HIGHER EDUCATION AND 18th AMENDMENT

 Education has traditionally been viewed as a means of preparing for life. It is a necessary component of development and societal change in order to meet our requirements. Higher education, in particular, is thought to be critical in preparing the next generation for socio-economic transformation. Through information sharing, it provides specialists to cater to the demands of commercial and public enterprises.

The 18th Amendment Act of 2010, which was passed by the National Assembly on April 8, 2011, made a number of amendments to Pakistan's 1973 Constitution. It changed 102 articles and transferred 47 subjects to the provinces' exclusive legislative and executive powers. One of the primary issues being transferred to the provincial responsibility is education. The concurrent legislative list, which included education as a shared federal-provincial legislative jurisdiction, has been removed, which will have a negative influence on education in general and higher education in particular.

Federal and provincial roles and challenges:

The federal government is left to deal with international treaties, education in federal territories, and inter-government coordination. The federal government has to abolish inter-provincial coordination e.g., inter-board committees and inter-provincial education ministerial which were a part of the federal ministry of education. The 18th Amendment redefines the role of provinces. Since its passage in April 2011, no concrete steps are being taken by the provinces, in particular the province of Baluchistan, to deal with the HE sector.

The curriculum and standard of education must be competitive at national/international levels. This would need experts, especially at the higher education level. New wings/sections have to be established for new responsibilities and new policies have to be approved by the cabinet or assembly e.g., Baluchistan does not have the compulsory Primary Education Legislation for implementing article 25-A (Free and compulsory education for children of ages 5-16 years). The province would require specialized arrangements to respond to the challenges confronting the HE sector. It must therefore have in place a provincial HEC or council in line with the HEC Ordinance of 2002 with clear composition, power, and functions to deal with the HE sector and its standards, and it must be an autonomous body. The legislative and administrative capacity of the provinces and the provision of funds could be a serious challenge. The provinces have to project the financial resources required for HE.

Impacts on Higher Education:

• The 18th Amendment Act will have a significant impact on the HE sector nationally and provincially. At the national level, no legal and legislative protection is given to the HEC as a federal unit. As per Article 38 devolved, HEC may not justify its position as a single body on HE.

• HE at the national level will face serious challenges on access, quality, relevance, and equity that hold fundamental positions promoting national cohesion. HEC will also face international challenges from international donor agencies on adopting economic and social change essential to education innovation at the institutional level. As devolution limits the HEC’s role in the provincial HE sector, it would also limit its role in cross borders/collaboration in sharing knowledge.

• The socio-economic development plan is very much connected with the country’s HE and science and technology programs. For instance, the HR requirements such as doctors, engineers, scientists, and economists have to be determined at the national level and so is the funding that comes from the federal government. Devolution will have a negative impact on the process of national socio-economic development provincially and federally.

The provinces need legislation for devolved subjects. There should also be specialized arrangements responding to challenges confronting the HE sector e.g., administrative and resource capacity. Policy and planning wings in the provincial education secretariat also need to be established. Besides, the development of autonomous bodies such as the HEC or councils is needed at the provincial level. Heads also need to be put together to come up with financial resources for HE.

Source: Dawn Article

SWOT ANALYSIS OF IBA

 SWOT ANALYSIS:

SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. A SWOT analysis is a framework to help assess and understand the internal and external forces that may create opportunities or risks for an organization.

Strengths and weaknesses are internal factors. They are characteristics of a business that give it a relative advantage (or disadvantage, respectively) over its competition. Opportunities and threats, on the other hand, are external factors. Opportunities are elements of the external environment that management can seize upon to improve business performance. Threats are elements of the external environment that may endanger an organization's competitive advantage(s), or even its ability to operate as a going concern (think regulatory issues or technological disruption).

SWOT analysis is a proven effective tool used for planning, brainstorming, and even decision-making. The tool works more effectively if you conduct it while bearing a specific question or objective in mind such as taking advantage of a new business opportunity, responding to new trends, implementing new technology, or dealing with a competitor’s change in operations. The SWOT analysis of the Institute of Business Administration(IBA)  below points out the strength, weaknesses, opportunities, and threats. Based on this analysis, you’d recognize what strategy in the short & long term should focus on in order to achieve organizational sustainability.

 

• STRENGTHS:

1. One of the top business institutes in Pakistan
2. Acclaimed and established MBA & BBA programs
3. Diverse academic program(BS,MS,PhD)
4. A prime choice among the recruiters in the industry
5. Wide and enriched alumni network
6. Highly trained staff
7. International recognition

• WEAKNESSES:

1. Infrastructure insufficiency
2. Weak research
3. More accreditations are yet to be attained
4. High fee structure

• OPPORTUNITIES:

1. The continuing demand for BBA and MBA graduates in the job market
2. Global outreach programs for both faculties and staff
3. Local and foreign collaboration for the creation of knowledge
4. Continuous up-gradation and revision of curriculum and teaching methods
5. More focus on research and innovation

• THREATS:

1. Mushrooming of business institutes in the country
2. Legislative instability and the curriculum in the education system
3. Teachers' and student's mobility
4. Leadership instability

PEF AND SDG'S

 SDG 4

The PEF firstly working on SDG no 4 quality education 

Mission statement of SDG 4

"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"

SDG 4 has ten targets which are measured by 11 indicators.

free primary and secondary education; equal access to quality pre-primary education; affordable technical, vocational and higher education; increased number of people with relevant skills for financial success; elimination of all discrimination in education; universal literacy and numeracy; and education for sustainable development and global citizenship. The three "means of achieving targets" are: build and upgrade inclusive and safe schools; expand higher education scholarships for developing countries; and increase the supply of qualified teachers in developing countries.

SDG 4 aims to provide children and young people with quality and easily accessible education plus other learning opportunities. One of its targets is to achieve universal literacy and numeracy. A major component in acquiring knowledge and valuable skills in the learning environment. Hence, the urgent need to build more educational facilities and also upgrade the present ones to provide safe, inclusive, and effective learning environments for all.

PEF provide education in urban slum remote areas and Areas where there is no schools and schools under performance Pakistan has the second largest population of out of school children in world this population make up of 22.8 million children being out of school in Pakistan who are between 5 and 16this also mean that 44 % of pollution of Pakistan is out of school

2.6 million student get free and quality education under PEF 

Foundation Assisted School under this program 3689 schools are providing free and quality education in Pakistan 

New school program under this program 2164 schools are providing free and quality education in Pakistan 

SDG 5

Secondly PEF is working on SDG no5 gender equality 

Mission statement

"Achieve gender equality and empower all women and girls"

Through the pledge to "Leave No One Behind", countries have committed to fast-track progress for those furthest behind, SDG 5 aims to grant women and girls equal rights, opportunities to live free without discrimination including workplace discrimination or any violence. This is to achieve gender equality and empower all women and girls.

The three "means of achieving" targets are: fostering equal rights to economic resources, property ownership and financial services for women; promoting empowerment of women through technology; and adopting, strengthening policies and enforcing legislation for gender equality

12 million girls are out of schools with only 13 % of girls reaching grade nine 

PEF providing free education to girls and boys with any gender discrimination for year 2021-22 Punjab allocated 1.0% of specific scheme exclusively aimed at reducing gender disparities under scope of SDG 4,and enhancing girl access to formal education 

With a population of over 100 million, Punjab has over 22 million children between the ages of 5 and 16 years. Of these an estimated 15% are out of school – most of whom are girls.

For the first time, the number of out-of-school boys (8pc) has surpassed the girls (6pc) by two per cent in the rural areas.“About six per cent girls and eight per cent boys are out of school in the rural districts of Punjab,” says Annual Status of Education Report (ASER) Punjab Rural 2021.

SDG 17

Mission statement

"Strengthen the means of implementation and revitalize the global partnership for sustainable development"

PEF running 3689 schools under FAS program and 2164 schools under NSP this all schools are working on public private partnership model

Education of Pakistan analysis, reports, SDG'S and MDG'S

 The education system was envisioned by the founding fathers as the driving force behind all national goals. It was decided in the first national education conference 1974 held at Karachi that the education system would work according to the national aspirations of Pakistan. The education system would be truly related to the needs of the people of Pakistan. The father of the nation Quaid-e- Azam Muhammad Ali Jinnah the main goal of the education system of Pakistan was to develop national character of Pakistani generation .This national character would contain high sense of responsibility, social integrity, selfless service to the nation and morality on the part of the people of Pakistan.

Education is an important part of the constitution in Pakistan. In 2010, the Pakistan Assembly overwhelmingly approved the 18th constitutional amendment, which rephrased article 37-B to make it gender-neutral. In the 1973 constitution, "State assumes the responsibility for eradicating illiteracy and providing free and compulsory education up to secondary level, as soon as possible” (Article 37-B, 1973 Cop). According to the constitution of Pakistan in pursuance of the right to education in Article 25-A: “The State shall provide compulsory & free education to all children of the age of five to sixteen years in such comportment as may be determined by law

The system of education includes all institutions that are involved in delivering formal education (public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students, physical infrastructure, resources and rules. The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384 students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and 80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are public institutes.

Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. A review of the education system of Pakistan suggests that there has been little change in Pakistan’s schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain endemic. The lowest budget has been awarded to the system of education since the establishment of Pakistan which has weakened the foundation of the quality in the education system. The education system, hence, has failed to raise the nation economically, politically and socially. After lapse of half a century years and adoption of more than 25 educational polices, still the education system has badly failed to take the nation out of the increasing economic, political and social quagmire

Education is the road to national development. It creates sense of responsibility among the people. On the basis of education people not only realize their duties but also know how to achieve their national, societal and individual rights. One of the goals of education is to enable the people by enhancing their general consciousness regarding their national and international position as global citizens. This realization creates an atmosphere of trust and cooperation in the society. Education promotes economic development and consequently people become prosperous and play their respective roles in the overall national development. Pakistan has expressed its commitment to promote education and literacy in the country by education policies at domestic level and getting involved into international commitments on education. In this regard national education policies are the visions which suggest strategies to increase literacy rate, capacity building, and enhance facilities in the schools and educational institutes. MDGs SDGS and EFA programs are global commitments of Pakistan for the promotion of literacy.

SDGS MDGS and education of Pakistan 

Pakistan has the second largest population of out of school children in the world this population makes up of 22.8 million children being out if school in Pakistan who are between the age of 5 and 16 this also means that 44 % of the population in this age group is out of schools 

To achieve Universal Primary Education (UPE) and by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16 year while dropout rate decreased. But the need for increasing enrolment of students remains high to achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and primary enrolment rate in Balochistan is 45%.

Promoting Gender Equality and Women Empowerment. It is aimed at eliminating gender disparity in primary and secondary education by 2005 and in all levels of education not later than 2015. There is a stark disparity between male and female literacy rates. The national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in Balochistan male 62% and female 23%.

For strengthening the role of education, various educational commissions were formed and committees were constituted. But it is ironical to see that the implementation has been very poor, Because of this the quality of education in the country has suffered badly instead of making progress. Another problem which has affected negatively the system is the widening gaps and distance between the educational institutions and community. Parental involvement in the education process is vital for ensuring the quality aspect.

 Vision 2030

Vision 2030 of Planning Commission of Pakistan looks for an academic environment which promotes the thinking mind. The goal under Vision 2030 is one curriculum and one national examination system under state responsibility. The strategies charted out to achieve the goal included:

(i)Increasing public expenditure on education and skills generation from 2.7% of GDP to 5% and 7% 

(ii)Re-introduce the technical and vocational stream in the last two years of secondary schools.

(iii)Gradually increase vocational and technical education numbers to 25-30% of all secondary enrolment to 50 per cent by 2030.

(iv)Enhance the scale and quality of education in general and the scale and quality of scientific/technical education in Pakistan in particular

Pakistan is not the only country which is facing challenges regarding promotion of literacy and meeting EFA and MDGs SDGs commitments. Education remains a subject which is paid least attention in the whole South Asian region. UNDP report 2014 suggests that there has been an improvement in other elements of human development such as life expectancy, per capita income and human development index value (in past 3 years); but there has been no progress in the number of schooling years. The expected average for years of schooling in 2010 was 10.6 years but the actual average of schooling remained 4.7 for all South Asian countries. In the year 2013 the expected average of number of years increased to 11.2 but the actual average of years of schooling of South Asian countries remained 4.7.  Regional cooperation mechanism can also be developed to promote literacy in South Asian region. Sharing success stories, making country-specific modifications and their implementation can generate positive results

Findings 

1. Political unstable circumstances were the main reasons due to educational policies failing. 2. Since independent educational policies were made, they were not fully implemented and failed to achieve objectives. 3. After the distribution of expenditure, it was not adequately compensated to ensure that school programs were not completely enforced. 4. in consideration with Facilities (buildings, furniture, dispensary, sporting facilities, etc.) Teaching, instructional resources. Curriculum exercises. AV supports, etc.) For secondary school education, education has not been spread uniformly throughout the country. 5. Budget allocation for education is not fulfilling the requirements of quality education. 

Recommendations

1. It is recommended that government budget allocation for education should be increased/enhanced. 2. It is recommended that educational institutes are free from political interference. 3. It is recommended that the government should implement the educational policies properly for the effective running of educational institutes. 4. It is recommended to the head of the institute that arrange the in-service training for the teachers. 5. It is recommended to curriculum developers design some social justice concepts in the curriculum of social and Pakistan studies.

The reforms required in the education system of Pakistan cannot be done by the government alone, public-private participation and a mix of formal as well as non-formal education can pull out majority of country’s population from illiteracy. Similarly, to make the youth of the country an asset, attention should also be paid to vocational and technical training.

Education policies of Pakistan

 In this era of science and technology, education is getting more significant place in the society as it is the only way to excel in global context so the planning of education should be updated and relevant to the needs of society, With the better promotion of education, the illiteracy rate and unemployment rate decline. Several reports examine Pakistan's education policy documents, such as five-year plans, reforms, programs, and programmes (Ali, 2017; Ashraf & Hafiza, 2016 Ahsan, 2003). The aims and objectives of educational policies were emphasized on the “character building‟ of the nation-state from the Islamic thoughts and viewpoint. Since Pakistan was established, both civilian and military governments have made efforts for educational policy planning. Several experiments have been undertaken to evaluate strategies, initiatives, projects, and services in order to assess educational outcomes and achievement. 

Since 1st educational conference 1947 to 2021 policies the emphasis was laid on free and compulsory education but Pakistan failed to achieve it yet because of the sincerity of the goal did not produce results, however. The literacy rate has remained constant over the first ten years of the life of the nation. At the same time Pakistan see the diversity in each policy e.g. Education policy 1970 emphasis on science and technology education, in 1972-80 nationalization of private institutions, in 1979 the main focus was on Islamic and spiritual education, Urdu as a medium of instruction, In 1992 Demand oriented curriculum was in focus, in 1998-2010 equal opportunities to higher education. Education Sector Reforms 2003 programme is built upon the long term vision of National Education Policy 1998-2010 and ten year perspective development plan 2001-11. During the 59 years since independence, efforts to increase enrolment and literacy were not rare. All policies were partially implemented due to financial and political constraints.

In the development procedure of quality of education, educational policies are plays a key element role (Schultz, 1961; Psacharopoulos & Woodhull, 1985). In the early 1960s, the World Bank has launched the program for developing countries through building human capital in order to decrease poverty & facilitate in improving the system of health, remove inequality from genders, enhance social equality, maintain peace with political stability through education. The link between education and policies are most of the time is directly connected between schools, colleges & universities

Educational Policies Education policy is at the center of the political agenda of governments. Ongoing global pressures have stressed the importance of education policy in relation to economic growth and social citizenship. Educational policy is made up of the prevailing values and government policies as well as the curriculum laws and regulations that regulate. Thus, policies on schooling will directly influence what people learn when they grow older. Training aids people in improving their potential and recognizing the opportunities and potential they have (Malik, 2015)

National Educational Policies of Pakistan Education was regarded as one of the most significant factors that led to the growth and development of the country, as evident in Congress' hosting of the first education conference in November 1947. The founder of Pakistan, Muhammad Ali Jinnah, said in his inaugural statement, which is elaborated as: "There is no doubt that the future of our state can and must depend heavily on the kind of education we provide to our children and the manner in which we make them a future people from Pakistan.” Since 1947, numerous education initiatives have been introduced to improve Pakistan's education system, but not a single program has been fully enforced and has not been accomplished; one of the significant factors is that the turbulent political condition of our country, where no single elected government has completed its term of office, has faced the challenges of martial law

Elementary Education in Pakistan  

Elementary education in any system of education occupies the pivotal position. The individual is provided training of the basic knowledge, skills and attitudes. For providing training the needs, problems, facilities and the psychological principals are kept in view for selecting the knowledge, skills and attitudes to be imparted to the students. Primary education should be co-education otherwise according to the local needs. Elementary education at the time of independence was of four years duration. In 1947 in the meeting of All Pakistan conference it was decided to make this duration from four to five years. 

Productivity of Education policies and Five year plans 

Unluckily the planning made for education policies did not become the part of our five year development plans. Periods of education policies and Five-year plan were quite different. Importance of education did not remain the same in different periods and governments. Importance of educational department varied as compared to other department. Rupees specified in budget did not motion to meet, demands and promises. After specification of money it was never fully paid, therefore the targets of educational policies and five-year plans were never achieved

The Pakistan Educational Conference 1947 

Since 1947, various educational programs have been placed in place to develop Pakistan's education system, but not a single program that has been completely adopted and not yet completed, one of the important reasons being that the volatile political situation in our region, where no single elected government has completed its term of office, has faced the challenges of martial law (Government of Pakistan,

Implementations National Education Policy 1970 

The circumstances in that period were not peaceful. In 1971, the country was divided into two, Pakistan and Bangladesh. During this, Government of Yahua Khan was dissolved. all the previous policies, financial crisis created serious obstacles in the implementation of this policy. In 1972, Zulfiqar Ali Bhutto came to rule. He rejected this policy and issued a new one so in this way this policy was not implemented

Implementations National Education policy 1972-80 

Most of the suggestions of this policy were political decision and were no based on research. Pak India war of 1971 created a serious financial crisis that was a serious obstacle in the implementation of this policy. In 1977 Zia-ul-Haq dissolved the government. Zia-ul-Haq issued another policy in 1978 and new teachers were recruited during the policy period. Professional subjects were tried to introduce. All the institutions were nationalized and equalization was promoted. Free elementary education for all did not match to the economy of the country. It is our bad luck that we simply announce the educational policy and did not plan to acquire desired results. It also happened with this policy; new schemes were introduced without feeling the economic crisis

Implementation National education policy 1978 

There is no discrimination in schooling for boys and girls. The same facilities should be provided for girls and boys around the country. Equal opportunities for all genders. The environment ensures that student’s opinions, voices, & ideas are valued and respected by their peers & instructor. Developing creative and innovative faculty through in service training. 

Funds are not enough for the implementation of policies. Government accepted the certificates of “Deeni Madaris”. Arabic teachers were appointed. Teaching of Holy Quran was made compulsory. Urdu was tried to adopt as medium instruction at elementary level 

Implementations National education Policy 1992 

1. Computer education was not introduced. 2. Targets of new elementary schools were not achieved. 3. The targets were set for 2002 but Nawaz Sharif Government was dissolved in 1998. Therefore required results were not achieved form this policy.

National Education Policy 1998-2010 

Freedom, democracy and civil rights have become the subject of attention on inequality and interpersonal causes that have diversified into inequity. Gender disparity is related to a lack of economic development. Indeed, there is a rising consensus among economists that women's education and empowerment are instrumental in achieving economic prosperity and addressing poverty.

The 21st century is referred to as the century of information technology so that technical and scientific understanding is expanding at a fast pace. Physical services, such as classrooms, labs, libraries, chairs, and appliances, are best provided in secondary schools.

National Education Policy 2009 

Equalize access to education by offering special services for girls & boys, underprivileged/marginalized communities & disadvantaged children adults alike. Promote the principles of goodwill, equality, and respect for human rights, universal brotherhood, understanding & coexistence. Standardize institutionalize teacher training arrangements, certification procedures & accreditation processes in acquiescence with the National Professional Standards for Teachers. Continuous Professional Development (CPD) programme for both non-formal and formal education teachers at secondary & all levels (NEP, 2009)

National Education Policy 2017-2025 

Ensure dignity and justice in secondary education for all girls. Pursuant to Article 25-A, it is the responsibility of the government to offer free and quality education to higher secondary schools. The government also guarantees equality & fairness in secondary education for all children with an internationally compatible curriculum, trained training tools for teachers and an appraisal framework. For the learning of pupils, instructional materials such as posters, audio-visual aids, maps, teaching kits, educational CDs, etc., have been given to schools and have ensured that they are used successfully to increase the standard of education. Establish a school atmosphere that promotes the physical, emotional and academic growth of children to become productive people able to contribute to society. A child-friendly school atmosphere was welcome for all students to study. Provide the requisite facilities, resources and infrastructure for comprehensive education at all stages of education in both public and private sector educational institutions. Continued career learning is a daily function related to the graduation and advancement of teachers

Single National Curriculum 2020-2021 

All children have a fair & equal opportunity to receive high-quality education & provide equity in education. Respecting the diversity of gender, religion, color, caste, creed & people with special needs in the local and global context. Focus on Values, Life Skills Based and Inclusive Education

Findings: 

1. Political unstable circumstances were the main reasons due to that plans and educational policies failed. 2. It is happened that five year plans and educational policies introduced without considering the economic crisis of the country as after war of 1965 and 1971, there were serious financial crisis in the country. 3. There is a need to change whole system to get maximum benefits. 4. Since independence educational policies and plans were made they were not fully implemented. 5. Govt. announced free education, which did not match the economy of the country. 6. Syllabus of elementary education did not fulfill the demands of Islam and modern world. 7. Time period of educational policies and plans was totally different. 8. Funds allocated in budget were not sufficient to meet the requirements of the plans. 9. After the allocation of expenditure it was not fully paid so that the five year plans and educational policies were not fully implemented. 10. It was promised to provide facilities in the education sector but it was merely a dream. 11. Political pressure on education sector his created a serious problem. 12. It has been observed that character building was not stressed in educational policies and five year plans. 13. Facilities (buildings, furniture, dispensary, equipment’s of sports and other teaching, learning material. Curriculum activities.) For elementary education were not equally distributed in our country. 14. Although women education was stressed but proper arrangements were not made for it. 15. Proper attention was not made seriously to raise literacy rate.

SDG'S and Pakistan

 Pakistan ranked 129 out of 165 country in a recent sustainable development goals SDG'S  index ranking the country saw moderate improvement in the goals for poverty health and well being water and sanitation decent work, peace and Justice partnerships but it stagnated on zero hunger quality education gender in equality Clean Energy innovation sustainable cities and community the UN in Pakistan has been Supporting Pakistan in various except of its endeavor to realise SDG'S  UN is contributing in technology and policies in Pakistan to achieve SDG'S  the Pakistan and UN in Pakistan signed the UN sustainable development Framework also known as one unit one Nation program Pakistan is affirmed it's commitment to the 2030 agenda for sustainable development by adopting SDG'S  as its own National development agenda through  national assembly resolution 2016 in Pakistan SDG'S  support unit have been established at federal and provisional level with planning institutions to guide SDG'S  implementation and monitoring progress. in 2018 the government designed and approved our national SDG'S  Framework that envisages our national vision to priorities and localise SDG'S  localised provincial SDG frame works are being formulated the focus of the government is on main streaming SDG'S  in Planning process ensuring through monitoring and reporting on SDG'S  insurance public financial allocation are aligned to SDG'S  and  alternate financing modalities are being explored and  to benefit from use of technology to accelerate progress towards SDG'S 

In global gender gap index Pakistan was ranked 153 in 2021 in Human Development Index Pakistan rank 154th in 2021 the 38% of Pakistan population living with multi dimensional poverty Pakistan has an estimate population of over 220 million in 2021 and growth rate of 1.95percent per year adding 5.28 million people per year to it is population it is projected to surpass indonesians in size around the year 2048

In education sector the quality of education and employability of school graduate is very low and the growing young population as little to no access to quality schooling, the literacy rate remain abysmal at 59% specially female literacy. Pakistan is also facing an Energy Crisis this is not a recent issue both domestic and industry users have suffered power shortage and blackout for years. in 2012, in Faisalabad the textile industry hub 68 unit went into closure resulting in 1 million unemployed labour and a loss of  billions annually between 2010 and 2013 hurting the sector that contribute 9.8% of total GDP at accounts for 39% of total employment Pakistan also has one of the highest rate of urbanization in South Asia urban area have expanded immensely between 1995 and 2015 the various Urban Sector convert 3016 hectares of agriculture land annually for urban use in Metropolitan Lahore and if this rate does not slow by 2030 all agriculture land at the fringes of cities will be urbanized beyond this challenges Pakistan has major water shortage it is rank 14th out of 150 countries at high raise of water crisis it is noted that 17 million people in Pakistan lack access to clean water at home and 70 million lack access to a decent toilet

despite growth in income inflation remain above 6% rising the cost of staples and even in the face of high unemployment rate of 16% amount the educated middle class in 2018 to 2019 and increase wealth inequality the world food program say that 21% of Pakistan population is malnourished 44% of children under 5 year old have stunted growth and 37% of population faces food in security despite Pakistan being a major producer of wheat and rice

The sustainable development report 2021 has released and hotly debate among policy circles Pakistan with an overall index score in 2021 of 57.7 means that the country is on average 57.7% on the way to the best possible outcomes across the 17 SDG'S  this score is 1.5% higher than the country score in 2020 Pakistan is categorised in the east and South Asia region that comprises 21 countries including China and Singapore pushing the regional score upward compare 220 Pakistan performance has increased by 3% in the region.despite the covid-19 Global push back Pakistan SDG Global rank is 129 in 2021 improved by 5 ranks 134 in 2020 compare to its neighbours Bangladesh ranks stayed at 109 during 2020 and 2021 India rank decline by 3 from 117 to 120 between 2020 and 2021

population with access to clean fuel and Technology for cooking SDG indicators 7.1.2 has been reported 43.3% in 2016 according to latest National data source the population with the access to clean fuel and Technology for cooking increase by 5.7%  2015– 2019 and stand at 47% in 2019 – 2020 according to the Pakistan Bureau of statics covid-19 specified survey (2020) 27.31 million working population was affected related to SDG 1no poverty and SDG2 no hunger and SDG 8 on decent work and economic growth 20.6 million people could not work during the first wave of pendemic. in 2020 6.7 million peoples income was declined 74% of the informal workers were affected the government came up with an 1.24 trillion stimulus package to boost over all economic situation as specially in the bid to reduce the impact of covid-19 on  poverty SDG1 hunger SDG 2 health SDG 3 and SDG 8 on decent work and economic growth

Pakistan like other developing countries faces huge fiscal challenges to meet SDG'S  this has been also acknowledge in the sustainability report 2021 according to an International Monetary Fund study 2021 on the costing of SDG'S  related to education health and physical capital electricity road  water and sanitation additional annual spending of about 60% of GDP will be required until 2030 from the public and private sector combined to help these SDG'S  

NPM

Public sector reform can defined in many ways but common element in defination of public sector reform are

• Deliberate planned change to public bureaucracies
• It's synonyms with innovation
• Improvement In public services efficiency and effectiveness are the intended outcome of the reform process 
• The urgency of reform is justified by the need to cope with the uncertainties and rapid changes taking place in the organizational environment

The public sector reform knows under the rubric of NPM were deliberate changes set in motion by newly elected neo conservation gov that were determined to change the public bureaucracy and remove what they saw as obstacles to efficient service delivery

NPM was first introduced by the Thatcher government in Britain but also in the United States and countries like Australia and new Zealand

NPM principle were also applied in many third world countries as a condition for loan set by the international financial institution many different type of reform measures have been group under the label of NPM

The transfer of private sector management principle to the public sector 

Introducing private sector management into the public sector has been referred to as the managerialism its stresses hand on professional management explicit standard and measures of performers managing by results and value for money it is offered referred to as the three Es of economy efficiency and effective. the focus on results reflect the criticism above that there was too much slack or waste in public sector instead of allocating money to the Agencies without consulting the actual services provided budgets where to be created on the basis of output for example the most student that graduate the more money to the school this is also called output budgeting another issue here is performance pay, public employees should be promoted and remunerated according to their performance rather than according to the number of year in office critical voice have argued that it is impossible to measure performance in public sector but the principle of performance Pay and output budgeting have sneaked into many Reform programs

Private sector management principle all so found their way into the Reform agenda of many third world government mainly because these principal had been adopted by economist in international financial institution such as the World Bank and International Monetary Fund

Privatization

Privatisation simply mean the selling or transfer of public sector enterprises to private ownership the underlining philosophy is that the privile sector can take care of many functions more efficiently than the state so privatisation aims at increasing efficiency reducing cost to consumer and reducing public sector expenditure Britain thatcher government was the four univer introducing for reaching privateisation program that result it in the privatization of nationally all amines the Postal Services the National Railway and other large on organisation

Another Miller version of privatization is the system of contracting out this means that the state remains the buyer of the services but the services itself is undertaken by a Private agency the state as purchaser the private sector as provider example of function that could be released aur contracted out to the Pravesh sector are garbage collection cleaning in Public School Universities and hospital and water supply scheme the more radical country such as the United Kingdom have contracted out services that that have traditionally been considered as the core of states such as prison services and security

Third world government also undertook privatisation which was often posited as a condition for acquiring loans from the IMF and the World Bank public sector enterprises in developing countries had open served as a way to provide patronage person whose political loyalty was important for appointed by the president as as a director of the Enterprise rather than person who were the best qualified through privatisation this means of patronage were removed between 1988 and 1993 for example over 2700 public enterprises in more than 60 developing countries what transfer to private ownership the poster communist country also launched comprehensive privateisation programs

Agnification

Agency vacation refer to the establishment of semi autonomous Agencies possible for operational management the keyn ocean is distance from the central department so there is freedom of manage this is Principal dried from the traditional modern idea of separating politics and session the logic is dead by operating these from political pressure it can be run more efficiently agnification mean that implementation become more distinct from policy making because the agency explicit t guidelines are to implement policy already decided by government

Competition

Another element in the new public and management is time exercising competition as an instrument to enhance efficiency introducing competition can be done through permittization were the state Monopoly is dismantle but it can also be done throw the introducing of quasi markets into the public sector 5 temple in health were citizen are allowed to shop for the best provided by the choosing prely among hospital and Prakriti nurse this can be done by supplying people with voucher that they can use whether they please for example in debate about racial integration of American school the introduction of school voucher have been suggest so that parents can choose where to spend education money the school allow them much greater choice then in current system where force Beijing of children in name of decoration have been much criticize