Baseline Research on Executive Education in Pakistan A study for Governance Institutes Network International (GINI) Dr Pervez Tahir Dr Nadia Saleem Ms Saima Bashir

Introduction Report analyzes the state of executive education courses/programs in Pakistan’s Public sector For-Profit private sector Non-Profit private sector

Key issues  Executives join the public service with the idea of limitless authority and subordinate to the whim and will of the rulers only.  The idea of an administration being an instrument for ensuring a civilized relationship between the citizens and the state is not embedded in the working of executives.  Officials not trained to deal with the changing roles.

Methodology  A survey was conducted in public sector and private sector institutions involved in executive education in Pakistan.  In the case of the Federal Government 24 training institutions engaged in training of civil servants of various cadres.  Another 24 training and skill enhancement institutions cater mainly to the corporate sector and other management professionals and the army.

Main Findings  Not many institutions which have a Curriculum Development Approach.  Most of the faculty visiting and without the perspective of training officials in view.  Quality of visiting faculty in training programmes not of high caliber.  No distinction between education and training.

Findings (contd.)  Government nominates trainees for various courses and institutions simply accept and train them.  Physical infrastructure in public sector training institutions was found to be good.  All training institutions reported government as their primary source of funding.

 All officers selected for public service have a certain level of education but lack training.  Training is in a flux because of the system is in a flux.  Training prepares for generalist pursuits: it can enrich the participants intellectually but it cannot change the attitude towards training.  Training fails to develop training circles and professional groups.  No priority sectors have been identified by the top level policy makers Findings (contd.)

 Training fails to win institutional pride and officers can’t relate themselves as better officers after completing the training.  Training institutions tend to confuse management with governance. Service delivery is not helped in this train of thought. Findings (contd.)

 There is little collaboration between the public or private sector training institutions and the industry.  Private sector training institutions also take public servants as their trainees, but their main intake comes from the corporate sector.

No formal training for legislators and media  Rule of law presumes existence of laws made by informed legislators.  But no training other than ad hoc orientation on matters of procedure  Nongovernment sector and donors are left to improvise for legislative training  No formal institution to train media persons

Gaps in training  Standardized national policy  Lack of soft skills  No bench mark  No mind training  Failure to relate governance with administration  Training fails to identify the strength and weaknesses of the officers  Failure to differentiate between administration and management  Computer literacy cannot help in developing policies  Lack of understanding of the system  Lack of problem solving techniques  Impact assessment of training on governance  No relation with future job and training  No effective monitoring  Comprehension and analytical ability

Conclusions  Training institutions tend to confuse management with governance.  Governance is supposed to be taught through an educational recipe, which is too much information and very little hands-on experience.  The system produces more knowing than doing executives. Service delivery is not helped in this train of thought.  The trainee-trainer relationship that exists fails to produce the desired outcome.  Production of public values, behavioural change and the consciousness that citizens have rights to be respected are missing.

 There is an emphasis on hierarchical control than observance of transparent rules of the game.  Executive education in private and public sectors can longer be driven by blanket views on efficiency and altruism.  The private sector training continues to struggle with social responsibility.  The baseline of executive education in Pakistan calls for continuing reform. Conclusions (Contd)

Recommendations  Education and training should be separated.  Education should be formal and in world class universities given at appropriate stage.  Training should be related to the effective ways of governing service delivery.  Training should follow a post-training posting plan.  Training must not ignore the obvious. An understanding of rules of business and procedures should not taken for granted.  Research methods, computer applications and courses doing the same under different names, do not serve the purpose they are intended for.

 Consideration should be given to expose public as well as private sector to the same training progrmmes. This mix will catalyze a better understanding of public value to the private sector and efficiency and productivity to the public sector.  Legislators too need training. Consideration should be given to setting up a separate parliamentary training institute.  Media has now enough resources to set up its own training institute. Organizations of proprietors, editors, and working journalists should be encouraged to pool their efforts in this direction.  Post-training impact should be monitored and evaluated in terms of measurable indicators. This will provide the presently missing feedback for future improvements. Recommendations (Contd)