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PROJECT REPORT
BASELINE RESEARCH ON EXECUTIVE
EDUCATION IN PAKISTAN
By
Dr Pervez Tahir
Dr Nadia Saleem
Ms Saima Bashir
December, 2009
GOVERNANCE INSTITUTIONS NETWORK INTERNATIONAL
House 21, Street 56, Sector F-6/4, Islamabad-44000, Tel: +92 51 2876511-12 Fax: +92 51 2876514
mail@giniweb.net or info@giniweb.net http://www.giniweb.net
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 Research
Dean, National Management College
(Integral Unit of the National School of Public Policy-NSPP)
Lahore
i
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.
ii
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.‖.
iii
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
after completing the training. Future guidance on the basis of training is lacking. There is
iv
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.
v
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.
vi
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:
vii
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 ........................................................................................................................ 1
Objectives and the Scope of the Study ................................................................................................ 3
Research methodology......................................................................................................................... 3
The universe ........................................................................................................................................ 3
Sampling design .................................................................................................................................. 3
Questionnaire Design........................................................................................................................... 4
GOVERNANCE STRUCTURE IN PUBLIC SECTOR TRAINING INSTITUTIONS ...................... 5
EXECUTIVE EDUCATION IN PAKISTAN ................................................................................. 7
Profile of NSPP ................................................................................................................................... 7
Formal training design at CSA ............................................................................................................ 9
Profile of National Institute of Management (NIM) Quetta: ............................................................... 9
Profiles of National Institute of Management (NIM) Karachi: ........................................................... 9
Profile of National Defence Course ..................................................................................................... 9
Profile of the Foreign Service Academy............................................................................................ 10
Profile of the Secretariat Training Institute ....................................................................................... 10
Profile of the National Police Academy ............................................................................................ 11
Profile of Governance & Public Policy Course at Islamic University............................................... 11
Profile of Media Training .................................................................................................................. 12
Profile of Existing Legislatures Training Programmes ..................................................................... 13
Profile of Strengthening Democracy through Parliamentary Development: ..................................... 15
Profile of Institute of Business Administration ................................................................................. 18
Profile of Rausing Executive Development Centre (REDC) ............................................................. 18
COMMON COURSES IN ALL TRAINING PROGRAMMES ..................................................... 20
Common training Courses at all levels ...................................................................................... 20
Analysis of the survey .............................................................................................................. 20
GAPS IN TRAINING ................................................................................................................. 26
CONCLUSION .......................................................................................................................... 31
RECOMMENDATIONS ............................................................................................................ 32
REFERENCES .......................................................................................................................... 33
viii
ANNEXES ............................................................................................................................. 34
ANNEX-I LIST OF CIVIL SERVANTS TRAINING INSTITUTES ...................................... 35
ANNEX-I[A] LIST OF PRIVATE TRAINING INSTITUTES .................................................... 36
ANNEX-II QUESTIONNAIRE FOR TRAINING INSTITUTES ........................................... 37
(FOR MANAGEMENT AND FACULTY)
ANNEX-III LIST OF UNIVERSITIES SURVEYED AND LIST OF COURSES ........................ 44
AND PRORGRAMMES
ANNEX-IV SURVEY ANALYSIS ......................................................................................... 47
ANNEX-V SERVICE STRUCTURE OF THE CIVIL SERVANTS.......................................... 74
ANNEX-VI PRESENT STATUS OF TRAINING PROFILE .................................................... 76
ANNEX-VII LIST OF PERSONAL INTERVIEWS ................................................................... 78
ANNEX-VII LIST OF INSTRUCTORS SELECTED FOR QUESTIONNAIRE........................... 79
ANNEX-VII LIST OF INSTRUCTORS AND INSTITUTES SELECTED ..................................... 80
FOR PERSONALLY ADMINISTERED QUESTIONNAIRE
ix
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
the authority which is there to exercise. They are subordinate to the state and enjoy relative
1
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
tier includes pre- and in-service training. The rationale behind this study is to determine the
2
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
3
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.
4
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.
But even after 37 years CTP has failed to change the attitude of the ruling elite. It has had the
5
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.
6
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 15 th
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.
7
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 Abroad
Presently 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.
8
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.
9
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.
10
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),
11
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
12
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 internationally
3. 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
13
special status assemblies of Azad Kashmir and Gilgit-Baltistan. Neither the executive nor the
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 Forum
The 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 Staff
Through 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.
14
Civil-Military Relations Programme
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 Programme
This 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’ Orientation
A 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.
15
S# Topic
1 Roundtable of Women Standing Development Committee with INGAD.
An Orientation Workshop For Honorable Parliamentarians On Gender Responsive
2
Budgeting
Analysis of Budget Document and Briefing Session for the MPs at the National
3
Budget 2007-08.
4 Introductory Seminar on Legislative Drafting Skills for MPs held on 26th June 2007
Book Launching Ceremony on Performance Report of National Assembly of
5
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
16
31 7 habits of Highly Effective People(Franklin Covey)
32 Senate Orientation
33 Parliament Orientation Programme on Poverty Reduction Strategy in Pakistan
34 Orientation Session on Parliament and International Agreements
35 Provincial Level Consultation on Six Policy Issues
Technical training to parliamentary staff
SPDC 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 funding
The 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.
17
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
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.
18
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
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%)
20
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 Frequency
31-40 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 Percent
public policy 4 16.0
public administration and governance 1 4.0
Law 3 12.0
MBA subjects 1 4.0
marketing & finance 1 4.0
communication skills 2 8.0
no specialization 13 52.0
Total 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.
21
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.
22
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.
23
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.
24
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.
25
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
altered. Soft skills training in values and attitudes should not only form part of their training
26
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.
27
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
28
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.
29
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.
30
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.
31
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.
32
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.ht
ml
33
ANNEXES
34
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)
35
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)
36
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. Age
3. Sex Male Female
4. Occupation & Designation.
5. o Name of Organization.
o Professional experience
o 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 fund
o 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 facilities
o Travel expanses
o Boarding and Lodging
10. Duration of the course in weeks
11. Per day timings of your EEP program. o Morning
o Afternoon
o Evening
o Full Day
12. Your institution caters to the needs of o Beginners (probationers)
o Mid-career managers
o High level executives
o Local Government
o NGOs
o Legislature
o Judiciary
o Clubs and Chambers
o 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 Transcripts
o Personal Statement
o Recommendation/Nomination by organization
o Professional experience
o All of the above
o Other (Specify_______________________)
37
15. Number of Faculty members
16. a) Faculty specialization o Public policy
o Public administration & Governance
o Corporate management
o Economics
o Law
o MBA subjects
o Leadership
o Marketing & Finance
o Negotiation skills
o Communication skills
o Other (Specify________________________)
o No of PhDs
o No of M Phils
o No of Masters
o Other
b) Faculty education/degrees o (Specify_______________________)
17. Quality of Infrastructure Very Good Good Average Poor
Class rooms
Syndicate rooms
Library
Research & Documentation Centre
IT facilities
Sports facilities
Accommodation
Dinning areas
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 province
o To a few selective places
o To the entire country
o Internal as well as foreign study tours
o 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 status
o Distinct curriculum
o Rigorous methodology
o Merit based selection of trainees
o High caliber faculty
o State-of-the-art infrastructure and resources
38
23. Your area of specialization o Constitution and Law
o Public Policy Formulation & Implementation
o Governance
o Leadership
o Economic Management
o Corporate Management
o Finance
o Marketing
o MBA subjects
o Informed Decision making
o Negotiation skills
o Communication skills
o Other (Specify _____________________)
24. Originally, I wanted to do something else than work Yes No
in a Training / Education Institution but could not.
If yes, please indicate actually intended profession.
25. Considering my academic experiences to date, I Yes No
regret my decision of joining this training institution.
If Yes, indicate why?
26. Level and sources of visiting faculty/ resource o Parliamentarians
persons 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 o Money
and deliver lecture? o Reputation of Institution
o Quality of trainees
o Other(specify__________________)
28. Faculty accessibility o Easily accessible
o Hard to get
29. Evaluation of faculty performance o Weekly meetings
o Back bench oversight
o Periodical interviews
o Trainees feedback
o Other (Specify_____________________)
30. Evaluation methodology for trainees’ performance o Exams
o Tests
o Written output
o Class room performance
o Interviews
o Other (Specify_______________________)
31. Do you have commitment of participation from the Yes No
high level of government?
If not, why not?
39
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 service
o Degree awarding status
o Comprehensive curriculum
o Scientific methodology
o Merit based selection of trainees
o High caliber faculty
o Superior infrastructure and resources
Please give only one answer for each of the following questions.
33. Have you ever seriously thought of bringing about o Yes, briefly
a change in the Executive Education Program o Yes, quite thoroughly
being run in your institution? o Yes, but I dropped the idea
o Yes, I am determined to bring change
o Yes, I am just starting to do so
o Yes, I have already begun the process of change
o Yes, I started the process but internal resistance made me
stop it
o No, never
o Also state the reason for your choice of answer
34. Regarding your professional status: you basically o Head of the institution
work as o Number two of the institution
o A technical employee
o A manager/executive
o A sponsor / teacher
o Something else
35. Regarding your workplace independence: o I am independent
o I was independent
o I plan to become independent
o 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
bureaucrats
o Informed decision making
o Quality research and analysis
37. Impact of your EEP on governance o Improved accountability
o Improved transparency
o Improved participation
o Improved predictability
o Improved service delivery
o Improved decision making
o 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 progressions
o Surveys
o Other (Specify ____________________)
40
39. Please give your personal opinion: treat each The statement is:
statement separately, and do not feel guided by
prior statements.
Wrong (1) Rather wrong (2) Rather true (3) True (4)
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.
41
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 Not Important Slightly Important Very
Strive for economic independence (1) Important (2) (3) Important (4)
Lead people
To replace hierarchical system with a flat
organization
Job satisfaction
Earn 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 organization
To develop benchmarks and standards in Executive
Education for others to follow
I don’t have any comments to offer
42
41. In case Executive Education Program in your
institution is not popular, what in your view is the
reason? Not Slightly Important Very
Important Important (3) Important
(1) (2) (4)
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 syllabus
Bad 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 practices
Trainees 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
42. Your suggestions for improvement of the course: (Please add additional sheets if
required)
__________________________________________________________________________
__________________________________________________________________________
Signature: ____________________________
43
ANNEX-III
LIST OF UNIVERSITIES SURVEYED AND LIST OF
COURSES AND PRORGRAMMES
Name of the University Courses
National Defence University
National Defense Course
Defense Policy and Military strategy
Socio – Political Environment and National Security Process
Economy for Strategists
Strategic Management
National Security Workshop
Strategic Management
Foreign Policy and Strategy
Economic Policy and Strategy
Defense Policy and Strategy
Domestic Policy and Strategy
National Security Policy and Strategy
FC College University
Introduction to Public Policy
ICT concepts and tools for Policy Makers
Writing and Communicating Public Policy
Policy Analysis: Policy Design
Political Institutions and Policy Process
Governance and Management in Multicultural Society
Leadership Theories, Governance and Management Change
Political Economy of Public Policy
E-governance and Technology Policy
Quantitative Techniques for Policy Making and Administration
Environmental Issues and Public Policy
Beaconhouse National University
MA Educational Leadership & Management
Finance and Resource Management in Education
Policy, Planning and Management of Change
Higher Education Management
Role of Information Communication Technology in Education
Performance Management and Professional Development
Trade and Industrial Policy
MSc in Public Policy
Public Economics
Social Policy
Advanced Micro-economics
Advanced Macro-economics
Advanced Econometrics
Issues in Pakistan's Economy
Institutional Economics
Urban and Regional Development Policy
Environmental Policy
44
Institute of Business Management
Seminar in Economic Policy
MBA Executive
Business 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 Programme
Public Legislative Forum
Legislative Strengthening Programme for Legislators and Legislative Staff
Civil-Military Relations Programme
Democracy Watch Programme
PILDAT’s Democracy Watch Programme
Political Parties Programme
National Management Course (NMC) at National Management College (NMC)
Basic students computer literacy
Public policy and statecraft
Socio-culture dynamics of Pakistan, human development and public service management
International relations
Economics and finance for policy making
Governance, strategic management and leadership
Research Methodology
Core national issues
45
Economic policy analysis and financial management
Public sector management
Administrative law & public interest
Islam in contemporary times
Information technology
Senior Management Course (NMC) at National Management College (NMC)
International relations
Socio-cultural dynamics of Pakistan: human development and public management
Economics and public finance
Governance strategic management and leadership
Research methodology
46
ANNEX-IV
SURVEY ANALYSIS
AGE
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid 31-40 5 20.0 20.0 20.0
41-50 10 40.0 40.0 60.0
51-60 8 32.0 32.0 92.0
abov e 60 2 8.0 8.0 100.0
Total 25 100.0 100.0
Sex
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid Male 17 68.0 68.0 68.0
Female 8 32.0 32.0 100.0
Total 25 100.0 100.0
AGE * JOBSAT Cross tabulation
Count
JOBSAT
no yes Total
AGE 31-40 2 3 5
41-50 5 4 9
51-60 8 8
abov e 60 1 1 2
Total 16 8 24
JOBSAT * REG Cr os stabulation
Count
REG
yes no Total
JOBSA T no 1 15 16
yes 6 2 8
Total 7 17 24
47
Occupation and Des ignation
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid 3 12.0 12.0 12.0
additional dir s taf f 1 4.0 4.0 16.0
A dditional DS 1 4.0 4.0 20.0
CI 3 12.0 12.0 32.0
CSP 1 4.0 4.0 36.0
Dean NMC 1 4.0 4.0 40.0
DG 1 4.0 4.0 44.0
DS 4 16.0 16.0 60.0
Faculty adv is or 1 4.0 4.0 64.0
journalist 1 4.0 4.0 68.0
Manger 1 4.0 4.0 72.0
Media 1 4.0 4.0 76.0
PSP, SSP 1 4.0 4.0 80.0
Trainer 2 8.0 8.0 88.0
trainer/DGM 1 4.0 4.0 92.0
training 1 4.0 4.0 96.0
training (Additional
1 4.0 4.0 100.0
direc ting staff )
Total 25 100.0 100.0
Nam e of organiz ation
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid 1 4.0 4.0 4.0
A SPP 1 4.0 4.0 8.0
CTI 1 4.0 4.0 12.0
IBA 1 4.0 4.0 16.0
IMS 1 4.0 4.0 20.0
MCMC 1 4.0 4.0 24.0
NIM 2 8.0 8.0 32.0
NIM Karachi 2 8.0 8.0 40.0
NIM karac hi) 1 4.0 4.0 44.0
NIM karchi 1 4.0 4.0 48.0
NIM Quetta 1 4.0 4.0 52.0
NMC 4 16.0 16.0 68.0
NSPP 1 4.0 4.0 72.0
NSPP/NMC 1 4.0 4.0 76.0
PILDA T 1 4.0 4.0 80.0
PIM 2 8.0 8.0 88.0
PPF 1 4.0 4.0 92.0
REDC 1 4.0 4.0 96.0
SDPD 1 4.0 4.0 100.0
Total 25 100.0 100.0
48
PROFEX
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid less than 10 y ears 1 4.0 4.0 4.0
11-20 13 52.0 52.0 56.0
21-30 6 24.0 24.0 80.0
abov e 30 years 5 20.0 20.0 100.0
Total 25 100.0 100.0
His tor y of Ins titution(date of e s tb)
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid 1954.00 3 12.0 15.0 15.0
1955.00 1 4.0 5.0 20.0
1960.00 1 4.0 5.0 25.0
1961.00 7 28.0 35.0 60.0
1962.00 1 4.0 5.0 65.0
1984.00 1 4.0 5.0 70.0
1985.00 1 4.0 5.0 75.0
2000.00 1 4.0 5.0 80.0
2001.00 1 4.0 5.0 85.0
2004.00 1 4.0 5.0 90.0
2006.00 2 8.0 10.0 100.0
Total 20 80.0 100.0
Mis sing System 5 20.0
Total 25 100.0
s ource s of funding
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid government 11 44.0 45.8 45.8
15.00 8 32.0 33.3 79.2
25.00 4 16.0 16.7 95.8
45.00 1 4.0 4.2 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
49
total cours e fee pe r traine e
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid 10000.00 1 4.0 5.6 5.6
20000.00 3 12.0 16.7 22.2
25000.00 1 4.0 5.6 27.8
35000.00 2 8.0 11.1 38.9
45000.00 1 4.0 5.6 44.4
150000.00 1 4.0 5.6 50.0
200000.00 3 12.0 16.7 66.7
225000.00 5 20.0 27.8 94.4
650000.00 1 4.0 5.6 100.0
Total 18 72.0 100.0
Mis sing System 7 28.0
Total 25 100.0
duration of cours e in w e e ks
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid 2.00 1 4.0 4.2 4.2
3.00 4 16.0 16.7 20.8
10.00 2 8.0 8.3 29.2
11.00 6 24.0 25.0 54.2
18.00 1 4.0 4.2 58.3
20.00 8 32.0 33.3 91.7
22.00 2 8.0 8.3 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
per day tim ings of your EEP program
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid morning 3 12.0 12.5 12.5
af ternoon 1 4.0 4.2 16.7
ev ening 2 8.0 8.3 25.0
f ull day 17 68.0 70.8 95.8
13.00 1 4.0 4.2 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
50
per day tim ings of your EEP program
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid morning 3 12.0 12.5 12.5
af ternoon 1 4.0 4.2 16.7
ev ening 2 8.0 8.3 25.0
f ull day 17 68.0 70.8 95.8
13.00 1 4.0 4.2 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
w hat are your s ele ction criteria for the cours e
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid personal s tatement 3 12.0 12.0 12.0
rec ommendation/nomin
13 52.0 52.0 64.0
ation by org
prof ess ional experienc e 3 12.0 12.0 76.0
34.00 5 20.0 20.0 96.0
1346.00 1 4.0 4.0 100.0
Total 25 100.0 100.0
num be r of faculty m em be rs
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid .00 1 4.0 5.0 5.0
2.00 3 12.0 15.0 20.0
3.00 1 4.0 5.0 25.0
4.00 3 12.0 15.0 40.0
7.00 1 4.0 5.0 45.0
8.00 6 24.0 30.0 75.0
17.00 1 4.0 5.0 80.0
20.00 1 4.0 5.0 85.0
24.00 1 4.0 5.0 90.0
26.00 1 4.0 5.0 95.0
30.00 1 4.0 5.0 100.0
Total 20 80.0 100.0
Mis sing System 5 20.0
Total 25 100.0
51
faculty s pe cialization
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid public policy 4 16.0 16.0 16.0
public administartion
1 4.0 4.0 20.0
and governanc e
law 3 12.0 12.0 32.0
MBA subjects 1 4.0 4.0 36.0
marketing & finance 1 4.0 4.0 40.0
communication skills 2 8.0 8.0 48.0
no s pecialization 13 52.0 52.0 100.0
Total 25 100.0 100.0
faculty e ducation/degre es
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid no. of PhDs 1 4.0 4.0 4.0
No of M.phils 1 4.0 4.0 8.0
No of masters 8 32.0 32.0 40.0
other 4 16.0 16.0 56.0
PHD and Mphil only 2 8.0 8.0 64.0
Mas ters and Mph 8 32.0 32.0 96.0
23.00 1 4.0 4.0 100.0
Total 25 100.0 100.0
faculty e ducation/degre es * faculty s pecialization Cros stabulation
Count
f ac ulty s pec ialization
public
administarti
on and marketing communic no
public policy governance law MBA subjects & f inance ation skills spec ializ ation Total
f ac ulty no. of PhDs 1 1
educ ation/degrees No of M.phils 1 1
No of masters 1 1 6 8
other 1 1 1 1 4
PHD and Mphil only 1 1 2
Mas ters and Mph 1 1 1 2 3 8
23.00 1 1
Total 4 1 3 1 1 2 13 25
Quality of infras tructure (clas s room s)
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid very good 16 64.0 64.0 64.0
good 4 16.0 16.0 80.0
av erage 5 20.0 20.0 100.0
Total 25 100.0 100.0
52
s yndicate room s
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid very good 15 60.0 60.0 60.0
good 5 20.0 20.0 80.0
av erage 5 20.0 20.0 100.0
Total 25 100.0 100.0
librar y
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid very good 15 60.0 60.0 60.0
good 1 4.0 4.0 64.0
av erage 9 36.0 36.0 100.0
Total 25 100.0 100.0
re se arch & docum e ntation
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid very good 14 56.0 56.0 56.0
good 5 20.0 20.0 76.0
av erage 6 24.0 24.0 100.0
Total 25 100.0 100.0
IT facilitie s
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid very good 13 52.0 52.0 52.0
good 5 20.0 20.0 72.0
av erage 7 28.0 28.0 100.0
Total 25 100.0 100.0
Sport facilitie s
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid very good 8 32.0 33.3 33.3
good 8 32.0 33.3 66.7
av erage 8 32.0 33.3 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
53
accom odation
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid very good 13 52.0 54.2 54.2
good 5 20.0 20.8 75.0
av erage 4 16.0 16.7 91.7
poor 2 8.0 8.3 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
Dinning ar ea
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid very good 15 60.0 60.0 60.0
good 5 20.0 20.0 80.0
av erage 3 12.0 12.0 92.0
poor 2 8.0 8.0 100.0
Total 25 100.0 100.0
curriculum de ve lopm e nt approach
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid have a c urric ulum
2 8.0 8.0 8.0
committee
higher experts or
3 12.0 12.0 20.0
consultants
inhouse research and
3 12.0 12.0 32.0
development
ov erseas c ollaboration 3 12.0 12.0 44.0
13.00 8 32.0 32.0 76.0
124.00 1 4.0 4.0 80.0
134.00 2 8.0 8.0 88.0
1234.00 3 12.0 12.0 100.0
Total 25 100.0 100.0
curriculum and m e thodology
Cumulativ e
Frequenc y Percent Percent
Valid indigenously dev eloped
1 4.0 4.0
curriculum
delivered through lectures
4 16.0 20.0
& panel disc uss ions
interac tive c ase s tudies 1 4.0 24.0
simulation exerc is es 2 8.0 32.0
all of the abov e 17 68.0 100.0
Total 25 100.0
54
doe s the EEP incor porate study tours?
Cumulativ e
Frequenc y Percent Percent
Valid to one prov ince 2 8.0 8.0
to a f ew s electiv e places 4 16.0 24.0
to the entire country 9 36.0 60.0
internal as w ell as
2 8.0 68.0
f oreign study tours
all of the abov e 8 32.0 100.0
Total 25 100.0
Ins titutional appr oach to EEP
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid regular MBA/MPA
2 8.0 8.3 8.3
programs (traditional)
target group oriented EEP 18 72.0 75.0 83.3
other 4 16.0 16.7 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
how do you differntiate your EEP from others ?
Cumulativ e
Frequenc y Percent Percent
Valid degree aw arding 1 4.0 4.0
distinct curriculum 4 16.0 20.0
rigorous methodology 2 8.0 28.0
merit based selec tion
2 8.0 36.0
of trainees
high c alibre f aculty 1 4.0 40.0
state-of -the-art
inf rastruc ture and 2 8.0 48.0
res ourc es
Gov t Training 13 52.0 100.0
Total 25 100.0
55
your are a of s pe cialization
Cumulativ e
Frequenc y Percent Percent
Valid cons titution and law 2 8.0 8.0
public policy f ormulation
2 8.0 16.0
& implementation
governance 3 12.0 28.0
ec onomic management 4 16.0 44.0
communication skills 2 8.0 52.0
Media 1 4.0 56.0
Press and Media 2 8.0 64.0
Corporate Management 1 4.0 68.0
Finance and
1 4.0 72.0
Management
others 7 28.0 100.0
Total 25 100.0
joined tr aining ins titution by choice
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid yes 8 32.0 33.3 33.3
no 16 64.0 66.7 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
do you re gret your de cision of joining this training ins titute ?
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid yes 7 28.0 28.0 28.0
no 18 72.0 72.0 100.0
Total 25 100.0 100.0
56
level and source s of vis iting faculty
Cumulativ e
Frequenc y Percent Percent
V alid parlimantarians 1 4.0 4.0
high government of f icials 3 12.0 16.0
social sc ientis ts 2 8.0 24.0
high prof ile media
2 8.0 32.0
personal
f orign gues t speakers 1 4.0 36.0
busines s men 2 8.0 44.0
all of the abov e 1 4.0 48.0
13 44.0 56.0
100.0
Total 25 100.0
w hat incentives exis t for re sour ce per sons to com e and deliver le cture?
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid money 1 4.0 4.0 4.0
reputation of ins titution 10 40.0 40.0 44.0
quality of trainees 5 20.0 20.0 64.0
12.00 3 12.0 12.0 76.0
23.00 3 12.0 12.0 88.0
123.00 3 12.0 12.0 100.0
Total 25 100.0 100.0
faculty acce ss ibility
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid easy to ac cess 15 60.0 62.5 62.5
hard to get 9 36.0 37.5 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
57
e valuation of faculty pe rform ance
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid w eekly meetings 1 4.0 4.0 4.0
back benc h oversight 3 12.0 12.0 16.0
periodic al interv iew s 3 12.0 12.0 28.0
trainees f eedback 5 20.0 20.0 48.0
14.00 4 16.0 16.0 64.0
124.00 1 4.0 4.0 68.0
134.00 4 16.0 16.0 84.0
1234.00 4 16.0 16.0 100.0
Total 25 100.0 100.0
e valuation m e thodology for traine e 's pe rform ance
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid tests 1 4.0 4.0 4.0
w ritten output 2 8.0 8.0 12.0
clas s room perf ormanc e 2 8.0 8.0 20.0
interview s 3 12.0 12.0 32.0
34.00 2 8.0 8.0 40.0
134.00 1 4.0 4.0 44.0
234.00 2 8.0 8.0 52.0
34.00 5 20.0 20.0 72.0
1234.00 3 12.0 12.0 84.0
13.00 4 16.0 16.0 100.0
Total 25 100.0 100.0
k ey e lem ent of your EEP
Cumulativ e
Frequenc y Percent Percent
V alid leading a new generation
2 8.0 8.0
of strategis t
f lexibility and pragmatis m
about means of providing 3 12.0 20.0
servic e
degree aw arding status 3 12.0 32.0
comprehens iv e
1 4.0 36.0
curriculum
sc ientif ic methodology 1 4.0 40.0
A ll of the above 15 60.0 100.0
Total 25 100.0
58
have you e ve r s e riously thought of bringing about a change in the EEP being run in your
ins titution?
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid yes, brief ly 6 24.0 25.0 25.0
yes, quite thoroughly 8 32.0 33.3 58.3
yes, but i dropped the
2 8.0 8.3 66.7
idea
yes, i am determined to
2 8.0 8.3 75.0
bring c hange
yes, i am jus t s tarting to
3 12.0 12.5 87.5
do s o
yes, i hav e already begun
3 12.0 12.5 100.0
the process of change
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
re garding your profe ss ional s tatus : you bas ically w ork as
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid head of the ins titution 2 8.0 8.3 8.3
number tw o of the
4 16.0 16.7 25.0
institution
a tec hnical employ ee 2 8.0 8.3 33.3
a manger/ex ec utiv e 5 20.0 20.8 54.2
a sponsor/teac her 6 24.0 25.0 79.2
something else 4 16.0 16.7 95.8
45.00 1 4.0 4.2 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
re garding your w orkplace independence
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid i am independent 14 56.0 56.0 56.0
i w as independent 3 12.0 12.0 68.0
i plan to become
1 4.0 4.0 72.0
independent
i have nev er been
7 28.0 28.0 100.0
independent
Total 25 100.0 100.0
59
doe s your EEP prom ote
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid ability to apply the right
apprpoac h to s pecif ic 4 16.0 16.0 16.0
is sues and
unders tanding the context 1 4.0 4.0 20.0
thinking strategic ally 1 4.0 4.0 24.0
better public relations
w ith legis lator, policy 2 8.0 8.0 32.0
makers and b
inf ormed dec ision
2 8.0 8.0 40.0
making
quality res earc h and
3 12.0 12.0 52.0
analysis
156.00 1 4.0 4.0 56.0
235.00 1 4.0 4.0 60.0
12356.00 1 4.0 4.0 64.0
123456.00 7 28.0 28.0 92.0
123467.00 1 4.0 4.0 96.0
123456356.00 1 4.0 4.0 100.0
Total 25 100.0 100.0
im pact of your EEP on gove rnance
Cumulativ e
Frequenc y Percent V alid Percent Percent
V alid improved transparency 1 4.0 4.2 4.2
improved participation 3 12.0 12.5 16.7
improved predic tability 2 8.0 8.3 25.0
improved serv ic e deliv ery 5 20.0 20.8 45.8
improved dec is ion
1 4.0 4.2 50.0
making
12.00 1 4.0 4.2 54.2
56.00 3 12.0 12.5 66.7
125.00 1 4.0 4.2 70.8
356.00 3 12.0 12.5 83.3
123456.00 4 16.0 16.7 100.0
Total 24 96.0 100.0
Mis sing System 1 4.0
Total 25 100.0
60
how do you m e as ure the im pact of your EEP?
Cumulativ e
Frequenc y Percent Valid Percent Percent
Valid improvement in
8 32.0 34.8 34.8
service delivery
f oc us group f eedbac k 2 8.0 8.7 43.5
tracking c areer paths 1 4.0 4.3 47.8
promotions other
2 8.0 8.7 56.5
career progres sions
other 3 12.0 13.0 69.6
12.00 2 8.0 8.7 78.3
14.00 1 4.0 4.3 82.6
134.00 1 4.0 4.3 87.0
234.00 2 8.0 8.7 95.7
12345.00 1 4.0 4.3 100.0
Total 23 92.0 100.0
Mis sing System 2 8.0
Total 25 100.0
61
PIE CHARTS
AGE
62.00 31.00
61.00 32.00
59.00 35.00
57.00
38.00
56.00 41.00
42.00
53.00
45.00
52.00
46.00
50.00
47.00
48.00
Sex
F emale
Male
Occupation and Designation
training (Additional
training
trainer/DGM
additional dir staf f
Trainer
Additional DS
PSP, SSP
Media CI
Manger
journalis t CSP
F aculty adv isor Dean NMC
DG
DS
62
Name of organization
SDPD
REDC ASPP
PPF CTI
IBA
PIM
IMS
PILDAT MCMC
NSPP/NMC
NIM
NSPP
NIM Karachi
NMC
NIM karachi)
NIM karc hi
NIM Quetta
professional experience
36.00
35.00 2.00
34.00
4.00
30.00
10.00
29.00
28.00 12.00
25.00
24.00
15.00
20.00
17.00
18.00
management experience
4.00
8.00
10.00
12.00
15.00
Mis sing
20.00
25.00
30.00
35.00
63
History of Institution(date of estb)
1954.00
Mis sing
1955.00
1960.00
2006.00
2004.00
2001.00 1961.00
2000.00
1985.00
1962.00
1984.00
sources of funding
Mis sing
45.00
25.00
gov ernment
15.00
total course fee per trainee
10000.00
20000.00
Mis sing
25000.00
35000.00
650000.0 45000.00
150000.0
225000.0 200000.0
64
duration of course in weeks
Missing
2.00
22.00
3.00
10.00
20.00
11.00
18.00
per day timings of your EEP program
Mis sing
13.00 morning
af ternoon
ev ening
f ull day
what are your selection criteria for the course
1346.00
pers onal statement
34.00
prof essional experie
recommendation/nomin
65
faculty education/degrees
no. of PhDs
Mis sing
No of M.phils
123.00
No of mas ters
23.00 12.00
13.00
Quality of infrastructure (class rooms)
av erage
good
v ery good
syndicate rooms
av erage
good v ery good
66
library
av erage
v ery good
good
library
av erage
v ery good
good
IT facilities
av erage
v ery good
good
67
Sport facilities
Mis sing
av erage
v ery good
good
accomodation
Mis sing
poor
av erage
v ery good
good
Dinning area
poor
av erage
good v ery good
68
curriculum development approach
1234.00 hav e a curriculum co
higher ex perts or co
134.00
124.00
inhouse research and
ov erseas collaborati
13.00
does the EEP incorporate study tours?
123.00 to one prov ince
34.00
to a f ew s electiv e p
12.00
internal as well as
to the entire countr
Institutional approach to EEP
Mis sing
other
regular MBA/MPA prog
target group oriente
69
what incentives exist for resource persons to come and deliver lecture?
money
123.00
23.00
reputation of instit
12.00
quality of trainees
faculty accessibility
Mis sing
hard to get
easy to ac cess
evaluation of faculty performance
weekly meetings
1234.00
back bench ov ersight
periodical interv iew
134.00
125.00
trainees f eedback
14.00
70
do you have commitment of participation from the high level of governmen
no
y es
have you ever seriously thought of bringing about a change in the EEP be
Mis sing
y es, i hav e already
y es, brief ly
y es, i am just start
y es, i am determined
y es, but i dropped t y es, quite thoroughl
regarding your professional status: you basically work as
Mis sing
45.00 head of the institut
something else number two of the in
a technic al employ ee
a sponsor/teacher
a manger/executiv e
71
regarding your workplace independence
i hav e nev er been in
i am independent
i plan to become ind
i was independent
does your EEP promote
1.23E+08
123467.0
ability to apply the
understanding the co
123456.0 thinking strategical
better public relati
inf ormed decision ma
12356.00
235.00
quality research and
156.00
how do you measure the impact of your EEP?
Mis sing
12345.00
234.00 improv ement in s erv i
134.00
14.00
12.00
f oc us group f eedback
other tracking c areer path
promotions other car
72
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.
73
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
(SAS) personnel who are routinely posted across ministries /divisions /departments. 95
74
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.
75
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 Training
It 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:
◙ Arranges two courses annually for BS 20 level senior officers from
all groups and services.
76
c) Training Abroad
Presently 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.
77
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 Coord
Qualification:
Institute of Business Administration
Dr. Ishrat Hussain, Director and Dean
Qualification Ph D in Economics, Boston
Dr. Masuma Hassan, Former Cabinet Secretary Govt. of Pakistan
Qualification: PhD in Public Administration
Dr. Tariaq Siddiqui, Former Federal Secretary and DG Civil Service Academy
PhD in Economics, Minnesota
Mr. Tariq Sultan, Former Chairman Punjab Public Service Commission
Masters in Economics
Mr. Khalid Aziz, Former Chief Secretary, Govt. of NWFP
Qualification: Master in Economics
Dr. Saeed Shafqat,
Professor and Director, Center for Public Policy and Governance, FC College Lahore
Qualification: Ph D in Political Science
Dr. Sikandar Hayat
Acting Dean National Institute of Public Policy (NIPP) of NSSP and Directing Staff
(Research Methodology and Research) NMW of NMC.
Qualification: Ph.D in History
78
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. Bokhari
Dr. 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.
79
ANNEX-VII
LIST OF INSTRUCTORS AND INSTITUTES
SELECTED FOR PERSONALLY ADMINISTERED
QUESTIONNAIRE
Name Institute Qualification
Zarrin 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
*****
80
81
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