PROJECT REPORT

BASELINE RESEARCH ON EXECUTIVE

EDUCATION IN PAKISTAN

ByDr Pervez TahirDr Nadia SaleemMs Saima Bashir

December, 2009

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FOREWORD

Some of the recent public service training and education reforms have succeeded, in some measure, to break free of old myths in a sincere effort to find the true recipe for development of the service. It is advisable to tread the path of innovation with caution, by not losing sight of the national purpose, national interest, aims and objectives—in other words, the Pakistani context. Innovation will not serve any purpose unless backed by an in-depth analysis of the facts and a correct assessment of the prevailing environment in Pakistan. It is in this context that I would like to complement Governance Institutes Network International (GINI), its leadership and its team who have launched several research projects concurrently to assess the true state of affairs of the executive education and training in Pakistan through a scientifically designed programme. The present Report—Baseline Research on Executive Education in Pakistan—is one of these research projects. It outlines the existing supply-side status of executive education and training in Pakistan and the gaps that need to be filled.

A major factor which hampers change and development among the training and education institutions in Pakistan is lack of coordination among them, both at the federal as well as the provincial levels. This bureaucratic culture of working in silos needs to be broken. GINI, by bringing stakeholders together on one platform is doing exactly that. A system of sharing knowledge and information in public interest does not exist as a norm. Much unnecessary expenditure in terms of resources, time and energy can be saved if a collaborative effort is applied like it is being done under the present GINI initiative.

I commend the present Report to the collective study, and hopefully, benefit, of all those involved in public policy training and executive education in Pakistan.

Rahat ul Ain, Supervisor ResearchDean, National Management College(Integral Unit of the National School of Public Policy-NSPP)Lahore

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ACKNOWLEDGEMENTS

The authors acknowledge the Governance Institutes Network International (GINI), Islamabad for their initiative to support governance and education network in Pakistan. We are immensely pleased to be a part of this initiative and contribute our efforts in the form of this research report. We wish to thank all our colleagues at GINI for their assistance and encouragement, in particular, Mr. Daniyal Aziz, Brig. (R) Mohammad Saleem Wains, and Mr. Mohammad Nasim Khan Raja.

Research for this report was overseen by the members of the Executive Education Sub-committee, supervised by Mr Rahat Ul Ain, Dean, National School of Public Policy, and refereed by Dr Arne Tesli, the focal person from NIBR, Oslo. Their informed reviews and useful suggestions for improvement enhanced the quality of the report.

Special thanks are due to Dr. Tariq Siddiqi, Dr. Ishrat Hussain, Dr Masuma Hassan, Mr Tariq Sultan, Mr Khalid Aziz and Dr. Saeed Shafqat for their incisive interviews.

Our team is also grateful all those who spared their valuable time for filling out the questionnaire and guided us through unstructured interviews.

None of the above-mentioned bears any responsibility for the views expresses here. The responsibility for errors of omission and commission that remain rests entirely with the Research Team.

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THE RESEARCH TEAM

Dr Pervez Tahir, the Team Leader, earned his doctorate in economics from the University of Cambridge. He has written/ co-edited five books and a large number of articles on a variety of subjects. He has worked as Chief Economist of the Government of Pakistan, Mahbub ul Haq Chair at GC University, Lahore and Head of the Department of Economics at the FCC University, Lahore. He acted as Secretary of the Committee on Restructuring and Rightsizing of the Federal Ministries and Divisions in 2001.

Dr Nadia Saleem, Research coordinator, is currently Associate Professor of Economics at the FCC University, Lahore. She completed her PhD and MPhil degrees from GC University, Lahore and taught there as Lecturer and Assistant Professor. She has published a number of research papers and has contributed to a recent research report on informal workers.

Ms Saima Bashir, Research Analyst, holds an MPhil in Statistics from the Quaid-i-Azam University, Islamabad. She holds the position of Staff Demographer at the Pakistan Institute of Development Economics. She worked as team member of “Perception Survey of Civil Servants.”.

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EXECUTIVE SUMMARY

This report analyzes the state of executive education courses/programs being run in public and private sector in Pakistan. It identifies the priority areas for training. The increasing complexity of a modern government and the changing paradigm of public service to deliver public value require professionals with a good education and sound administrative skills. Similarly, executive education in private for-profit and nonprofit sectors can longer be driven by blanket views on efficiency and altruism.

Executives joined the public service with the idea of limitless authority and subordinate to the whim and will of the rulers only. The idea of an administration being an instrument for ensuring a civilized relationship between the citizens and the state is not embedded in the working of executives. Unfortunately the officials were not trained enough to deal with the changing roles. In general, there is lack of quality training institutions. Training in institutions that exist has deteriorated. However, the National School of Public Policy (NSPP) has taken steps towards improvement. While service delivery suffers, no clear national policy is insight to deal with the situation.

For its analysis, this study used the survey method. The survey was conducted in public sector and private sector institutions involved in executive education in Pakistan. In the case of the Federal Government training institutions, the survey indicated that there were 24 training institutions engaged in training of civil servants of various cadres. Another 24 training and skill enhancement institutions cater mainly to the corporate sector and other management professionals and the army. During the Musharraf period, the Government established the National School of Public Policy (NSPP) to focus on management training at all levels.

Management training for civil servants takes three main forms: a) Pre-Service Training, b) In-Service Training, c) Training Abroad. The ingredient to value the training was found to be missing in all levels of executives training. All training institutions reported government as their primary source of funding. Private sector training institutions also take public servants as their trainees, but their main intake comes from the corporate sector. The government nominates trainees for various courses and the institutions simply accept and train them. In the public sector training institutions the physical infrastructure was found to be good. There are not many institutions which have a Curriculum Development Approach. Only the NSPP has moved in this direction. The Specialized Training Institutions do not need a Curriculum Committee as they all run single subject courses. Most other public sector training institutions do not have this incentive. Most of the faculty were visiting and without the perspective of training officials. The quality of visiting faculty in training programmes is not of high caliber. There is no distinction between education and training. The NSPP has formulated a strategy to overcome this dichotomy. All officers selected for public service have a certain level of education but lack training. Training is in a flux because of the system is in a flux. Training prepares for generalist pursuits: it can enrich the participants intellectually but it cannot change the attitude towards training. As it is formal and based on education, training fails to develop training circles and professional groups. No priority sectors have been identified by the top level policy makers, for instance the Establishment Division, for training. There is little collaboration between the public or private sector training institutions and the industry. Training fails to win institutional pride and officers can’t relate themselves as better officers

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after completing the training. Future guidance on the basis of training is lacking. There is realization in the NSPP that training should train servants of the public who are supposed to maximize public values rather than officers of the government. Others have to follow this lead. Training institutions tend to confuse management with governance. Service delivery is not helped in this train of thought.

Rule of law presumes existence of laws made by informed legislators. Other than ad hoc orientation on matters of procedure, no formal training institution exists in a country boasting two houses of Parliament, four provincial and two regional assemblies. Nongovernment sector and donors are left to improvise.

A country which has experienced media explosion in less than a decade, has no formal institution to train media persons.

While public sector has been attempting to transplant client-centered approach of the private sector, the private sector training continues to struggle with social responsibility.

In sum, the baseline for executive education in Pakistan draws attention to a critical set of gaps on the supply side, more in terms of software than hardware. Filling these gaps will have to take cognizance of the demand side.

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TERMS OF REFERENCE FOR BASELINE RESEARCH RELATED TO EXECUTIVE EDUCATION

Scope of work:

1. To prepare a comprehensive report on the situation analysis covering:

(i) user needs profile of executive education on governance in Pakistan. This will include requirements of legislatures, local governments, government institutes, think tanks/ NGOs/ associations/ clubs/ chambers/ unions.

(ii) current state of executive education courses/programs being run in public and private sector in Pakistan and identify gaps in comparison to the requirements of a governance curriculum. This will include the existing curriculums of various existing executive education courses/programs or curriculum for new recommended courses/programs.

2. The consultant/researcher will be expected to obtain the requisite information in the following manner:

(i) A survey may be conducted to assess the existing state of executive education and tools required for addressing the complex issues of governance.

(ii) International input in executive education through close liaison with the Norwegian expert through designated supervisor.

(iii) Contacts established with or requests made to the concerned institutions.

3. Consultant’s/researcher’s personal assessment for identifying gaps in the executive education and measures for filling of these gaps with a view to advancing Executive Education in Governance to enhance the practitioners and civil society awareness and technical understanding of governance in order to enable them to play a pro-active constructive roll in improving the institutional environment in Pakistan.

4. The Consultant/ researcher are required to work in close coordination with the designated technical resource person of Norwegian Institute of Urban and Regional Research –NIBR, Oslo. Any details arising from such coordination requiring clarifications may be directed to the respective Sub-Committee Chair/designate and GINI Secretariat for consultation with NIBR and appropriate response.

5. The NIBR designated technical resource person will provide inputs based on an appraisal of the existing conditions as stated in section one above for Norwegian institutions as well as internationally. This is with a view to identify the core competencies of either side in order to identify areas where partnerships could be mutually beneficial.

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6. The NIBR designated technical resource person will be required to provide tangible inputs in terms of draft reports separately for Norwegian and internationally offered courses/ programs in line with the objectives of these TOR’s as well as any revisions that may be required.

7. Consultant/ researcher will be supervised by the designated member of Executive Education Sub-committee in consultation with GINI Secretariat and the terms will be agreed with the Sub Committee designated member interactively.

8. Consultant/researcher and NIBR designated technical resource person shall provide research outputs as specified in these TOR and receive remuneration as per following schedule:

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TABLE OF CONTENTS

FOREWORD................................................................................................................................i

ACKNOWLEDGEMENTS...........................................................................................................ii

THE RESEARCH TEAM............................................................................................................iii

EXECUTIVE SUMMARY..........................................................................................................iv

TERMS OF REFERENCE FOR BASELINE RESEARCH............................................................vi

RELATED TO EXECUTIVE EDUCATION................................................................................vi

INTRODUCTION........................................................................................................................1Objectives and the Scope of the Study.................................................................................................3Research methodology.........................................................................................................................3The universe.........................................................................................................................................3Sampling design...................................................................................................................................4Questionnaire Design...........................................................................................................................4

GOVERNANCE STRUCTURE IN PUBLIC SECTOR TRAINING INSTITUTIONS......................5

EXECUTIVE EDUCATION IN PAKISTAN.................................................................................8Profile of NSPP....................................................................................................................................8Formal training design at CSA...........................................................................................................10Profile of National Institute of Management (NIM) Quetta:..............................................................10Profiles of National Institute of Management (NIM) Karachi:..........................................................10Profile of National Defence Course....................................................................................................11Profile of the Foreign Service Academy............................................................................................11Profile of the Secretariat Training Institute........................................................................................12Profile of the National Police Academy.............................................................................................12Profile of Governance & Public Policy Course at Islamic University...............................................13Profile of Media Training...................................................................................................................14Profile of Existing Legislatures Training Programmes......................................................................15Profile of Strengthening Democracy through Parliamentary Development:......................................17Profile of Institute of Business Administration..................................................................................19Profile of Rausing Executive Development Centre (REDC).............................................................20

COMMON COURSES IN ALL TRAINING PROGRAMMES.....................................................21Common training Courses at all levels......................................................................................21Analysis of the survey..............................................................................................................21

GAPS IN TRAINING.................................................................................................................27

CONCLUSION..........................................................................................................................32

RECOMMENDATIONS.............................................................................................................33

REFERENCES...........................................................................................................................34

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ANNEXES.............................................................................................................................35

ANNEX-I LIST OF CIVIL SERVANTS TRAINING INSTITUTES......................................36

ANNEX-I[A] LIST OF PRIVATE TRAINING INSTITUTES.....................................................37

ANNEX-II QUESTIONNAIRE FOR TRAINING INSTITUTES ...........................................38 (FOR MANAGEMENT AND FACULTY)

ANNEX-III LIST OF UNIVERSITIES SURVEYED AND LIST OF COURSES .........................45 AND PRORGRAMMES

ANNEX-IV SURVEY ANALYSIS..........................................................................................48

ANNEX-V SERVICE STRUCTURE OF THE CIVIL SERVANTS..........................................75

ANNEX-VI PRESENT STATUS OF TRAINING PROFILE.....................................................77

ANNEX-VII LIST OF PERSONAL INTERVIEWS...................................................................79

ANNEX-VII LIST OF INSTRUCTORS SELECTED FOR QUESTIONNAIRE...........................80

ANNEX-VII LIST OF INSTRUCTORS AND INSTITUTES SELECTED .....................................81 FOR PERSONALLY ADMINISTERED QUESTIONNAIRE

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INTRODUCTION

For the past many years, Pakistan has experienced a steady decline in governance. First it was reflected in the poor delivery of public services like education, health and water supply and sanitation. More recently, maintenance of law and order has become the major public service failing its clients. In the search of explanations for this unacceptable state of affairs, questions have also been raised about the quality of education and the training institutions for the executives delivering these services. As the knowledge of these executives also feeds back into policy making and its implementability, the ill-prepared executives impose a real constraint on the development of appropriate national policy which can match the domestic needs assessed on the basis of local agenda. One of the reasons for low quality of public service executives was the lack of quality training institutions, despite the fact that training had always been part of the system. The training institutions, in general, have been failing to address the development requirements of the country, and with the exception of the National School of Public Policy, they lack the appropriate faculty and infrastructure necessary to turn executives with a generalist education background into effective deliverers of public services. As a matter of fact, there is lack of a vision for translating development agenda into the training programmes of the executive officials. There is no clear national policy and the training institutions have deteriorated, in general.

Public policy is developed to achieve certain goals which can be achieved by means of public law implemented by public officials. These officials must follow a set course of action laid down in transparent rules of business, with a spirit of service instilled in them by sound training institutions. Their task is to achieve desired results sometimes in the absence of adequate information and in extremely controversial situations requiring neutrality. Their actions affect a large number of people. Therefore the public servant requires caliber, knowledge and a proper skill set. These skills affect the quality of government, delivery system and cost of running business. Good governance and sound institutions are important to induce behavioral and structural change in the fabric of the society.

A good public policy means good government which enhances the welfare of the entire nation. But the success of public policy like every policy depends upon its implementers. The purpose of this study is to provide a concept of governance and issues of executive education in Pakistan. It discusses the role of executive education in the skill development in Pakistan.

Public policy is modernizing worldwide, and the demand for qualified executives is increasing rapidly. The complexity of a modern government and the changing paradigm of public service requires professionals with sound administrative skills. Pakistan has been facing new challenges in this 21st century. Public policy makers have to deal with the issues of cultural change; media is now more vibrant and liberal and the result is more informed masses, whereas there is uncertainty present on social, economic and political fronts. It not only needs more infrastructural development projects but also a different type of government. The government in the new paradigm is a facilitator, which has to catalyze change. To deliver a public service, there is need to look beyond the government budget constraint so as to actively promote public private partnership for accelerated growth and better quality of life.

The performance of the public sector can be judged from the quality of its officials and bureaucracy. Most of the public servants join the service because of the fringe benefits and

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the authority which is there to exercise. They are subordinate to the state and enjoy relative job security. This type of job description develops a specific grandeur and character in the mind of a public servant. Any concept of concept of public service is lost. Administrators joined the service with the idea of limitless authority and subordinate to the whim and will of the rulers only. They have codes of rules and regulations for running the government and to control the federation as well as provinces. Any loss of control and any limitation of domain meets with resistance. The end of the elected local governance is the case in point. The idea of an administration being an instrument for ensuring a civilized relationship between the citizens and the state is not embedded in the working of bureaucracy. Unfortunately the officials were neither educated nor trained enough to deal with the changing roles.

A bureaucracy is no better than the environment in which it has to perform. Politicization of the services had started right after the independence in 1947. Over the years, while the competitive examination for entry is still seen as fair, postings, transfers and promotions have witnessed steep erosion of merit at the hands of successive political as well as military regimes. Arbitrary dismissals, the end of constitutional protection and a disproportionate burden of ever rising inflation have seriously undermined the incentives to join. No wonder, the best and the brightest university graduates no longer see the civil service as their first choice. As a result, there is acute shortage of trained manpower and quality officials. Productivity is declining. With low quality executives, there is no integrated and responsive mechanism available for enhancing competitiveness and good governance. There is a dire need to have a comprehensive executive education programme for public officials so that the private sector can be encouraged, through proper guidance, to make optimum investments in every sphere of life. There is also need to have trained government officials who can deal with public affairs at the local level with local solutions.

The public servants can be subdivided into three categories: civil servants, judicial officers and legislators. The most powerful group is civil servants, considered as most knowledgeable and belonging to services of high caliber. They hold a controlling position in the administrative structure of the country. They enjoy an elitist status. Absence of democracy and disruption of democratic process hinder the growth of strong institutions. Civil servants become more powerful and key players under a political system. The Rules of Business, by declaring heads of Divisions as Principal Accounting Officers, make them the effective heads of Ministries. But these public servants are no more the deliverers they once used to be: they are unable to take timely and fair decisions and have instead developed a culture of adhocism. This type of mindset suggests problems in executive education and training, most important being the failure to specialize and the absence of skill formation on the agenda.

The concept of governance is not that of an authoritarian entity. In general, it is copied from the West. The West has developed the concept that government can no more afford to be authoritarian. It is facilitator which should provide a congenial environment for sustainable development. A public official is no more a manifestation of government power but a tool which catalyzes growth with appropriate policies and by designing pro-investment rules and regulation. Government officials need knowledge, skill and positive attitudes. Only then can they deal purposively with clients as diverse as the common man and business tycoons.

This study describes the current system of executive education as a two tiered system. The first tier is conventional education which provides the basic input for all types of officials and prepares the candidates for entry into public service. The analysis of this level of education in this paper is cursory. The second tier involves public training of all the officials. This second

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tier includes pre- and in-service training. The rationale behind this study is to determine the quality of executive curriculum and its delivery at the training institutions and its eventual impact on decision making.

Objectives and the Scope of the Study

According to the TORs, the scope of the study is to prepare a comprehensive report on the situation analysis seeking to achieve the following objectives:

(i) user needs profile of executive education on governance in Pakistan;(ii) current state of executive education courses/programs being run in public and

private sector in Pakistan; and(iii) identify gaps in comparison to the requirements of a governance curriculum.

It will include requirements of legislatures, local governments, government institutes, think tanks/ NGOs/ associations/ clubs/ chambers/ unions. It will also cover existing curricula of various executive education courses/programs or curriculum for new recommended courses/programs.

In this way, this study will focus on the various aspects of training institutes, their mandate and need for the particular institute, governance structure, resource availability, links with policy making and their capacity to respond to the changing skill requirements of the Ministries/ Division. It will assess the capacity gaps and improvements required in the local training institutions. This study will identify the priority areas for training. It will also assess whether the existing institutions meet the future requirements. To fill the gap, the need for new institutions and courses will be identified.

Research methodology

The above statement of scope and objectives is a tall order and the time and resources allowed make it essentially an exploratory study focusing mainly on public sector. It looks at the conditions and practices of the training institutions to get a sense of expertise, level of resources and efficiencies by identifying gaps in governance curriculum.

The universe

There are 24 training institutions under various Ministries that are engaged in training of civil servants of all kinds. An equal number of training and skill up-gradation institutions exist, which mainly cater to ex-cadre public servants1. The focus of the study is to analyze both type of institutes. The list of the universe is provided as Annex-I.

Sampling design

The study requires purposive sampling because the universe consists of more specific predefined groups of institutions. It allows us to include experts of our interest which will help us identify the gaps in comparison to the requirements of a governance curriculum of interest and exclude those which do not fit the bill. In addition, it will enable us to sample for the diversity and heterogeneity that exist in various types of executive education institutes

1 Cater to corporate sector and other management professionals, Research Supervisor’s comment

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sampling. With a purposive sample, we are likely to get the opinions of our target population. We are also likely to overweight subgroups in our population that are more readily accessible. We selected 25 institutes out of the universe of 50 institutes. These were included on the basis of their relevance and importance.

Questionnaire Design

We designed a questionnaire for collecting the basic information on the existing situation. This questionnaire was self administered by the team members. It was filled up by the officials who are providing training and the administrative heads who arrange these trainings. As a result, it will enable us to be more objective and replicable.

A comprehensive questionnaire has been designed for resource persons and administrative heads. After designing the questionnaire it was sent for face validity to the local supervisor. The questionnaire is attached as Annex –II.

The second part of our research design is qualitative in nature. Generally qualitative research focuses on the subjective experience and perception of the research subjects. In qualitative research, the tools adopted were open-ended and unstructured interviews, ‘conversations’ with the heads of the institutions. The focus of discussion is not only to describe but also to analyze the existing situation and how that change can take place.

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GOVERNANCE STRUCTURE IN PUBLIC SECTOR TRAINING INSTITUTIONS

The governance structure of any country consists of Judiciary, Executive and Legislature. The access to the proper service is not only time consuming but also suffers from corruption. According to the Human Development in South Asia report of 2005, “Governance constitutes for [ordinary people] a daily struggle for survival and dignity. Ordinary people are too often humiliated at the hands of public institutions. For them, lack of good governance means police brutality, corruption in accessing basic public services, ghost schools, teacher’s absenteeism, missing medicines, high cost of and low access to justice, criminalization of politics and lack of social justice. These are just few manifestations of the crisis of governance”. The form and the nature of the government is centralized and dominated by the elite which has its linkages as class with army, Mullas and politicians. So the will to reform the governance, whether it is military regimes or selected democratic governments, is always low or almost nonexistent. Pakistan has the system of ruling elite. Often, the reform started or the process of bringing change is on the initiative of foreign donors and gets very low public support. In short, the elite capture of the state institutions is complete. The British had introduced a well-structured system of governance in undivided India. It had three pillars - Army, Civil Services and Judiciary. This system was termed as Steel Frame. It was structured to fulfill the colonial agenda and the chief item on the agenda was to control the masses which are inefficient and rebellious in nature and to collect revenue for running the government. This system had a very weak legislative tradition as there was no democracy. But this system was transparent and non-partisan, and based on merit. The most organized arms of the system were civil servants and army. The post independence Pakistan enjoyed the same system until the United States intervened to change this system with reforms. This reform package required a less dominating role of civil servants and army in the political system of the society. Pakistan was run intermittently by the army and politicians, with bureaucracy playing the second fiddle. Unfortunately, Pakistan failed to establish new governance institutions which can deliver change and transform society. Army has its effective system of training. Judiciary was slow in the race because it never suits to the ruling elite to have a strong judicial system in the country because it can work for the equity and rule of law in the country. Civil service is considered competitive and merit-based. But it is seen as an elite service, distant from its real clients. Several Commissions and Committees were setup for introducing reforms after independence in the administrative structure and civil services of the country. Some changes were introduced during Ayub Khan’s regime in the 1960s to improve the efficiency of the Secretariats but reforms process was half hearted. It was influenced by the whims of a single person and not a genuine effort to ensure an effective and transparent decision making process. In 1973 urban professionals protested against C.S.P as they were not comfortable with the Civil Services occupying all key positions. It comes under sever scrutiny. It was bitterly criticized as the imposition of Babaus on suffering public. In 1973 reforms process again started. Mr. Bhutto who initiated these reforms had tasted the arrogance of the civil servants. So he made haste quickly and made a sever dent into the civil services by taking away the constitutional guarantee of the security of the job from civil servants. He also demolished the exclusive and privileged role of the Civil Service of Pakistan (CSP) within the overall structure of the public services. At his time Common Training Programme (CTP) was started.

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But even after 37 years CTP has failed to change the attitude of the ruling elite. It has had the effect of turning the best and the brightest away from the services and to the private sector at home and abroad. CTP at the Grade 17 level has a group of 150 to 200 officers. The system created, inter alia, a District Management Group, which overtime assumed most if not all the elitist trappings of the old CSP, an indication that common training failed to curb the arrogance of power. Another round of reforms was initiated by General Musharraf and it has also turned out to be contentious. The 2001 devolution plan served another major blow to the DMGs as the posts of Commissioners, Deputy Commissioners (DC) and Assistant Commissioners (AC) were officially declared colonial relics and abolished. The reins of District Administration were transferred to the elected Nazims. Now the system is in a flux again and a power struggle looms. Commissionerates are back and the administrators from the civil services are replacing elected Nazims. The old story that the local governments are proposed by military rulers and disposed by political rulers has repeated itself yet another time.Institutes can easily be demolished but it takes centuries to build. The United States has an independent bureaucracy. The system which Pakistan inherited has the major criticism that it was built to serve the agenda of colonial government in which the goal is not to serve the people but to rule over them. In this system the front line officer is considered as the repository of knowledge and knows the system so well that the higher rank officer can rely on his reports and wisdom and takes decision on the basis of information provided. Responsibility increases with the grade but not the knowledge. The strength of the system depends on the ability of the person at top to use source of knowledge and decision making ability. The system was changed as a result of reforms started in the Musharaf era when a law was passed which envisaged training, education and research under the NSPP. There was the understanding that Pakistan has not invested enough in human resource and democracy had to be taken to the grassroots. There is need to have devolution of the power and educate the administration with appropriate skills. National School of Public Policy was established. Translation of this idea entails dealing with shortage of appropriate faculty. Military has three types of training: staff, instructional, command. An instructor has a high value. And a good officer has to perform in all three services. This ingredient to value the training was missing in civil service training. Even after all the efforts good civil officers cannot be effectively involved in training. The commissioners trained Deputy Commissioners on the job and the Deputy Commissioners trained Assistant Commissioners on the job. The traditional civil servant is trained for collecting the revenue. In colonial days land revenue was the major source of revenue to the government and it collected 80 % of the government revenue. The second most important task is to maintain law and order. Even after the land revenue had been reduced to an insignificant tax, the civil servant continued to be trained with the mindset of revenue collector. The devolution plan introduced by Musharaf did not demand it. Now the civil servants do not have unquestioned authority. They have to contend with ruling MNAs/MPAs. A civil servant now has to give leadership with diluted authority. This job no more has authority nor charisma because a public servant, in effect, has to facilitate ruling party MNAs/MPAs or MNCs or powerful businessmen. They are more powerful and it is wrong to assume that it has to serve public. This type of environment has failed to stop corruption and public service delivery has deteriorated. Involving executives into political system has the worst impact: it demolished the non-partisan position of services.

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EXECUTIVE EDUCATION IN PAKISTAN

Executive education, in public as well as private sector, aims at the upgrading the quality, relevance and impact of training of officials at all levels. It can play the most important role because the majority of the officers serving the Government who do not belong to any cadre or service receive no systematic training for upgrading their technical and professional skills. This neglect has a major negative effect on the quality of investment and operations of projects. The demands of specialists and technical experts are increasing with the expansion in economy. There is needed to look at the role of institutions available for training of the executives.

The core of executive training is to develop skills which are necessary to opt for market driven choices, development, accountability, decentralization. The training should enable participants to involve in research on domestic problems by incorporating global knowledge so that this research can be used in the policy making.

Two surveys were carried out separately for public and private sectors, the former being the more comprehensive of the two. The survey of the Federal Government training institutions revealed that there were 24 training institutions that are engaged in training of civil servants of various cadres. Another 24 training and skill up-gradation institutions cater mainly to the ex-cadre public servants and the army. These training institutes are characterized by varied mandates, governance structures, resource availability, and links with policy making and in their capacity to respond to the changing skill requirements of the Ministries / Divisions.

The existing training and research institutes have been re-grouped and classified by their size, importance and potential into eight main clusters2. Each cluster institute will be an autonomous body governed by an independent Board of Governors/Directors and a Chief Executive reporting to the Board. The Secretary of the Division will act as the Chairman of the Board (in case of NSPP, the Chairman of the BoG is the President of Pakistan) on a rotating basis with ex-officio members drawn from the Finance and Establishment Division, members of the academia and private sector stake holders.

Profile of NSPP

During Musharraf period, the Government established the National School of Public Policy (NSPP)3 to focus on management training at all levels of public service from grade 17 to grade 20. The role of NSPP is to strengthen the institutional infrastructure, content, methodology, delivery, incentives and standards of training. It has to expand in-service training opportunities for the majority of officers working outside the cadre services and to upgrade the quality of training institutions in the Provincial Governments, and for capacity building at the local government level. Management training for civil servants takes three main forms: a) Pre-Service Training, b) In-Service Training, c) Training Abroad. 2 List is Annex.3 NSPP is a degree awarding institution in the field of Public Policy and was established through the National School of Public Policy Ordinance No XCIX on 26th October 2002. The NSPP Ordinance was notified on 15th March, 2005 to organize training for Civil Servants from Pre-service entry level training at the Civil Services Academy, Lahore to the highest level at National Management College (former Pakistan Administrative Staff College) for BS-20 officers.

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Training levels Most of the executives hold masters or equivalent degree. These candidates have sufficient knowledge but it may be attractive, if these executives have an opportunity of acquiring an M.Phil or PhD degrees by attending courses at the NSPP. These candidates need effective administrative skills for performing difficult tasks. Most of these candidates have no administrative skills. A higher degree will bring rigor in their training and it should be mandatory for completing these higher degree courses before becoming an additional secretary. All PhD’s should get allowance for holding PhD no matter at what level and where they are serving.

Pre-Service training The pre-service training is arranged at the time of induction in job. A general type of training, it has a very important role in attitudinal development of the public servants. In the past, it hardly translated into specific public service delivery. Pre-service training includes Common Training Programme (CTP) and Specialized Training Program (STP). CTP is for Grade 17 officers appointed as probationers to the Central Superior Services (CSS) at the Civil Service Academy (CSA) Lahore. The CSA also holds a 20 weeks specialized training program (STP) for DMG probationers.

In-Service training National Management Course (NMC): Two highest level courses annually for federal and provincial government servants BS 20. Successful completion required for promotion. Senior Management Course (SMC): Two strategic management level courses annually for federal and provincial government servants BS 19. Successful completion required for promotion.National Institutes of Management (Lahore, Karachi, Peshawar and Quetta: Mid Career Management Courses for Grade 18 officer, mandatory for promotion. In-Service training is offered for new entrants and in service officers through the following institutions: Secretariat Training Institute (STI): In service Training for direct recruits and promoted officers: Pakistan Provincial Services Academy (PPSA): Training for provincial service officers of the four provinces and for officers and staff of federal autonomous bodies. Punjab & Sindh have now also made their own arrangements.

Pakistan Academy for Rural Development (PARD), Peshawar: In service 8 weeks training on selected issues for federal and provincial government officers.

National Defence College (NDC): Also provides training to selected Civil Servants.

Training AbroadPresently participation in foreign training courses funded by foreign governments/agencies or by GoP has no linkage with an officer’s career advancement or progression.

Public servants have to go for training at various level. Theses levels are as follows CSA for the new entrants SMW (Senior Management Wing) is the Part of National Management College

(former NIPA) arranging trainings for the grade 19 officers. The National Institutes of Management (Former NIPA’s) Peshawar, Karachi and

Quetta are now charged with the responsibility of organizing Mid Career Management Course (MCMC) for BS-18 officers.

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These trainings are for joint secretaries in grade 20. These are the operational heads. Their responsibility is to develop policy implementation strategies.

National Management College(NMC) is an top public sector institute for training the highest level of officers of grade 20-21. It was former Pakistan Administrative Staff College.

Mid career training was made compulsory in Zia’s time as is the case in military training.

Formal training design at CSA

CSA holds pre service training for the civil servants. This training at CSA inculcates pride in service. The restructured modules at CSA are based on advanced level of knowledge on public policy, management and economics and aim to convert university students into public servants.

Profile of National Institute of Management (NIM) Quetta:

The quality of faculty at Quetta is poor. Only two to three persons were handling the entire training at the time of the survey. Double salary is not enough incentive for good faculty to serve at Quetta. Besides, due to law and order situation, faculty is reluctant to join NIM Quetta and NIM Peshawar. For the same reason, participants also try to get their nominations withdrawn from the courses when they are asked to do the course at Quetta or Peshawar.

Profiles of National Institute of Management (NIM) Karachi:

NIM Karachi also conducts MCMC for Grade 18 officers. Faculty caliber at Karachi was found to be much better. The faculty at the NIM Karachi felt that their faculty should get an equal opportunity to get MCMC training for Grade 18 at Karachi, like Lahore based faculty gets this training at Lahore.

Profile of National Defence Course

The National Defence Course is one of the most prestigious courses being offered for senior level officers in the country. Although not as comprehensive in terms of subject coverage as the National Management Course being offered at the National Management College, the NDC comprises the basic subjects which are essential for training in public policy formulation.

Duration: Ten months

Participants: There are four categories of participants in the NDC—serving Military officers (Brigadier rank or equivalent), civil servants (Grade 20 equivalent), Allied officers (military officers from friendly countries), and private sector participants.

Syllabus: The core subjects include Comprehensive National Security (incl. economic security, food security, energy security, water security, human security, strategic assets security, border security, internal security, etc.), Public Policy Formulation and Implementation and governance. The focus is not “Defence” but national security in the broadest sense.

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Methodology: The methodology includes, Lectures, Panel Discussions, Seminars and Workshops, Syndicate Discussions, Classroom activities, including Q & A, Simulation Exercises, country-wide Internal Study Tours, Foreign Study Tours, Thesis Writing (Individual Research Paper) as a qualifying requirement for the degree award, Group Research Paper, and several other written as well as practical assignments, requiring research, analysis and debate. Source of Funding: Government of Pakistan

Faculty: High caliber faculty—integral as well as visiting, including politicians, members of the parliament, high ranking civil and military officers, retired members of the judiciary, strategic analysts, business leaders, industrialists, agriculturists, media men, civil society representatives, university professors, academicians, social workers, and foreign visiting speakers. The NDU has a close liaison with the NDU of the United States and holds regular interactive sessions in which NDC participants take part.

Curriculum Development: A regular Course Review is carried at the end of each ND Course by the course participants. In addition, external input is also utilized for curriculum refinement. New topics are included each time as the changed environment demands, and old and redundant topics are excluded.

Profile of the Foreign Service Academy

The Foreign Service Academy (FSA) is the training institution of the Ministry of Foreign Affairs of the Government of Pakistan. This is one of the several Specialized Training Institutions (STIs), serving specific needs of various occupational groups in the civil services. Since its establishment in September 1981, the Foreign Service Academy has organized 26 courses for young officers of Foreign Service of Pakistan (FSP) out of which 14 courses included Foreign Service officers from other countries. After the extension of its activities the Academy arranged 18 Advanced diplomatic courses for Mid-Career African diplomats, 16 courses for diplomats from CAR, SAARC, African and other countries, one for Afghan diplomats, one for Iraqi diplomats and two for FSP Mid-Career officers.

However, as far as Governance is concerned, the Academy does not focus on it as its core subject. When they were asked about their core focus area, it was informed that Diplomacy and International Relations are their central subjects as it is their specialized training institutes for the Foreign Service of Pakistan. Methodology: lectures discussion, presentations and written exercises are the general method used in the training methodology. The Foreign Service Academy also conducts internal study tours as part of their curriculum.

Profile of the Secretariat Training Institute

STI was established in 1956 at Karachi as a part of the Establishment Division. It still is an Attached Department of Establishment Division.

The Secretariat Training Institute (STI) plans and organizes in-service and pre-service training courses for the employees of the Federal Govt. and its departments to enhance the professional skills of the trainees by giving them a thorough working knowledge of the Secretariat Procedures and Practices. The pre-service training is provided to the Probationary Officers of the Office Management Group (OMG) and the Section Officers selected through Promotional Examination by the FPSC or through the competitive CSS Examination.

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Mandatory Course: The role of STI as a training Institute has been expanded since the Government decision to impart mandatory promotion related capacity building programmes to officers of OMG and Secretariat Groups (BS-17 to BS-19).Duration: The duration of this training is 8 weeks for the trainees on the promotional Exam but the Establishment Division may change the duration for the Probationers of the CSS (Competitive) Examination.

Syllabus: The subjects of Specialized Training are Secretariat Instructions, Rules of Business, Human Resource Management, Service Laws & Rules, Secretariat Noting & Drafting & Financial Rules & Budgeting added with E-Government and Public Administration courses. Like the FSA, the STI also does not have Governance as it core subject.

Profile of the National Police Academy

The National Police Academy (NPA) was established in 1978 with the Commandant having his office in Islamabad in a rented building and the training wing with ASPs officers Mess, 31 km away at Soan camp, the training left a lot to be desired. National Police Academy with meager resources available could barely train the ASPs, while very few courses were offered to senior Police managers due to dearth of training facilities and lack of professional trainers.

In 1989, the then government, appreciating the need for a proper academy for the Police directed the planning and construction of National Police Academy. Things began to change in 1993 when the caretaker Prime Minister, Mr. Moeen Qureshi, made an initial grant of five million rupees from his discretionary fund. Since then there has been progressive improvement in its curriculum and quality of training. Syllabus: the subject which attracts most attention is internal security and the operational methodology of countering the internal threats. Terrorism has recently been added as an important subject. However, NPA too is a Specialized Training Institution, and Governance as such does not figure as its central subject, though in the context of National Security it gets some attention.

Faculty: High level intelligence and police officers form the core faculty for NPA

Profile of Governance & Public Policy Course at Islamic University

Syllabus: The syllabus is in an evolving stage. Governance, according to Dr. Ansari, is a concept borrowed from the western theory and practice. In Pakistan, its indigenous conceptualization is still not clear. In case Rule of Law is taken as the basis of effective Governance, Educational and Training institutions are not clear whether they should teach Sharia Law or the Constitutional Law as the foundation for the Rule of Law. Even within our constitution, according to Dr. Ansari, there are unresolved issues. The Objectives Resolution, e.g., contradicts a few other provisions of the constitution which need to be resolved through an open debate in the parliament. Policy Formulation and Implementation is also an essential part of this course. One critical topic taught in the curriculum is the Element of “Public Choice”.

Methodology: This course also has Lectures and Panel Discussions, Seminars and Workshops and written assignments. 6 Credit Hours are dedicated for Field Project. Further, the methodology includes Policy Analysis, where Equity, Efficiency and E-governance (IT),

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identification of the problem and ability to find a solution in the light of new knowledge are practiced.

Areas of Concern: Following areas of concern were highlighted in the teaching of Governance and Public Policy:

a. As Rule of Law is non-existent, teaching Governance is an activity in a vacuum. The system is incorrect. Justice is not available to all on an equal basis. To achieve values of good governance in a coordinated way, we need Rule of Law first. The forum for ensuring Rule of Law is not the Education and Training institutions, but the Legislature. Till the legislators are not sensitized of the need for justice and Rule of Law, Governance will be taught only as a western theoretical precept without any scope for its application in real life.

b. Constitution-making itself is motivated by need for concentration of power, and self-perpetuation. Articulation of ideas and concepts of Governance are neither defined nor are they part of constitution-making.

c. Curriculum needs to be re-defined in the context of Social Sciences, by keeping the idea of man as a moral being, and not as an object to be manipulated as in the western capitalist systems. For this the Legislature needs to be sensitized and educated.

d. Among the students, there is a general lack of innovative ideas and the spirit of inquiry, which is an outcome of our school system. Questions are not encouraged and answers are not given right from the primary school through the secondary level education. This system focuses on producing followers and not leaders, and hence Governance remains only a theoretical construct with an acute dearth of “Governors”.

Profile of Media Training

In the past decade, the media in Pakistan has undergone revolutionary changes, with electronic media in the lead. As a result of the expanding space for press freedom, the issue of responsible journalism has assumed increasing importance. While almost every university has now a department of mass communication, their output has never been the first choice of the human resource managers in the media. Most journalists in print media learnt on the job, as formal training institutions have been established neither by industry nor the public sector. Print media was lucky to have senior journalists who had the experience to guide new and young entrants. Electronic media, itself very young with all the teething problems, has had no such luck.

Not that the issue has not received the attention of the representative bodies of the media persons. The Council of Pakistan Newspaper Editors (CPNE) announced the setting up of a Skill Development Committee on October, 2003 to arrange various training programmes, workshops and seminars. There is, however, no record of any activity. All Pakistan Newspapers Society (APNS) has a Training and Development Committee. It does not seem to be a functioning committee. Among the specialized fields, economic journalism is the most demanding in terms of education and training. Lahore Economic Journalists Association has been formed with the avowed objective of building the capacity of the members in different areas of economy. The methodology adopted includes invited lectures and presentations by professional economists and economic leaders in public and private sectors. As recently as on August 9, 2009, the Pakistan Federal Union of Journalists (PFUJ) announced what it describes as a “comprehensive strategy for training and capacity building of journalists in accordance with present day requirements.” According to the plan, the PFUJ

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with the collaboration of various reputed agencies of international level will acquire the services of the trainers for further training of the Pakistani journalists in the field of health, education, economy, reporting for conflict areas, new techniques of subbing, civic journalism and online reporting. Besides this, journalists will also be imparted training to use the new tools of the reporting in the electronic media as per present day requirement.

In the absence of formal training and education institutions for media, donors and NGOs have stepped in. Internews, an international NGO, implemented a project funded by the US State Department in October 2005-March 2007. This $1.3 million project sought to expand the capacity of independent media through expert advice and advocacy in media law and regulation and monitoring of freedom of expression issues. It was partnered by local broadcast industry and universities. The UNDP-funded SDPD project mentioned earlier noted that the Pakistani media has been doing reporting based on statements made by prominent politicians. The result was little space for issues such as poverty, lack of healthcare, gender based problems and the like. The project organized the following training workshops to encourage issue based reporting.

S# Topic

1 Media Today and Tomorrow

2 How to Cover Parliamentary Proceedings

3 Media Today & Tomorrow: Second Focus Group Discussion with Media

4 Press Briefing on District Level Consultation

Pakistan Press Foundation (PPF): Pakistan Press Foundation (PPF) is an independent media research, documentation and training centre working to promote and defend freedom of press. It objectives are:

1. To help raise the standards of journalism particularly of the vernacular and regional press

2. To promote and defend freedom of expression in Pakistan and internationally3. To encourage research on mass communication in Pakistan 4. To promote through the media, greater awareness of social and development issues

The PPF activities include seminars and workshops on issues in mass communication, training for journalists, development of training materials for journalists, and professional research and documentation on media in Pakistan. The PPF has a large number of international links. The Royal Society for the Arts, UK approves the PPF for issuing National Vocational Qualifications (NVQs) in journalism. It collaborates with international organizations for training activities including the Commonwealth Press Union (CPU), UNESCO, Friedrich Ebert Stiftung (FES), The Thompson Foundation, The British Council, The Knight International Foundation, and International Centre for Foreign Journalists and The Freedom Forum. The trainings are focused on freedom of expression, gender issues, rural journalism, media and society.

Profile of Existing Legislatures Training Programmes

Pakistan has a federal structure with a bicameral legislature consisting of Senate and National Assembly at the federal level and four Provincial Assemblies. In addition, there are two special status assemblies of Azad Kashmir and Gilgit-Baltistan. Neither the executive nor the

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legislative branch itself has put in place any formal training set up at the official level. After every election though, ad hoc orientation sessions are arranged for members. These sessions focus largely on legislative procedure and very little on the enormity of legislative business. A formal training set up does not exist at the official level. Since the restoration of the Parliament in 2003, the nongovernment sector has attempted to fill this void.

Pakistan Institute of Legislative Development and Transparency (PILDAT): The most prominent initiative is the Pakistan Institute of Legislative Development and Transparency (PILDAT). It works for strengthening democracy and democratic institutions in Pakistan by building the capability of and instituting non-partisan monitoring framework for the elected representatives and legislatures. Its mission is to strengthen democracy and democratic institutions in Pakistan. PILDAT was registered as a non-profit entity under the Societies Registration Act XXI of 1860, Pakistan on September 19, 2002.

PILDAT has been actively engaged in building the capabilities of elected Legislators towards a better discharge of their functions of Legislation, Representation and Oversight. Regular trainings/briefings workshops and sessions for Legislators belonging to the National and Provincial Assemblies as well as the Senate have been conducted. As a non-partisan political research institution, PILDAT regularly prepares well-researched briefing/background papers and Case Studies for Pakistani Parliamentarians, Parliamentary Staff and politicians on crucial policy issues. The PILDAT State of Democracy Report, the flagship publication of PILDAT in its democracy watch programme, carries an in depth quarterly review of democratic development for the local and international audience. PILDAT also facilitates the formulation of issue based caucuses across parties in the Legislatures. Finally, PILDAT sensitizes the civil society organizations to lobby effectively with legislators on policy related issues, while the e-democracy programme looks at ways and means to build better network between the public and parliamentarians.

PILDAT works to strengthen democracy and democratic institutions under the following programmes.

Political Research Programme In this area, political research is carried out in the shape of Briefing Papers, Background Papers, Case Studies, Reports and Directories for the benefit of legislators, legislative staff, political parties, the media, civil society organizations and the public.

Public Legislative ForumThe forum is a means to sensitize civil society and the public to get involved in democratic decision making and legislative issues and gauge and gather public input. Through this forum, opinions of various sections of society are channeled to the Parliament and Provincial Assemblies. It involves holding of public discussion and dialogue on legislative performance of the Parliament and Provincial Assemblies and legislation under consideration or passed by the legislatures.

Legislative Strengthening Programme for Legislators and Legislative StaffThrough this programme, legislative capability-building and strengthening efforts are made using tools such as technical and policy issues-based Briefings, Training Workshops; Roundtable Discussions and Legislative Study Tours.

Civil-Military Relations Programme

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In the peculiar background of the political role played by the military, this programme includes creation of avenues of pluralistic political discourse and dialogue on areas such as civil military relations. Major areas under this programme include a Track-2 Civil-Military Dialogue, efforts towards Parliamentary Oversight of the Security Sector and sharing of International Case Studies and Best Practices to achieve the objective.

Democracy Watch ProgrammeThis programme ventures into its legislative transparency focus areas. With a major quarterly and annual publication on the State of Democracy in Pakistan, the programme also places emphasis on areas such as committee reports, proceedings, web and Senate and Assemblies.

Political Parties Programme Focused on strengthening political parties for a strengthened democracy in the country, this programme undertakes national and international training and sensitisation of political party office-bearers and personnel, and provides avenues for dialogue and briefings in this regard.

Organization and Funding:PILDAT is managed by a Board of Directors and is advised by a Board of Advisors of eminent persons of diverse backgrounds and specializations. It was founded through the seed money by a group of overseas Pakistanis and has been supported by British Council, DFID, UK, International Republican Institute – IRI, The Asia Foundation, World Bank, UNDP and US-AID.

Profile of Strengthening Democracy through Parliamentary Development:

This is actually a technical assistance project supported by the United Nations Development Programme and the Inter-Parliamentary Union to. It focuses on Parliamentarians’ orientation and staff training. It has the following six components:

1. Improving the organizational structures of the Secretariats of both Houses.2. Strengthening legislative functions of Parliament through enhanced lawmaking skills,

improved procedures and adequate staff support. 3. Strengthening procedures to promote more effective oversight and legislative scrutiny

by the Senate and the National Assembly. 4. Improving parliamentary information services for the Senate and the National

Assembly, the media and the public. 5. Improving the participation of women Members in all activities of both Houses, ie,

both the quality and the frequency of their participation. Strengthening mechanisms for regular and productive interaction between civil society and the Parliament.  

Parliamentarians’ OrientationA large part of the work of SDPD is an orientation programme for Members of Parliament. Many Members come from a background of local politics and need to gain knowledge and information to become national legislators. Towards this purpose, SDPD has held a large number of training sessions. These are listed below.

S# Topic

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1 Roundtable of Women Standing Development Committee with INGAD.

2 An Orientation Workshop For Honorable Parliamentarians On Gender Responsive Budgeting

3 Analysis of Budget Document and Briefing Session for the MPs at the National Budget 2007-08.

4 Introductory Seminar on Legislative Drafting Skills for MPs held on 26th June 2007

5 Book Launching Ceremony on Performance Report of National Assembly of Pakistan held on June 28th 2007

6 Why Democracy

7 Education policy: Gaps and Lacunae

8 Parliamentary Procedures

9 Power of Positive Attitude & Motivational Leadership

10 Focus Group Discussion

11 Orientation Session for NEWLY ELECTED MNAs

12 Economic Challenges  Confronting Pakistan Today

13 Importance of Parliamentary Research & Information Service

14 Parliament and the Sate in Pakistan: Case for Constitutional Reforms

15 Orientation Session on Budget and Gender Responsive Budgeting

16 Pre Budget Meeting with Mr. Naveed Qamar

17 Role of Parliament in Budget Process

18 Draft Educational Policy

19 Land Reforms

20 Motivational Lecture for Parliamentarians

21 Personality & Communication for leaders

22 Personality & Communication for leaders

23 Personality & Communication for leaders

24 Focus Group Discussion on Labor Policy

25 Focus Group Discussion on Housing Policy

26 Focus Group Discussion on Industrial Policy

27 Women Development Policy

28 7 habits of Highly Effective People(Franklin Covey)

29 Leadership and Management Skills of Effective people

30 Focus Group Discussion on Agriculture Policy

31 7 habits of Highly Effective People(Franklin Covey)

32 Senate Orientation

33 Parliament Orientation Programme on Poverty Reduction Strategy in Pakistan

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34 Orientation Session on Parliament and International Agreements

35 Provincial Level Consultation on Six Policy Issues

Technical training to parliamentary staffSPDC is not just working with Parliamentarians: the project also provides technical training to Parliament staff. The table below gives some of these trainings.

S# Topic

1 Orientation of Staff on National Rules of Procedures.

2 Training Course on Communication & writing Skills for the Parliamentary Staff

3 Effective Business Writing Skills*

4 Role of Research in Policy formulation*

5 Teams work*

6 Legislative Drafting

7 Office Administration-I Day to Day Administration and Record Keeping

8 Air Travel Logistics for IPR (For National Assembly)

9 Quantitative Data Analysis

10 Office  Administration-II   (Procurement/Purchase/Logistics Management)

11 Office Administration-III (Office Maintenance Management/Organizing Work)

12 Enhancing Secretariat Skills

13 Esta Code Rules for the establishment branch

14 Travel Management

15 How  to develop an ACR for the Establishment Branch

16 Technical Report Writing Skills

17 Advance Office Management Program for Secretariat Staff

18 Office Management Skills-Secretariat for Parliament Staff

19 English Language & Report and Minutes writing skills  

20 Leadership and Management Skills of Effective people

21 Protocol & Mannerism for the Secretariat staff of the Parliament

Organization and fundingThe project management is led by a senior official of the Senate Secretariat and includes a group of professionals recruited from the nongovernment sector. The main source of funding is the UNDP.

Profile of Institute of Business Administration

IBA was established in 1955 with initial technical support provided by the Wharton School of Finance, University of Pennsylvania; later, the University of Southern California set up various facilities at the Institute and several prominent American professors were assigned to

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the IBA. In 1957, an Evening Program was started to cater to the needs of the numerous working executives and managers who were interested in furthering their careers through part-time business studies

Executive Education at the IBA: The Institute combines with its program of formal management education, an elaborate program of management training for executives and professionals. These specialized programs are conducted by the newly established Center for Executive Education (IBA-CEE). The IBA-CEE provides opportunities to executives working at different levels in organizations to enhance their careers by gaining knowledge and insight into state-of-the-art management techniques and technologies. Executive Education Programs consists of various training courses and workshops that are organized and conducted by the distinguished IBA faculty as well as industry leaders. Besides open enrolment programs, the Center also offers client specific training to organizations on their request, keeping in view their unique and distinct requirements.

Faculty and Courses: IBA has 80 full time and 85 part time and visiting faculty members teaching courses in Management, Marketing, HR, Strategy, Finance, Economics, Quantitative Methods, Organizational Behavior, Computer Sciences, Ethics, Social Sciences, Chinese, Arabic.

Teaching Methods: Lectures, class participation, case studies, research reports, company visits to equip the students. Profile of Rausing Executive Development Centre (REDC)

The Rausing Executive Development Centre (REDC) under the aegis of Suleman Dawood School of Business, LUMS has offered conducted a wide range of executive development programmes that have responded to the development needs of managers and leaders. It was supported by a donation of USD 2 million from the Rausing family of Sweden.

REDC offers both Open-Enrollment and Client-Specific Proammes designed to suits the needs of today’s upwardly mobile managers. It is positioned to prepare managers for new challenges through close industry links, investment in national and international case studies and a rigorous academic focus. It gives managers an opportunity to enhance their effectiveness and competitiveness of their companies. REDC is a member of UNICON, The International University Consortium for Executive Education which is an organization of leading business schools worldwide with a commitment to executive education and management development.

Open enrollment programmes: Executive education is a critical tool for organizational survival today. Our approach at REDC is to provide new knowledge, competencies and techniques. Our objective is to encourage participation with the viewpoint that one is investing in their organization’s future. All programmes are intensive and offer practical solutions.

At every phase in their careers, managers are faced with a new realm of responsibility and confront a unique set of challenges. REDC’s Open-Enrolment programmes are revised and updated each year to ensure that they reflect the latest in management thinking and address the dynamic learning needs of managers over the course of their careers. Our focus is on more than just the dissemination of knowledge. The concentration is on business situations

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and decisions that participants face on a daily basis. The Executive Education Experience liberates thinking, transforms perspectives and allows an unparalleled opportunity to rethink future directions at an individual and organizational level.

Client-Specific Programme: A Client-Specific Programme is a learning experience specially structured to challenge process of managing as an individual and within the context of organization. It is a developmental tool to provokes thinking differently and develop new perspectives and capabilities.

Partnership Programmes: This programme recognizes that there is no single approach to the development of managers. Therefore, apart from concise Client-Specific Programmes, REDC also provides organizations a forum through which they may train and develop their managers using a partnership approach. The essence of this approach is to work closely with an organization over a longer period of time.

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COMMON COURSES IN ALL TRAINING PROGRAMMES

Common training Courses at all levels

Research Methodology, Poverty Alleviation

Public Policy and its formulation and implementation

Governance and accountability

Organizational structure of the Federal, Provincial and District Governments Regulation and Regulatory bodies

Leadership theory and styles

Macro / Micro Economics

Crisis Management

Project Management

E-Governance

Marketing and accounting

Main Focus of Courses in public sector institutions: Public Policy Formulation and Implementation, Governance, Service Delivery, Management, Leadership, Personality Grooming, knowledge enhancement, Skill Development, Application of Theory to Practice, Attitudinal Change.

Main Focus of Courses in private sector institutions: Management skills, Corporate Governance, Leadership, Effective Communication, Project Appraisal and Management, client based skill development.

Analysis of the survey

Following are the main qualitative findings of the Survey:

The survey was conducted in Public sector and private sector institutes involved in executive education in Pakistan. The institutes were selected on the basis of purposive sampling technique. The proportions of sample were in NSPP(Lahore) (10%), NIM (Karachi) (15%), NIM (Quetta)(10%), NMC (Lahore)(20%), PIM(Karachi)(10%), MCMC(Lahore)(5%), PILDAT (Islamabad)(5%), National Defence Course (Islamabad) (10%), REDC(LUMS, Lahore) (5%) SDPD (Islamabad)(5%), and IBA(Karachi) (5%)

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Age Profiles of the Instructors:In this survey we found that the instructors were in the age of 31 to 62 years. Most of the instructors were between the age of (41-50 years) in the middle of the career which is 44% of the sample.

Age Frequency31-40 5 (20%)41-50 11(44%)51-60 8(30%)

60 and above 2(8%)

In these respondents 17 (68%) were male and rest of the instructors were female. In this survey we tried to measure the job satisfaction from two things: first, what were the plans of instructor in the beginning of the career but failed to realize? Secondly, did the instructors regret decision of joining this training institution?

The analysis of the age and job satisfaction profile revealed that 8( 32%) of the instructors never planned to join training institute as a career choice. By implication, a majority i.e., 68% were there by choice. These were the middle career officers in the age of 31-50 years. Interestingly these were also the instructors who regret their decision of joining the training as career. There were 13(52%) of the instructors who had job experience of between (11-20) years.

Faculty Specialization and Course Teaching:The survey revealed that 4 (16%) of the instructors involved in teaching have degree in Public Policy, 1(4%) have degree in Public Administration and Governance, 3(12%) have the degree in Law, 13(52%) have no specialized degree. These were professionals like doctors, engineers and degrees in English literature and Arts related subject. There were a few (4%) of the instructors having degree in finance.

Area of Specialization Frequency Percentpublic policy 4 16.0public administration and governance 1 4.0Law 3 12.0MBA subjects 1 4.0marketing & finance 1 4.0communication skills 2 8.0no specialization 13 52.0Total 25 100.0

The survey also extracted the information on the level of educational attainment. There was only one (4%) institute having only PhD faculty, one (4%) having the entire faculty with MPhil, 8(32%) of the institutes have masters level instructors, 2(8%) have PhD and MPhil Faculty, 9 (36%) of the institutes have both masters and MPhil faculty.

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Faculty Education/Degrees: Level of Qualification Frequency Percent No. of PhDs 1 4.0 No of M.phils 1 4.0 No of masters 8 32.0 Other 4 16.0 PHD and Mphil only 2 8.0 Masters and Mph 9 36.0 Total 25 100.0

Sources of Funding: All public sector training institutions reported government as their primary source of funding. None of these institutions had any private sector support. However, private sector institutions used Course Fees and financing by the sponsoring organizations.

Duration: In the public sector, generally the course duration ranges from ten weeks to 10 months. In the private sector, however, very few institutions are offering programmes longer than one week. However, degree awarding institutions offer year-long or longer course.

Coverage: Public Sector institutions cater to the needs of all levels of officers from Grade 16 to Grade 20. Their main clientele is public servants. Private sector training institutions also take public servants as their trainees, but their main intake comes from the corporate sector. However, the survey result shows that there is minimal linkage between these private institutions and the industry, and there is a likelihood of a mismatch between the training needs of the industry and the course contents being offered. In addition, there is a lack of support from the industry for private training institutions.

Selection criteria: The public sector institutions reported no selection criterion for their respective courses. Their main feeder is the government, and since most course are mandatory for promotion, there is no dearth of trainees for them. The government nominates trainees for various courses and the institutions simply accept and train them. However, there is an upper limit in each institution, on the number of trainees per course, which is determined by the capacity of infrastructure, physical as well as academic. In case of private sector training and education organizations, they are well-known to the industry and often serve the needs of the industry as and when required. These training institutions often tailor-make courses for various sectors, such as banks, multinationals, etc. Their selection criterion is mainly based on which sector can meet their costs. They did not seem much concerned with the quality of the trainees they receive.

Faculty Specialization: Most public sector institutions have a mix of old institutional instructors, contract based academic faculty, and practitioner deputationists. Therefore, some of them have specializations, such as in Economics, Law, International Relations, Public Administration, Public Policy, etc. But not all of them are specialists, especially the deputationists, whose speciality is their own experience of governance and public service. In public sector institutions, especially the National School of Public Policy, (NSPP) the emphasis is on a multi-disciplinary approach to groom the public servants in a wholesome manner. This includes personality development, knowledge enhancement, skill development, team work and leadership development, and professionalism. In the private sector, however, faculty is generally taken with their subject specialization in mind, as they cater to specific needs of the industry.

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Quality of Infrastructure: In the public sector training institutions the physical infrastructure was found to be good. Especially, in the National School of Public Policy, it was state of the art. The academic content also matched the physical excellence. NSPP includes the Civil Service Academy, all the four former NIPAs (now called National Institutes of Management, NIMS), and the former Pakistan Administrative Staff College (now called the National Management College). In terms of infrastructure, there were some exceptions however, such as the Income Tax Academy at Karachi (not a part of NSPP), which was in a pathetic state.

Curriculum Development Approach: The public sector training institutions, especially, NSPP, has its own Curriculum Development Committee. They also use the feed-back from the course participants in each course, through a structured Course Review Committee formed out of the course participants. And they are open to external advice as well, though they do not seek it actively. The Specialized Training Institutions do not need a Curriculum Committee as they all run single subject courses. The private institutions do not have such arrangements. They occasionally use surveys to ascertain how good or bad their programmes are. But there are no structured systems to develop curriculum.

Study Tours: All training institutions have Inland Study Tours which offer the participants to see practice of theory in the field. The highest level course for the public servants, National Management Course being run at the NSPP, has an Inland Study Tour covering all provinces, and also a Foreign Study Tour, in which participants are divided in smaller groups of 8 to 10 each and each of these groups visits one developed and one developing country. They study the policy formulation processes in these countries for drawing lessons to replicate in Pakistan where applicable. Not many private sector organizations include Study tours in their programmes.

Simulation Exercises: A very few training institutions reported that they run Simulation Exercises. In the NSPP, this activity is most structured. As for the methodology for a Simulation Exercise, the class is divided into smaller Groups. Participants are assigned formal roles of mid to high level policy makers. While playing these roles, they have to develop public policy and its implementation solutions that can take into account futuristic eventualities and also ensure continuity, where the existing policy warrants extension. Participants are required to interview those persons, whose roles they assume during the Exercises. In the private sector, this method is not used as a regular training tool.

Faculty Incentives: In the NSPP, faculty gets double salary on government scales. Other public sector training institutions do not have this incentive. Private sector offers market based salary packages which are far better than even the double salary of the NSPP.

Faculty Performance Evaluation: A combination of feedback from the participants and management’s own assessment is used. In addition, annual interviews of the faculty by the top management to assess their suitability for continuation or otherwise are also held.

Incentive for the Visiting Faculty: Visiting speakers do not see much financial benefit in lecturing at public sector training institutions, because the remuneration offered is very low. They visit these institutions because of the reputation which these institutions have built over many years. Private Sector institutions offer monetary incentives to attract visiting faculty.

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Level of visiting Faculty: In all types of training institutions a wide variety of visiting faculty comes. At high level executive courses, such visiting faculty includes Parliamentarians, High level public servants, Jurists, Journalists, Academics, Social Scientists, Retired Army Officers, Lawyers, Constitutional Experts, Civil Society Representatives, Sportsmen, Artists, Writers, University Professors, Medical Practitioners, Heads of Think Tanks, Representatives from the marginalized section of society, teachers, trade union leaders, agriculturists, industrialists, etc. At Specialized Training Institutes, only the subject specialists are invited from that particular field.

Visiting Faculty Performance Evaluation: A combination of feedback from the participant and management’s own assessment

Levels of Training: Public sector training institutions offer training courses to all levels of public servants from grade 16 upwards. As NSPP is the premier training institution for public servants from Grade 17 to Grade 20 level, they offer the most structured training courses at all levels. At Grade 17 level, their programme aims to transform university students (CSS probationers) into functionaries of the state. At Grade 18 level, NSPP’s Mid Career Management Course grooms participants for Tactical and Operational level management tasks. At the Grade 19 level, the Senior Management Course trains potential Grade 20 officers, who can implement policy at operational and strategic levels effectively, thereby ensuring service delivery and good governance. At the Grade 20 level, the National Management Course trains senior civil servants in policy formulation and its implementation. Other public sector training institutions train participants within their specialized fields, such as Income tax, Railways, Audit and Accounts etc. The National Defence University offers two courses in a year, the War Course, and the National Defence Course (NDC). The NDC qualifies participants for a Masters degree in Defence and Strategic Studies.

Degree Courses: None of the public sector training institutions, except the NDU, offer degree award programme. NSPP also does not have a degree award programme. It has been granted degree award status by the HEC recently and they may start to offer degrees from 2010 onwards. None of the private sector institutions offer degrees, and generally run certificate courses.

Methodology: All public sectors institutions reported a comprehensive training methodology, but the survey result shows that the methodology used at the NSPP is the most elaborate. It consists of lectures, panel discussions, case studies, class writing work, Simulation Exercises, Study Tours, Syndicate Discussions, Tutorial Discussions, Research (Individual Research as well as Group Research) skill development, including computer skills, effective writing skills, communication and presentation skills, public speaking, team building, leadership, decision making, and personality development. At other public sector training institutions, various mix of the same methodology is being used. The private institutions reported a rigorous methodology and their main focus is on interactive lectures and class room discussions.

EEP Impact Analysis: No system exists of analyzing the impact of training on governance in either the public sector or private sector training institutions. They generally rely on participants’ feedback.

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Government’s Specialized Training Institutions (STIs): The quality of visiting faculty in STIs of the government is generally poor. No Parliamentarians, High level public servants, Jurists, Journalists, Academics, Social Scientists, Retired Army Officers, Lawyers, Constitutional Experts, Civil Society Representatives, etc are invited as guest speakers. STIs are mainly focused on their own field of specialized subject which is relevant to that particular service. Therefore, governance, and public policy is neglected.

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GAPS IN TRAINING

There is no discrimination between education and training. All officers selected for public service has a certain level of education but lacks training. Training is influx because of the system is influx. There is ambiguity in service structure. It has to be clear. Policy’s spade work strictly is the responsibility of the bureaucracy. National policy is formulated at the ministry level. It identifies the broad problem area. It has to prepare a consolidated paper which is circulated for the formal views and provide policy recommendations. It presented to the cabinet for decision. After the cabinet decision it has to submit to the legislature. But it is the hardly practiced procedure. Training prepare for general things. The services structure is horizontal. After selection in civil services the public servant has to spend first fifteen years in the same department. An officer has to work in hierarchy of administration. What ever is the training given there is fixation of doing the things. Junior person even if it is true cannot implement its ideas. There is disconnect exist between top most and lower level. Most of the time one has to tolerate the undesirable things for achieving the results. There is no constitutional job security. The training can increase the enrichment of the participants but it cannot change the attitude towards training. In training institutes the candidates learn first thing discipline but when they return to field the first thing they forget is discipline.

Except NSPP, where training has been re-structured in the light of Training Need Assessment, training is, generally formal and based on education. It heavily relies on lecturing, simulation and study tours. It lacks in on job training component which can effectively use the best practice examples, coaching, job rotation and mentoring. The training institutes are not able to use action training paradigm in Pakistan which has the elements of problem surveys, and process observations along with the examples of the methods. Training fails to develop training circles and professional group.

Standardized national policy: The survey result shows that there is no coherent or standardized national policy for training and education of the high level executives in Pakistan. Each institution is doing its own thing. No priority sectors have been identified by the top level policy makers for training. Funding was found to be an issue with most institutions. Incentivization of faculty is not used anywhere except at the NSPP in the public sector. There is little collaboration between the public or private sector training institutions and the industry. Private sector is mainly focused on the corporate sector and their approach seems to be more commercial than public service oriented. There is very little in terms of R & D anywhere either in the public sector or in the private sector. There is no mechanism found for sensitizing on the national issues and on the concept of public service.

Lack of soft skills: There is no emphasis on the character building in the training programmes in public sector training institutions in general. The methodology used at the NSPP, however, incorporates such training tools as attachments of participants with pro-poor initiatives such as the Orangi Pilot Project, Earthquake Relief work in Muzaffarabad, exposure to Edhi Foundation’s work, etc. which equips public servants with humility and a spirit to serve the people. Other public service training institutions should follow the NSPP example. The other missing ingredient of training of civil servants in Pakistan is the inculcation of soft skills – values, attitudes, orientation, and respect for citizens. Even if it is assumed that many of our civil servants may have improved technical, managerial skills and professional knowledge through training courses their behavior and attitudes need to be

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altered. Soft skills training in values and attitudes should not only form part of their training but the practice of these skills in their jobs should be part of the criteria for promotion. There is no component of work ethics in training. There is no methodology found for selecting a usefulness of a trainer for a particular program. Mostly it is on the basis of word of mouth or on the basis of repute.

No bench mark: The first step for any type of executive training is to determine the benchmark It helps in identifying the deficiencies and problem areas that hamper efficient and effective performance. It also helps to identify the gaps "what is" and "what ought to be”, and considers if training can solve the problem. There is need for properly identified and relevant training for the improved performance, officers/staff of a particular department. There is need to find out the impact of the training that it is significant or not. Many officers have earned esteem in their departments. Training can be used to highlight those best practices. It is rare to make participant aware about the best practices in a particular field. Those best serving officers have to be instructors and role models. The executive education institutes both public and private has no linkages with international schools.

No mind training: The positive thing about training is it develops interaction and it has to use the mind of trainee. Mind training is more important. There is component of mind training that why an officer is agreed with the officer?

Rigorous training: It has to bring mental toughness and it should be rigorous. Rigorous training has to be at initial level. The officer has to deal with the public it has to be able to solve problems. There is always risk involved in the decision making but the rational is future can be understood on the basis of current and past experience.

Failure to relate governance with administration: In many cases, the current training fails to relate governance with knowledge of problem solving. It does not train the officers to deal with crisis situation. The front line officers are not well equipped with training so the higher up unable to rely on them while decision making. There is no component of scientific training it leads to the wastage of resources. With the more awareness of the rights the pressure on public offices has increased tremendously, this pressure on the system is a reason for poor governance. On the question of impact of training in enhancing governance, most of the institutes failed to answer. Almost 80 percent of them answered that training is not used for impacting the governance. It is not our need to assess the governance.

Training fails to identify the strength and weaknesses of the officers: Training institutes does not help in identifying the strength of the officer who under goes the particular training. There is no component of writing a report related to the weakness, appointment for the trainees. (NSPP has an objective system of Evaluation and Report Writing).

Failure to differentiate between administration and management: Most of the times training institutes are trying to use the management practice. A training institute has to emphasize on the administrative capacity not on management capacity of the officer. A manager has to implement on the system but administrator has to deal with law and help law makers in evolving the appropriate policies. An administrator has to identify the wrong doings in the system and reform the system as well. Most of the public sector officers lack in developing administrative capabilities.

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Computer literacy cannot help in developing policies: Most of the training programmes emphasized the computer usage abilities of the administrators. Computer training help in processing the information but it can not think on the part of the person.

Lack of understanding of the system: Because of the collapse of the effective governance system no one in the recent times able to identify that services sector grew rapidly and there is no tax on doctors, lawyers and engineers. So neither new source of revenues were identified nor can any law be passed for services tax.

Lack of problem solving techniques: No bench mark for training exists in Pakistan. Lecturing the trainees is the major component of training in Pakistan, especially when the quality of the teachers has a question mark and these teachers are not aware of the problems of the trainees and their job tasks and nature of postings. There is no system of writing down their ideas, experiences and job difficulties. It has to be promoted. It should be the part of the training. Training has to be the cognizant of the fact with the problems solution and application. These executive institutes do not use case study method. Case study is an art which needs good writing skills and regular updating and executing the case. The diversified tasks like disaster management are not the part of any training institutes. The NSPP, however, employs a variety of training tools, of which Lecturing is just one component. Case Studies used at the NSPP are developed, written and updated by the faculty itself, and are contextual to the Pakistani environment. In addition, a much more rigorous training method—Simulation Exercise—is also indigenously developed which prepares the participants not only for problem solving, but also for hard work, team work, leadership, and innovative thinking. Much value addition can accrue to the other training institutions if they take a lead from the NSPP.

Impact assessment of training on governance: According to the survey conducted impact of training on governance found very low. In general, these trainings are academic in nature. In all the training program 60-70 percent time is devoted for academics. These academic programmes rely on the syllabus of academic institution which they have already studied at their Masters level because many of the officers join public service after completion of their Masters.

There is no mechanism to evaluate the need of the department. Most of the government procedures are not outlined so it is difficult to quantify the contextual need of the training. Moreover training is not well received and it has not even factored in the promotion.

No relation with future job and training: Lecturing is the major component and practical problem solving component is found 30-40 percent of the training and it is based on those simulation exercise and study tours which has nothing to do with their future job assignments4. There is need to develop a better alignment between practical aspects and theory. Skills are learnt on job not in the training institutes. After successful completion of the course no posting is available and even it does not guarantee instantaneous promotion.

No relationship between training and job placement: Training is ineffective because it has no role in job placements. Jobs and assignments are not retained. There is no job security in refusing to implement a wrong order and those who say no the boss usually send for

4 With the exception of NSPP, Research Supervisor’s comment

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training. The trainer lost its assignments and future grantee of posting on the same assignments. Training should be effective and mandatory for all the public servants and according to their future postings and jobs. It has to enhance the participant’s motivational level. Those who participate in training there postings, facilities should remain intact. Officer’s who were sending for training, felt alienated. It was found that 90% of the candidates those who were send for training told that they were not satisfied from their job.

No effective monitoring: There is no effective monitoring process of the officers, post training. When we asked this question from the various heads, all of them were agreed that there is a system of monitoring the trainees but fail to explain. There is need to improve monitoring system, post training. The results of training evaluation have to be used while deciding about the future posting. Exams and test are used to increase involvement but not for deciding about successful completion of the course. There is no system of selecting candidates for a particular training programme. The training institutes send the request and departments send the participants for training. Computer literacy found the only criterion of successful training. A few of training institutes conduct computer competency test.

Institutional pride: Training failed to win institutional pride and officers can’t relate themselves as better officers after completing the training. There are no course reunions.

The candidates value CTP for its value as a interaction point for all the officers of the same batch other than this it is considered valuable for skill formation. There is need to bring more professionalism in the pre service and in service training.

Very low ingredient of research: In training there is 10-15 emphasize on the new ideas and research. NSPP has a very good library and this can be utilized better with a professionally trained librarian.

No emphasis on financial management: Our survey showed that very officers are capable of handling financial matters. They lacks in training in supervising the work. These officers are unable to work in private public partnership. They fail to chock out plan to deal with increasing public pressure in their offices.

Lack of incentives and rewards: Trainers as well as trainees did not find their pursuit rewarding or incentivizing, in general.

Team work: Team work is lacking except in the simulation exercises and study tours, activities found only in a few institutions.

Lack of leadership qualities: Lecturing about leadership alone does not produce leaders. How decisions are taken is not mainstreamed in the courses.

Areas Identified for Future: Future guidance on the basis of training is lacking.

Monitoring efficiency and productivity of the change in the work patterns: Quantifiable indicators have not been developed to measure enhancement of efficiency and productivity.

Problem solving techniques: The emphasis is on stating the problems and problem-solving is an unclear objective.

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Comprehension and analytical ability: Lecturing and routine questioning rather than comprehension and analytical ability restricts the space for critical thinking. The methodology used at the NSPP, however, caters for this.

Bridging the gap of understanding between public and government servants: The training trains officers of the government rather than servants of the public who supposed to maximize public values.

Better information system: Teaching e-government is only a technique, albeit more efficient, but is not a substitute for the mental ability to absorb information to enable decision making. No cost /returns consideration.

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CONCLUSION

Training institutions tend to confuse management with governance. Governance is supposed to be taught through an educational recipe, which is too much information and very little hands-on experience. The system produces more knowing than doing executives. Service delivery is not helped in this train of thought. The trainee-trainer relationship that exists fails to produce the desired outcome. Production of public values, behavioural change and the consciousness that citizens have rights to be respected are missing. There is an emphasis on hierarchical control than observance of transparent rules of the game. The baseline of executive education in Pakistan calls for continuing reform. In case of NSPP, however, these historically persisting inadequacies and shortcomings are being addressed, though the replication of the isolated distinction that this institution has achieved is hardly discernable anywhere else.

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RECOMMENDATIONS

a. Education and training should be separated. Education should be formal and in world class universities given at appropriate stage. Training should be related to the effective ways of governing service delivery.

b. Training should follow a post-training posting plan. This will ensure a correspondence between training and future job description.

c. Training must not ignore the obvious. An understanding of rules of business and procedures is taken for granted. These elements should be essential part of the training.

d. Research methods, computer applications and courses doing the same under different names, do not serve the purpose they are intended for. These skills are irrelevant for the senior officers. At junior levels, these skills should relate to the departmental case studies.

e. Consideration should be given to expose public as well as private sector to the same training progrmmes. This mix will catalyze a better understanding of public value to the private sector and efficiency and productivity to the public sector.

f. Legislators too need training. Consideration should be given to set up a separate parliamentary training institute.

g. Media has now enough resources to set up its own training institute. Organizations of proprietors, editors, and working journalists should be encouraged to pool their efforts in this direction.

h. Post-training impact should be monitored and evaluated in terms of measurable indicators. This will provide the presently missing feedback for future improvements.

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REFERENCES

Bartik, Timothy and Kevin Hollenbeck (2000) The Role of Public Policy in Skills Development of Black Workers in the 21st Century, W.E. Upjohn Institute for Employment Research

Bartle , Ian and Peter Vass (2007) Independent economic regulation: A reassessment of its role in sustainable development, School of Management, University of Bath, Bath, 15 (2007) 261-269

Government of Pakistan (2007), The security of Tenure, working paper, National Commission for Govt. Reforms

Government of Pakistan, (2007) National Commission for Government Reforms draft background paper no.1 (March 2007) National Commission for Government Reforms, website: www.ncgr.gov.pk

Government of Pakistan, (2007) National Training Strategy for Civil Services, Draft Working Paper, National Commission for Government Reforms, website www.ncgr.gov.pk

Government of Pakistan, (2007) Reorganization of Training and Policy Research Institutions in the Federal Government. Draft Working Paper (February 2007) National Commission for Government Reforms, website: www.ncgr.gov.pk

Government of Pakistan, (2007) Re-Organizing The Federal Government– III Proposals Regarding Executive Departments And Autonomous Bodies, Draft Working Paper, National Commission for Government Reforms, website: www.ncgr.gov.pkuring

Government of Pakistan, (2001) Report of the Committee on Restructuring and Rightsizing of the Federal Ministries/ Divisions, Planning Commission, Government of Pakistan

Haque , Nadeem Ul, (2007) Why Civil Service Reform does not work? Draft

Haque, Nadeem Ul, and Jahangir Aziz, (1999) The Quality of Governance: Second-Generation Civil Service Reform in Africa. Journal of African Economies

Sources: The Library of Congress Country Studies; CIA World Factbook

Husain, Ishrat (2007) Reforming the Government in Pakistan Rationale, Principles and Proposed Approach, National Commission for Government Reforms, Conceptpaper (website: www.ncgr.gov.pk

http://www.photius.com/countries/india/government/india_government_the_civil_service.html

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34

ANNEXES

35

ANNEX-I

LIST OF CIVIL SERVANTS TRAINING INSTITUTES

S# Institutes under various Ministries

1. Secretariat Training Institute

2. Civil Services Academy (NSPP)

3. NIMs Karachi, Lahore, Peshawar, Quetta (NSPP)

4. National Management Colllege, Lahore (NSPP)

5. Pakistan Academy for Rural Development

6. Municipal Training and Research Institute (to be renamed as Urban Training and Research Institute)

7. Akhtar Hameed Khan National Centre for Rural Development

8. Academy of Educational Planning

9. Pakistan Manpower Institute

10. Health Services Academy

11. Agriculture Prices Commission

12. Pakistan Forest Institute

13. Pakistan Railways Academy

14. Pakistan Postal College

15. Audit and Accounts Academy

16. Income Tax Academy

17. Customs and Excise Academy

18. Foreign Trade Institute of Pakistan

19. National Policy Academy (NPA)

20. Pakistan Planning and Management Institute (PPMI)

21. Information Services Academy (ISA)

22. Foreign Service Academy (FSA)

23. Central Jail Training Institute (CJTI)

24. Anti Narcotics Law Enforcement School (ANLES)

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ANNEX-I [A]

LIST OF PRIVATE TRAINING INSTITUTES

S# Names of Institutes 1. National Defense University (NDU)

2. Pakistan Institute of Management (PIM)

3. F.C Collège, Lahore

4. Lahore University of management Sciences

5. Pakistan Institute of Corporate Governance (PICG)

6. Institute of Business Administration (IBA), Karachi

7. Pakistan Institute of Legislature Development and Transparency (PILDAT)

8. Human Rights Commission, Pakistan

9. Institute of Business Management (IOBM)

10. Privatization Commission of Pakistan

11. Judicial Training Academy

12. Devolution Trust for Community Development (DTCE)

13. Beaconhouse National University

14. Pakistan Institute of Development Economics (PIDE)

15. International Foundation for Electoral System (IFES)

16. Management Association of Pakistan

17. ICMAP

18. COMSATS Institute of Information Technology

19. National Democratic Institute (NDI)

20. Pakistan Institute for Parliamentary Services (PIPS)

21. Centre for Civic Education

22. NIBAF

23. Management & Professional Development Department (MPDD), P& D Dept Punjab Government

24. Centre for Management Development (CMD)

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ANNEX-II

QUESTIONNAIRE FOR TRAINING INSTITUTES

Executive Education Survey

Questionnaire for Training Institutes (for Management and Faculty)

Please answer the following questions completely. 1. Name 2. Age3. Sex Male Female4. Occupation & Designation.5. o Name of Organization.

o Professional experienceo Management experience.

6. History of the institution o Date of establishment. ________________ o When was the 1st EEP launched? _________

7. Sources of funding o Government o Endowment fundo Private capital o Donations o Revenues through course fees o Other (Specify ________________________)

8. Total course fee per trainee Rs. 9. Does course fee include? o Course material

o IT facilitieso Travel expanseso Boarding and Lodging

10. Duration of the course in weeks11. Per day timings of your EEP program. o Morning

o Afternoono Eveningo Full Day

12. Your institution caters to the needs of o Beginners (probationers)o Mid-career managers o High level executives o Local Governmento NGOs o Legislature o Judiciary o Clubs and Chamberso Business o Other (Specify ________________________)

13. Number of trainees enrolled in the last program Total _____________Male _____ Female _____

14. What are your selection criteria for the course? o Educational Transcriptso Personal Statemento Recommendation/Nomination by organizationo Professional experienceo All of the aboveo Other (Specify_______________________)

15. Number of Faculty members16. a) Faculty specialization o Public policy

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b) Faculty education/degrees

o Public administration & Governance o Corporate management o Economics o Lawo MBA subjects o Leadership o Marketing & Finance o Negotiation skills o Communication skillso Other (Specify________________________)o No of PhDso No of M Philso No of Masterso Other o (Specify_______________________)

17. Quality of Infrastructure Class roomsSyndicate roomsLibrary Research & Documentation CentreIT facilities Sports facilities Accommodation Dinning areas

Very Good Good Average Poor

18. Curriculum development approach o Have a curriculum committee o Higher experts or consultants o In-house research and development o Overseas collaboration o Other (Specify ____________________)

19. Curriculum and methodology o Indigenously developed curriculum o Main focus on governance o Main focus on Public Policy Formulation o Delivered through lectures & panel discussions o Interactive Case studies o Simulation exercises o Interactive syndicate discussions o Test and exams o Research paper writing o Other (Specify _____________________)

20. Does the EEP incorporate study tours? o To one provinceo To a few selective placeso To the entire countryo Internal as well as foreign study tourso None

21. Institutional approach to EEP o Regular MBA/ MPA programs (traditional)o Target group oriented EEP o Other(Specify______________________)

22. How would you differentiate your EEP from others? o Degree awarding statuso Distinct curriculumo Rigorous methodologyo Merit based selection of traineeso High caliber facultyo State-of-the-art infrastructure and resources

23. Your area of specialization o Constitution and Law o Public Policy Formulation & Implementation o Governanceo Leadership

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o Economic Managemento Corporate Management o Financeo Marketing o MBA subjectso Informed Decision makingo Negotiation skillso Communication skills o Other (Specify _____________________)

24. Originally, I wanted to do something else than work in a Training / Education Institution but could not.

Yes No

If yes, please indicate actually intended profession.

25. Considering my academic experiences to date, I regret my decision of joining this training institution.

Yes No

If Yes, indicate why?

26. Level and sources of visiting faculty/ resource persons

o Parliamentarians o High government officials o Ambassadors o Social scientists (incl. Academia, University professors etc.) o Military officers o High profile media personal o Foreign Guest speakers o Other (Specify _____________________)

27. What incentives exist for resource persons to come and deliver lecture?

o Moneyo Reputation of Institutiono Quality of traineeso Other(specify__________________)

28. Faculty accessibility o Easily accessibleo Hard to get

29. Evaluation of faculty performance o Weekly meetings o Back bench oversight o Periodical interviewso Trainees feedback o Other (Specify_____________________)

30. Evaluation methodology for trainees’ performance o Examso Testso Written outputo Class room performanceo Interviewso Other (Specify_______________________)

31. Do you have commitment of participation from the high level of government?

Yes No

If not, why not?

32. Key element of your EEP are o Facing and dealing with intractable governance issues o Leading a new generation of strategist o Flexibility and pragmatism about means of providing serviceo Degree awarding statuso Comprehensive curriculumo Scientific methodology

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o Merit based selection of traineeso High caliber facultyo Superior infrastructure and resources

Please give only one answer for each of the following questions. 33. Have you ever seriously thought of bringing about

a change in the Executive Education Program being run in your institution?

o Yes, brieflyo Yes, quite thoroughlyo Yes, but I dropped the ideao Yes, I am determined to bring changeo Yes, I am just starting to do soo Yes, I have already begun the process of changeo Yes, I started the process but internal resistance made me

stop ito No, nevero Also state the reason for your choice of answer

34. Regarding your professional status: you basically work as

o Head of the institutiono Number two of the institutiono A technical employeeo A manager/executiveo A sponsor / teachero Something else

35. Regarding your workplace independence: o I am independento I was independento I plan to become independento I have never been independent

36. Does your EEP promote o Ability to apply the right approach to specific issues and circumstances

o Understanding the context o Thinking strategically o Better public relations with legislator, policy makers, and

bureaucratso Informed decision making o Quality research and analysis

37. Impact of your EEP on governance o Improved accountabilityo Improved transparencyo Improved participationo Improved predictabilityo Improved service deliveryo Improved decision makingo Other (Specify____________________)

38. How do you measure the impact of your EEP? o Improvement in service delivery o Focus group feedback o Tracking career paths o Promotions other career progressionso Surveyso Other (Specify ____________________)

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39. Please give your personal opinion: treat each statement separately, and do not feel guided by prior statements.

Executive Education Program should be organized by a more professionally run organization than mine.

When I have planned something, I never give up.

I own this institution and its mission.

When I have no real task, I feel uncomfortable.

If I had plenty of money, I would not care about staying in this institution.

If I was offered another job with higher salary, I would quit this institution.

The principle of achievement should prevail in our society.

Leisure time is more important to me than work.

When you want to succeed, many things have to be organized meticulously.

Only as an exception, am I willing to work more than 50 hours a week as training work is extremely tiring.

The statement is:

Wrong (1) Rather wrong (2) Rather true (3) True (4)

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40. What are or were your motives for bringing a change in your institution? (Please evaluate each motive by ticking in appropriate column)

Gain freedom of decision and action Strive for economic independence Lead people To replace hierarchical system with a flat organizationJob satisfactionEarn according to my performance Public reputation of the institution Employee motivation My own self-actualization Creating public values Gain power and influence Create a sense of pride among the trainees for having attended the course Work within a unit that can be supervised from the beginning Developing sense of ownership among institution’s employees, esp. faculty members To improve public service delivery through capacity building Inculcate seriousness of purpose among the trainees Provide a forum for national and international collaboration with similar institutions Build a successful organizationTo develop benchmarks and standards in Executive Education for others to followI don’t have any comments to offer

Not Important (1)

Slightly Important (2)

Important (3)

Very Important (4)

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41. In case Executive Education Program in your institution is not popular, what in your view is the reason?

Trainees find that EEP means too much work with too little reward Trainees feel that such courses lead them to a life of more labour and less appreciation Perception of no material benefit No political ambition served EEP provides no help in getting a lucrative job Career prospects dim Trainees’ peers don’t value it Dissatisfactory syllabusBad management in the institution Financial problems of the institution Competition by other institutions too tough Have limited teaching expertise with limited experience Inconsistency in intake of trainees Negative public image of the institution The EEP itself is flawed and lacks currency of ideas and best practicesTrainees cannot cope with stress and pressure Trainees have to do many dull things Conflict of ideas between old and young faculty Lack of adequate commitment among faculty I do not have any comments to offer

NotImportant

(1)

Slightly Important

(2)

Important(3)

VeryImportan

t(4)

42. Your suggestions for improvement of the course: (Please add additional sheets if required)__________________________________________________________________________

__________________________________________________________________________Signature: ____________________________

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ANNEX-III

LIST OF UNIVERSITIES SURVEYED AND LIST OF COURSES AND PRORGRAMMES

Name of the University CoursesNational Defence University

National Defense CourseDefense Policy and Military strategySocio – Political Environment and National Security ProcessEconomy for StrategistsStrategic ManagementNational Security WorkshopStrategic ManagementForeign Policy and StrategyEconomic Policy and StrategyDefense Policy and StrategyDomestic Policy and StrategyNational Security Policy and Strategy

FC College University

Introduction to Public PolicyICT concepts and tools for Policy MakersWriting and Communicating Public PolicyPolicy Analysis: Policy DesignPolitical Institutions and Policy ProcessGovernance and Management in Multicultural SocietyLeadership Theories, Governance and Management ChangePolitical Economy of Public PolicyE-governance and Technology PolicyQuantitative Techniques for Policy Making and AdministrationEnvironmental Issues and Public Policy

Beaconhouse National University

MA Educational Leadership & ManagementFinance and Resource Management in EducationPolicy, Planning and Management of ChangeHigher Education ManagementRole of Information Communication Technology in EducationPerformance Management and Professional DevelopmentTrade and Industrial Policy

MSc in Public PolicyPublic EconomicsSocial Policy Advanced Micro-economics Advanced Macro-economics Advanced Econometrics Issues in Pakistan's Economy Institutional Economics Urban and Regional Development Policy Environmental Policy

Institute of Business Management

45

Seminar in Economic Policy

MBA ExecutiveBusiness Communication Interpersonal Communication Skills Micro and Macro-economics Financial Management Marketing Management Micro and Managerial Economics Financial Management Strategic Management

The Rausing Executive Development Centre (REDC)

Finance & Accounting for Non-Financial Managers Budgeting Investment Analysis & Portfolio Management Strategic Financial Management Project Management Supply Chain Management Total Quality Management Leading and Managing Change Human Resource Management: Policies and Practices Building High Performance Teams Career Planning and Management Law for Business Executives Understanding WTO Programme on Taxation Marketing Strategy Advertising & Promotion Management Marketing Management Brand Management Strategy for Business in Developing Countries Economic Analysis for Strategic Planning Management Development Programme Corporate Planning & Strategic Management Business Re-engineering

PILDAT

Political Research ProgrammePublic Legislative ForumLegislative Strengthening Programme for Legislators and Legislative StaffCivil-Military Relations ProgrammeDemocracy Watch ProgrammePILDAT’s Democracy Watch ProgrammePolitical Parties Programme

National Management Course (NMC) at National Management College (NMC)

Basic students computer literacyPublic policy and statecraftSocio-culture dynamics of Pakistan, human development and public service managementInternational relationsEconomics and finance for policy makingGovernance, strategic management and leadershipResearch MethodologyCore national issuesEconomic policy analysis and financial managementPublic sector managementAdministrative law & public interestIslam in contemporary timesInformation technology

46

Senior Management Course (NMC) at National Management College (NMC)

International relationsSocio-cultural dynamics of Pakistan: human development and public managementEconomics and public financeGovernance strategic management and leadershipResearch methodology

47

ANNEX-IV

SURVEY ANALYSIS

AGE

5 20.0 20.0 20.010 40.0 40.0 60.08 32.0 32.0 92.02 8.0 8.0 100.0

25 100.0 100.0

31-4041-5051-60above 60Total

ValidFrequency Percent Valid Percent

CumulativePercent

Sex

17 68.0 68.0 68.08 32.0 32.0 100.0

25 100.0 100.0

MaleFemaleTotal

ValidFrequency Percent Valid Percent

CumulativePercent

AGE * JOBSAT Crosstabulation

Count

2 3 55 4 98 81 1 2

16 8 24

31-4041-5051-60above 60

AGE

Total

no yesJOBSAT

Total

JOBSAT * REG Crosstabulation

Count

1 15 166 2 87 17 24

noyes

JOBSAT

Total

yes noREG

Total

48

Occupation and Designation

3 12.0 12.0 12.01 4.0 4.0 16.01 4.0 4.0 20.03 12.0 12.0 32.01 4.0 4.0 36.01 4.0 4.0 40.01 4.0 4.0 44.04 16.0 16.0 60.01 4.0 4.0 64.01 4.0 4.0 68.01 4.0 4.0 72.01 4.0 4.0 76.01 4.0 4.0 80.02 8.0 8.0 88.01 4.0 4.0 92.01 4.0 4.0 96.0

1 4.0 4.0 100.0

25 100.0 100.0

additional dir staffAdditional DSCICSPDean NMCDGDSFaculty advisorjournalistMangerMediaPSP, SSPTrainertrainer/DGMtrainingtraining (Additionaldirecting staff)Total

ValidFrequency Percent Valid Percent

CumulativePercent

Name of organization

1 4.0 4.0 4.01 4.0 4.0 8.01 4.0 4.0 12.01 4.0 4.0 16.01 4.0 4.0 20.01 4.0 4.0 24.02 8.0 8.0 32.02 8.0 8.0 40.01 4.0 4.0 44.01 4.0 4.0 48.01 4.0 4.0 52.04 16.0 16.0 68.01 4.0 4.0 72.01 4.0 4.0 76.01 4.0 4.0 80.02 8.0 8.0 88.01 4.0 4.0 92.01 4.0 4.0 96.01 4.0 4.0 100.0

25 100.0 100.0

ASPPCTIIBAIMSMCMCNIMNIM KarachiNIM karachi)NIM karchiNIM QuettaNMCNSPPNSPP/NMCPILDATPIMPPFREDCSDPDTotal

ValidFrequency Percent Valid Percent

CumulativePercent

49

PROFEX

1 4.0 4.0 4.013 52.0 52.0 56.06 24.0 24.0 80.05 20.0 20.0 100.0

25 100.0 100.0

less than 10 years11-2021-30above 30 yearsTotal

ValidFrequency Percent Valid Percent

CumulativePercent

History of Institution(date of estb)

3 12.0 15.0 15.01 4.0 5.0 20.01 4.0 5.0 25.07 28.0 35.0 60.01 4.0 5.0 65.01 4.0 5.0 70.01 4.0 5.0 75.01 4.0 5.0 80.01 4.0 5.0 85.01 4.0 5.0 90.02 8.0 10.0 100.0

20 80.0 100.05 20.0

25 100.0

1954.001955.001960.001961.001962.001984.001985.002000.002001.002004.002006.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

sources of funding

11 44.0 45.8 45.88 32.0 33.3 79.24 16.0 16.7 95.81 4.0 4.2 100.0

24 96.0 100.01 4.0

25 100.0

government15.0025.0045.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

50

total course fee per trainee

1 4.0 5.6 5.63 12.0 16.7 22.21 4.0 5.6 27.82 8.0 11.1 38.91 4.0 5.6 44.41 4.0 5.6 50.03 12.0 16.7 66.75 20.0 27.8 94.41 4.0 5.6 100.0

18 72.0 100.07 28.0

25 100.0

10000.0020000.0025000.0035000.0045000.00150000.00200000.00225000.00650000.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

duration of course in weeks

1 4.0 4.2 4.24 16.0 16.7 20.82 8.0 8.3 29.26 24.0 25.0 54.21 4.0 4.2 58.38 32.0 33.3 91.72 8.0 8.3 100.0

24 96.0 100.01 4.0

25 100.0

2.003.0010.0011.0018.0020.0022.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

per day timings of your EEP program

3 12.0 12.5 12.51 4.0 4.2 16.72 8.0 8.3 25.0

17 68.0 70.8 95.81 4.0 4.2 100.0

24 96.0 100.01 4.0

25 100.0

morningafternooneveningfull day13.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

51

per day timings of your EEP program

3 12.0 12.5 12.51 4.0 4.2 16.72 8.0 8.3 25.0

17 68.0 70.8 95.81 4.0 4.2 100.0

24 96.0 100.01 4.0

25 100.0

morningafternooneveningfull day13.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

what are your selection criteria for the course

3 12.0 12.0 12.0

13 52.0 52.0 64.0

3 12.0 12.0 76.05 20.0 20.0 96.01 4.0 4.0 100.0

25 100.0 100.0

personal statementrecommendation/nomination by orgprofessional experience34.001346.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

number of faculty members

1 4.0 5.0 5.03 12.0 15.0 20.01 4.0 5.0 25.03 12.0 15.0 40.01 4.0 5.0 45.06 24.0 30.0 75.01 4.0 5.0 80.01 4.0 5.0 85.01 4.0 5.0 90.01 4.0 5.0 95.01 4.0 5.0 100.0

20 80.0 100.05 20.0

25 100.0

.002.003.004.007.008.0017.0020.0024.0026.0030.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

52

faculty specialization

4 16.0 16.0 16.0

1 4.0 4.0 20.0

3 12.0 12.0 32.01 4.0 4.0 36.01 4.0 4.0 40.02 8.0 8.0 48.0

13 52.0 52.0 100.025 100.0 100.0

public policypublic administartionand governancelawMBA subjectsmarketing & financecommunication skillsno specializationTotal

ValidFrequency Percent Valid Percent

CumulativePercent

faculty education/degrees

1 4.0 4.0 4.01 4.0 4.0 8.08 32.0 32.0 40.04 16.0 16.0 56.02 8.0 8.0 64.08 32.0 32.0 96.01 4.0 4.0 100.0

25 100.0 100.0

no. of PhDsNo of M.philsNo of mastersotherPHD and Mphil onlyMasters and Mph23.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

faculty education/degrees * faculty specialization Crosstabulation

Count

1 11 1

1 1 6 81 1 1 1 41 1 2

1 1 1 2 3 81 1

4 1 3 1 1 2 13 25

no. of PhDsNo of M.philsNo of mastersotherPHD and Mphil onlyMasters and Mph23.00

facultyeducation/degrees

Total

public policy

publicadministarti

on andgovernance law MBA subjects

marketing& finance

communication skills

nospecialization

faculty specialization

Total

Quality of infrastructure (class rooms)

16 64.0 64.0 64.04 16.0 16.0 80.05 20.0 20.0 100.0

25 100.0 100.0

very goodgoodaverageTotal

ValidFrequency Percent Valid Percent

CumulativePercent

53

syndicate rooms

15 60.0 60.0 60.05 20.0 20.0 80.05 20.0 20.0 100.0

25 100.0 100.0

very goodgoodaverageTotal

ValidFrequency Percent Valid Percent

CumulativePercent

library

15 60.0 60.0 60.01 4.0 4.0 64.09 36.0 36.0 100.0

25 100.0 100.0

very goodgoodaverageTotal

ValidFrequency Percent Valid Percent

CumulativePercent

research & documentation

14 56.0 56.0 56.05 20.0 20.0 76.06 24.0 24.0 100.0

25 100.0 100.0

very goodgoodaverageTotal

ValidFrequency Percent Valid Percent

CumulativePercent

IT facilities

13 52.0 52.0 52.05 20.0 20.0 72.07 28.0 28.0 100.0

25 100.0 100.0

very goodgoodaverageTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Sport facilities

8 32.0 33.3 33.38 32.0 33.3 66.78 32.0 33.3 100.0

24 96.0 100.01 4.0

25 100.0

very goodgoodaverageTotal

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

54

accomodation

13 52.0 54.2 54.25 20.0 20.8 75.04 16.0 16.7 91.72 8.0 8.3 100.0

24 96.0 100.01 4.0

25 100.0

very goodgoodaveragepoorTotal

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

Dinning area

15 60.0 60.0 60.05 20.0 20.0 80.03 12.0 12.0 92.02 8.0 8.0 100.0

25 100.0 100.0

very goodgoodaveragepoorTotal

ValidFrequency Percent Valid Percent

CumulativePercent

curriculum development approach

2 8.0 8.0 8.0

3 12.0 12.0 20.0

3 12.0 12.0 32.0

3 12.0 12.0 44.08 32.0 32.0 76.01 4.0 4.0 80.02 8.0 8.0 88.03 12.0 12.0 100.0

25 100.0 100.0

have a curriculumcommitteehigher experts orconsultantsinhouse research anddevelopmentoverseas collaboration13.00124.00134.001234.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

curriculum and methodology

1 4.0 4.0

4 16.0 20.0

1 4.0 24.02 8.0 32.0

17 68.0 100.025 100.0

indigenously developedcurriculumdelivered through lectures& panel discussionsinteractive case studiessimulation exercisesall of the aboveTotal

ValidFrequency Percent

CumulativePercent

55

does the EEP incorporate study tours?

2 8.0 8.04 16.0 24.09 36.0 60.0

2 8.0 68.0

8 32.0 100.025 100.0

to one provinceto a few selective placesto the entire countryinternal as well asforeign study toursall of the aboveTotal

ValidFrequency Percent

CumulativePercent

Institutional approach to EEP

2 8.0 8.3 8.3

18 72.0 75.0 83.34 16.0 16.7 100.0

24 96.0 100.01 4.0

25 100.0

regular MBA/MPAprograms(traditional)target group oriented EEPotherTotal

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

how do you differntiate your EEP from others?

1 4.0 4.04 16.0 20.02 8.0 28.0

2 8.0 36.0

1 4.0 40.0

2 8.0 48.0

13 52.0 100.025 100.0

degree awardingdistinct curriculumrigorous methodologymerit based selectionof traineeshigh calibre facultystate-of-the-artinfrastructure andresourcesGovt TrainingTotal

ValidFrequency Percent

CumulativePercent

56

your area of specialization

2 8.0 8.0

2 8.0 16.0

3 12.0 28.04 16.0 44.02 8.0 52.01 4.0 56.02 8.0 64.01 4.0 68.0

1 4.0 72.0

7 28.0 100.025 100.0

constitution and lawpublic policy formulation& implementationgovernanceeconomic managementcommunication skillsMediaPress and MediaCorporate ManagementFinance andManagementothersTotal

ValidFrequency Percent

CumulativePercent

joined training institution by choice

8 32.0 33.3 33.316 64.0 66.7 100.024 96.0 100.01 4.0

25 100.0

yesnoTotal

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

do you regret your decision of joining this training institute?

7 28.0 28.0 28.018 72.0 72.0 100.025 100.0 100.0

yesnoTotal

ValidFrequency Percent Valid Percent

CumulativePercent

57

level and sources of visiting faculty

1 4.0 4.03 12.0 16.02 8.0 24.0

2 8.0 32.0

1 4.0 36.02 8.0 44.01 4.0 48.0

13 44.0 56.0100.0

25 100.0

parlimantarianshigh government officialssocial scientistshigh profile mediapersonalforign guest speakersbusiness menall of the above

Total

ValidFrequency Percent

CumulativePercent

what incentives exist for resource persons to come and deliver lecture?

1 4.0 4.0 4.010 40.0 40.0 44.05 20.0 20.0 64.03 12.0 12.0 76.03 12.0 12.0 88.03 12.0 12.0 100.0

25 100.0 100.0

moneyreputation of institutionquality of trainees12.0023.00123.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

faculty accessibility

15 60.0 62.5 62.59 36.0 37.5 100.0

24 96.0 100.01 4.0

25 100.0

easy to accesshard to getTotal

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

58

evaluation of faculty performance

1 4.0 4.0 4.03 12.0 12.0 16.03 12.0 12.0 28.05 20.0 20.0 48.04 16.0 16.0 64.01 4.0 4.0 68.04 16.0 16.0 84.04 16.0 16.0 100.0

25 100.0 100.0

weekly meetingsback bench oversightperiodical interviewstrainees feedback14.00124.00134.001234.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

evaluation methodology for trainee's performance

1 4.0 4.0 4.02 8.0 8.0 12.02 8.0 8.0 20.03 12.0 12.0 32.02 8.0 8.0 40.01 4.0 4.0 44.02 8.0 8.0 52.05 20.0 20.0 72.03 12.0 12.0 84.04 16.0 16.0 100.0

25 100.0 100.0

testswritten outputclass room performanceinterviews34.00134.00234.0034.001234.0013.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

key element of your EEP

2 8.0 8.0

3 12.0 20.0

3 12.0 32.0

1 4.0 36.0

1 4.0 40.015 60.0 100.025 100.0

leading a new generationof strategistflexibility and pragmatismabout means of providingservicedegree awarding statuscomprehensivecurriculumscientific methodologyAll of the aboveTotal

ValidFrequency Percent

CumulativePercent

59

have you ever seriously thought of bringing about a change in the EEP being run in yourinstitution?

6 24.0 25.0 25.08 32.0 33.3 58.3

2 8.0 8.3 66.7

2 8.0 8.3 75.0

3 12.0 12.5 87.5

3 12.0 12.5 100.0

24 96.0 100.01 4.0

25 100.0

yes, brieflyyes, quite thoroughlyyes, but i dropped theideayes, i am determined tobring changeyes, i am just starting todo soyes, i have already begunthe process of changeTotal

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

regarding your professional status: you basically work as

2 8.0 8.3 8.3

4 16.0 16.7 25.0

2 8.0 8.3 33.35 20.0 20.8 54.26 24.0 25.0 79.24 16.0 16.7 95.81 4.0 4.2 100.0

24 96.0 100.01 4.0

25 100.0

head of the institutionnumber two of theinstitutiona technical employeea manger/executivea sponsor/teachersomething else45.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

regarding your workplace independence

14 56.0 56.0 56.03 12.0 12.0 68.0

1 4.0 4.0 72.0

7 28.0 28.0 100.0

25 100.0 100.0

i am independenti was independenti plan to becomeindependenti have never beenindependentTotal

ValidFrequency Percent Valid Percent

CumulativePercent

60

does your EEP promote

4 16.0 16.0 16.0

1 4.0 4.0 20.01 4.0 4.0 24.0

2 8.0 8.0 32.0

2 8.0 8.0 40.0

3 12.0 12.0 52.0

1 4.0 4.0 56.01 4.0 4.0 60.01 4.0 4.0 64.07 28.0 28.0 92.01 4.0 4.0 96.01 4.0 4.0 100.0

25 100.0 100.0

ability to apply the rightapprpoach to specificissues andunderstanding the contextthinking strategicallybetter public relationswith legislator, policymakers and binformed decisionmakingquality research andanalysis156.00235.0012356.00123456.00123467.00123456356.00Total

ValidFrequency Percent Valid Percent

CumulativePercent

impact of your EEP on governance

1 4.0 4.2 4.23 12.0 12.5 16.72 8.0 8.3 25.05 20.0 20.8 45.8

1 4.0 4.2 50.0

1 4.0 4.2 54.23 12.0 12.5 66.71 4.0 4.2 70.83 12.0 12.5 83.34 16.0 16.7 100.0

24 96.0 100.01 4.0

25 100.0

improved transparencyimproved participationimproved predictabilityimproved service deliveryimproved decisionmaking12.0056.00125.00356.00123456.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

61

how do you measure the impact of your EEP?

8 32.0 34.8 34.8

2 8.0 8.7 43.51 4.0 4.3 47.8

2 8.0 8.7 56.5

3 12.0 13.0 69.62 8.0 8.7 78.31 4.0 4.3 82.61 4.0 4.3 87.02 8.0 8.7 95.71 4.0 4.3 100.0

23 92.0 100.02 8.0

25 100.0

improvement inservice deliveryfocus group feedbacktracking career pathspromotions othercareer progressionsother12.0014.00134.00234.0012345.00Total

Valid

SystemMissingTotal

Frequency Percent Valid PercentCumulative

Percent

62

PIE CHARTSAGE

62.00

61.00

59.00

57.00

56.00

53.00

52.00

50.00

48.00

47.00

46.00

45.00

42.00

41.00

38.00

35.00

32.00

31.00

Sex

Female

Male

Occupation and Designation

training (Additional

training

trainer/DGM

Trainer

PSP, SSP

Media

Manger

journalist

Faculty advisor

DSDG

Dean NMC

CSP

CI

Additional DS

additional dir staff

63

Name of organization

SDPD

REDC

PPF

PIM

PILDAT

NSPP/NMC

NSPP

NMC

NIM Quetta

NIM karchi

NIM karachi)

NIM Karachi

NIM

MCMC

IMS

IBA

CTI

ASPP

professional experience

36.00

35.00

34.00

30.00

29.00

28.00

25.00

24.00

20.00

18.00

17.00

15.00

12.00

10.00

4.00

2.00

management experience

Missing

35.00

30.00

25.00

20.00

15.00

12.00

10.00

8.00

4.00

64

History of Institution(date of estb)

Missing

2006.00

2004.00

2001.00

2000.00

1985.00

1984.001962.00

1961.00

1960.00

1955.00

1954.00

sources of funding

Missing

45.00

25.00

15.00

government

total course fee per trainee

Missing

650000.0

225000.0 200000.0

150000.0

45000.00

35000.00

25000.00

20000.00

10000.00

65

per day timings of your EEP program

Missing

13.00

full day

evening

afternoon

morning

what are your selection criteria for the course

1346.00

34.00

professional experie

recommendation/nomin

personal statement

66

faculty education/degrees

Missing

123.00

23.00

13.00

12.00

No of masters

No of M.phils

no. of PhDs

Quality of infrastructure (class rooms)

average

good

very good

syndicate rooms

average

good very good

67

library

average

good

very good

library

average

good

very good

IT facilities

average

good

very good

68

Sport facilities

Missing

average

good

very good

accomodation

Missing

poor

average

good

very good

Dinning area

poor

average

good very good

69

curriculum development approach

1234.00

134.00

124.00

13.00overseas collaborati

inhouse research and

higher experts or co

have a curriculum co

does the EEP incorporate study tours?

123.00

34.00

12.00

internal as well as

to the entire countr

to a few selective p

to one province

Institutional approach to EEP

Missing

other

target group oriente

regular MBA/MPA prog

70

what incentives exist for resource persons to come and deliver lecture?

123.00

23.00

12.00

quality of trainees

reputation of instit

money

faculty accessibility

Missing

hard to get

easy to access

evaluation of faculty performance

1234.00

134.00

125.00

14.00

trainees feedback

periodical interview

back bench oversight

weekly meetings

71

do you have commitment of participation from the high level of governmen

no

yes

have you ever seriously thought of bringing about a change in the EEP be

Missing

yes, i have already

yes, i am just start

yes, i am determined

yes, but i dropped t yes, quite thoroughl

yes, briefly

regarding your professional status: you basically work as

Missing

45.00

something else

a sponsor/teacher

a manger/executive

a technical employee

number two of the in

head of the institut

72

regarding your workplace independence

i have never been in

i plan to become ind

i was independent

i am independent

does your EEP promote

1.23E+08

123467.0

123456.0

12356.00

235.00

156.00quality research and

informed decision ma

better public relati

thinking strategical

understanding the co

ability to apply the

how do you measure the impact of your EEP?

Missing

12345.00

234.00

134.00

14.00

12.00

other

promotions other car

tracking career path

focus group feedback

improvement in servi

73

ANNEX-V PROFESSIONAL DEVELOPMENT PROGRAM FOR THE MID-CAREER CIVIL SERVANTS

ELIGIBILITY CRITERIA FOR APPLICATION:

An applicant for PDP must: -

a. Hold a master degree or 16 year education (MBBS, BE etc.)b. Fulfill the following age criteria at the closing date of application: -

(1) For BS-17 Officers 33 years(2) For BS-18 Officers 40 Years(3) For BS-19 Officers 45 Years.

c. Have at least 5 years experience in BS-17 or above.d. Be a Civil Servant or Technical/Specialist Cadre or Ex-Cadre. (Officers belonging

to autonomous bodies, corporations, regulatory bodies. Education, health, judiciary and not involved in public policy making and implementation would be ineligible for the program)

e. Hold a permanent post with the Federal or Provincial Government or at the District level.

f. Furnish an undertaking on a legal paper that she/he will serve the government for a period of at least 5 years after training.

g. Not enrolled and pursuing a degree program at the time of application and not getting funds from the government of Pakistan or any other source, scholarship etc.

h. Not got a foreign degree during the past 5 years.

i. Not be on currently on deputation to a donor or international agency.

j. Not be on long leave from the government. (Equal or more than one year)

k. Not be involved in an inquiry or disciplinary action.

l. Be in good mental and physical health.

74

ANNEX-V

SERVICE STRUCTURE OF THE CIVIL SERVANTS

Service Structure. Administrative Reforms of 1973 abolished all classes among the civil servants, merged all services and cadres into a single unified graded structure and prohibited the use of “service” labels. The following three unified grades were created under the new rules (framed on the basis of Civil Servants Act, 1973) which continue to this day:

All Pakistan Unified Grades (APUG). The APUG officers are posted to Federal as well as Provincial Governments, including Districts, mostly on posts reserved for them. The APUG comprise the following occupational groups/services:-

(1). District Management Group. (BPS17 -22).(2). Police Service of Pakistan. (BPS17 – 22).(3). Secretariat Group. (BPS 19 -22 ).

Federal Unified Grades (FUG). As a rule, the FUG officers are posted to the Federal Government posts only. The FUG consist of the following occupational groups: :-

a. Accounts Group.b. Commerce and Trade Group.c. Customs and Excise Group.d. Foreign Service of Pakistan.e. Income Tax Group. f. Information Group.g. Military Lands & Cantonment Group. *h. Office Management Group. *i. Postal Group.j. Railways (Commercial and Transportation) Group.k. Economist & Planners Group

*Note: Fresh induction into groups at (7) & (8) above has been stopped recently with a view to ultimately abolishing these groups:-

Besides the above eleven occupational groups, personnel belonging to the following categories also form part of FUG:-

Ex-Cadre Officers (BPS-17) and above). There are a large number of Federal Government officers whose posts have not been encadred. These officers mainly belong to technical and professional categories, e.g., specialized positions in Ministries of Education, Science & Technology, Food & Agriculture, Population Welfare, Special Education, Communications and a host of Attached Departments, Subordinate Offices, Bureaus, Commissions, Research Organizations, etc. Although they account for 80-90 percent of the officers positions in the Federal Government, the ex-cadre officers enjoy relatively limited career progression compared to en-cadred and occupational groups mentioned above.

Subordinate Staff of BS-l to BS-16. Subordinate staff of BS-l to BS-16 are ministry /division /department-specific employees with the exception of Subordinate Accounts Service

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(SAS) personnel who are routinely posted across ministries /divisions /departments. 95 percent of the positions in the Federal Government ministries/ attached departments/ subordinate offices etc. are occupied by the subordinate staff.Recruitment Policy. Recruitment to the federal services/posts is regulated by Civil Servants (Appointment, Promotion and Transfer) Rules, 1973; and Federal Public Service Commission (Functions) Rules, 1978. Recruitment to all federal services/posts at the entry point is made on provincial /regional quota basis, through:-

a. Federal Public Service Commission for employees of BS-17 and above.

b. Ministry /Division /Department Recruiting Committees - for employees of BS-l to BS-16.

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ANNEX-VI

PRESENT STATUS OF TRAINING PROFILE

Management training for civil servants takes three main forms

a) Pre Service Training

i) Common Training Program (CTP) for CSS Probationers

◙ The Civil Service Academy, Lahore provides pre-service training to Grade 17 officer appointed as probationers to the Central Superior Services.

ii) Specialized training Program (STP) ◙ The CSA also holds a 20 weeks specialized training program for

DMG probationers. In addition, there are 10 other specialized training institutions providing training to the probationers selected for other central superior services.

b) In-Service TrainingIt is being offered for new entrants and in service officers through the following institutions: i) Secretariat Training Institute (STI ):

◙ In service Training for direct recruits and promoted officers

ii) Pakistan Provincial Services Academy (PPSA) : ◙ Training for provincial service officers of the four provinces and

for officers and staff of federal autonomous bodies.◙ Punjab & Sindh have now also made their own arrangements.

iii) National Institute of Public Administration (NIPAs ): ◙ Two Advanced Management courses annually for federal and

provincial government servants BS 18-19.◙ Successful completion required for promotion.

iv) Pakistan Academy for Rural Development (PARD), Peshawar : ◙ In service 8 weeks training on selected issues for federal and

provincial government officers.

v) National Defence College (NDC): ◙ Also provides training to selected Civil Servants.

vi) National Management College NMC (formerly Pakistan Administrative Staff College:

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◙ Arranges two courses annually for BS 20 level senior officers from all groups and services.

c) Training AbroadPresently participation in foreign training courses funded by foreign governments/agencies or by GoP has no linkage with an officer’s career advancement or progression.

The Federal Public Service Commission recruits 700 specialists or technical persons or more annually against non-cadre positions in BS-17 and above in different ministries of the Government in contrast to 150 officers in the generalist cadre services and cadres. No standardized training is being imparted to these officers.

The Board of Governor of NSPP has recently decided the introduction of Common Training Program (CTP) for ex-cadre officers after their initial recruitment by the FPSC. More than 60% officers of the Federal Government belonging to ex-cadre positions do not undergo any training in their career. This seriously impairs the capacity of the Government in designing and implementing projects and programmes requiring specialist inputs.

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ANNEX-VII

LIST OF PERSONAL INTERVIEWS

Governance & Public Policy Course Dr. Sarfraz Ansari, Assistance Professor)Qualification: M.Sc, MPhil, and PhD. National Defence course

Brig Iftikhar Alam, DS CoordQualification: Institute of Business Administration

Dr. Ishrat Hussain, Director and Dean Qualification Ph D in Economics, Boston

Dr. Masuma Hassan, Former Cabinet Secretary Govt. of PakistanQualification: PhD in Public Administration

Dr. Tariaq Siddiqui, Former Federal Secretary and DG Civil Service AcademyPhD in Economics, Minnesota

Mr. Tariq Sultan, Former Chairman Punjab Public Service CommissionMasters in Economics

Mr. Khalid Aziz, Former Chief Secretary, Govt. of NWFPQualification: Master in Economics

Dr. Saeed Shafqat, Professor and Director, Center for Public Policy and Governance, FC College LahoreQualification: Ph D in Political Science

Dr. Sikandar HayatActing Dean National Institute of Public Policy (NIPP) of NSSP and Directing Staff (Research Methodology and Research) NMW of NMC.Qualification: Ph.D in History

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ANNEX-VII

LIST OF INSTRUCTORS SELECTED FOR QUESTIONNAIRE

Mr. Rahat ul Ain Mr. Rahat ul Ain is currently serving as Dean at the National Management College, Lahore. After completing his Masters in English Literature from Government College Lahore, he joined Government Service in 1974.

Ms. Rashida Bokhari: Ms. Rashida Bokhari Directing Staff, National Management College has done Master in Economics from Punjab University and Post Graduate research at Quaid-i- Azam University in 1975.

Brigadier (Retired) Anwar ul Haq, SI (M) [Sitara-e-Imtiaz(Military)]Brigadier (Retired) Anwar ul Haq, SI (M) is on the faculty of National Management College (NMC), Lahore since August 2007. His principle assignment is Directing Staff (Training & Coordination) at National Management Wing (NMW) of NMC.

Mrs. Seemi Waheed Mrs. Waheed, Directing Staff joined the National Management College in 1982. She holds a Master Degree in Public Administration from Syracuse University, USA. Her major was in public finance and economic development.

Dr. Imtiaz H. BokhariDr. Bokhari is presently a Directing Staff at NMW of NMC. He obtained his M.A. and Ph.D. from Paul H. Nitze School of Advanced International Studies (SAIS), the Johns Hopkins University, with majors in International Relations, Security/Strategic Studies, the Middle East and South Asia. He also holds  M.Sc. in War Studies from Quaid-i-Azam University. He is a graduate of National Defence College, Islamabad, Command & Staff College, Quetta and Turkish Army Staff College, Istanbul.

Mr. Muhammad Raza   Baqir Mr. Mohammad Raza Baqir is an officer of Customs and Excise Group.  He belongs to 9th CTP of Civil Services.  He has diverse experience of working in Customs, Federal Excise, Sales Tax, Ministry of Commerce and Intellectual Property Organization of Pakistan (IPO). 

Dr . Talat Imtiaz Dr. Talat Imtiaz received her PhD in Economics from the University of Essex (UK) in 2004. She completed her high school education from Sacred Heart High school and graduation and masters in economics from the Punjab University. She joined civil services in 1982, as an officer of the Department of the Auditor General of Pakistan.

Mr. Zia-ur-Rehman Mr. Zia-ur-Rehman is an officer of Pakistan Audit and Accounts Service (13th Common – 1985 Batch). He did his M.B.A. from Quaid-e-Azam University Islamabad in 1982.

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ANNEX-VII

LIST OF INSTRUCTORS AND INSTITUTES SELECTED FOR PERSONALLY ADMINISTERED

QUESTIONNAIRE

Name Institute QualificationZarrin Qureshi NIM Karachi Master

Hamid Ghani NIM Quetta Master

Yousuf Syed PIM Karachi Master

Dr. M. Hashim NSPP PhD

Noreen Mujahid NIM Karachi Master

Nighat Mehroz NIM Karachi Master

Brig (R) anwar NSPP/NMC Master

Shagufta NIM Karachi Master

Akram Naeem NMC Master

Asghar Hussain MCMC Master

Shaukat Haider NIM Master

Shakeel Ahmed NIM Master

Rahat ul Ain NSPP Master

Dr. Syed Haider NMC PhD

Dr. Talat Imtiaz NMC PhD

Rashida Bukari NMC Master

Brig(R)Khan Ahamad NMC Master

Dr. Donya Aziz PILDAT/MNA MBBS

Arif Nazir But REDC Master

Marvi Sarmad SDPD Master

Asad Farooq Siddiqi PIM Master

Aabid Mehmood SDPD Master

Sikandar Lodi Sr Journalist, Jang Master

Dr Ishrat Hussain IBA PhD

*****

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