INSTITUTE OF BUSINESS ADMINISTRATION (IBA):

 

Introduction:

The Institute of Business Administration (IBA), Karachi; is a public university in Karachi, Sindh, Pakistan.

IBA was accredited by the South Asian Quality Assurance System (SAQS) in 2011.

CFA University Partner and the first university in Pakistan to be granted that status by the CFA Institute.

 

History of IBA:

It was in 1955 the Institute of Public and Business Administration (IPBA) was established, making it one of the oldest business school outside North America. Initial technical support was provided by the world famous Wharton School of Finance, University of Pennsylvania. Soon after the University of Southern California set up various facilities at the Institute and several prominent American professors were assigned to the IBA. The course contents, the curriculum, the pedagogical tools and the assessment and testing methods were developed under the guidance of reputed scholars from these two institutions. IBA has zealously guarded the high standards and academic traditions it had inherited from Wharton and USC while adapting and adjusting them with the passage of time.

In 1956 a two-year MBA morning program commenced as a constituent unit of the University of Karachi. Faculty was hired in the department of Public and Business Administration, in collaboration with the University of Pennsylvania and assisted by United States International Corporation Administration, now USAID. In 1957, a two-year MBA evening program was launched to cater to the needs of numerous working executives and managers who were interested in furthering their careers through part-time business studies. It was in 1965 the faculty of IBA, Dhaka University and Kelley School of Business jointly developed the two-year MBA program for former East Pakistan. The first computer course, Electronic Data Processing was offered in 1966. After the complete construction of the Institute's two campuses, morning and evening classes commenced at the main campus in 1965, and at the city campus in 1967. In 1968 a two-year BBA program was introduced, followed by the launch of a three-year BBA (Hons.) program in 1982, which has now been upgraded to a four-year BBA program.

The Faculty of Computer Science was originally established as the Center for Computer Studies in 1983 with the collaboration of IBM, Pakistan. It initially offered a PGD in System Analysis along with a two-year MBA (MIS) program to overcome a shortage of software professionals in the country. It now offers BS (Computer Science), MS (Computer Science), and PhD programs. It was in 1989 the PGD (System Analysis) program was upgraded to a two-year MBA (MIS) program. At the start of a new decade, a two-year MBA (Banking) program was launched in collaboration with ANZ-Grindlays Bank. In 1993, two programs, a two-year MBA Executive and a three-year BBA Executive were started at the city campus. Till 1994, the University of Karachi awarded degrees to the graduates. In that year, the Sindh Assembly elevated the Institute's status to that of a degree-awarding institution.

In 1997, a three-year BBA (MIS) honors program was announced to cater to the increasing role of information technology in business. The MIS program was renamed to Management Information System and Sciences program in recognition of the fact that it covers both Information Systems and Computer Sciences. The PGD (Computer Science) evening program was offered to part-time students in 1998. In the same year, a three-year Bachelors in Computer Science (BCS) honors program was announced, along with a three-year BBA (MIS) program, and a three-year BS (Computer Science) program. At the start of the 21st century, in 2002, all undergraduate programs were upgraded to four-year degree programs. In the same year, Centre for Executive Education (CEE) was established. In 2004 the National Talent Hunt (NTHP) program was launched. In 2005 PhD's in CSE, MIS and ICT were offered.

In 2008, a two-year MS in Computer Science, Information technology and Software Engineering were offered along with a BS in Software Engineering and Information Technology. In the same year the four-year BCS degree title was renamed to BS Computer Science. In 2009, IBA introduced its first weekend Executive MBA Program (EMBA) of 2.5 years, focusing on the needs of the mid-career professionals, serving in the Corporate Sector, Banks and Government departments. The curriculum, methodology and course material have been developed in consultation with industry experts and lead resource persons. The Center for Computer Studies was renamed to Center for CS and MIS. In the same year, two MoU's were signed: a 10-year MoU was signed with Babson College, USA for setting up the IBA Center for Entrepreneurial Development (CED); and another with the CFA Institute.

The Center for CS and MIS was renamed to Faculty of Computer Science in 2010. M.S. (Economics) program was introduced, along with the Dean's List and Best Final Year Project awards. The use of Enterprise Resource Planning (ERP) was also implemented in the same year. The MBA curriculum was revamped in 2011, with the new program of study requiring a minimum of two years of relevant work experience. PhD (Economics) was launched in the course of that year. The IBA was awarded South Asia Quality Assurance Systems (SAQS) accreditation by AMDISA. The Departments of Mathematical Sciences, and Social Sciences and Liberal Arts were established marking the Institute to be more than a business school. During the same year, the IBA received membership of the European Foundation for Management Development. In 2012 the Learning Management System (LMS) was put into effect. A number of undergrad, grad post grad programs were launched, including a four-year BS Economics and Mathematics program, MS Mathematics, PhD Mathematics and MS programs leading to PhD. The Institute signed MoUs with the University of Malaya; the Indian School of Business (ISB), to promote executive education in Pakistan; and with the SP Jain Institute of Management and Research. The IBA was registered as an education provider of the Project Management Institute (PMI), USA. It was in 2012 the Institute's alumni crossed the 10,000 graduates mark.

The Institute offered four-year undergraduate programs in the Department of Social Sciences and Liberal Arts, and in the Department of Accounting and Finance. To facilitate student and faculty exchanges along with research collaborations, the IBA International Resource Center (IRC) was established. The Social Sciences and Liberal Arts Department set up the Ardeshir Cowasjee Center for Writing for students to explore creative avenues through prose. MoU's for the BS Accounting and Finance Program were signed with the Institute of Chartered Accountants of Pakistan (ICAP) and the Institute of Bankers Pakistan (IBP).  In 2014 Centre for Excellence in Journalism (CEJ-IBA) was established through an agreement between the IBA and the US State department. CEJ is a collaboration between the International Center for Journalists (ICFJ), the Institute of Business Administration (IBA), and the Medill School of Journalism at Northwestern University. In the same year, PhD in Computer Science was offered. Two more MoUs were signed for the BS Accounting and Finance Program with the Chartered Institute of Management Accountants (CIMA), and the Association of Chartered Certified Accountants (ACCA).

The Centre for Excellence in Islamic Finance (CEIF) was established in 2015 at the Aman Tower, city campus with the objective of providing a platform for discovery, enhancement and dissemination of knowledge in the field of Islamic Finance. It aims to be a world class Centre which, through education and research, carries on IBA's legacy of thought leadership in the Islamic Finance industry. PGD in Supply Chain Management, Human Resource Management and Healthcare Management was also introduced during the year.

In 2016 a MoU was signed with the International Centre for Education in Islamic Finance (INCEIF), Malaysia for cooperation with the IBA CEIF followed by the launch of a two-year MS in Islamic Banking and Finance program offered by the Center in 2017. 2018 saw a one-of-its-kind portal introduced by the Institute, the IBA Job Portal which was conceived and designed in-house by the ICT department in collaboration with the Career Development Center and the Alumni Department. This portal enables alumni and students to create their profiles and find jobs/internships, while employers can post vacancies and search profiles for hiring purposes. The job portal will be the most effective tool in streamlining the placement procedure and building a network of students, alumni and employers. The CEJ-IBA introduced the MS Journalism program in 2018. The same year saw the launch of BS Economics, along with an approval of the MS Management program by the Higher Education Commission.

 

Vision:

To be among the best learning institutions in Pakistan.

Mission:

To impart quality education in numerous educational fields to students selected on merit irrespective of ethnicity, gender, religion, or financial means.

To provide a teaching and learning environment that encourages critical thinking, ethical conduct and effective decision making.

To undertake original research that enriches teaching which benefits business, government and civil society.

Core Values:

Discipline - Discipline requires self-regulation and adherence to an established code of conduct. Discipline facilitates the smooth functioning of the institute and is essential for an IBA student.

Creativity – Creativity breeds innovation which is critical for an institution to expand its frontiers. IBA students are encouraged to generate new ideas to attain their goals.

Tolerance – Tolerance represents the ability and willingness to accept and coexist with other opinions and behaviors. Tolerance is an essential characteristic of successful individuals and societies.

Integrity – Integrity suggests the quality of being honest and having strong moral principles. Integrity is crucial to the reputation of individual students as well as that of the IBA.

Teamwork - Teamwork requires harmonizing individual effort to achieve a common goal. Without teamwork, individual efforts can be wasted and institutions can suffer.

 

 

According to Time’s Educations, IBA was ranked among the top 600 Asian universities. Institute of Business Administration (IBA) Karachi has established itself as the leading business institute of Pakistan. After putting your efforts for 13 years, one does deserve a healthy campus life where he can find new learning opportunities and feel like home every passing day, and where he can find friends like a family who can be their support system. We believe IBA is well known for providing quality campus life to its students. You may hear people talking about a lot of stuff not good at IBA, but you will hardly find anyone who will not be satisfied with IBA’s campus life.

Poverty: Worst Form of Violence

Syeda Mahnoor Ali (BS-6^th, GPP)

 Poverty is a worldwide issue as described by the SDG1 devised by the UN. It is like slow poison, a curse infiltrated in the world. When people strive for the basic necessities of life, when they never overcome the state of hunger, when the fear or stress of where and how the next meal is going to come never leaves them alone. The poorest or most vulnerable people are almost always at greatest risk from environmental damage, climate change and competition for resources. The effects of unsustainable population hit the poorest first and hardest. Poverty is usually self-explanatory. However, the World Bank defines it as ‘living on less than $1.90 per day from $1.25 per day’.

In Pakistan, 24.3% of the population lived below the national poverty line in 2015, the proportion of employed population below $1.90 purchasing power parity a day in 2019 was 1.3%. For every 1,000 babies born in Pakistan in 2019, 67 die before their 5th birthday. Using the lower-middle-income poverty rate ($3.2 per day), the World Bank calculated that Pakistan's poverty rate was 39.3 per cent in 2020-21, 39.2 per cent in 2021-22, and 37.9 per cent in 2022-23

Majority of the Pakistani citizens are unable to fulfil their basic needs due to poverty and lack of resources. Hence, this can be further explained by the Maslow's hierarchy of needs that is a theory of motivation which states that five categories of human needs dictate an individual's behavior. Those needs are physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. No one can fulfil his/her esteem and self-actualization needs if they haven’t passed through the safety and psychological needs.

We can look into six categories to further define poverty. Situational, when poverty is caused due to certain disasters, destructions or situations. Generational, when people suffer from poverty for more than two generations. Relative, when people the income or standard of living of one group of people is better than the others. Absolute, when the people don’t even have basic necessities of life and their only concern is going through one day at once. Urban, that occurs in urban areas while rural, that occurs in rural areas.

Illiteracy, gender inequality, unemployment, conflicts and wars, climate change and natural disasters, lack of access to pure and clean water, lack of sanitation, lack of reserves and infrastructure, limited capacity of government and overpopulation are very serious interrelated causes of poverty. Unbelievably drastic increase in population has caused unavailability of labor, employment, safe water, education, food and homes, ultimately resulting in rural to urban migrations that have caused existence of urban slums, filthy and unsafe drainage systems.

Pakistan being a developing country, has a better urban system than rural. Explaining why majority of the rural population comes to urban cities to find employment and better social facilities to improve their standards of living. Educational, medicinal, employment and recreational facilities are nearly absent in rural areas of Pakistan. Hence, motivating rural to urban migration.

The current population of Pakistan is 225,533,376 as of Tuesday, August 3, 2021, based on World meter elaboration of the latest United Nations data. It is affecting Karachi more than any part of Pakistan. The metro area population of Karachi in 2020 was 16,094,000, a 2.24% increase from 2019.

However, there are many other factors affecting population growth other than the migration mentioned above. High birth rate and low death rate play an important role in population growth as well, ultimately affecting the economy of Pakistan. The excessive amount of resources in accordance with the population is what makes a country developed, stable and advanced however Pakistan has more mouths to feed than the food it acquires.

Many contradictions regarding population growth and use of economy/ resources have been seen in history. Taking china for instance, Chinese leader Mao Xi Dong quotes that “it’s the people not the things that are decisive”. He believed that the economy will improve itself, if each and every person works hard and roots out selfishness from his heart to work for his country. However, one the other hand it can be seen that china itself implemented a one child policy which resulted in preventing 400 million births and a drastic increase in economy. Hence, we can deduce that over population or population expansion is an enormous issue all over the world and not only in Pakistan.

"My statement that ‘development is the best contraceptive’ became widely known and oft quoted. 20 years later I am inclined to reverse this, and my position now is that ‘contraception is the best development’.”

– Karan Singh, Indian politician

The society suffers a lot as a whole and not just one individual as there are increased crimes, increased diseases, poor living conditions, mental stress, child labor, antisocial or physic personalities of individuals. Committing crimes has become easier due to population expansion and anonymity along with the decline in peoples’ living standards. Not only in Pakistan but in all the third world countries, we come across this disturbing fact that the rich and affluent have lesser amount of children than the poor and lacking. Illiteracy has increased resulting in the downfall of societies and low economy of the country. The country stays underdeveloped and is unable to provide for the citizens and the cycle keeps moving in loops. If the situation stays same or worsens, it is not far away when the poor will rage a war against the rich.

Poverty, if not completely eradicated can still be controlled by proper education, proper employment, population control schemes, interest free loans, raising the minimum wage, shelter homes for poor, gender equality, women empowerment and most importantly proper administrative measure if Pakistan wants to improve its economy and enter the privilege of being a developed and powerful country. Both economic and humanitarian measures should be taken in account while dealing with the administration of a country.

STORY OF PAKISTAN RAILWAYS (PR): G&PP PUBLIC SECTOR REFORMS AND SOCIAL CHANGE STUDENTS VISIT TO PAKISTAN RAILWAYS AND IN DEPTH INTERVIEW OF RAILWAY SUPERIDENT

MEETING WITH RAILWAY SUPERINDENT ( Mr. Zareer )

 We are student of BS   public administration and governance 6th semester morning .The project is under the supervision of Dr. Athar , in this project we have been given the task to visit Railway sector .

Group Members 

SARA MALIK

YASIR HASSAN

SYED TAQI BUKHARI 

HAMZA BABAR 

ASFAND ABBASI

WE TOOK IN DEPTH INTERVIEW FROM RAILWAY SUPERIDENT :

We took in depth interview from railway superintendent Mr. Zareer . He welcome us open heartly . He is very humble person .We asked alot of questions from him and he answered all questions in detail .

Q : Is Pakistani railway in deficit or balanced ?

He answered that Pakistan passenger train is for welfare of the people and we all know that welfare program  is not for profit but he answered that our good train is generating profit and through that profit we manage all expense of railway.

Q :Is there opportunity for students of Public administration in Pakistan railway?

He answered that we don't directly appoint our staff we have concern departments which provide us required staff like engineering department , IT department , Finance department etc.

Q:Do you facilitate Special person ( disable persons ) as a passenger ?

He answered yes there is proper ramps for wheelchairs . He also told us that they provide 50 % concession to the disable persons . And also provide free ticket to the attendant with disable person.

Q: Do people use E tickets in railway ?

He answered that very less number of passenger use E ticketing because he told us that most of people who use railway are from backward areas and illeterate so they don't know how to use this service and they prefer manual ticketing.

Q:Reason of so many accidents of trains in Pakistan?

He answered that the railway lines are very long and it is also spread in the areas where our motor service and faculty is not present that is why it happens.

Q: Did you facilitate your staff in covid -19 financially?

Yes we gave full fledge salary to our employees .

He answered us in very polite manner . I must say that I have never ever experienced such a nice welcome in any government office  before. He also asked us for tea and welcome us in future also . He also shared his personal contact number with us to facilitate and information for railway .

Educational Policies of Pakistan & India since inception: A comparative analysis

 Educational policy is “an organized mental framework with the general goals, norms, and principles contained in the social philosophy of a given society” (Sikandar Hayat, 2000:37).

 After the separation of the subcontinent, there is no educational policy as at that time Pakistan was a newborn country. Education was considered one of the most important factors in the development of the new nation by its founders as visible in the first education conference held as early as November 1947 (3 months after the independence). The nation’s founder Muhammad Ali Jinnah in his inaugural address said:

“There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children and the way in which we bring them up as future citizens of Pakistan.”

Educational policies and plans will be put forward since then, but the results are not remarkable.

POLICY DOCUMENTS

1. Report of the Commission on National Education (1959)

2. The new Education Policy (March 1970)

3. The Educational Policy 1972 – 80

4. National Education Policy and implementation Program 1979

5. National Education Policy 1992

6. National Educational Policy 1998 – 2010

The Pakistan Educational Conference 1947:

The Pakistan Educational conference did emphasize the fair provision of education for all. There should be an Integration of spiritual and social education and physical training where secondary schools made a fair provision for all learners (Government of Pakistan, 1947).

 Commission on National Education 1959:

 The Commission on National Education was appointed by a resolution adopted by the government on 30"' December 1958. The main reason was that the existing system of education was not adequate to meet the requirements of the nation. It was inaugurated by President, Mohammad Ayub Khan on January 5, 1959.

 New Education Policy 1970:

The first formal education policy was formulated in 1970 which laid a stronger emphasis on improving the education system of the country. According to Aziz (1986), a special focus was placed on the improvement of the deteriorating quality of higher education in this policy.

 Education Policy 1972-80:

On December 16, 1971, East Pakistan seceded and became Bangladesh. When the people's s party came to power in Pakistan, Zulfiqar Ali Bhutto announced the education policy on March 29, 1972. In the National Education Policy 1972-1980, provision of free education up to classes IX and X from October 1974 was recommended. The more radical change was the nationalization of privately managed educational institutions.

National Education Policy and Implementation Program 1979:

In 1979 National Educational Conference was held for reviewing the education system and developed the following aims:

·         Fostering loyalty to Islam.

·         Creation of concept of Muslim Ummah.

·         Promotion of science and technical education.

·         Equal opportunities.

This policy was not implemented properly and failed due to a lack of planning and financial resources.

 National Education Policy 1992:

According to this, All students can gain competence, without exception or excuse, and schools must organize themselves to promote equitable learning for all students. The institute addresses how differences in race, language, income, skills, and gender, but no representation of gender inequality—a place of honors and recognition given to teachers in society. School leaders strive to create schools with equal access and equal support for all students & restructuring staff by assessing student progress through disaggregated data. Inclusive education practices of disability education further expand concepts to support learners from different groups with a wide range of requirements (NEP, 1992).

 National Education Policy 1998-2010:

The major objectives of this policy were as follows;

1.       To make the Quranic principles and Islamic practices an integral part of the education system.

2.       To achieve universal primary education.

3.       To meet the basic educational needs of every individual.

4.       To expand basic education.

5.       To ensure equal opportunity for higher education.

6.       Laid emphasis on diversification.

7.       To make curriculum development a continuous process.

8.       To introduce in-service training programs for the betterment of education.

 Education Sector Reform 2001-2005:

This originated from the policy of 1998-2010 and focuses on the development of human resources. The major thrust areas of ESR are as follows:

1.       Promulgation of compulsory education.

2.       Free textbooks.

3.       Equal access to opportunities for learning.

4.       Improving all aspects of quality education.

5.       Introduction of new educational curricula.

6.       Development of training learning resources and materials.

7.       Offering incentives for the private sector.

8.       Introduction of computer course at all levels.

9.       Strengthening of research in higher education.

10.   Grant for affiliation of madras.

National Education Policy 2009:

Equalize access to education by offering special services for girls & boys, underprivileged/marginalized communities & disadvantaged children and adults alike. Where all are treated the same, cultivate a bias-free community where people benefit equally. Promote the principles of goodwill, equality, and respect for human rights, universal brotherhood, understanding & coexistence. Widen access to education for all and boost the standard of education. Standardize institutionalized teacher training arrangements, certification procedures & accreditation processes in acquiescence with the National Professional Standards for Teachers

Equity in education must also take into account not only fair access to education at a given level, but also the quality of the program, the training and assessment materials and procedures, the diverse forms of studying and the perceptions of experience, and all those that have the ability to do so. Where all are treated the same, cultivate a bias-free community where people benefit equally. Education equality must then take into account not only fair access to education to a given level but also the quality of curricula, training and assessment methods and procedures, diverse learning approaches and information views, and all those that have the ability to do this (NEP,2009).

In contrast, India has an excellent center of learning. India has the best educational system and research shows that India take interest in higher education policy since its independence. The Indian education system was functioning since the ancient age.

University Education Commission (1948):

 The first Commission to be appointed in independent India was the University Education Commission of 1948, under the chairmanship of Dr. S. Radhakrishnan. The Commission, which produced a comprehensive report, set for itself the task of not only reorienting the education system to face the challenges emerging from a long period of colonization but also to increase the country’s general prosperity, create an effective and functional democracy, and reduce socio-economic inequalities. Higher education for the next generations was envisaged as one of the principal aims of the education policy that the country was proposing to formulate. This Commission had aimed at creating universities that would provide knowledge and wisdom for the comprehensive development of the personality. It considered university education as a pivotal step toward a higher level of learning.

Secondary Education Commission (1952):

 The Secondary Education Commission was set up under the chairmanship of Dr. A. Lakshmanaswami Mudaliar in 1952. The Commission submitted its report to the Government in 1953. The report gave a broader view about the educational problems of Indians and proposed to increase the efficiency of production. The report of the Commission suggested diversification of high school courses and the establishment of multipurpose high schools. Another proposal was that of introducing a uniform pattern throughout India. Further, it also recommended the setting up of technical schools.

Indian Education Commission (1964-66):

 The Mudaliar Commission was followed by the appointment of the Indian Education Commission under the chairmanship of D. S. Kothari. Popularly known as the Kothari Commission, it was entrusted with the task of dealing with all aspects and sectors of education and advising the Government on the evolution of a National System of Education. It is in accordance with the recommendations of this Commission that the National Educational Policy of 1968 was formulated.

National Policy on Education (1968):

 In 1968 the Government of India had formulated the National Policy on Education, in response to the recommendations of the Kothari Commission The policy suggested the provision of compulsory education to children in the 6-14 years age group as proposed in the Indian Constitution. Further, it also recommended that regional languages must be encouraged for being used in secondary schools. The Commission was of the opinion that English had to be the medium of instruction in schools and it considered Hindi as the national language. The National Policy on Education also promoted the development of Sanskrit, which was the symbol of India’s cultural heritage. This policy recommended to the Government of India that 6 percent of the national income be spent on education.

Draft National Policy on Education (1979):

 The Draft National Policy on Education – 1979 proposed the development of an educational system that helped people not only to enhance their knowledge but also academic skills. It also called for building awareness of morals and ethics among students so that they can develop a good personality and become worthy citizens.

National Policy on Education (1986):

 The Government of India initiated the National Policy on Education in 1986. Its major objective was to provide education to all sections of society, with a particular focus on scheduled castes, scheduled tribes, other backward classes, and women, who were deprived of educational opportunities for centuries.

National Policy on Education (1992):

 The National Policy on Education – 1992 stressed on promotion of development and strengthening of national integration. The National Policy on Education (1992) emphasized the need for greater transformation of the Indian educational system, with a focus on quality enhancement. The policy also stressed developing moral values among students and bringing education closer to life.

The education for all Movement or Sarva Shiksha Abhiyan (SSA):

 It is a central government program aimed at universalizing elementary education in a time-bound manner. This program has been in operation since 2000-2001. However, its origin dates back to 1993-94, when the District Primary Education Programme (DPEP) was launched. It aimed at creating an ideal system of education that enabled individuals to develop and inculcate knowledge, create awareness of social and human values, and build a strong character.

Right to Education Act (2009):

 The Act came into existence on 1st April 2010 and since then India became one of the 135 countries to make education a fundamental right of every child. Further, this Act specifies that all private schools have to reserve 25% of seats for children of socially disadvantaged groups. It also laid down that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. For school dropouts, there is special training, given under this Act. Since education is a concurrent issue in the Indian Constitution, the responsibilities of the implementation of this Act have been distributed among the center, state, and local governmental bodies. The central government bears 70 percent of the expenses of the implementation of this Act and 30 percent is provided by the state government.

Concluding Remarks:

Pakistan prepared a report in1959 on the recommendations of the National Education Commission and three national education policies of Pakistan was published in the years 1970, 1972-1980, and 1979, while India did not formulate a new education policy only revision of the existing policy was done by the Government officials. In Pakistan, three education policies were published in 1992, 1998, and 2009, while India revised the policy in 1986 and amended it in 1992. So far, its policy did not change till now.

Group Members:

Ayesha Abbasi, Arbaz Khan, Barkha Khan, Bilal Akram

Bs-PA&G-06(M)

National university of modern languages Islamabad

Our Group First Visit To Pakistan Railway Saddar Station Rawalpindi

We are Students of the National University of Modern Languages Islamabad (NUML) studying in the Department Governance and Public policy 6^th semester. This Project is under the supervision of Dr. Athar Rashid Assistant Professor Subject Public Sector Reforms and Social Change, in this project we have been given the task to visit different Government and private institutions related to Pakistan Railway and Aviation Sector  to collect some data and identify the Recent Reforms taken so far and future plans to improve the Pakistan Railway and Aviation Sector for Good Governance As a citizen of Pakistan it's our sole Responsibility to work with zeal and commitment for the progress of our Country

Our Objectives

Aware the citizens of Pakistan how they can participate to improve any institution, Awareness about citizen participation, Highlight issues of peoples.

Group Members

·         Yasir Hassan

·         Syed Muhammad Taqi Bukhari

·         Sara Malik

·         Hamza babar

·         Asfand Abbasi

First visit  Of Our Group was to Pakistan Railway station sadar Rawalpindi

 

History of Pakistan railway station sadar Rawapindi

This railway station in Rawalpindi was constructed in 1881 during the British rule as part of the Punjab Northern State Railway. The British had laid the train tracks in Rawalpindi to connect Lahore with Peshawar, two of the most important trade centres in the sub-continent. In 1886, the Punjab Northern State Railway was merged with other railway networks to form the North Western State Railway. 

Since its construction, this train station has been used by national and foreign leaders. In 1919, Afghan King Amanullah Khan also used this railway station when travelling from Landi Kotal to meet with the British viceroy and sign a treaty between the colonial forces and Afghanistan.

Following the independence of Pakistan in 1947, the railway station in Rawalpindi became a part of Pakistan Railways. In 1965, Fatima Jinnah’s Freedom Special train also stopped in the city during her historic election campaign. The first Prime Minister of Pakistan Liaquat Ali Khan, former President Ayub Khan, and former Prime Minister Zulfikar Ali Bhutto have all arrived and departed from this station in the past. In 1989, former Prime Minister Benazir Bhutto also used Rawalpindi Railway Station when she led a train rally from Karachi to twin cities for her election campaign.

FEATURES OF RAWALPINDI RAILWAY STATION

The main building of Rawalpindi Railway Station consists of three parts: freight section, passenger rooms, and main offices. The Railways Club building and the police station are located adjacent to the main building. The building has three separate gates meant for regular passengers, goods, and VVIP passengers. 

The grand clock and the steam engine installed in front of the main building are among the most noteworthy features of Rawalpindi Railway Station.

The station has five platforms that are connected by pedestrian bridges made from wood and steel. Meanwhile, the main building is dotted with small tea shops, snack bars, and bookstalls. The other facilities at Rawalpindi Railway Station include waiting rooms, bathrooms, water coolers, and restrooms that can be rented for a day by passengers travelling to the northern areas.

 

Rawalpindi Railway Station Address: Station Road, Saddar, Rawalpindi.

 

 

Our First Visit to Pakistan railway saddar station included the following activities

·       Filling Passengers Satisfaction Level survey forms

·       Taking interview from passengers

·       Taking interview from the private business owners ( shops, cafes etc)

·       Taking interview from koils

·       Taking interview from the top officials

These activities were included in our first visit to Rawalpindi Railway station

Let me tell you the details of every activity one by one,

·       Filling Passengers Satisfaction Level survey forms

To collect primary data we made a passengers satisfaction level survey form which is as below,

 

Rawalpindi Railway Station Passenger’s survey Form

Objective of Survey Form

Through this survey, we will check the satisfaction level of passengers. Also get the reviews of passengers about Pakistan Railway Services Delivery. 

This was the survey form which was to be filled by the passengers,

We collected data from,

 

·       Students

·       Employees

·       Women’s

·       Disables

·       Private business mans

·       Railway staffs

·       Koli

·       Illiterate  persons

 

 

Some of the surveys are as below,

 

 

 

He is a university student and he is 25 year old answering to the Question he said

“ I am completely satisfied by the service delivery of Pakistan railway and I notice Pakistan railway is improving their service delivery”

 

 

 

He is working in a company  and he travels often  by train answering to our questions he said

“ I am satisfied the service of Pakistan railway. They are trying their best to facilitate the passengers but it is also our responsibility to  cooperate with them because it is our property we have to take care of these public property”

 

we also taken an interview from the private business man who have shops in the railway station Rawalpindi to answering to our questions the shopkeeper said

“ I am paying 35,000 per month as far as the service delivery of Pakistan railway is concern they are providing all the facilities which a railway station must have in”

Answering to a question related to business in covid – 19 he said

“ during covid-19 I faced many issues the railway  stations were closed due to lockdown but the government do not facilitate us or supported financially”

 

We also taken an interview from a disable lady answering to our above questionnaire she said

“ yes I am also satisfied with the service delivery of Pakistan railway they are facilitating the disables and I am completely satisfied with their service I travel by train once in a month”

 

We also taken an interview from a koli who is working in the railway station

Answering to the question he also tells us that he is also satisfied from the service delivery of railway

 

Conclusion of our first visit to Pakistan railway station saddar Rawalpindi

“ After conducting surveys from the passengers and the staffs, private businessman’s we came at the conclusion that 90% of the  passenger’s were satisfied from the services Delivery of Pakistan railway and the passenger’s are appreciating  the work of the staff and their behavior  toward the passenger’s”