hospitals, and communication facilities are available here. It also causes many problems. Though there are many facilities in the city, but according to a study, the migrants have to face problems to avail all the amenities. The major problem which migrants have to face is of accommodation. It means that the infrastructure is not supporting.45 Scholars considers that Karachi has always been a very distinct social, political and cultural entity, quite apart from the rest of the country and especially from Sindh.46 Karachi is the hub of economic and industrial activities which pull people from other regions. Many previous work reveals that economic factor is dominant to attract people to Karachi. To substantiate it, it has been found that 48% people migrate to Karachi for employment and 26% come for business purposes. But another study reveals that 61% come to Karachi for study. People move to Karachi because they face poverty in their own areas.47 Furthermore, it has been observed that 91% female

41 Saleem, F. Karachi’s disease is purely political, The NEWS, Tuesday, January 18 Karachi, (2011)

42 Nasar, A., Aamir, N. ( no date), Internal Migration: The case of Sindh, Conference Paper No. 40, SPDC, Accessed at on 01-10-10 available at www.spdc.org.pk

43 Ibid. 44 Karachi Metropolitan Corporation (KMC) Districts in Karachi, available at

http://www.kmc.gos.pk/Contents.aspx?id=84#6, (2017) 45 Zaidi, S., A. Sindhi vs Mohajir in Pakistan: Contradiction, Conflict, Compromise, Economic

and Political Weekly, Vol. 26, No. 20 (May 18, 1991), 46 Gazdar, H. (no date) Migration Policy and Urban Governance: The Case of Karachi,

Abstract, Collective for Social Science Research, accessed on 21-2-11 available at www.researchcollective.org

47 Ibid.

http://www.spdc.org.pk/

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migration is because of marriage and honor killing. There is another negative aspect of migration to Karachi is that it brings the brain of other areas and keep those areas undeveloped. People migrate to Karachi because of better job opportunities, business, industry, better health and educational facilities, entertainment, as an international city, marriage and family relationship. It has been observed that the migrants do not show any interest in the development of city. They (migrants) just come to earn and go back and celebrate their festivals in their own native cities, towns and villages. It is pointed out that migrants send remittance to their family members who live in his native town.48 2 Research Questions:

1. What are major migratory trends (push and pull factors) in Karachi? 2. What are the patterns (nature of settlement) of migration in Karachi? 3. What are the major migrant issues in Karachi? 4. What is impact of migration on socio-economic conditions of migrants

in Karachi? 3 Methods: This is a qualitative research in which the data was collected by survey (sample size; 150 respondents having different ethnic backgrounds (Mohajir, Punjabi, Pashtun, Sindhi, Bloch, Seriki, Hindko, Kashmeri, etc.) questionnaire (pretest was made to check whether tool is understandable and workable) and conducting 15 IDIs and 05 FGDs (7-8 migrants) in the field (at tea houses, small hotels; where just tea and food is available and at their residential places etc.). For data collection mixed techniques, snow ball and convenient sampling techniques were used. The collected data was analyzed by applying content analysis techniques. The survey tool was close-ended and having 15 questions to address different variables, job, industry, unskilled, settlement etc. But the tool used for IDIs and FGDs was same. The tool covered migrants’ issues, migration trends, patterns and nature of migration. The recording IDIs and FGDs were denied and the responses were

48 Hasan A., Raza M. Migration and small towns in Pakistan, Working Paper Series on Rural-Urban Interactions and Livelihood Strategies, WORKING PAPER 15, Human Settlements Program, International Institute for Environment and Development (IIED) London, (2009)


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noted down clearly. To ensure, the clarification and correctness of responses, the noted responses were orally told to them (respondents). The responses and observations were noted in the diary. The analyzed data was presented in graphs and in description. 4 Survey, IDIs and FGDs Results: 4.1 Migratory Trends (push and pull factors) in Karachi The results revealed that there are more pull factors than push factors. It means that Karachi has attraction for people who belong to different communities in different areas of Pakistan.

The following graphs reveal that job (41%) opportunity (ies) is most contributing factor among Pull Factors (job, industry job, business opportunities, education, and better health facilities) and industry attraction is a leading contributing factor.

0

20

40

60

80

Pull factor Push Factor

Job 49%

Tourism 4%

Industry 21%

Business 12%

Health 5%

Education 9%

Pull Factors


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Similarly, among Push Factors (poverty, natural disaster, ware fare, lack of resources and loan), poverty is most problems which forces people of Pakistan to move Karachi. So in poverty-ridden areas, people do not have another option. In Pakistan, there are certain areas where lack of resources makes people migrate to Karachi. Natural disaster (earthquake, flood, water logging) also contributes to migration of people to Karachi. Importantly, loan has emerged as one of the contributing factors. This because, in Pakistan, in rural areas particularly and might be in urban setting too, the wealthy men offers loan on interest basis for wedding, construction of houses, to buy domestic animals, agricultural raw materials (seeds, fertilizers, watering and plough filed) but when they cannot pay back so they migrate to Karachi to get rid of it. 4.2 Migration Patterns, Levels, and Migrants Issues It has been found that mostly unskilled (66%) migrants move to Karachi for job (as labors in construction, factory filed and workers in other sectors. Moreover, it has been noticed that most of migrants are unskilled, lay man they do not have any skill to do. So they work in construction filed as labor, or work in industry as worker. If someone id educated, he works in office, as messenger. In the focus group discussion, laborers shared that the Thakidar (Constructor) mostly keeps 20-30% of their wages. They have to work for more than routine time and they work on small wages, but with the passage of time, the amount of wage is increased. The thaikadar make them work more so that in minimum time the building completes and amount of their wages also be small. In this way laborers are exploited. The semi-skilled migrants work at hairdresser shop, dry cleaner, in the kitchen of offices, hotels, restaurants, taxi driver, mechanic workshop(car/bus/truck/motorcy

Poverty 52%

Distater 16%

Lack of resources

19%

warfare 6%

Loan 7%

Push Factors


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cle), plumber shop(as karigar, a person who is technically good at that profession), electrician, refrigerator mechanic, where job is available. They reveal that to have job they use reference. No job is available without reference what the skill a labor has. It might be because of environment of mistrust in the city. The skilled migrants try to work in industry as supervisor in industry with respect to skills. But they say that in the beginning, they want that they have to get job whatever nature of it is. But later they find at the job of their level. None shared that any one opened his own shop. It means in the beginning, migrants either he is skilled or semi-skilled worker, he has to work as associate or on wages. The migrants who work in industries have their reservation and concerns that the management of industry hire them on contract bases but does not appoint them as permanent employees. A skilled migrant told that he knows many skilled migrants who have been working in the industry for long time, but they have not been yet appointed as permanent because the management has not to provide all other facilities and give pay according to labor law. Home sickness has also been found one the heartbreaking phenomenon among migrants. They say they miss their family members a lot. The married migrants miss their children and share their activities with one another. The security issues also disturbs the migrants because whenever, the areas are affected by targeting killing and go on strike, transport strike, all these increase their financial constraints and affect their economic conditions. The daily wages migrants are more affected as compare to others. They cannot afford take taxi or rickshaws.

Unskilled 66%

Semi skilled 21%

Skilled 13%

Level of Migrant


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The most migrants say that they are not in position to have permanent settlement. They temporarily settle, so they rent to house. The migrants who later (after their migration) shifted their family say that because of unaffordable rent, they have to live in very small houses of one large room or two small rooms etc. The owners of the house impose restrictions of water use, children noise etc. One migrant told that the owners avoid rent their house to the large family. A migrant angrily said that the owner questions like an investigator how many children are in family. If more than three, they are refused. Sometime, owner wife reaches ask why children make nose and why guests visit and stay at home. They ask because more water is used. On the other hand single migrants (without family) sadly pointed out that they have to make lot of efforts to find accommodation, because people are reluctant to rent their houses because of security and mistrust. To send big amount of remittance, they cook food at the rented house and in one room they accommodate 4-6 people in a room. In this way their health is affected because if one catches flow, fever, other sometime also are affected. Most of migrants worker who live together are affected by smoking. Most of the labors smoke. Most of them start smoking in Karachi because there is no family pressure which stops them. Finding others smoking and being invited,

Permanent settlement

33%

Temporary settlement

67%

Settlement

Home sickness

5%

Accomodation

44% Health 19%

Food 19%

Security situation

6%

Water 7%

Migrant Issues


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they start smoking. Some migrants reveal that few start drug use. In case of a migrant worker gets ill, or gets lost job, other supports him by taking him to doctors and providing him food or offering loan respectively. The migrants who do not have time to cook food or do not cook food at their rooms, they have to eat unhygienic food. This is because these types of hotels offer food at cheap rate. Mostly, one meal is shared by two people but they pay extra money for chupati (round spread baked bread in oven). In this way they save money. It is enough meal to satisfy their needs. Moreover, they (two migrants) order one cup of tea in two small cups. In this way they save money of one cup. Sometime, they enjoy karahi ghosht( special food) in a month or two. They buy resale clothes and dresses to save money. But when they go home, they have shopping for their family members, but mostly they move to cheap shops in Saddar (market in Karachi) and other markets of the city. It was also reported that a few migrants satisfy their sexual needs by visiting prostitute, eunuch or young boys depending on availability and money. 4.3 Impact of migration on socio-economic conditions of migrants The migrants indicated that migration has eased their life. Financially they are comfortable. They have paid their loans. They have been able to arrange dowry for their sisters and daughters. They have built new houses and have started sending their younger brothers, sisters, sons and daughters to schools. Now they and their parents are respected and enjoy the basic facilities of life available at their respective native villages and towns. One migrant enthusiastically and proudly said that his sister’s marriage was held very wonderfully that his relatives were surprised because no relatives made arrangement like what he did. Now, the relatives prefer their family for rishta (matrimonial knot). Some migrants also reveal that they have bought residential plots in their native villages and also bought agricultural lands. It was also shared that migrants’ fathers have stopped working as workers at Chaudhry (rich people having lot of land and wealth, of village/town. Their mothers stopped going for job and to agricultural land for cotton, wheat and rice etc. Now they have their own cows, beefalos, he and she goats and sheep etc. 5 Conclusion: Karachi is an international mega metropolitan city, a source of attraction for unskilled, semi-skilled and skilled people of different areas of Pakistan.


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People move to Karachi for job, industry, business, trade, better health and education facilities. Moreover, when people find poverty, lack of resources and warfare and pay big amount of loan at their native place, they are forced to leave their home, so they prefer Karachi as better option to live which is solution for their problems. In result, migration has tremendous impact on the migrants in different ways. In Karachi, migrants face accommodation, health, food, homesickness and various other problems. In spite of different problems, Migration has become an effective phenomenon to improve the socio-economic conditions of the migrant, it has helped them construct their new houses, pay back loan, earn respect, arrange marriages, provide better education facilities to their brothers, sisters, sons, daughters, nephews and nieces and provide other basic facilities of life available in the native places and at nearby cities. 6 Recommendations: There is more to explore to the migrant in Karachi. Following recommendations needed to be addressed.

There is need to study problems being faced by migrants on bases of different ethnic backgrounds (Mohajir, Punjabi, Sindhi, Bloch, Pashtun, Hindko Speakers, Kashmir, Saraki).

There is need to study impact of migration on migrants on bases of different ethnic backgrounds (Mohajir, Punjabi, Sindhi, Bloch, Pashtun, Hindko Speakers, Kashmir, Saraki).

There is need to study migrants on bases of different ethnic backgrounds(Mohajir, Punjabi, Sindhi, Bloch, Pashtun, Hindko Speakers, Kashmir, Saraki) who fall in push and pull factors.

There is need to identify the areas of Pakistan from where unskilled, semi-skilled and skilled migrants belong to and compile the data.


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