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REPORT ON

FIRST NETWORK MEETING HELD ON 12 FEB, 2009 AT LAHORE

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Governance Institutes Network International (GINI) 12 FEBRUARY, 2009, Lahore

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QUICK FACTS Title: First Meeting of Governance Education Network (GEN) in Pakistan Organizers: Governance Institutes Network International (GINI). Sponsors: Norwegian Ministry of Foreign Affairs and Norwegian Institute of Urban

and Regional Research (NIBR) Date: February 12, 2009. Venue: P.C. Lahore, Pakistan Objectives: Finalize some of the key structural issues with a view to formally create basis

for the institutionalization of the governance and knowledge sharing network through voluntary nominations for the steering committee and sub-committees for various components of the program and their operational methodology

Participation: Focal persons of organizations who have taken up formal membership of the

network as well as those organizations who are in the process of doing and renowned scholars/practitioners from civil society and senior representative of NIBR.

Proceedings: Meeting was held in two main parts. In part-I, participants were briefed on

the progress of network activities since the stakeholders initial conference held in October, 2008 and broad parameters of the governance education program. In Part-II, the participants shared their views on various aspects of the program followed by consensus decisions for carrying forward the program agenda collectively.

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OVERVIEW The Governance Institutes Network International (GINI) organized the first meeting of the Governance Education Network on February 12, 2009 at Lahore as per agenda and participants details given at Annex-I and Annex-II respectively. A working paper developed by GINI for the meeting containing broad parameters of the program given at Annex-III was considered during the meeting in order to finalize the institutional framework of the program through collective effort. The objective of the meeting was to develop program components and address some of the key structural issues in order to formally create basis for the institutionalization of the governance and knowledge sharing network through voluntary nominations for the steering committee and sub-committees for various components of the program. The representatives of various organizations expressed their views on the program components, structures, research agenda and their preferences for sub-committees for execution of program components. Following decisions were taken during the meeting: • There was a general consensus on the masters and above level governance programs. The

viability of having a 4 year bachelors program and one semester course in governance needs to be further examined. In terms of research, it should mostly be demand driven and base on a structured process where there is a call for research themes, followed by categorization and selection of proposed themes and deciding on methodology.

• The program components related to annual conference, faculty development, training need

assessment, executive education and governance curriculum should be pursued in the manner decided by the steering committee.

• To begin with, the steering committee of the network shall comprise of all the participants of the

first meeting.

• The sub-committees as identified for various components of the program shall be articulated by GINI in consultation with the participants based on their preferences indicated during the meeting.

• The notified sub-committees shall work on the assigned component of the program and present

their detailed proposals for finalization during a workshop involving all stakeholders to be held in May, 2009.

• GINI will present the design of the website and quarterly newsletter which will disseminate

activities of the network along with the process of including information during the above workshop for approval.

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ANNEX-I

AGENDA OF THE FIRST NETWORK MEETING HELD ON 12 FEB, 2009 AT PC LAHORE

INSTITUTIONALIZATION OF

GOVERNANCE RESEARCH AND KNOWLEDGE SHARING NETWORK ITEMS

1. Update of the Activities and Progress by GINI Network

2. Presentation of the Proposed Annual Work Plan Framework Grid by GINI

3. Creation of Steering Committee and Sub Committees

4. Discussion on Division of Roles and Responsibilities and Their Appropriation i. Focus of the Curriculum and Research ii. Approval of the Research Themes for the First Round

5. Approval of Finalized Annual Work Plan

6. Next Meeting Timeframe

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ANNEX-II

LIST OF PARTICIPANTS OF THE FIRST NETWORK MEETING HELD ON 12 FEB, 2009 AT PC LAHORE

S.No Organizations Contact Details 1 Ms. Ghayur Fatima

Deputy Director Curriculum , HEC, Islamabad

Tel:051-90402441/0300-5286036 [email protected]

2 Ms. Farzana Shahid, Registrar BNU, Lahore

Tel:042-5718260/63-Ext-841 [email protected]

3 Dr. Syed Mujawar Hussain Shah Advisor Academics, NDU Islamabad

Tel: 051-9260651 Cell:0333-5286633 [email protected]

4 Prof. Saeed Shafqat Director Centre for Public Policy & Governance FC College University, Lahore

Tel:042-9231581-88 [email protected]

5 Dr. Idrees Khawaja Consultant PIDE, Islamabad

Cell:0333-5606904 [email protected]

6 Dr. Aisha Ghaus-Pasha Director Research BNU, Lahore

Tel:042-6662643 [email protected]

7 Dr. Syed Rifaat Hussain Professor & Chairman Department of Defence & Strategic Studies, QAU Islamabad

Tel:90643076 Cell:0300-5246646 [email protected]

8 Dr. Khalida Ghaus Managing Director SPDC, Karachi

Tel:021-111-113-113 [email protected]

9 Mr. Sarwar Bari, National Coordinator PATTAN, Islamabad

Tel:051-2299494/2211875 [email protected]

10 Mr. Ahmed Bilal Mahboob Executive Director PILDAT Islamabad

Tel:051-111-123-345 Cell:0300-8474566 [email protected]

11 Mr. Zafar Hayat Malik CEO DTCE, Islamabad

Tel:051-111-333-823 [email protected]

12 Mr. Muhammad Ishfaq Khattak National School of Public Policy, Lahore

Tel:042-9202918 Cell: 03005500903 [email protected]

13 Dr. Ali Cheema Head of Economics Department, LUMS Lahore

Tel:042-5722670-9 Ext:2246 [email protected]

14 Mr. Pervez Tahir Mahbub ul Haq Chair in Economics, Government College University, Lahore

Tel:042-9213359 Ext-338 042-111-000-010 Ext-338 Cell:0301-8502765 [email protected]

15 Prof. Dr. Akhtar Baloch Chairman Department of Public Administration, University of Karachi

021-9261300 Ext 2383 Cell: 0321-9268174 [email protected]

mailto:[email protected]�















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16 Associate Professor Ameer Haider Hamdard University Karachii

Tel:021-6440054 Cell: 0345-3684390 [email protected]

17 Dr. Danishmand Dean Faculty of Management Sciences, International Islamic University, Islamabad


18 Maj Gen Ovais Mushtaq (R) Head of Governance Department NUML, Islamabad


19 Dr. Zafar Iqbal Jadoon Director Institute of Administrative Sciences & Chair National Committee on Public Administration Curriculum, Punjab University, Lahore

Tel:042-9231812 Cell:0300-8421886 [email protected] [email protected]

20 Dr. Bernadette Dean Principal Kinnaird College, Lahore

Cell: 0334-3686119 [email protected]

21 Mr. Jon Naustdalslid Senior Researcher Norwegian Institute of Urban and Regional Research –NIBR, Oslo

Tel: +47 22 95 88 00 Fax: +47 22 60 77 74 E-mail: [email protected]

22 Mr. Naufil Naseer Program Advisor Royal Norwegian Embassy Islamabad

Tel: 051-2279720-4, Ext-2333 Cell: 0345-8530534 [email protected]

23 Lt Gen S. Tanwir H. Naqvi (R) Member Commission on Legal Empowerment of Poor

Tel:021-5831999 / 0300-8205842 [email protected]

24 Maj Gen Sikandar Shami (R) Former DG Civil Services Academy, Lahore

Tel:0321-8480920 [email protected]

25 Dr. Nadeemul Haq Former Director PIDE

Cell:0321-5127885 [email protected]

26 Mr. Daniyal Aziz Advisor GINI

Tel:051-2203284/ Cell: 0300-5162467 [email protected]

27 Syed Adnan Shah Director GINI

Tel:051-2203285 / Cell:0300-5279844 [email protected]

28 Brig (R) Muhammad Saleem Wains Consultant Coordination GINI


29 Muhammad Nasim Khan Raja Secretary GINI

















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Summary of Meeting Proceedings Mr. Daniyal Aziz, Advisor GINI briefed the participants on the progress of network activities and various aspects of the governance education program in Pakistan. While welcoming the participants, he thanked those organizations who have formally joined the network and hoped that those who are in the process of joining the network would have a better insight of the program after the meeting to formalize their membership. He appreciated the foresight of the Norwegian Embassy and NIBR in taking such an innovative step to support this kind of initiative in Pakistan which is very complex and fraught with difficulties and requested the member organizations to collectively strive for achievement of the difficult agenda of the program. He said that the first meeting was basically introductory to know each other and to thrash out some of the key structural issues with a view to formally create basis for the institutionalization of the governance and knowledge sharing network through voluntary nominations for the steering committee and sub-committees for various components of the program. He explained that GINI was also on the learning curve and the working paper developed by it for the meeting contains broad parameters of the program with a view to providing foundation for proper discussion in order to finalize the institutional framework of the program through collective effort. Mr. Daniyal Aziz updated the participants on activities and progress of GINI Network and briefed them on the proposed annual work plan framework grid, program components and structures, division of roles and responsibilities and their appropriation among members and sustainability through a power point presentation which is attached. He said that the vision of the program was to have a national integrated network to advance governance knowledge with the objective of creating governance capacity in various spheres of governance covering universities, institutions, practitioners, researchers, NGOs, think tanks and the student body of Pakistan which elects to take up governance courses. Dilating on the structure, Mr. Daniyal Aziz explained that one option could be to have a governance chair with assistant professors and research staff in each of the member organizations to deal with the governance curriculum which by its nature is going to be multi-disciplinary i.e. political science, law, history, economics, information communication technology, public administration, management sciences. The real task at hand is to synthesize from among more traditional disciplines a governance curriculum mosaic giving a well rounded ability to be able to effectively become part of the policy making and implementation processes on governance issues. For this, a separate structure would be needed which can draw upon on the existing traditional disciplines. This would require financing, faculty development and research. He requested for the participants’ views on the important aspect of structure as it could help to move forward smoothly or face difficulties in attaining the program objectives. He also highlighted the need to be aware of the sensitivities in the relationship between the government sector and the private sector for its better management. In terms of outputs, Mr. Daniyal Aziz said that these may be measured through an annual increment in governance research capacity, governance teaching capacity, policy planning processes, policy implementation processes, governance degree holders at bachelors and masters and above and whether executive education has raised the bar on civil society members’ understanding of the governance issues on case to case basis. He also pointed out the dilapidated state of libraries and archive departments where records of history, arts and administrative systems are decaying and disappearing overtime which needs some catering. He suggested that these aspects could be further examined and finalized with input from members in the next meeting planned to be conducted in a workshop framework in April, 2009.

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While explaining the proposed annual work plan framework grid, Mr. Daniyal Aziz said that GINI was not in the business of saying as to what should be done by each member as this would be entirely up to them. GINI has tried to create a reference grid as given in the working paper so that each organization can have a clarity on each component of the program and what exactly needs to be done and by whom it is to be done. The division of labor has been left blank so that it is decided interactively! Since it is not possible to deal with all of this in this meeting of a few hours, the framework grid has been tabled as a method of working to create the beginning of familiarization that would ultimately result in a meeting for actually defining it. The timeframe for this meeting suggested by our Norwegian counter-part is some time in Apr, 2009 by which time we would have an ability to work together in terms of developing our institutional response based on which the appropriation of roles and responsibilities for executing various components of the program could be decided. The GINI Secretariat intends to be the repository of knowledge generation and dissemination for the network. The Secretariat would develop a webpage with access code for each member to see as to who is doing what in order to have a real time assessment of work. He also highlighted that from the donor’s perspective, the ownership of the program through contributions was very important. It would be largely in terms of inputs by researchers or the faculty or other means in order to give members’ share of contributions in achieving the objectives of the network. Such contributions needs to be defined and quantified in kinds to notional amounts to create the sharing of the burden of the whole program On training needs assessment he said that requirements of members would be different. What we need to do is that once the scope of the curriculum is decided, we should take stock of the students’ numbers in order to describe the teaching requirements, followed by the stock taking of the current faculty qualifications and capacities in order to have clear targets for developing the faculty capacity including the governance chair and its associated support for effectively implementing the multi-disciplinary governance curriculum. Other partners who could collaborate in faculty development include East-West Centre at Honolulu Hawaii, Lee Kuan Yew School of Public Policy in Singapore, Dubai School of Governance and the most premier is our counter-part in Norway where we have NIBR and Oslo University and other associated universities and their auxiliaries. We are trying to create a roster of various technical expertise internationally to be able to focus on the high end items of the faculty development which may also involve certain certification, degrees and diplomas specially for this purpose so that the recipients are identified as the relevantly trained faculty. We are trying to draw the best possible expertise through the prism of NIBR and their associates to be able to train a large number of faculties in relatively short time. On research, he said that Pakistan does not have an articulated research on governance. We have approached this issue in a traditional way by creating research fund comprising two components viz one available to NIBR for the international best practices to bear on this and the second component to be disbursed to the member organizations for researchers nominated for research on governance areas through competitive process approved by the steering committee. This would provide a sustained integrated approach to having research capacity and local knowledge development with a view to ultimately including that in the various governance texts and case studies. On membership, Advisor GINI explained that it was intended to expand the membership of the network for which many more organizations would be approached like Peshawar University, Quetta University etc to have effective regional representation as well as to deepen the membership of the network, hopefully getting to the stage where tehsil level degree colleges in thousands would be offering one semester introductory course in governance. The membership criteria would be based on the HEC standards. On the constitution of steering committee and sub-committees he highlighted that we need to be conducted by those people who are on the frontline of delivering knowledge, creating research and conducting executive education and training. Such executive input would be the guiding light for the GINI secretariat to marshal resources and bring to bear international expertise from NIBR, Oslo University and other partners to effectively progress the program agenda.

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During the open discussion, the participants shared their views on various aspects of the program as given below. Mr. Jon Naustdalslid, Senior Researcher NIBR, Oslo explained that his organization is a research institute and is linked to Oslo University which runs various programs on governance and public administration and the university is quite enthusiastic in collaborating in the joint program of Norway and Pakistan. Norway has a long tradition in governance education and research and in many ways it would be possible for Pakistan to take advantage; by not copying the Norwegian context but to take advantage of the Norwegian experiences. He appreciated the GINI approach in designing the program and hoped that the next meeting being planned in April, 2009 would develop common grounds for undertaking all the activities of the program by both sides. He suggested that the Norwegian experiences could be shared by the University of Oslo at the early stage of the program and it would be useful if experts from both sides could come together and discuss the framework and basic principles of curriculum development, training needs assessment and research. He said that the program is very ambitious, which is a good thing, but we should not be over ambitious in the first year which should mainly focus on developing a good common ground and platform in the beginning. Mr. Ahmed Bilal Mahboob, Executive Director PILDAT Islamabad raised a query whether GINI would be a degree awarding institution or its role would only be to coordinate and facilitate the activities of the network? Mr. Daniyal Aziz clarified that GINI is not a teaching organization and as secretariat of the network its role is to assist the member organizations which have the infrastructural capacity to raise the bar on the governance education. Another query raised during the meeting related to whether the governance program is to be run through the existing departments or there would be new institutions created for this, because most of the existing departments are already engaged in various academic activities and would not be able to take on additional curriculum of any new degree program which would require additional resources in terms of faculty, class rooms, structures? Mr. Daniyal Aziz explained that where all those resources are not forthcoming and since governance is multi-disciplinary, one approach could be to sensitize the existing relevant courses in a manner to fulfill the requirements of governance degree even with introducing a little new course work. We have also recommended approaching this issue as it does get some prominence through a governance chair and its associated requirements. It would really depend on the institutions understanding of the whole effort. But if all members collectively agree that additional resources are required, we would go to different donors and lobby with them to bring those resources to bear in a fashion to fulfill requirements expressed by the network. Associate Professor Ameer Haider, Hamdard University Karachi, said that his university was in the process of formally joining the network and would be willing to closely work and coordinate with the network which has provided a good common platform to benefit from each others work. He said that the World Business Council had created Vision 2050 and governance in one of the five core areas they are working on. He explained that Humdard University is developing courses on governance and policy making. In the executive education it is developing case studies on issuing of e-passport, HEC and top-down verse bottom-up planning and also training material for 2-5 days workshops for the MPAs and city district government designed to find out as to how they feel and how we can meet variances that exist in our society. Initiatives like GINI program are considered useful in meeting our challenges. To start a degree program, there are certain steps which take their own course. We can start off small and than see how far we can go. Hamdard University could offer expertise in executive education and research components of the program.

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Mr. Sarwar Bari, National Coordinator PATTAN, Islamabad in his remarks appreciated the initiative and underlined the need to look into as to how GINI would get work done from so many diverse and spread out institutions and involve them on regular basis. He was of the opinion that introduction of new courses on governance may not improve things except our knowledge and understanding. As a group we have to think as to how we can impact on governance in Pakistan. On research themes he said there is need to do historical research on the eastern roots of governance and see as to how it can impact on political processes and social movement. He said that PATTAN would be interested to be part of sub-committee on research. Prof. Dr. Akhtar Baloch, Chairman Department of Public Administration University of Karachi said that one semester course at college level would not be feasible as most of the colleges have annual programs which are not semester based. So it would be better to have one year course. On the 4 year and 2 year programs to be offered by universities he said that very few new courses would be required as compulsory subjects have to be dealt with in such programs. He explained that public administration department of University of Karachi has introduced one compulsory course on governance at masters level and recently compulsory courses related to governance, local government, district government and police have been included in the M.Phil and PhD programs. He said that he would intimate his interest/preference for affiliation with sub-committees on program components later. Maj Gen Ovais Mushtaq (R), Head of Governance Department NUML, Islamabad shared the experience of governance programs run by NUML. He said that NUML started 2 year MSc program in governance in collaboration with the Utrecht University of Netherlands in 2006. Two courses have graduated so far. The basic structure of the program is as of Utrecht University modified to our needs. As part of this collaboration, Utrecht University has approved a certificate of merit and we are now processing that our students get preference for higher studies in Utrecht and some top students get scholarships. Utrecht also helps us in regular review of our syllabus. NUML has B.Sc and M.Sc level program in governance and has recently started M.Phil program. At B.Sc level our finding is that it is a rudimentary stage where we did not get much response from students as they are not adopted to the environment of dialogue and discussion which form the basis of teaching in governance. NUML is now examining whether to continue B.Sc program or not. He said that quality of students is not up to the mark for the reason that students prefer those courses which have better employment opportunity. Hence there is a need to popularize the governance discipline. He said that NUML would be interested to be affiliated with the curriculum development. Maj Gen Sikandar Shami (R), Former DG Civil Service Academy, Lahore said that we must not forget that governance is about government, as end user would be government. He suggested that the steering committee should include members who reflect different aspects of governance with a mix of public and private sector. For instance NSSP for public policy, NDU for defence, Institute of Strategic Studies of Ministry of Foreign Affairs for foreign affairs, LUMS/PIDE for economics, government and private universities for public administration and NGOs/research organizations like SPDC for service delivery which is the end product of governance. He suggested that research should be directed on service delivery issues rather than service issues. Issues like handling of earthquake of 2005, FATA situation, Lal Masjid, education policy could be researched. The focus should be to find out as to how the governance impacts the common man and how it could be improved. Dr. Bernadette Dean, Principal Kinnaird College Lahore said that we need to be careful in offering four year program in governance as it would only be attracting a small group of people. We could look at offering a minor on governance within existing programs so that other students get in and the base is enlarged. Secondly one of the reasons of our education being the way it is is that we only focus on knowledge that too at the lower levels of knowledge for being easily accessible. What we

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need is a change in attitude especially for people in governance as no one understands the notion of government servants as they become the government masters. We need to enlarge the understanding of education to instill the skills and values required for people involved in governance. She also suggested that a separate sub-committee on faculty education may be constituted. In her opinion most faculties in universities may be exceptional in understanding of the subject matter but they do not know how to get the subject matter across. Similarly the research training is very poor. The sub-committee on faculty education could look at both; prepare the curriculum as well as prepare the faculty with the required research component in order to enable the faculty to teach students on the high quality research even at the bachelors level. I would prefer to be affiliated with the sub-committee on the curriculum development. Dr. Danishmand, Dean Faculty of Management Sciences International Islamic University, Islamabad said that according to the study made by Transparency International and other bodies our educational institutions are themselves suffering from corruption which is emerging as one of the most serious problem in Pakistan. Unless we change the culture in our educational institution, the society will not change. In my opinion only teaching is not going to change things and the focus should be on the organizations where 90% of training takes place on job. Research in all these areas is required to bring things in the open. Also practice and enforcement of rules and ethics in institutions especially educational institutions could make the difference. Leadership has the pivotal role. We had sent many hundreds government officials to Harvard and other foreign universities in last few years but not an iota of difference in ethics and values is visible. It’s a question of change of culture of being too feudal, too backward and too dishonest. We need to do research in these areas. He supported the opinion of some other colleagues that a full graduate program in governance would neither have a market nor be useful. Hence we could find the existing relevant programs in business management; public administration etc which could include short courses on governance.

Dr. Syed Mujawar Hussain Shah, Advisor Academics NDU Islamabad said that the idea of GINI to have masters and bachelors program in governance is supported by NDU. He suggested that we should be very careful in selecting those people who have experience in research and teaching for designing the governance curriculum and identifying research themes. He said that NDU will opt to be affiliated with the curriculum development.

Dr. Syed Rifaat Hussain, Professor & Chairman Department of Defence & Strategic Studies, Quaid-i-Azam University Islamabad said that we need to have criteria for the steering committee to have representation from all stake holders. Secondly we may have a separate sub-committee for program and activity. Thirdly the themes may include demographic and population change which has a huge implication for governance. Similarly the role of non- state and violent groups in Pakistan is an area which has a major bearing on governance. We might look at FATA, Swat and other areas in this regard. After identifying such themes there is a need to prioritize these for each year. Quaid-i-Azam University would be interested in curriculum development, steering committee and program and activity committee. Prof. Saeed Shafqat, Director Centre for Public Policy & Governance FC College University, Lahore appreciated the working paper developed by GINI and said that the program framework would greatly facilitate the people working in the area in governance. He observed that the idea of a bachelors program may be carefully viewed as it may be a non-starter. As Centre of Public Policy and Governance at FC College University, he would be interested in collaborating in annual conference, organizing seminar/dialogues on public-private partnership. On curriculum development he emphasized the need of having a shared vision through greater discussion for achieving basic consensus on curriculum before proceeding further. He also said that there is a need to draw a line between institutional autonomy and centralization in terms of curriculum pursed under GINI program. He inquired about the role of HEC and GINI relationship with HEC which would be very important for the program. On executive education he said that it should not be

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limited to only public institutions and be open to all universities. FC College University is going to introduce executive education program for public servants with about ten years service. On research topics he suggested to have fresh look and see that some current and pressing government issues are included in research. He expressed interest in all components of the program and offered to be part of any work assigned. Dr. Aisha Ghaus-Pasha, Director Research Beaconhouse National University, Lahore said that GINI initiative is something that is definitely needed in Pakistan which would support institutions that will do work on governance and institutions that will strengthen the capacity to do work on governance and to approve public policy and governance. While we need to strengthen capacity in governance education we also need to strengthen the implementation of public policy which would take you to the area of dissemination. Proper public policy implementation analysis at the right time and the right forum is very essential, otherwise what happens in Pakistan is that public policy is made; it does not work well and it is revamped. For example what happened to the local governments; we have had five local government structures in the country during 60 years. Instead of learning what had happened previously we just went ahead in establishing new structure of local government. So dissemination to educate the policy makers on public policy at the right time is very essential for this network to focus on. Another area of collaboration is the training of civil servants who are involved in the policy making in the country. On research she suggested the decentralization, economic management, corruption and delivery of services to people are important areas to be researched. She explained that BNU has an MSc program in public policy and for taking on a course like governance her institution would be very keen to do so. She said that her preference would be to be affiliated with the sub-committee on research followed by curriculum development. Dr. Zafar Iqbal Jadoon, Director Institute of Administrative Sciences & Chair National Committee on Public Administration Curriculum, Punjab University Lahore explained that recently national committee on public administration curriculum has proposed 4 years bachelors program in all universities. Governance is multi-disciplinary but has not so far taken the shape of a hard core discipline. The disciplines of economics, public administration, political science and foreign relations are contributing to governance. As a research that is very relevant area. As an issue in Pakistan governance is the major issue. As far as my institute is concerned we will definitely be part of this network and will be sending our formal acceptance letter. Research themes need to be worked out in separate sessions. We need to bring in the issues like regulation, service delivery, and various levels of government, local governance and public management. Based on our experience of long journey in getting acceptance of public administration discipline, our administrative traditions of generalist with historical, colonial and local impact are major hurdles; so indigenous research has to be conducted. My gut feeling on the program component is that the executive education will sell; research is also need of the hour. In Punjab University we had a department of administrative sciences and now we have an institute of administrative sciences. Recognizing the importance of governance we have moved a proposal to rename our institute as school of governance and management. We already have masters in public administration and have now introduced masters in public policy. I think undergrad level suggested in the program will not sell because of the employment reasons but it could do well for the people in the service. We would share more details on these aspects as we go along in the network. Our interest will be to collaborate in curriculum development. Mr. Muhammad Ishfaq Khattak, National School of Public Policy, Lahore said that the governance is to be done by public servants. NSPP trains public servants from tactical to operational to strategic and policy level. At the tactical level we train new inductees in civil service academy where they are put through modules of governance, public policy, statecraft. Then we have National Institute of Management at Peshawar, Quetta and Karachi who train officers of about ten years service in governance and public policy implementation at the operational level. Officers with about 20 years service come to Senior Management Wing of National Management College where they are trained in issues relating to public policy at the strategic level. The highest level is for very senior officers

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with 25 to 30 years service who attend course at the National Management Wing of National Management College for the leadership posts in the government where they interact with the political authorities in policy formulation. Our focus of training is mainly on the processes and methodology involved in public policy formulation and sensitizing their already built capabilities in public policy through academics, research and skill building. These are mandatory courses for officers’ career progression and in addition they may attend other universities to broaden their knowledge. It is good that certain universities have started offering courses related to executive education and public policy. As an observer I would not be talking on the various committees of the program. I personally feel that the proposed bachelors program in governance may not succeed. Prof. Saeed Shafqat, Director Centre for Public Policy & Governance FC College University, Lahore suggested that there is a need to have some discussion on the curriculum of public institutions and possible partnership with other universities. Research, curriculum development faculty training are possible areas of collaboration. Lt Gen S. Tanwir H. Naqvi (R), Member Commission on Legal Empowerment of Poor appreciated the working paper developed by GINI as an excellent document providing basis for useful discussion. On the vision, scope and objectives of the program he said that we should not compromise on the vastness or the global approach, but we should be very circumspect about its implementation which means that it should be phased out. We should focus on education and leave training to professional organizations. GINI should subscribe to their syllabus; some based on their demand and some based on what user can be supplied by GINI, leaving to them to pick up and include. GINI should focus on education in governance through imparting of knowledge in those subjects which directly bear upon governance. If governance is about all of life, than every subject is relevant, but we have to be very careful in selecting about what bears fundamentally on governance. In executive education GINI role can be to promote the notion that whenever governance education is required by an executive at a frequency in his 35-40 years service, he should go back to a university to acquire a degree in governance. That is not what just advance countries in governance are doing but the military is also doing. Today about 91% of US army officers have masters’ degree not they came with but acquired while being in service as career requirement. This is the only way GINI can affectively subscribe to it. As far as the structures of the program are concerned the approving body could be called senate comprising academics from top people of selected member institutions turning over every year and the professional as ex-officio who are to keep the focus of governance right among the decision makers. The second tear could be of syndicates who would be the working bodies dealing with various components of the program. On governance chair he said that without it there is not likely to be any move forward. Mr. Ahmed Bilal Mahboob, Executive Director PILDAT Islamabad said that a little more effort is needed on the need assessment of governance curriculum and the kind of courses required. He suggested that in addition to collaborating with international institutions we could also look at regional networking and closer to home is the Centre for Federalism in Humdard University in New Delhi and institution on governance studies in BRAC University in Bangladesh. On themes of research he suggested three themes. Firstly perennial issue of democracy and governance and how these are interrelated in the context of Pakistan and why democracy is unable to provide good governance when it is there and what can be done. Secondly religion in public life in governance and how it has impacted Pakistan in last over 60 years. Thirdly civil military relations and how it impacts governance. He also suggested that FC College University may consider offering executive education programs to MPAs from Punjab and the office bearers of political parties through something like political management courses for which there is a lot of need and it could be a great pilot project in itself. PILDAT would be very happy to work with FC College University in this regard. For GINI program PILDAT would be interested in contributing towards executive education of legislatures and political office bearers.

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Ms. Ghayur Fatima, Deputy Director Curriculum HEC, Islamabad said that introduction of governance program is the need of the time. While developing curriculum we should see that it is more practical and competency based so that it has a direct effect on society. I would like to be the part of the curriculum development component of the program. Ms. Farzana Shahid, Registrar BNU, Lahore appreciated GINI initiative and the very carefully chalked out program as given in the quality document. She said that in her opinion, one semester bachelor’s course at degree colleges may not work well. Representing a large university where we believe in inter-disciplinary approach, my suggestion would be to have governance at masters’ level and we could offer three credit hour elective courses at undergraduate level. I will accept any role in the program wherever I can be suitably placed. Dr. Khalida Ghaus, Managing Director SPDC, Karachi remarked that it is not a bad idea to introduce governance program at graduation and under-grad level. When we are talking about popularizing a discipline that is the time a student gets attracted. For any masters level program there are certain pre-requisites like qualifying certain courses. It is very important to introduce governance as a subsidiary subject so that students have the basic understanding of the discipline before going for masters degree or BA Hon degree, On the structure of the program, she suggested that in addition to the steering committee, there should be an advisory council of professionals for expert advise. She said that we need to carefully see the employment potential of governance discipline. She suggested that instead of opening new institutions and centre of excellence, the existing structures in public universities need to be strengthened and used for conducting governance education. We need to hold discussions with the universities so that they may design special courses and take them forward. Since public universities are always confronted with financial difficulties, the more workable approach would be to collaborate with them. As far as college level course is concerned my experience is that colleges lack capacity, resources, teachers and therefore we need to be very realistic in deciding this. Lot of work and resources would be needed to accomplish this. On sustainability of the program, she said that 5 year perspective is not very safe for the program of this magnitude. Safely it should be planned for a period of 10 year with an incremental approach and realistic targets while knowing as to what are the difficulties, the deficiencies or the non-compromising attitudes and non-conducive environment. SPDC would be interested in the research component of the program Mr. Pervez Tahir, Mahbub ul Haq Chair in Economics, Government College University, and Lahore thanked for providing a very interesting starting point in the form of the working paper. He said that ever since we have been talking about governance, it has been declining. The crucial issue is that whether governance is a technical matter or a political matter. It is an important point for research as to why a political government thinks that they can govern better and why a political government makes a mess of themselves. I agree that public service training can not be a monopoly of government. It has to be more broadly based. This is another area of research. We have not seen governance improve. There is a whole school of thought which talks about systemic marginalization which could be our next point for research. There is a disconnect between what we think governance is and the kind of social capital we have. Any government tries to maximize something; what are we trying to maximize; we still do not know what kinds of public values are there. Again a very concrete question; as to why do we need centralized services; that is the source of miss-governance in this country. May be it has not been researched from that point of view. I have a feeling that we should concentrate more and more on research before going to colleges and schools. So research committee between institutions and universities would be good for the time being. We have enough experience; now we need case studies. Therefore we should have Kennedy School type case studies on public policy. Another important question is, are we able to reform? Take the case of FBR where millions have been spent but it still can not design a simple form. We do not have a constituency for any kind of reform. May be that is the problem. There is a profit in staying as we are which in common parlance becomes vested interest. How do we deal with the vested interest? My preference would be research.

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Dr Nadeem Ul Haq, Former Director PIDE, appreciated GINI initiative. He said that top-down approach in governance curriculum may not serve well. We may take a bottom up approach where each institution may develop its own curriculum. Degree in governance is not as important as the requirement of whole schooling in whole society is. Without much research we could introduce philosophical thoughts on governance in our schools. Rather than building on a bureaucracy for the program, there is need to focus on the network through conferences and setting loose guidelines and let things emerge rather then trying to develop or over regulate the things. Membership could be expanded to include civil society, In terms of topics we have to go back to the classics. We have to introduce classics in our educational curriculum. People do not understand the classics texts at all. We tend to teach all empirical stuff and forget about the classics, whereas all our grounding comes from classics. The role of governance is missing in our context. The second thing we are confronted with is the role of regulation. The third thing we are confused about is the Constitution which is in a mess and there is no research on that. The fourth thing is that economics also needs to be focused on in the governance context. Fifthly, NSPP should be subjected to evaluation and it should not have monopoly on training government service as monopoly is destructive by it definition. Sixthly, we should use website idea to the maximum and GINI could put all the governance stuff on this. Seventhly we need to develop education for media as media discussion on governance are very poor. We should also think about expanding the professional side of the network Dr. Idrees Khawaja, Consultant PIDE, Islamabad remarked that PIDE could contribute on the committee on research and the steering committee. As far as marketability of the governance program is concerned; if we can have masters in Persian and Urdu being offered by universities, why not governance. The issue is not of popularity, it is about funding. We have to see whether program is self-sustaining or it is to be funded. If it is funded it would probably attract students. We could also take up the case for including governance as curricula in the examinations for civil service. In my personal capacity I can contribute in economics in governance while developing governance curriculum. Dr. Ali Cheema, Head of Economics Department, LUMS Lahore said that my basic question is that what is it that we are trying to do. You say governance is multi-disciplinary, I say governance also cuts across societal and state boundaries really bringing together the state and the society. The objective should be to mainstream governance. If we start doing that then I can think of a few things. If you try to become a regulator of governance curriculum, it would not work because of too much of diversity. If you try to construct yourself as provider of some services to the bureaucracy by drawing on this network, it is not going to work because too many other stakeholders would fall out of place. If you are instiller in thinking about governance, it would not work. So you have to be comparative in your approach. The question is where we go from here. I second a lot what Nadeem has said. One thing is that you should really bring the people who create the knowledge together. You also have to bring in the professionals who are going to take governance research seriously, irrespective of their discipline. My experience of being part of the networks and international centers is that invariably the commitments between those centers and institutions come down to the individuals who are committed to that particular activity. So you have to bring in those individuals. After bring those people together we have to find an agenda for research with their input as it can not be completely supply driven. The classics should be central in under-graduate programs. The other thing GINI can do is break monopoly of government on information. Research in Pakistan is poor because of that government monopoly on information and that monopoly would not be easily relinquished. Our records in archives are rotting. There have to be funding opportunities to bring things together and use the network to weigh on breaking government monopoly on information. The more information is created on these things, the more smart researchers would start getting in, particularly because of PhD intake is increasing not in Pakistan only but internationally as well. You need bodies of peers’ reviewers from people who have done rigorous research who could set the standards for research. There should be a committee of some sort as we move forward. Lot of

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things in governance comes from social sciences. There is a virtual collapse of social sciences in Pakistan. We have to commit to building up social sciences. Whether there should be a curriculum for governance program, universities would have different logic. So your advisory input into curriculum would be very valuable, but you have to let diversity blow and let experiments happen. On research theme I would like to flag political economy. My personal interest would be in research, but you can count on LUMS for steering committee and curriculum development. Mr. Daniyal Aziz, Advisor GINI summarized the key issues emerging out of the discussion as given below.

i. On the viability of having a 4 year bachelors program in governance, the emerging consensus is that National Committee on Public Administration Curriculum has already moved a proposed curriculum for 4 years bachelors in all universities as explained by Jadoon Sahib Obviously there is a section which thinks that there is need for that and there is a marketability. Also the comment from PIDE explains that if popularization was the issue then why have bachelors and masters in Persian and some other exotic disciplines and why not governance. However the issue needs to be further examined.

ii. The interpretation we are seeing on bachelors that if it is a minor, as explained by Principle

Kinnaird College, it could be used for students of other disciplines. This is some thing we need to focus on. Generally there is an agreement that one semester course is feasible whether it is in annualized format or six monthly format based on the particular organization offering it.

iii. In terms of one semester course, we thought it was very important as besides the simple

commercial application of education, there is a predetermined interest framework of students. Some people like to study engineering or medicine or health, whereas some may like to study institutions, governance, and economics. In order to be able to get them early, it is suggested to introduce them to the main topics and to find where ever their core competencies and interest bases are and then to channel them in to educational program ending up in bachelors or masters or higher level.

iv. One of the major things which have come out of our discussion as brought up by Dr.

Khalida Ghaus is that this has to be seamless. As the legal requirements may get in a big way, we need to sit with HEC and decide through their experience and case law in order to find out if we put people on this track and they subsequently want to switch or go to other institutions, they could do it with out any impediments or legal hurdles. We need to properly examine the gray areas in this regard.

v. There is a general consensus on the masters and above level governance programs.

vi. In terms of research, we have clearly seen that every body wants to define the research

agenda. There is a need to have a structured process where there is a call for research themes, followed by categorization and selection of proposed themes and deciding as to how we want to go about that. As expressed by the participants, it should mostly be demand driven.

vii. In terms of the sub-committees there is a high degree of interest in curriculum development

as well as research. The other things like annual conference and training needs assessment have also been talked about as by representative of FC College University. Based on the interest exhibited by the participants, GINI would be formally approaching the organizations in this regard.

viii. In terms of the steering committee, I think that if today at this stage we start separating out,

it could cause lot of difficulties. One can expect that there would be some sort of attrition

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based on the decreasing or low level interest, priority change, and different decisions by the management. In view of this, and subject to your approval, we could declare the participants of this meeting as the steering committee to begin with. The sub-committees through whom the real separation would take place would become the object of more detailed responsibility and accordingly draw on the available technical and financial resources for doing their work.

ix. As far as the issue of what we are to do; are we to educate; are we to train; are we to

influence policy is concerned; in certain measures all of these are going to become part of the program. What exactly would be the proportions of that would depend on the time and the situation we are faced with. Clearly in terms of training, education and influencing policy, it would not be GINI itself but the steering committee of the members to decide as to where they want to position themselves and what posture they need to adopt. That can not be done in this meeting. It would be percolated through the sub-committee in the workshop and future meeting to finally arrive at general consensus on what we do and what we do not do . For that we need to have a sub-committee on program and strategy which would develop options for approval by the steering committee.

In conclusion the participants approved the following proposals put forward by Mr. Daniyal Aziz, Advisor GINI:

i. The program components related to annual conference, faculty development, training need assessment, executive education and governance curriculum should be pursued in the manner decided by the steering committee.

ii. To begin with, the steering committee of the network shall comprise of all the participants of

the first meeting.

iii. The sub-committees as identified for various components of the program shall be articulated in consultation with the participants based on their preferences indicated during the meeting. Once the sub-committees are notified and they have had chance to work on the assigned component of the program and they are ready in about 2 months hence, we will come back in a workshop mode and put all things in institutionalized framework. At this stage we would also be ready with the website design which will be presented for getting views of the members before its finalization. Also the design of quarterly newsletter which will disseminate activities of the network would be presented along with the process of including information during the workshop for approval.

iv. The next meeting would be held in end April/early May and signaling for the meeting would

be that we have the sub-committees articulated and they have proceeded enough and integrated enough including the NIBR and Oslo University that they are ready to give a joint progress. GINI would be in touch with all participants for various sub-committees, their functions and matters incidental to this. GINI would be providing committees with secretariat services, input on the identified agenda in terms of background research/papers to facilitate the decision making in the sub-committee.

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ANNEX-III

WORKING PAPER For

THE FIRST MEETING OF THE GINI NETWORK

GGOOVVEERRNNAANNCCEE CCUURRRRIICCUULLUUMM &&

EEXXEECCUUTTIIVVEE EEDDUUCCAATTIIOONN

Governance Institutes Network International (GINI)

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CONTENTS OF WORKING PAPER

S.No. Contents

Page No.

1 BACKGROUND

4 -5

2 THE PROGRAM Components

i Curriculum Development – Including Training and Education

6

ii Faculty Development 6-7 iii Executive Education 7 iv Research Fund 7 v Pakistani-Norwegian Forum on Good Governance 7-8 vi Coordination and Administration

8

3 ORGANIZATIONAL STRUCTURE The elements of the proposed framework

i The Members 8-9 ii The Steering Committee 9 iii The Secretariat 9 iv Roles and Responsibilities

9 -10

4 WEBSITE

10

5 NEWSLETTER

10

6 SUSTAINABILITY

10

7 ACTIVITY PLAN FOR: MARCH 2009 – DECEMBER 2009

11

8 ACTIVITY PLANS FOR 2010 AND 2011

11

9 PROPOSED ANNUAL WORK PLAN Framework Grid, March-December, 2009

i Curriculum Development 12 ii Training Needs Assessment 13 iii Research 14 iv Annual Conference

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10 APPENDIX-I: HEC Curriculum Revision Background and Process

16 -20

11 APPENDIX-II: Guidelines - Curriculum Development

21-31

12 APPENDEX-III: Guidelines - The Literature Review

32

13 APPENDIX-IV: Research Steps

33 -39

14 APPENDIX-V: Types of Research

40 -43

15 APPENDIX-VI: Possible Research Themes

44

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WORKING PAPER

BACKGROUND

Governance is a critical factor in the development process of transitional states. Beginning in 2001 and continuing to the current time, Pakistan embarked on a wide ranging reform program on governance in many different areas of state functioning at all levels of government. During this process, weaknesses and inadequacies were identified, highlighting the need for organizing and capacitating the niche area of governance education in Pakistan. The advent of the World Bank Governance and Anti Corruption Framework, The United Nations Convention Against Corruption and the formation of International Association of Anti Corruption Agencies (IAACA). The initiation of a variety of international initiatives in Governance and Anti-Corruption such as the conclusions of the March, 2007 OECD meeting; “Improving Governance And Fighting Corruption” in which one of the top five global recommendations was: “Business ethics, anti-corruption, and governance topics should be included in curricula a the secondary and collegiate levels” have all emphasized the need for a focused national approach on governance involving multiple stakeholders.

In Pakistan some of the core governmental institutions function inefficiently. This includes such vital institutions as the police, the judiciary, the tax collection, the land registration, etc. Fundamental governmental transactions such as taxes, fees, fines, and customs collections, contracting, procurement, personnel actions – as well as the control of the above – are, to a large extent, characterized by inadequacy. These institutional inefficiencies and malignancies have contributed to undermine the respect for human rights, assumption of responsibilities and accountability, as well as the concrete delivery of services – leading to the demise of good governance practice in Pakistan. This situation is unacceptable and dangerous. It is unacceptable because the citizens of Pakistan have a right to – and deserve – good living conditions and proper socio-economic development. It is dangerous, because it provides fertile ground for deprivation that can lead to despair, political alienation and extremism.

Many governance practitioners – including elected officials, civil servants, members of political parties, civil society leaders, corporate stakeholders, and actors within the national media and academic communities – lack basic knowledge and skills on how nations are governed or transformed. In a large number of cases, there has been little in the education or accumulated experience of these governance practitioners that has prepared them for the roles they are supposed to perform if the governance challenges of Pakistan are to be successfully overcome. This knowledge gap in many respects extends to a relatively rudimentary understanding and conceptualization of the existing problems and challenges.

Many of the governance practitioners have a relatively rudimentary knowledge and conceptualization of governance theory and practice: The construction and organization of the state; the role and responsibilities of the government; the relationships between the state and the citizens; the role of the civil society; the importance of the separation of powers between the executive, the legislative and the regulatory; the authority and the functions of the parliament in a democracy; the functions and implications of centralization and decentralization of powers; the importance of institutions and their primacy in determining the political, social and economic health of a country; etc.

Unless the persons who are in the key positions in Pakistan’s governance structures have an adequate understanding of the processes and relationships that constitute the complex governance structures and dynamics, they will not be able to carry out the crucial roles and functions they are

21

supposed to - and can - play, in order to achieve the fundamental and politically owned transformation and institutional revival of Pakistan. They also need to understand the dynamics at play between culture and institutions. Institutions validate behavior, establish norms and carry culture. But at the same time, culture provides a framework for – and conditions – institutional behavior, and inculcates values that influence attitudes, individual behavior and people’s mindsets. For instance, lack of democratic political structures can constitute a basis for an undemocratic political culture, and vice versa. This can be a vicious circle, whereby political leaders undercut institutional integrity to acquire and exercise power, while their constituents – the voters – on their side, undermine institutional credibility by viewing and using the governance institutions and structures as sources of patronage from the political leaders. Consequently, the mandates of the political parties, the electoral processes and the voter behavior, can all, to a large extent, be geared towards the interests of the few, rather than towards the interest of the many. This effectively undermines democracy as a reality, while it can be argued for rhetorically. Women and the poor are the greatest losers in a system like this, which contributes to considerable marginalization and exclusion of certain groups.

It is important to have a clear vision and idea of how to introduce, or manage, meaningful and sustainable change. In Pakistan there is a strong awareness of the shortcomings of the current governance structures and practices, and there exists a clear bottom-up demand among government functionaries and politicians for enhanced capacity building activities. This constitutes a good basis for addressing these capacity shortcomings, and the need for transformation and change.

Subsequently, Governance Institutes Network International (GINI) was set up as a governance purpose organization registered under section 42 of the Companies Ordinance 1984 in 2007 with a mandate to undertake the formation of a voluntary network of institutions working on different aspects of governance that would partner internationally with the Norwegian Institute for Urban and Regional Research (NIBR) and other appropriate institutions as identified from time to time.

In order to assess institutional readiness and interest in such a network, a stake holder’s conference was organized in Rawalpindi on October 18th and 19th 2008. The objectives of the conference were, firstly to ascertain the ownership of the project by the main stakeholders, and secondly to identify the areas of focus and operational methodology for the project.

The participation of the main stakeholders from government, the private sector universities as well as research and advocacy and non-government organizations in the conference, despite the difficult security situation, demonstrated their strong interest in and ownership of the GINI project. The participants highlighted the existing deficit in governance curriculum and executive education contributing to the perpetuation of poor governance in Pakistan, and expressed a strong desire for collaboratively addressing the governance issues under the GINI project, which assumes an added importance being the first such initiative in Pakistan.

The stakeholders also emphasized the critical importance of the relationship between governance and media, and the strengthening of the research-policy nexus, and suggested various areas of focus for developing the governance curriculum and the ways and means to develop the knowledge-sharing platform through:

• Designing and developing governance curriculums for three types of institutional strata (Masters, Bachelors and One Semester introductory overview at the college level).

• Faculty development in the area of governance for the participating institutions. • Collaborative research activities in areas of governance. • Bridging the existing gap in the networking of the institutions in order to create knowledge

sharing platforms on an institutional and sustained basis. • Annual Pakistani-Norwegian Forum on Good Governance. • Creating an extensive executive education program in Governance.

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• Establishing institutional location clusters where administrative support would be provided for inter-institutional activities and applications of the program to be implemented in Islamabad, Lahore and Karachi.

Following the conference, several meetings were held with NIBR staff to formulate and design the program structure and content that would cater to the requirements expressed by the stakeholders. This was followed by meetings with the Norwegian Embassy to assess the possible assistance profiles and rationalize the program accordingly. THE PROGRAM Components 1. Curriculum Development – Including Training and Education The Curriculum development requirement of the GINI network is to cater for five categories of institutions. These can be classified as: a) those potentially offering Masters Degree in Governance; b) those potentially offering only Bachelors in Governance; and c) those potentially only offering one semester course on governance. Also, the network intends to develop d) special purpose curriculums for government training institutes, and e) executive education as appropriate. It is also anticipated that there will be stratification in the kinds of institutions the network would be engaged with. Broadly these can be classified as: i) the category one high end Universities; ii) category two middle tier universities; and iii) category three local level colleges and other institutions. The categories will be assigned using the higher education commission educational institution evaluation criteria and data. All the three categories are anticipated to have both government and private sector components. The output of the program will be reflected by the member institutions introducing a governance program, adopting the curriculums as adapted for their particular needs and the number of students admitted to the programs. The executive education curriculum component (EECC) will require different applications than the more academic masters and bachelors curriculums. This will be designed to cater for mid-level professionals from various backgrounds, including elected officials, civil servants, members of political parties, civil society leaders, corporate stakeholders, and actors within the national media and academic communities. The EECC curriculums will be of two categories: first, short 2-7 day specific issue curriculums which should lead to a certificate (e.g. intergovernmental fiscal transfers); and second, 2-3 week more general governance curriculums, introducing the participants to a range of governance issues, diploma programs (e.g. government financial management)1

• The ambition is to be involved in the development of curriculum for courses like:

.

One semester bachelor course by the degree colleges. Masters in governance program to be offered by universities. Four years bachelor program in governance to be offered by the universities. Executive education programs of public institutes. Faculty development of universities, colleges and public institutes.

The requirements of the training institutes were expressed specifically in terms of assistance in developing case study capacities and methodologies. In addition to the updating of the existing

1 NIBR has been in a dialogue with representatives of the University of Oslo, and it is indicated that it is possible to develop courses that are of a standard that can be approved by the University of Oslo.

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syllabi, there was also an expressed desire to collaborate with the network, and gain from interaction with the other institutions with which there has been little formal exchange in the past. 1.1. Faculty Development All the participants of the stakeholders meeting emphasized the lack of adequate faculty and staff to undertake effective instruction in governance curriculum. By its nature, governance is multi-disciplinary, involving the traditional disciplines of political science, history, economics, law, public administration, information communications technology as well as sociology and anthropology. Consolidating this requirement of governance knowledge, Douglass North has termed governance knowledge as cognitive science. The details of the faculty development program will be worked out through an interactive process of the network. There is significant scope in accessing regional institutions such as the Lee Kuan Yew School of public policy in Singapore as well as the Dubai School of Governance in United Arab Emirates to participate in faculty development programs together with the integration of NIBR and other Norwegian institutions. The participation of Dr. Shabbir Cheema of the East-West Center USA also emphasized the advantages of global network to support the furtherance of governance knowledge in Pakistan. It is clear that the faculty development program will have to be tailored to meet the requirements of the differentiated curriculums mentioned in the curriculum development section of the program above. One approach is that the program involves the “training of trainers” approach, and the Norwegian experts can contribute in the training of the first set of trainers. The idea is to have one set of trainers for each of the identified main curriculums. Subsequently, the components of the faculty development program can be calibrated and designed, based on the interest levels of the program components as well as the interest levels of the participants. 1.2. Executive Education The executive education component is designed to conduct extensive transmission of governance knowledge to the practitioners in the field. This is expected to improve evidence based policy development. This will be designed to cater for mid level professionals from various backgrounds, including elected officials, civil servants, members of political parties, civil society leaders, corporate stakeholders, and actors within the national media and academic communities. The curriculums will be of two categories first short 2-7 day specific issue curriculums resulting in a certificate (e.g. intergovernmental fiscal transfers) and second 2-3 week more general governance curriculums introducing participants to a range of governance issues diploma programs (e.g. government financial management) 2. Research Fund The network will identify the main themes of the research to be conducted through a collaborative process of the members. This will indicate the research plan of the network, and will include categories of case studies, text development as well as other innovative research proposals as considered appropriate to the furtherance of governance knowledge. For this purpose, a Research Fund is suggested as one component of the GINI project. The research fund will finance the collaborative research between Norwegian and Pakistani organizations as well as collaborative research between members of the network. The Fund should be sufficient to finance approximately three research projects the first year, four projects the second year, and five projects in the third year. (Each project at an estimated average cost of NOK 500,000). For this purpose clear processes and procedures will be established so that potential participants in the research program can articulate their respective interest based on a criteria to be

24

communicated at the time of call for proposals. The evaluation of proposals will be on a point system, including points for commitment of resources in kind by the proposing institutions. 3. Pakistani-Norwegian Forum on Good Governance During discussions with the network partners the need for a Pakistani-Norwegian annual conference on good governance was expressed. This will constitute a forum for exchange of knowledge and experience, as well as dissemination of network generated results. The annual conference is meant to serve as a venue for presentation and discussion of the research results and the curriculum training activities. The main focus and objective of the conferences will be how to best address the questions and challenges linked to governance inadequacies and constraints in Pakistan. The conferences will be held to share the yearly outcomes with all network stakeholders, and will involve participation of representatives from i.a.: policy makers, public services, legislature, senior executives, universities, research institutes, colleges, NGOs, CSOs, local governments and media, as well as Norwegian and international experts nominated by GINI and NIBR. The participants will be invited to present ideas on how to most effectively carry out the research activities and the development of the curriculum. [4. Coordination and Administration The administration component will consist of the operation, coordination and management of the GINI project and activities. It includes the following activities: 1. The day-to-day management and operation of the GINI activities by the GINI staff; 2. The secretariat for the steering committee, as described below; 3. Outreaching and information activities 4. The establishing of the GINI location clusters in Lahore and Karachi. The intention is that the GINI membership and participation shall be taken to scale2

2 Meaning that a very large number of participants and beneficiaries are anticipated in the long run.

; significant management and coordination capacity will have to be established for this purpose. The issuing of one-semester certifications to local level colleges will involve large scale logistical arrangements, as the potential participants probably will number hundreds. The coordination of the research and collaborative instruction programs of the universities in the location clusters will also need to be catered for. The executive education program requirements will also require significant logistical arrangements and processing. In addition to these core program activities, comes an outreach component of the administration: It is vital to inform and secure new membership to the network. Monitoring and evaluation of the program will require significant capacity. The quality of the program and updating and maintaining information data bases of the existing course and participant status is an important function for feedback and planning of the network. It is also anticipated, that given the response of the Norwegian institutions that accreditation and certification of Pakistani institutions could form a significant component of advancing and institutionalizing governance curriculums in Pakistan. This will require specialized administrative capacity both on the Pakistani as well as the Norwegian side. ORGANIZATIONAL STRUCTURE

25

The elements of the proposed framework The Members Government Institutes, The Private and Public Institutions of Higher Education, Think Tanks, NGO’s, Civil Society Organizations and Research Organizations shall be invited to join the network. Those organizations that see the network as a useful interaction and choose to draw on the resource and become part of the network can do so by signing a joint Memorandum of Understanding without any binding liability. Continuation in the membership shall be consequent to participation in the activities and plans. The Steering Committee The member institutions shall designate a focal person to act as liaison for the purposes of representing an institution in the network. These focal persons shall collectively constitute the steering committee of the network. The steering committee should not have more than ten members. The chair of the committee can be annually appointed through rotation from among the members, based on quantum of activities being undertaken with the network. Thus, offering a separate but equal potential roll to all the member institutions. Special Sub-Committees may be created from time to time with specific terms of reference. The steering committee shall approve the annual work plans of the network. The steering committee shall monitor the progress of the annual work plan and make attendant recommendations as required for the attainment of the objectives of the annual work plan. The Secretariat Governance Institutes Network International (GINI) shall function as the Secretariat of the network and for such purpose shall nominate a focal person to act as the secretary/member of the steering committee. The function of the secretariat shall be to aid and assist the overall functioning of the steering committee with the following specific duties:

• To arrange for submission and dates of submissions to the network steering committee for research proposals as well as miscellaneous proposals for strengthening governance education.

• To process such proposals and submit for the consideration of the Committee. • To consolidate the various initiatives and proposals of the members into the annual work

plan for submission and approval of the steering committee. • To process the commissioning and execution of approved plans and research as well as other

proposals of the network. • To act as the custodian of the records of the network. • To assist in securing financial support for the networks activities. • To arrange together with NIBR the Annual Pakistani-Norwegian Forum on Good

Governance (as indicated above), as well as conferences and participation in related international forums for the members, as well as propagation of the networks activities and achievements.

• To liaise with and grow regional and international membership of the network. Roles and Responsibilities

26

The role of the member institutions is to invigorate the pursuit of governance knowledge and its dissemination by promoting innovative programs and specific curriculums for courses, research and certification in governance. The role of the secretariat is to aid and assist the members with research, organizational, and international capacities for the attainment of their governance knowledge objectives as designed interactively by them. The secretariat will provide a platform for the exchange of practices, knowledge and approaches to governance knowledge development by the members to interact in ways that has not been previously available. The responsibilities of the members are to guide and approve the direction and efforts of the network. The member institutions endeavor to support the network as far as possible within the limits of their respective plans and directions. To participate in the networks activities by drawing on the resources as considered useful. To pledge counterpart support in kind or otherwise for activities duly approved by the respective institutions approval processes and jointly carried out with the support of the network. WEBSITE The Network secretariat shall host the network website and be responsible for updating, improving and modifying as approved by the steering committee from time to time. NEWSLETTER The Network will establish a periodical newsletter that will be published quarterly by the secretariat, with editorial responsibilities to be vested in a special sub-committee of the steering committee. SUSTAINABILITY The sustainability of the project has been discussed in detail. Though the external support for the project is for three years, it is considered prudent to put this within a five year perspective. This will provide adequate time for the project to develop clientele and membership. The issue of membership fees was discussed and it was felt that this should be introduced when the organization had significantly developed a proven track record. Contributions by the participating organizations are expected to take place from the beginning in terms of contributions to the joint research proposals and contributions in kind. One of the pressing considerations currently being reviewed is the accreditation and certification capacity of GINI. This could be done individually by GINI or jointly with the University of Oslo and or other institutions in Norway as well as regionally. The fees from such functions would be a contributor to the sustainability of the initiative. In the November 2008 Conference The Higher Education Commission (HEC) presented the details of its functionality. As the main grant authorizing government body for higher education, it is anticipated that subsequent to a successful functioning of the network, the HEC could be another source of support and assistance. The issue of including other participating donors on a case to case basis was also discussed, and it was felt by the participants that the demonstrated success would set the stage for approaching other development partners for contributing to the network. It will be natural to approach other donors and look into this option when the GINI project is well established and operating.

27

Discussions with the East –West Center, The Lee Kuan Yew School of Public Policy, and the Dubai School of Governance have also yielded the heightened interest in collaborative initiatives on governance with cost sharing abilities. Aside from the above considerations and potentials significant sustainability will result by the institutions incorporating the curriculum and degree awarding status in their respective colleges and universities. Also, the developed research and text updating process of the organizations will require routine commitment of resources for this purpose. ACTIVITY PLAN FOR: MARCH 2009 – DECEMBER 2009

Activity Mar

09 Apr 09

May 09

Jun 09

Jul 09

Aug 09

Sept 09

Oct 09

Nov 09

Dec 09

1. Upgrade the GINI administrative unit according to the project activities and needs identified in project doc

X X X

2. Selection of research projects X X 3. Literature review of existing governance curriculum and research. X X X X

4. Carry out Training Needs Assessment (TNA) for faculty development and governance

X X

5. Implementation of / carrying out research projects X X X X X X X

6. Develop curriculum Design Documents (in batches for different courses)

X X X X X X

7.Training of faculty members X X X X 8. Knowledge transmission and capacity building events: workshops, seminars, etc.

X X X

9. Annual Pakistani-Norwegian Forum on Good Governance. Presentation of research projects and curriculum development experiences

X

10. Regular updating of GINI Website X X X X X 11. Develop Annual work plan for 2010 X X

12. Approval of Annual work plan 2010 by the Project Steering Committee

X

• 13. Annual updating and development of the Governance curriculum on the basis of research findings

X X

14. Teaching of governance programs and executive education X X X X X 15. Coordination and cooperation Pakistan-Norway X X X X X X X X X X

ACTIVITY PLANS FOR 2010 AND 2011 • • A detailed Activity Plan for 2010 and 2011, as well as a more detailed and specified design and contents of the individual research projects to be conducted during 2009-2013, will also be developed during the initial start-up phase and during 2009. •

28

• Suggestions for gradual up-scaling of GINI network will be considered and proposed once a year, with assessment of feasible funding options and participation. •

PROPOSED ANNUAL WORK PLAN

Framework Grid, March-December, 2009

1. Curriculum Development

Tasks Sub Tasks Cycle * Guidelines

Division of Labor** Time Line 2009

Contribution Role & Responsibility

Network Members

Organizations

NIBR GINI

a. Executive Education

i. Curriculum Design Parameters (Focus)

Appendix I, II & III

1-30 Mar

b. Bachelors (4 years/ 8 semesters)

ii. Curriculum Development Approaches

c. Masters

iii. Theoretical Framework

d. One Semester Introductory

iv. Methodological Framework

v. Literature Review 1-30 Apr

vi. Curriculum Design workshop

3rd Week, May

vii. The Curriculum (initial document)

1 Jun- 30 Aug

viii. Curriculum evaluation

1-30 Sep

ix. Finalized curriculum

30-Oct

x. Piloting of curriculum

w.e.f. Dec

* Suggested cycle of sub-tasks shall apply to each task listed above. ** To be decided interactively.

29

2. Training Needs Assessment

Tasks Sub Tasks Cycle *

Guidelines



Network Members Organizations

NIBR GINI

a. Government Institutes

i. Scope of Curriculum/ Student quantities/

Stock Taking

Mar-Apr

b. Universities ii. Current Teaching Faculty Qualifications –

Stock Taking

May-Jun

c. Colleges iii. Assessment of Capacities for Adoption of various curricula

Jul-Aug

d. Think Tanks/ NGOs/

Associations/ Clubs/

Chambers/ Unions

iv. Training needs assessment calculations

Sep

e. Executive Education

(Senators/MNAs/ MPAs)

v. Training Plan Oct

vi. Training of Trainers

Nov

* Suggested cycle of sub-tasks shall apply to each task listed above. ** To be decided interactively.

30

3. Research

Tasks Sub Tasks Cycle Guidelines




NIBR GINI

a. Topics i. TOR Appendix 1V, V & VI

Mar

b. Conducting the Research

ii. Research proposals

Apr

c. Text development

iii. Award of research

May

iv. Monitoring/ evaluation

Jun-Sep

** To be decided interactively

31

4. Annual Conference

Tasks/ Sub Tasks Division of Labor ** Time

Line 2009



NIBR GINI

a. Agenda –interactive development (Speakers, Topics, Time allocation)

Sep-Oct

b. Participation - Invitations/confirmation Oct

c. Conference material and Packaging Nov

d. Logistics - Conference venue/boarding/ lodging/ transport/security/administration plans

Nov

e. Conduct of conference - Stage Management 2nd Week Dec

f. Post Conference Report -Preparation/distribution

Jan, 2010

** To be decided interactively.

32

APPENDIX-I

Higher Education Commission Pakistan Curriculum Revision Background and Process

Government of Pakistan has appointed Higher Education Commission (erstwhile UGC) as the competent authority for the supervision of curricula and text-books beyond class XII. HEC has also been entrusted to maintain the standards of education in keeping with the nation’s changing social and economic needs which are compatible with the basic national ideology. The aim is to ascend from general education to more purposeful agro-technical education. The Curriculum Section guides all Degree colleges, Universities and other Institutions of higher learning in designing curricula that provides appropriate content regarding Basic Sciences, Social Sciences, Humanities along with Engineering and Technology. It also guides them to establish minimum standards for good governance and management of Institutions. HEC may also advise the Chancellor of any institution on its statutes and regulation. Educational programs are thus designed not only to meet the needs of the employment market but to promote the study of Basic and Applied Sciences in every field of national and international importance. HEC may also advise the Chancellor of any institution on its statutes and regulation.

• National Curriculum Revision Committee • HEC Approved Curriculum • List of Experts • Proforma for constitution of NCRC 2006-2007 • Schedule For National Curriculum Revision Committee Meetings 2005-06 • Minutes of meeting of NCRC in business administration held on March 2-3, 2007 • Road Map For Business Education • Standardized Format For Four-Year Integrated Curricula For Bachelor Degree In Basic,

Social, Natural And Applied Sciences • Framework for BS Engineering Program • Framework for Model BS Engineering Program

Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum of a subject, one can judge the state of intellectual development and the state of progress of a nation. The world has turned into a global village where new ideas and information are pouring in a constant stream. It is, therefore, imperative to update our curricula by introducing the recent developments in the relevant fields of knowledge.

In exercise of the powers conferred by Sub-section (1) of section 3 of the Federal Supervision of Curricula Textbooks and Maintenance of standards of Education Act 1976, Higher Education Commission has been appointed as the Competent Authority to look into the Curriculum Revision Work beyond Class XII at Bachelor level and onwards regarding all Degrees, Certificates and Diplomas awarded by Degree Colleges, Universities and other Institutions of higher education.

In pursuance of the above decisions and directives, the commission is continually performing curriculum revision in collaboration with the Universities. According to the decision of the 44th Vice-Chancellors’ Committee, curriculum of a subject must be reviewed after every 3 years. For this purpose, various Committees are constituted at the national level comprising senior teachers nominated by the Universities. Teachers from local degree colleges and experts from user organizations, where required, are also included in these Committees.

In pursuance of the mandate, given under Act of Parliament and recommendation of Vice-Chancellors Committee HEC launched an extensive Programme for periodic revision of the

http://hec.gov.pk/content/NCRC1.html�

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http://hec.gov.pk/content/list_experts.html�

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http://hec.gov.pk/content/SCHEDULE_FOR_NCRC_MEETINGS.html�

http://hec.gov.pk/components/com_bnvcontent/images/resources/468_Minutes_Business_Educationb_Meeting.pdf�

http://hec.gov.pk/components/com_bnvcontent/images/resources/469_road_map.pdf�

http://hec.gov.pk/components/com_bnvcontent/images/resources/470_Framework.doc�

http://hec.gov.pk/components/com_bnvcontent/images/resources/470_Framework.doc�

http://hec.gov.pk/components/com_bnvcontent/images/resources/471_BS_Engineering_Program.pdf�

http://hec.gov.pk/components/com_bnvcontent/images/resources/472_Model_BS_Engineering_Program.pdf�

33

curricula of different subjects taught at graduate & postgraduate levels. During the year 2000-2001 twenty-nine Curricula of science and humanities were reviewed and revised, while 539 scholars / subject experts participated in the process.

HEC adopted a procedure, to review/ revise curriculum, which ensure the quality of the updated curricula. Following are the steps initiated to ensure quality in education.

STEPS INVOLVED IN CURRICULUM REVIEW/REVISION PROCESS

The curriculum review and revision process has been divided in two phases;

PHASE-I Curricula under consideration

PHASE – II Circulation of the draft curriculum, the details of step involve in the said process under each phase is as follows:

PHASE-I Step – I Constitution of National Curriculum Revision Committee (NCRC) in the subject.

The Vice-Chancellors of all public and private sector universities, R&D organizations, Directorate of colleges and industries in relation to the subject under consideration, are requested to nominate their representatives, for appointment of National Curriculum Review Committee (NCRC).

Step –II Assessment/Analysis of the existing curriculum:

The existing curricula is circulated amongst the members of NCRC to discuss it with their colleagues and bring collective proposals for review and revision of existing curricula in relation to: a (objectives (of teaching the subject); b (Scheme of studies); d (Course-contents); d (weight ages); e (reading materials); f (teaching strategies) (methods of evaluation). In this way participation of maximum number of subject experts is ensured. ; g

Step – III NCRC meeting-I: draft preparation. The first meeting of the NCRC is organized at the HEC Headquarter Islamabad or one of its Regional Centers at Peshawar, Lahore and Karachi, where maximum local input could be made available in the exercise of revising a curriculum. Other universities at different places may also be chosen to serve the purpose. The meeting which normally runs for 3 days consecutively comes up with a draft of the revised curricula, after detail discussion and deliberation on the proposals prepared by the NCRC members.

PHASE – II CIRCULATION OF THE DRAFT CURRICULUM

Step – IV Appraisal of the first draft The Ist draft prepared is circulated among the universities, institutions and organization soliciting their views for its further improvement. The view/recommendations collected on the first draft curriculum were deliberated upon to design and finalize the curriculum of specific subject of study in a final meeting.

Step – V NCRC meeting-II: Finalization of draft The second meeting of the NCRC is held to finalize the draft of the revised curriculum in the light of comments/suggestions/recommendations received from the college and university teachers and institutions all over the country. The meeting would again take 3 days to finalize a curriculum. The support and expertise of all faculty members of the subject under consideration who are directly or indirectly involved in this process will finalize the draft.

Step – VI Approval of the revised curricula by the Vice-Chancellors’ Committee: The final draft curriculum is submitted to the Vice-Chancellors’ Committee for approval.

34

Implementation: - The curricula designed is printed and sent to universities/institutions for its adoption/implementation after the approval of the Competent Authority.

STANDARDIZED FORMAT / SCHEME OF STUDIES FOR FOUR-YEAR INTEGRATED CURRICULA FOR BACHELOR DEGREE IN BASIC,

SOCIAL, NATURAL AND APPLIED SCIENCES

STRUCTURE

Sr. Categories No. of courses Min – Max

Credit Hours Min – Max

1. Compulsory Requirement (No Choice) 9 – 9 25 – 25 2. General Courses to be chosen from other departments 7 – 8 21 – 24 3. Discipline Specific Foundation Courses 9 – 10 30 – 33 4. Major Courses including research project / Internship 11 – 13 36 – 42 5. Electives within the major 4 – 4 12 – 12

Total 40 – 44 124 – 136 Total numbers of Credit hours 124-136 Duration 4 years Semester duration 16-18 weeks Semesters 8 Course Load per Semester 15-18 Cr hr Number of courses per semester 4-6 (not more than 3 lab /

practical courses) LAYOUT

Compulsory Requirements (the student has no choice)

General Courses to be chosen from

other departments

Discipline Specific Foundation Courses

Major courses including research project/internship

Elective Courses within

the major

9 courses 7-8 courses 9-10 courses 11-13 courses 4 courses 25 Credit hours 21-24 Cr. hours 30-33 Credit hours 36-42 Credit

hours 12 Credit

Hours Subject Cr.

hr Subject Cr. hr Subject Cr. hr Subject Cr. hr Subject Cr.

hr 1. ENGLISH I 2. ENGLISH II 3. ENGLISH III 4. ENGLISH IV/ UNIV.

OPTIONAL * 5. PAKISTAN STUDIES 6. ISLAMIC STUDIES /

ETHICS 7. MATHEMATICS I 8. MATHEMATICS II /

UNIV. OPTIONAL ** 9. INTRODUCTION TO

COMPUTER

3 3 3 3

2 2

3 3

3

25 * University has the option to recommend any other course in lieu of English IV ** University may recommend any other course in lieu of Mathematics II

(i

MODEL SCHEME OF STUDIES FOR 4 YEAR INTEGRATED BS (HONS)

Semester/Year Name of Subject Credits First ENGLISH-I 3 PAKISTAN STUDIES 2 MATH/STAT-1 3 GENERAL-I 3 GENERAL-II 3 FOUNDATION-I 3

17

Second ENGLISH-II 3 ISLAMIC STUDIES / ETHICS 2 MATH/STAT-II / UNIV. OPTIONAL 3 GENERAL-III 3 GENERAL-IV 3 FOUNDATION-II 3-4

17-18

Third ENGLISH-III 3 INTRODUCTION TO COMPUTER 3 GENERAL-V 3 GENERAL-VI 3-4 FOUNDATION-III 3-4

15-17

Fourth ENGLISH-IV / UNIV. OPTIONAL 3 GENERAL-VII 3 GENERAL-VIII 3 FOUNDATION-IV 3-4 FOUNDATION-V 3-4

15-17

Fifth FOUNDATION-VI 3 FOUNDATION-VII 3 MAJOR-I 3 MAJOR-II 3-4 MAJOR-III 3-4

15-17

Sixth FOUNDATION-VIII 3 FOUNDATION-IX 3 MAJOR-IV 3 MAJOR-V 3-4 MAJOR-VI 3-4

15-17

Seventh MAJOR-VII 3-4 MAJOR-VIII 3-4 ELECTIVE-I 3 ELECTIVE-II 3 MAJOR-IX RESEARCH PROJ / INTERNSHIP 3

15-16

36

Eight MAJOR-X RESEARCH PROJ / INTERNSHIP 3 MAJOR-XI 3-4 MAJOR-XII 3-4 ELECTIVE-III 3 ELECTIVE-IV 3 TOTAL – 124-136

15-17

* 4 Cr Hr must include LAB/Practical (ii)

37

APPENDIX-II

GUIDELINES - CURRICULUM DEVELOPMENT Introduction A curriculum is a means to achieve the following objectives: • Relate education to the socio-economic, technological, political and environmental demands of

your society. • Relate content or the body of knowledge to local setting. • Apply the most effective and relevant teaching and learning methodologies. • Evaluate teaching and learning processes in education system. Definition of Curriculum A curriculum is a “plan or program of all experiences which the learner encounters under the direction of a school” (Tanner and Tanner, 1995: 158). According to Gatawa (1990: 8), it is “the totality of the experiences of (students) for which schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983), who argue that curriculum is “that which a student is supposed to encounter, study, practice and master…what the student learns”. For others such as Beach and Reinhatz (1989: 97), a curriculum outlines a “prescribed series of courses to take”. From the definitions above, it is possible to state that a curriculum has the following characteristics: • It comprises the experiences of student for which the school is responsible. • It has content. • It is planned. • It is a series of courses to be taken by students. In addition, a curriculum considers the learners and their interaction with each other, the teacher and the materials. The output and outcomes of a curriculum are evaluated. Bringing all these points together, the curriculum is viewed as a composite whole including the learner, the teacher, and teaching and learning methodologies, anticipated and unanticipated experiences, outputs and outcomes possible within a learning institution. Curriculum Perspectives Curriculum perspectives are theories of knowledge which are an important source of curriculum decisions. Zewii (1984), cited in Gatawa (1990: 21), states that what goes into the curriculum depends heavily on following perspectives: • Rationalist • Empiricist • Pragmatist • Existentialist. It is important to consider each perspective as it relates to the following: • The learner • The teacher • Methodology • Curriculum. It is important to understand the essence of each perspective.

38

Rationalists say: • True knowledge is achieved by the mind. • Knowledge is a series of revelations. Empiricists think: • True knowledge is derived from evidence. • Authentic knowledge comes through the senses. Pragmatists believe that: • Knowledge is hypothetical and changing constantly. • Knowledge is experienced. • Knowledge cannot be imposed on the learner. • Knowledge is a personal activity. • Knowledge is socially constructed. Existentialists or phenomenologist conclude that: • Knowledge is personal and subjective. • Knowledge is one’s own unique perception of one’s world. • Education should be less formal. • Curricula should be diverse, not common for all. Elements of Curriculum The curriculum has four elements that are in constant interaction: • purpose (goals and objectives) • Content or subject matter • Methods or learning experiences • Evaluation. It is the interaction of these elements in the social, political, economic, technological and environmental context that constitutes a curriculum. Now let us look at each element in turn. Purpose The purpose of a curriculum: • is based on the social aspirations of society, • outlines the goals and aims of the programme, and • is expressed as goals and objectives. There are three categories of goals and objectives: • Cognitive, referring to intellectual tasks, • Psychomotor, referring to muscular skills, and • Affective, referring to feeling and emotions. The curriculum reflects the relevance of whatever the society deems to be important. Content or Subject Matter The content of the curriculum:

39

• is divided into bodies of knowledge, for example, governance, public policy, public administration;

• outlines the desired attitudes and values; • includes cherished skills; • is determined by prevailing theories of knowledge; and • caters to ideological, vocational and technical considerations. The curriculum content must be applicable to the solution of the problems affecting the society which uses it. Methods The methods outlined in a curriculum: • Deal with teaching and learning experiences, and • involve organizational strategies. Flexible teaching methods facilitate learning. Evaluation Evaluation is used to: • select appropriate content based on the aims and objectives of the curriculum; • select appropriate methods to address the content and purpose; • check the effectiveness of methods and learning experiences used; • check on the suitability and the appropriateness of the curriculum in answering social needs; • give feedback to the planners, learners, teachers, industry and society; and • provide a rationale for making changes. In conducting evaluations, judgments must be made regarding: • Inputs, • Means, • Content, • Outputs, and • Outcomes of the whole learning process. Content Models of curriculum design: • The objectives model, • The process model, • Tyler’s model, • Wheeler’s model, and • Kerr’s model. The Objectives Model The objectives model of curriculum design contains content that is based on specific objectives. These objectives should specify expected learning outcomes in terms of specific measurable behaviors. This model comprises four main steps: • agreeing on broad aims which are analyzed into objectives, • constructing a curriculum to achieve these objectives, • refining the curriculum in practice by testing its capacity to achieve its objectives, and

40

• communicating the curriculum to the teachers through the conceptual framework of the objectives. (Gatawa, 1990: 30)

The Process Model Unlike the objectives model, this model does not consider objectives to be important. Using this model presupposes that: • Content has its own value. Therefore, it should not be selected on the basis of the achievement

of objectives. • Content involves procedures, concepts and criteria that can be used to appraise the curriculum. • Translating content into objectives may result in knowledge being distorted. • Learning activities have their own value and can be measured in terms of their own standard.

For this reason, learning activities can stand on their own. (Gatawa, 1990: 31)

Tyler’s Model Tyler’s model for curriculum designing is based on the following questions: • What educational purposes should the school seek to attain? • What educational experiences can be provided that are likely to attain these purposes? • How can these educational experiences be effectively organized? • How can we determine whether these purposes are being attained? The model is linear in nature, starting from objectives and ending with evaluation. In this model, evaluation is terminal. It is important to note that: • Objectives form the basis for the selection and organization of learning experiences. • Objectives form the basis for assessing the curriculum. • Objectives are derived from the learner, contemporary life and subject specialist. To Tyler, evaluation is a process by which one matches the initial expectation with the outcomes. Wheeler’s Model Wheeler’s model for curriculum design is an improvement upon Tyler’s model. Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal. Findings from the evaluation are fed back into the objectives and the goals, which influence other stages. Wheeler contends that: • Aims should be discussed as behaviors referring to the end product of learning which yields the

ultimate goals. One can think of these ultimate goals as outcomes. • Aims are formulated from the general to the specific in curriculum planning. This results in the

formulation of objectives at both an enabling and a terminal level. • Content is distinguished from the learning experiences which determine that content. Kerr’s Model Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’s models. However, Kerr divided the domains into four areas (Urevbu, 1985: 23): • Objectives,

41

• Knowledge, • Evaluation, and • School learning experiences. The curriculum design models discussed show that curriculum designing is conducted stage by stage. Some of the models discussed consider the process to be more important than the objectives. Other models take objectives to be the most important feature of curriculum design. Generally, all models stress the importance of considering a variety of factors that influence curriculum. Definitions of Curriculum Evaluation According to Gatawa (1990: 50), the term curriculum evaluation has three major meanings: • The process of describing and judging an educational programme or subject. • The process of comparing a student’s performance with behaviorally stated objectives. • The process of defining, obtaining and using relevant information for decision-making

purposes. These definitions do not exist in isolation from the others although each can be an activity on its own. The first activity involves the collection of descriptive and judgmental information for the purpose of establishing whether an educational programme or project is doing what it is expected to do. The evaluator pronounces judgment at the end of the exercise. The second activity involves comparing the performance of one or more students with set standards. Such an evaluation determines the extent to which the objectives of a learning activity are being realized. This is the kind of evaluation teachers’ conduct on a daily basis. The third activity is concerned with the identification of deficiencies in an educational programme or syllabus for the purpose of effecting revision and improvement. Curriculum evaluation exercises usually combine these three activities. Data is collected for passing judgment, to identify deficiencies in programmes and to analyze programs in order to determine alternatives or find appropriate interventions. Curriculum Evaluation Approaches Gatawa (1990: 60) has identified five curriculum evaluation approaches: • Bureaucratic evaluation • Autocratic evaluation • Democratic evaluation • Norm-referenced evaluation • Criterion-referenced evaluation. Bureaucratic Evaluation This evaluation is usually initiated by the government or the Ministry of Education. In your circumstances, the Ministry of Education could evaluate a course of study or subjects taught in schools to find out whether they need improvement or modifications. The results of the evaluation are used by the Ministry of Education or the government. Autocratic Evaluation

42

This evaluation focuses on what is considered to be the educational needs of a curriculum. Governments or ministries usually ask independent evaluators such as consultants to conduct this evaluation. The government or ministry is not obliged to accept the results of the evaluation. Democratic Evaluation This focuses on the experiences and reactions the curriculum initiators have had with the programmes or project being evaluated. In this approach, the evaluation does not lead to firm recommendations to be considered by the initiators or programme implementers. Norm-Referenced Evaluation This evaluates students’ performance relative to other students’ performance. The performance of current students or of previous students can be compared. Criterion-Referenced Evaluation Criterion referencing measures students’ actual performance and compares it with the objectives of instruction identified in the syllabus. Functions of Curriculum Evaluation Urevbu (1985: 64-70) has also identified some functions of curriculum evaluation: • informing decision-makers on the state of affairs of certain curriculum programmes or

syllabuses, and • enabling teachers to evaluate themselves. Decision Making With respect to the first function, Partlett and Hamilton, in Urevbu (1985: 64), argue that the principal purpose of evaluation is to contribute to decision making. In our circumstances, curriculum evaluations are conducted in order to correct deficiencies make improvements and establish new priorities. For meaningful decisions to be made, they must be supported by evidence from evaluation exercises. Focuses of Evaluation Evaluation generally focuses on the whole curriculum or aspects of it such as objectives, content, methodology and outcomes. Curriculum Objectives These have to be evaluated because they are the foundation on which the curriculum programme or project is frequently based. In order to conduct evaluations on objectives, a number of questions must be asked. • Are the objectives worthwhile? • Can they be achieved? • What are the expected outcomes? Also, objectives have to be evaluated because curriculum content, methodologies and materials are designed to fit objectives. Teachers use curriculum objectives to guide classroom activities, hence the need for evaluation. Curriculum Content and Methodology The content must be evaluated in order to establish whether it is relevant to the needs and aspirations of the society. When evaluating curriculum content, the focus should be on the effect it has on learners. It is

43

important to determine whether the methodology is consistent with the curriculum objectives (Gatawa, 1990: 56) and appropriate for the content. Curriculum Outcomes The evaluation of objectives, content and methodology are conducted simultaneously as the evaluation of outcomes. The purpose of this evaluation is to supply curriculum designers with information that can be used in improving the curriculum as a whole. Forms of Evaluation In the context of curriculum evaluation, there are formative and summative evaluations. Both can be conducted to provide information necessary for effective decision making. Formative Evaluation The term ‘formative evaluation’ was originally coined by Scriven (1973) to classify evaluation that gathered information for the purpose of improving instruction as the instruction was being given. The performance of the learner was the primary focus in Scriven’s version of formative evaluation. Information about the learner’s immediate retention of skills and knowledge, retention over time and attitudes were used to shape instruction as it proceeded. Formative evaluation was considered to be an integral part of instructional design and delivery. Formative evaluation can be considered to be the process that looks for evidence of success or failure of a curriculum programme, a syllabus or a subject taught during implementation. Formative evaluation answers two questions: • Is the instruction successful? • If it is not successful, what can be done to avoid failure?

It ensures that all aspects of the programme or project are likely to produce success. It provides information that can be used to stop doubtful projects from being implemented. It is therefore a conceptual and physical exercise that is carried out before a programme comes to an end.

Summative Evaluation This type of evaluation assesses whether or not the project or programme can perform as the originators and designers intended. It considers cost effectiveness in terms of money, time and personnel. It also assesses the training that teachers might need in order to implement a program successfully. It determines whether a new curriculum programme, syllabus or subject is better than the one it is intended to replace or other alternatives. It is usually conducted at the end of the programme cycle. Formative and summative evaluations can take place wherever an evaluation exercise is conducted. They can be conducted on educational projects and programmes existing in the curriculum or on the teaching of individual subjects in the school systems.

Evaluation Methods and Tools A variety of methods and tools can be used to conduct evaluations, including the following: • Observations • Interviews • Tests • Questionnaires.

The observation, interview and questionnaire techniques can be used when evaluating the entire curriculum as well as specific curriculum programmes or projects. One technique that is usually used to evaluate the outcomes of curriculum programmes is subjecting students to structured tests. Students’ academic performance is usually evaluated by using this technique. Also, the

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content of a subject matter can be evaluated by testing g students in its various content areas. Results from this type of evaluation are given to curriculum designers to enable them to review the subject areas affected and make necessary changes and improvements.

Defining Curriculum Change and Innovation Curriculum Change Hoyle defines change as embracing the concepts of innovation, development, renewal and improvement of a curriculum. Curriculum change is dictated by the changes in the economic, social and technological aspects of a society. Change has magnitude and direction and occurs within a definite time frame.

Curriculum Innovation Innovation is “an intentional and deliberate process to bring out desired effects and change”. Curriculum innovation refers to ideas or practices that are new and different from those that exist in the formal prescribed curriculum. Curriculum innovation is any improvement that is deliberate, measurable, durable and unlikely to occur frequently. It is the creation, selection, organization and utilization of human and material resources in ways that result in higher achievement of curriculum goals and objectives. The difference between innovation and change lies in the fact that innovation is always planned while change may occur in response to external events. For any curriculum innovation to be meaningful and effective, it must be planned and organized. It is possible that other types of changes may occur when they are not planned. Sources of Curriculum Change and Innovation At the national level, curriculum change and innovation arise from deliberate policy decisions. Another impetus for change and innovation is the desire of authorities at various levels to deliberately change established practices in order to address existing problems or identify new problems and ways of dealing with these problems. The introduction of new technology can also lead to curriculum change and innovation. Forms of Change Change can occur in the following forms: Substitution: In this change, one element replaces another previously in use. Examples are new textbooks, new equipment or the replacement of teachers and administrators. Alteration: This involves change in existing structures rather than a complete replacement of the whole curriculum, syllabus or course of study. Addition: This is the introduction of a new component without changing old elements or patterns. New elements are added to the existing programme without seriously disturbing the main structure and content of the prescribed curriculum. These could be support inputs such as audio-visual aids, workshops and equipment. Restructuring: This involves the rearrangement of the curriculum in order to implement desired changes. It may also involve the sharing of resources among a group of schools or institutions. Strategies and Models for Curriculum Change and Innovation

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In order for change and innovation to succeed, the strategies for implementing the curriculum must be considered carefully. A strategy of innovation refers to the planned procedures and techniques employed in the quest for change. Strategies Participative Problem-Solving: This strategy focuses on the users, their needs and how they satisfy these needs. The system identifies and diagnoses its own needs, finds its own solution, tries out and evaluates the solution and implements the solution if it is satisfactory. The emphasis is on local initiative. Planned Linkage: In this model, the intermediate agencies, such as schools, bring together the users of the innovation. Coercive Strategies: These strategies operate on the basis of power and coercion by those in authority, using laws, directories, circulars and so forth. Open Input Strategies: These are open, flexible, pragmatic approaches that make use of external ideas and resources. Models Tanner and Tanner (1980: 262), as cited in Curriculum Implementation, emphasize three principal models which illustrate how change takes place. These are outlined below. The Research, Development and Diffusion Model: In this model, an innovation is conceived at the head or centre and then fed into the system. This views the processes of change as a rational sequence of phases in which an innovation is: 1. Invented or discovered, 2. Developed, 3. Produced, and 4. Disseminated to the user. Problem-Solving Model: This model is built around the user of the innovation, who follows the steps below. 1. Determine the problem. 2. Search for an innovation. 3. Evaluate the trials. 4. Implement the innovation. Social Interaction Model:. In this model, change proceeds or diffuses through formal or informal contacts between interacting social groups. It is based on the following: • Awareness of innovation • Interest in the innovation • Trial • Adoption for permanent use. The model stresses the importance of interpersonal networks of information, opinion, leadership and personal contact. Planning and Executing Change For change to be implemented in the curriculum, a process has to take place. This process involves four major factors: • The change agent. The agent initiates the innovation or curriculum change in general. • The innovation. This involves executing the change itself; that is, putting it into use or operation.

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• The user system. This relates to the person or group of people at which the innovation is directed. • Time. Innovation is a social process, which takes place over a period of time. These factors interact with change and are changed by each other during the process of innovation. It is also important to note that the curriculum change agent is involved with the process, the planning and the strategies, and is frequently the user of the innovation. The Innovation Process Innovation and change generally follow several logical steps: 1. Identify a problem, dissatisfaction or need that requires attention. 2. Generate possible solutions to the identified problem or need. 3. Select a particular solution or innovation that has been identified as the most appropriate. 4. Conduct a trial. 5. Evaluate the proposed solution. 6. Review the evaluation. 7. If the innovation has solved the identified problem, implement it on a wide scale. 8. Adopt and institutionalize the innovation or search for another solution. Effective planning for innovation cannot take place unless the following elements are considered in the process: • The personnel to be employed • The specification of the actual task • The strategy or procedure to be used to undertake the task • The equipment needed • The buildings and conducive environment • The costs involved • Social contexts • Time involved • Sequencing of activities • Rationale for undertaking the innovation • Evaluation of the consequences or effects of the innovation. Conditions for Successful Implementation of Innovations What conditions are necessary for users to implement the curriculum change or innovation successfully? Potential users of an innovation are more likely to accept it if the conditions below are met ; • The innovation must be relevant to them. • It must be feasible in their particular organizational context. • It must be compatible with the practices, values and characteristics of their system. • It must be seen as posing little or no threat to the user group’s identity, integrity and territory.

The innovation must be shown to be tolerable and non-threatening. • The innovation must yield material or non-material benefits. Gains in social status or

recognition could be some of the non-material benefits. • It must be flexible and adaptable. References

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• Beach, D. M., and Reinhatz, J. (1989). Supervision: Focus on Instruction. New York: Harper and Row.

• Debin, F., and Olshtain, E. (1986). Course Design: Developing Programs and Materials for Language Learning. Cambridge: Cambridge University Press.

• Farrant, J. S. (1980). Principles and Practice of Education. Harare: Longman Zimbabwe. • Gatawa, B. S. M. (1990). The Politics of the School Curriculum: An Introduction. Harare:

Jongwe Press. • Scriven, M. (1973). The Methodology of Evaluation. In B. R Worthen and J. R. Sanders

(Eds.), Educational Evaluation: Theory and Practice. Worthington, OH: C. A. Jones. • Tanner, D., and Tanner, L. (1995). Curriculum Development:Theory into Practice (3rd

ed.). Englewood Cliffs, NJ: Merrill. • Urevbu, A. O. (1985). Curriculum Studies. Ikeja: Longman.

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APPENDEX-III

THE LITERATURE REVIEW

What is a literature review?

'... a literature review uses as its database reports of primary or original scholarship, and does not report new primary scholarship itself. The primary reports used in the literature may be verbal, but in the vast majority of cases reports are written documents. The types of scholarship may be empirical, theoretical, critical/analytic, or methodological in nature. Second a literature review seeks to describe, summarise, evaluate, clarify and/or integrate the content of primary reports.'

The review of relevant literature is nearly always a standard chapter of a research. The review forms an important chapter in a research where its purpose is to provide the background to and justification for the research undertaken. Bruce, who has published widely on the topic of the literature review, has identified six elements of a literature review. These elements comprise a list; a search; a survey; a vehicle for learning; a research facilitator; and a report.

Why do a literature review?

There are good reasons for spending time and effort on a review of the literature before embarking on a research project. These reasons include:

• to identify gaps in the literature • to avoid reinventing the wheel (at the very least this will save time and it can stop you

from making the same mistakes as others) • to carry on from where others have already reached (reviewing the field allows you to

build on the platform of existing knowledge and ideas) • to identify other people working in the same fields (a researcher network is a valuable

resource) • to increase your breadth of knowledge of your subject area • to identify seminal works in your area • to provide the intellectual context for your own work, enabling you to position your

project relative to other work • to identify opposing views • to put your work into perspective • to demonstrate that you can access previous work in an area • to identify information and ideas that may be relevant to your project

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APPENDIX-IV RESEARCH STEPS

Step 1 Identifying a Situation or Problem “All research projects are built on an intriguing question.” In a social intervention context, research projects are always born of questions to which you wish to find answers in order to improve your skills or the services you offer. Research projects have thus become the method of choice to find answers to questions or to resolve problems. Is Research Really the Best Way to Resolve Your Problem? The first step in the process is, of course, to ask yourself if a research project will be useful for your work. Not all problems and difficult situations engender research projects. It is important to verify if such a project is pertinent to the situation in question. Other solutions are often less expensive, more effective and produce results more rapidly. Perhaps you already have everything you need to resolve your problem. Sometimes, it only requires a team discussion or a meeting with other specialists who have experienced the same situations to come up with creative solutions. You can also consult research projects to find new paths to explore and new plans of action. However, should these methods fall short, that is when your own research becomes necessary and meaningful! Conducting research requires time, energy and money. It is, therefore, important to consider the pertinence of your project in light of the current conditions in your organization. In order to conduct valuable research that will have positive effects on your organization, you need to be able to count on a solid team and stable finances. If you are confronted with personnel changes, financial crises or personal conflicts within the organization, it is preferable to postpone the research project to a more opportune time. Some Reasons for Conducting Research You must examine the facets of your work and identify a situation that requires attention. Here are a few examples of situations or problems encountered in the literacy training field that could be subjects of research. • The encountered problem is persistent and the current methods no longer sufficient For example: The rate of registration for literacy courses is diminishing from one year to the next. The traditional recruitment methods are no longer effective. Moreover, the requirements of shelters and aid organizations have been modified, putting new restrictions on adults who want to go back to school. Services offered and recruitment methods must, therefore, be completely re-evaluated. This could be a research theme. • A new situation For example: For some time now, your literacy training organization has been inundated with young people under 25 years of age who, until now, have not taken advantage of your services. As your current literacy training techniques seem less suited to this population, you feel the need to adapt your activities accordingly. What literacy skills do these young people need for their social and professional development? How do they view the literacy training process? What are the consequences of their past scholastic experiences? Here is a subject of research. As you can see, there is no lack of examples of research subjects. Your project will come out of a particular situation or a question arising from your organization’s history and activities.

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Defining the Situation or Problem to be studied You have examined the preceding questions, thought about your work and decided to embark upon a research adventure. You have a vague idea of your subject, but you must firmly define it before writing your JFPLTI project request. The situation for study must be one of substance. Further defining your subject presents an occasion to formulate all your ideas on the subject in question in order to establish the scope of the project and limit your options. To further define your research project, you must determine your research goals and objectives. • What do you want to know? This important question will lead you to better define your subject. Take, for example, your concerns regarding the young people less than 25 years of age. What aspects of their case do you actually want to explore? Their past scholastic experience? Their motives for returning for training? The techniques you should use with them? The results they obtain after a year of literacy training? As you can see, there is no lack of questions! From among all the possible questions, you must choose one or two major elements, which will eventually become the heart of your research project. • Why do you want to explore these elements? This question cannot be separated from the first. In fact, the subject you are going to explore must lead to improvements in your practice. Here, it is a matter of identifying as clearly as possible the goal of your research: what you plan to correct, to do or to implement based on the results obtained. Of course, your goal must be pertinent and realistic! It is preferable to have all members of your organization actively participate in identifying the problem and in defining the goal and objectives to be attained. Let us emphasize that identifying a problem requires intuition, creativity and sensibility on the part of those individuals who experience the situation in the field. In the course of this process, there will be discussion, debates and taking sides. There is nothing easy about defining a problem; it is an arduous task. However, working as a team is the best way to ensure that you will achieve your objectives and transform your practice. Step 2 Planning the Research Research projects, like all JFPLTI projects, require a division of responsibilities, activity planning and adherence to a tight time schedule. Now is the time to organize the elements necessary for your research, develop your research schedule and plan your budget. This preparatory step is crucial to the success of your research project. Good planning will result in a more precise request for financing according to your determined needs and in a more accurate timetable for completing each step of the project. You must ensure that the amount of time, energy and money that your organization is ready to devote corresponds to the scope of the project envisioned. It is better to undertake a smaller project and do it well than to embark on a more ambitious project and fail! However, if you feel your organization is equal to the challenge, you can undertake a longer more arduous research project, one that could spread out over more than one year. In this case, you must determine the forms of cooperation that will be necessary, the research calendar and the budget required by a long-term project. In this section, you will find the principal elements that must be considered in appropriately planning the tasks, time and budget involved in your research. You may, of course, have to modify your calendar, as well as certain other choices, depending on the amount received

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from the JFPLTI program (Step Three). Furthermore, numerous unforeseen elements could require that you re-examine your initial plans. It is, therefore, important to consult your plans regularly to see if you are on schedule and to make any necessary adjustments. Step 3 Reformulating the Project However, before going any further and embarking on the project, you must first re-evaluate your plans in light of the response to your request, the actual time you have to complete the project and the funds granted. If you received what you asked for—Bravo!—modifying your initial plans will be less arduous. If you have received more than you requested (!), you may decide to increase the scope of your project by adding new perspectives to your data collection and analysis tasks. You may also envision widening the scope of your publication, distribution or result applications. Step 4 Examining the Question in Detail Based on your objectives and your research questions, you must now develop a research topic which explains and enriches your project as formulated in your JFPLTI request. Formulating the research topic is an essential step in the process that will allow you to fully develop your initial idea. This is what will allow you to prove that the project is pertinent to your work. You must closely analyze the situation you wish to explore, improve or change. To accomplish this goal, the research topic must be based on the concrete experience of the organization’s practitioners, on the exploitation of the most pertinent data available related to the area of study as well as on information from documentation that explores the same questions. Here are the four essential phases in defining your research topic: • Literature review • Collection of data in the field • Formulation of your research questions • Formulation of your research hypothesis Step 5 Choosing the Method After having refined the research questions and developed the research topic by studying the literature and field data, you are now ready to choose a data collection method. This process contains four interdependent elements: • Refining a Research Approach • Defining and Constituting the Sample • Choosing and Preparing Data Collection Tools • Evaluating the Tool: the Pretest

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Each decision concerning the method will affect the rest of the research process, notably the amount of data collected and their analysis. In this chapter, take the time to analyze the consequences of your decisions according to your goal and objectives as well as the available time and resources. Remember the validity of your research largely depends on the clarity and precision of your data collection method. Step 6 Collecting Data Now that you have defined your sample and your data collection tools are ready and tested, you can start your field work. You must pay particular attention to this step in the research process. The data gathered here will serve as the heart of your analysis and will affect the answers to your questions. You must, therefore, conduct your research under the best possible conditions to guarantee precision and reliability. Concerning precision, there are three principal aspects to be considered: • Respect for the individuals interviewed • Preparation of the interviewers • Organization of the data collection process Step 7 Compilation, Analysis and Interpretation of Collected Data You have now finished collecting your data! In front of you stand piles of completed questionnaires, interview cassettes, observation charts, note cards, etc. This is the time to gather all the pieces of the puzzle together and to think, as a team, about how to arrive at new conclusions and creative responses based on these materials. Here we are at the crucial step: data analysis and interpretation. This step is, without a doubt, the most demanding, but also the most important one in your research project. In practice, many fail to perform this step correctly due to lack of time. They make do with a short description of each piece of data and an enumeration of facts without discovering how they are interrelated, and they skip the data analysis and interpretation step altogether. Remember that this step is necessary for finding the answers to your research questions and improving your practice. It is, therefore, important to allot enough time for this step, so as to be able to carefully examine all the material you worked so hard at collecting. You will need to organize all the elements necessary for a detailed interpretation of the results, while always considering your limited time and resources. Below, you will find a summary of the steps in the compilation, analysis and interpretation processes. Naturally, the meaning of these operations depends on the type of research you are conducting, qualitative or quantitative, and the scope of your project. Regardless of these variables, this step is a logical process containing the following four elements: • Preparation of the material • Analysis plan • Data entry or codification • Interpretation of the results

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Step 8 Writing the research report Your research work is not complete until you have recorded your results in a report. It is very important not to confuse the research report with the JFPLTI activity report. Writing the report is a normal part of the research process, while the JFPLTI activity report is more of an accountability tool used to ensure proper program management. Before finalizing your research report, you must consider the form of publication (chosen in Step Two). If you wish to make your results public and thus enrich the corpus of knowledge on literacy training, you will choose to publish an official research report. This process requires paying more careful attention to the presentation of the information, demonstration of results and use of reference sources. This also requires a more directed writing project (including revision and layout). Naturally, this operation assumes a larger budget, which should have been considered in your initial grant request. Step 9 Putting the Results into Action You have collected the data, compiled them, discussed them and finally analyzed them to extract all their meaning. You have even produced a research report, whether for in-house use or general publication. So, what’s next? How do you take advantage of the fruits of these efforts to help your organization and others? Too often, due to lack of time, research reports are not used to improve practice. We are in too much of a hurry to get on with the next task. This only fuels the prejudice that “research just leads to reports that collect dust on shelves.” However, the nature of applied research in a specific field is to help improve techniques and create innovation! Making proper use of the results involves two important elements: • Disseminating the results; • Translating the results into action. Outline for the Research Report Here are the main parts of a research report: • Acknowledgements (respondents, partners, financing organizations) • Table of contents and a list of tables and figures • Introduction: general presentation of your research project and organization (and

partners, if appropriate); report summary • Presentation of your research topic: - Why and how your project began (the context of your project)? - Your goal and objectives?

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- What was learned about the subject from the literature review? - What was retained from the data and field studies? - Your research questions and hypotheses? • Research methodology: - Method adopted and reasons for your choice; - Choice and presentation of data collection tools - Sample: criteria for selecting respondents, their number, motives for your choices

and the degree to which the sample represents the target public - Data collection process - Results of the data collection process - Data analysis plan - Limits and constraints of the research resulting from your method and the difficulties

encountered • Analysis and interpretation of the collected data: - Topics addressed in your research (review of the research questions) - New or important points revealed by the data - Differences, similarities and trends found in the data - Connections to be made between the variables - How the data relate to your research questions and hypotheses - Connections with the literature review • Conclusion: - Summary of your analysis and interpretation - Evaluation of the scope and limits of your study - Recommendations concerning the follow-up to your research, actions to be taken

as well as paths for future study • Bibliography of documents consulted • Annexes: tools used and any documents that would help the readers understand the study

• methods that could be relevant to your project

The literature review process

A good literature review requires knowledge of the use of indexes and abstracts, the ability to conduct exhaustive bibliographic searches, ability to organise the collected data meaningfully, describe, critique and relate each source to the subject of the inquiry, and present the organised review logically, and last, but by no means least, to correctly cite all sources mentioned.

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APPENDIX-V

TYPES OF RESEARCH I-Experimental research

This method is one in which a researcher manipulates a variable (anything that can vary) under highly controlled conditions to see if this produces (causes) any changes in a second variable.

The variable, or variables, that the researcher manipulates is called the independent variable while the second variable, the one measured for changes, is called the dependent variable. Independent variables are sometimes referred to as antecedent (preceding) conditions.

Strengths

All scientific disciplines use this method because they are interested in understanding the laws (cause-and-effect relationships) of nature. The power of the experimental method derives from the fact that it allows researchers to detect cause-and-effect relationships.

In order to see cause-and-effect relationships the researcher must be sure that his manipulations (the independent variable) are the only variables having an effect on the dependent variable. He does this by holding all other variables, variables that might also effect the dependent variable, constant (equivalent, the same).

Only by this highly controlled procedure can the researcher be sure that the observed changes in the dependent variable were in fact caused by his manipulations.

Experimental studies, therefore, are used when the researcher is interested in determining cause-and-effect relationships. Also, this method can be used when it is appropriate, both practically and ethically, to manipulate the variables.

Weaknesses

However, a major limitation is that this method can only be used when it is practical and ethical for the researcher to manipulate the antecedent conditions.

A second limitation to this method is that experimental studies are usually done in the highly controlled setting of the laboratory. These conditions are artificial and may not reflect what really happens in the less controlled and infinitely more complex real world.

II-Correlation

Correlation is classified as a non-experimental, descriptive method. The reason for that is because variables are not directly manipulated as they are in the experimental method.

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Although correlation is often described as a method of research in its own right, it is really more of a mathematical technique for summarizing data, it is a statistical tool.

A correlation study is one designed to determine the degree and direction of relationship between two or more variables or measures of behavior.

Strengths

The strength of this method lies in the fact that it can be used to determine if there is a relationship between two variables without having to directly manipulate those variables. In other words, correlation can be used when the experimental method cannot; correlation can be used when it is impractical and/or unethical to manipulate the variables.

Correlation also can be used as a basis for prediction. For instance, if we know that two variables are highly correlated, say +.85, we can predict the value of one by knowing the value of the other. Suppose that SAT scores and college GPAs (grade point average) correlate at +.85. Knowing this, college admission officials can predict a student's grades in college, with a fair degree of accuracy, if they know that student's SAT scores.

Limitations

The greatest limitation of correlation, one that is often forgotten, is that it does not tell researchers whether or not the relationship is causal. In other words, correlation does not, and cannot, prove causation. It only shows that two variables are related in a systematic way, but it does not prove nor disprove that the relationship is a cause-and-effect relationship. Only the experimental method can do that.

III- Naturalistic Observation

The naturalistic observation is a type of study classified under the broader category of field studies; non-experimental approaches used in the field or in real-life settings. In the naturalistic observation method the researcher very carefully observes and records some behavior or phenomenon, sometimes over a prolonged period, in its natural setting.

The subjects or phenomena are not directly interfered with in any way. In the social sciences this usually involves observing humans or animals as thay go about their activities in real life settings. In the natural sciences this may involve observing an animal or groups of animals or some physical phenomena, such as the eruption of a volcano.

Strengths

The major strength of this method is that it allows researchers to observe behavior in the setting in which it normally occurs rather than the artificial and limited setting of the laboratory. Further uses might include studying nature for its own sake or using nature to validate some laboratory finding or theoretical concept.

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Limitations

First and foremost this is a descriptive method, not an explanatory one. That is, without the controlled conditions of the laboratory, conclusions about cause-and-effect relationships cannot be drawn. Behavior can only be described, not explained.

This method can also take a great amount of time. Researchers may have to wait for some time to observe the behavior or phenomenon of interest.

Further limitations include the difficulty of observing behavior without disrupting it and the difficulty of coding results in a manner appropriate for statistical analysis.

IV- Survey

The survey, another type of non experimental, descriptive study, does not involve direct observation by a researcher.

Rather, inferences about behavior are made from data collected via interviews or questionnaires. Interviews or questionnaires commonly include an assortment of forced-choice questions (e.g. True-False) or open-ended questions (e.g. short answer essay) to which subjects are asked to respond.

This sort of data collection is sometimes referred to as a self-report. Once again, this is a non experimental, descriptive approach.

Strengths

Surveys are particularly useful when researchers are interested in collecting data on aspects of behavior that are difficult to observe directly (such as thoughts about suicide) and when it is desirable to sample a large number of subjects.

Surveys are used extensively in the social and natural sciences to assess attitudes and opinions on a variety of subjects, like political views etc.

Limitations

The major limitation of the survey method is that it relies on a self-report method of data collection. Intentional deception, poor memory, or misunderstanding of the question can all contribute to inaccuracies in the data.

Furthermore, this method is descriptive, not explanatory, and, therefore, cannot offer any insights into cause-and-effect relationships.

V- Case Studies

This method is also a none-experimental, descriptive type of study. It involves an in-depth descriptive record, kept by an outside observer, of an individual or group of individuals.

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In the social sciences this often involves collecting and examining various observations and records of an individual's experiences and/or behaviors. Typical data collected might include biographical data, medical records, family history, observations, interviews, and the results of various psychological tests.

In the natural sciences case studies might involve in-depth studies of a particular animal or group of animals or some detailed investigation of a particular physical phenomenon.

Strengths

Case studies are particularly useful when researchers want to get a detailed contextual view of an individual's life or of a particular phenomenon.

In the social sciences they are often used to help understand the social and familial factors that might be part of the development of some form of deviant behavior in an individual.

Natural scientists might use this method to study a single animal or a single instance of some physical phenomenon.

Case studies are also useful when researchers cannot, for practical or ethical reasons, do experimental studies.

Limitations

First and foremost this is a descriptive method, not an explanatory one. That is, without the controlled conditions of the laboratory, conclusions about cause-and-effect relationships cannot be drawn. Behavior can only be described, not explained.

Case studies also involve only a single individual or just a few and therefore may not be representative of the general group or population.

In the social sciences case studies often rely on descriptive information provided by different people. This leaves room for important details to be left out. Also, much of the information collected is retrospective data, recollections of past events, and is therefore subject to the problems inherent to memory.

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APPENDIX-VI

POSSIBLE RESEARCH THEMES Research Themes Sub Themes (Some examples) 1. Civil Service District Service Pay and Pensions Efficiency and Discipline All Pakistan Services

Performance Evaluation System 2. Justice System Independence of the Judiciary Bench-Bar Relations Lower Judiciary Structure and Functioning Pay and Pensions 3. Police Public Safety Commissions History of Police Reforms Criminal Justice System Prosecution Service 4. Federalism/ National Integration 5. Economy 6. Democratic Development 7. Fiscal Management planning and budgeting •