The Changing Face of Public Management

There will be absolutely changed conditions under which public managers will operate in the future, some of the areas of knowledge, skills, and attitudes that they will be required to possess, and some of the pathways public managers might explore in order to move toward the future.

There will be an extraordinary explosion of new knowledge and technological innovations, especially in the areas of information sciences, genetics, materials, instrumentation, automation, and space. Our public managers will wade into an age of extraordinary technological change and have to accommodate themselves and the institutions to dramatically different bodies of knowledge and technological innovations.

They will not only have to cope with and employ their expanded knowledge and technological capacity, they will have to learn to use this knowledge and technological capacity for the benefit of society. In the technological world of the future, there will be even greater temptations for them to be captured by technology, to fall prey to “technological imperative,” and to allow rational technical interests to supercede human concerns and those of values. Finding ways of employing advanced technologies so as to enhance rather than restrict their capacity for leadership, creativity, and personal responsibility will be a serious challenge.

In the future, knowledge and information will prevail. And if information is power, then those who have information will indeed have power. But who will have information? Information will be increasingly centralized and controlled and marketed through traditional economic and political processes. It will be widely distributed throughout society, so that increasing rather than decreasing numbers of people will have information and in turn have power. Such a possibility will lead to “the twilight of hierarchy,” to be inevitable.

Combining these issues, we can safely predict that the knowledge or information that our public managers will be able to access will be tremendous, to the point that the quantity of information will no longer be the most important issue. Rather the key question will be how to organize this information for human purposes. This means that public administration will have to learn to organize information in a fashion that will facilitate the pursuit of important public purposes. The great challenge will be to organize information so that we can enhance the process of democratic decision-making, of consensus building, and of dialogue and deliberation.

There’s no question that we will have the capacity to organize information for dramatic new public purposes, to restructure our structures of governance in dramatic ways. But what will our choices be? Imagine a computer in Islamabad that could reach out into every home, so that on any occasion that a major policy decision was required, an appropriate message could go out to all the citizens and their answers could guide public policy - a process that would approximate pure democracy.

The globalization of society is obvious today, though in twenty-five years or so, we may experience trans-globalization or beyond, as the frontiers of the oceans and space are extended even further. Already we are thinking more in global terms. However, our managers are still thinking in terms of traditional institutions operating in a new global context. They are not yet asking how they reconfigure businesses and governments so as to carry out a global vision. How do they encourage businesses and governments to assume global responsibilities rather than those defined in terms of one’s own self interest? For example, how can Pakistan move toward sustainable development and environmental justice on a global basis?

One obvious casualty of the global age may be the nation-state, replaced not necessarily by a new global or interplanetary federation but possibly by new forms of governance far beyond those we can imagine today.

In future our public administration should know the importance of “responsibilities” rather than “functions” of government. While a large part of the current worldwide debate over privatization or outsourcing speaks to the question of which “functions” belong where, the new debate will necessarily focus on public responsibilities and speak in a language of ethics, citizenship and the public interest.

In reinvented government or the new public management, customers shall replace citizens - or, to put it differently, the integrative role of citizenship has been reduced to the narrow self-interest of customership - in government as in business.

Indeed, we think the job of all public managers will increasingly be more than directing or managing our public organizations. It will be not merely “steering” or “rowing” but “building the boat.” The new public manager will construct networks of varied interests that can work effectively to solve public problems. In doing so, it will be the job of the public administrator to promote pluralism, to create opportunities for constructive dissent, to preserve that which is distinctive about individuals and groups, and to provide an opportunity for diverse groups to share in establishing future directions for the community. The administrator will play a substantial role in diminishing polarization, teaching diversity and respect, building coalitions, resolving disputes, negotiating and mediating. The work of the top public managers will thus be - to build community.

There are two broad areas that public managers will need to explore in order to fashion a response to the trends. These emerging trends will turn public management both “inside-out” and “upside-down.” Public management will be turned “inside-out” as the largely internal focus of management in the past is replaced by an external focus, specifically a focus on citizens and citizenship. Public management will be turned “upside-down” as the traditional top-down orientation of the field is replaced - not necessarily by a bottom-up approach, but by a system of shared leadership.

In the past public administration has been largely focused on what happens within the public bureaucracy. The future will require that it dramatically refocus its attention on the world outside, particularly the world of citizens and citizenship. Asif J. Mir, Organizational Transformation

Seeking new Pastures in Education

The state of education in Pakistan is depressing. Today we cannot compete even with third-rate countries in standard indicators of academic achievement. Weak curricula and discipline have guaranteed educational failure for tens of millions of our children. The nation should therefore look to itself and conclude that something must be done.

We are perhaps after increasing the number of educational institutions and ignoring the future of education, which is about the demise of the classroom-based teacher, and an information technology lead revolution in schools, colleges and universities.

For meeting our future economic needs, we must not lose sight of the fact that education is a process, not a commodity. It benefits the individual, and society as a whole, in all sorts of ways that are not necessarily quantifiable in terms of our national balance sheet.

Developed societies use teachers not as objects, but engines of education reform. Contrarily, our policymakers use them not as engines but tail cabins. Thus teachers are not involved in policy process for education. We need to see teachers as custodians of intellectual and cultural tradition, not servants of a government mission.

The report of the Pakistan Task Force on Improvement of Higher Education estimates that 18 million people are in the age between 17 to 23 years, eligible for tertiary education. Out of them, only 475,000 (or about 2.6%) are actually enrolled in higher education institutions. This proportion is among the lowest in the world: India (in 1990) had a tertiary enrolment ratio of 6.2%, while Iran (in 1994) had 12.7%. This is pathetic. It asks for direction and relevancy of higher education research.

Higher education in Turkey is worth talking about. The average annual growth rate of students in higher education in Turkey during the period 1980-85 was one of the highest in the world: 14.1% as compared to 7.8%in Canada, 5.0% in the UK, 1.4% in Italy, 0.2% in the US, -0.2% in Hungary, and -5.3% in Poland. The number of students enrolled in engineering is high: 18.33 %of the total enrollment as compared to 8.20 %in Italy, 7.90 %in Austria, and 3.29 %in France. In the area of higher education, can we seek some route from Turkey’s experience?

People need more education than ever before, and distance learning—connecting cable and classroom—offers a way to meet that need. Internet delivers course material to homes or offices. Discussions, assignments and exams are being done online. Some of these are courses offered by traditional universities, of which the University of Phoenix is the largest, some by accredited virtual universities with no on-campus instruction and some by unaccredited institutions. For many students, however, especially those with full-time jobs or those far from campuses, the savings in commuting and the flexibility to make their own schedules make the total cost less than that of alternatives.

The concept of virtual university is not a bad idea, which Pakistan must adopt at a large scale. It can distribute cheap Internet access and classroom content to modular learning kiosks in several thousand villages. Distributing several thousand simple, mass-produced kiosks might be less expensive than creating even one old-style university campus.

Pakistan has recently allocated resources greater than ever before. Nonetheless, it didn’t fully utilize even what paltry had been allocated earlier. Owing to intricate bureaucratic labyrinth drawing money is like pulling teeth. Consequently, the trend of spending in Pakistan is far less than the allocated money in all eight plans. There are around twenty-two steps to draw the allocated money. For survival in the new world, Pakistan has got to adopt new ways of governance.

South Korea offers an interesting paradigm in modern history. Most observers agree that it's spectacular progress in modernization and economic growth since the Korean War is largely attributed to the willingness of individuals to invest a large amount of resources in education.

Korea's liberation from Japan marked a turning point in the history of education. As the country underwent a transition from totalitarian rule to democracy, a primary concern was to provide everybody with equal educational opportunities. The period from 1945 to 1970 witnessed a dramatic expansion of education. In spite of the widespread destruction and economic suffering brought about by the Korean War (1950-1953), Korea succeeded in virtually eliminating illiteracy. Such a rapid expansion was naturally accompanied by problems, the most serious being deterioration in the quality of education. As the 1960s drew to a close, Korea's educators turned their attention to these problems and several projects were launched to improve the curricula and the methods of instruction

Although only primary school was compulsory in Korea, proportion of age-groups of children and young people enrolled in primary, secondary, and tertiary level schools were equivalent to those found in industrialized countries, including Japan. The percentage of students going on to optional middle school the same year was more than 99 percent. Approximately 34 percent, one of the world's highest rates of secondary-school graduates attended institutions of higher education in 1987, a rate similar to Japan's (about 30 percent) and exceeding Britain's (20 percent). The number of students in higher education had risen from 100,000 in 1960 to 1.3 million in 1987, and the proportion of college-age students in higher education institutions was second only to the United States.

Can Pakistan learn from the South Korean experience that explains the important role of education in its evolution from one of the world's poorest countries 50 years ago eating dogs to fuel the stomach, into a major economic success today?

A serious look at the state of the world raises a question regarding the thought process of Pakistan’s decision makers. Years of traditional education are no guarantee of a mature intellect. Entrenched mentalities need to change or institutions will continue to play the same old games and repeat the same old tunes. Schools of the future have an opportunity and responsibility to change the tune. Asif J. Mir Organizational Transformation

Women in Leadership Roles and Nay-sayers

This is an era for women in Pakistan to create history. It started with Mohtarma Benazir Bhutto to not just become the first women head of government of Pakistan but also the first woman prime minister of Muslim World. Treading on the heels of Benazir Bhutto, six more Muslim head of states were produced comprising Mame Madior Boye of Senegal, Tansu Ciller of Turkey, Kaqusha Jashari of Kosovo, Megawati Sukarnoputri of Indonesia and Khaleda Zia and Sheikh Hasina Wajed of Bangladesh.

Then we heard about Dr Shamshad Akhter becoming the first woman governor of State Bank of Pakistan. Yet another history was written when Pakistan’s premier business association, The Overseas Chamber of Commerce & Industry, appointed its first ever women CEO Unjela Siddiqi, followed by the appointment of Jehan Ara, the first paid CEO of Pakistan Software Houses Association. Last but not the least, Mrs. Nasrin Haq has become the first woman to head Karachi Port Trust as Chairperson. The story about installing women in high-powered decision making positions thus goes on and on. It appears as if Pakistan has become conscious of the power of women and hence bringing the female talent to the fore to head various institutions of significance.

Although the recent history of most Muslim countries points to a poor track record in engaging women as productive contributors to their economic and social prosperity, some recent trends point to a positive shift. Some leading women executives serve as role models and inspiration including Guler Sabanci, Chairman, Sabanci Holding (Turkey), Nahed Taher, Founder and Chief Executive, Maha Al-Ghunaim, Founder, Vice Chairman and Managing Director, Global Investment House (Kuwait), Lubna Olayan, Chief Executive, Olayan Financing (Saudi Arabia.), Sheikha Lubna Al Qasimi, UAE Minister of Economy and Planning, and Chief Executive Officer of Tejari (an online B2B marketplace).

Pakistan is widely recognized that although female participation in the paid labor force is increasing, it is still at a low level. According to Federal Bureau of Statistics, Pakistan’s labor force survey, only 0.3% employers are female.

Notwithstanding the huge women population in Pakistan with a flagrantly paltry female workforce, we are indeed changing—from the notion that women got married, had children and stayed home. Still we have a long way to go to ensure the best talent makes it into leadership positions. Women in leadership roles continue to be an important topic for top professionals and women themselves. Not just a matter of fairness - it makes good business sense to retain and promote the best talent, irrespective of gender.

Through and through in a male dominated society like Pakistan, for women acquiring leadership roles, is like a hard nut to crack. Such women, who acquire top slots in organizations, have to confront a perfervid repugnance from male peers. Despite Mrs. Nasrin Haq represents an acronym of extraordinary academic credentials and well practiced knowledge in road, rail and sea transportation, a campaign of vilification and contempt has been launched against her.

Verily, Nasrin Haq must be confident in her leadership abilities, not letting nay-sayers stand in her way. She can take the lead from Fran Keeth, the CEO of Shell Chemical, who faced incredible resistance from executive officers at her company, but she just kept doing the best job she could, and doing it with a smile. It took her some doing to get herself accepted and earn her spurs. She eventually became accepted.

Women leadership can also learn from Carleton Fiorina who was chairperson of HP—world’s second-largest computer maker. With close to $50 billion in annual revenue, it's one of the 20 largest companies in the world. Carleton Fiorina was crowned the most powerful woman in American business by Fortune magazine. She also played a critical role in the spin-off of Lucent Technologies Inc. in 1996. Taking over at HP in 1999, she was thought by all to be the one who would rescue the faltering computer giant—and she gracefully did it.

Nasrin Haq needs to break down the glass ceiling right through using leadership skills that have taken her to the very top of the KPT. Indeed women such as Nasrin Haq have beaten the odds by delivering above average results, their industry knowledge and superior leadership abilities.

The critics of Nasrin Haq should get to know that full participation of women in decision-making processes has been recognized as a human right in international human rights conventions and global policy frameworks and as critical for the achievement of gender equality.

The outcome of the Fourth World Conference on Women in 1995, the Beijing Platform for Action, considered the inequality between men and women in the sharing of power and decision-making at all levels as one of the critical areas of concern for the empowerment of women. It also noted that women's equal participation in decision-making is not only a precondition for justice or democracy but is also a necessary condition for ensuring that women's interests and rights are taken into account. Without the active participation of women and the incorporation of gender perspectives at all levels of decision-making, the goals of equality, development and peace cannot be achieved.

In the 2005 World Summit, Member States reaffirmed that the full and effective implementation of the goals and objectives of the Beijing Declaration and Platform for Action was an essential contribution to achieving the internationally agreed development goals, including the Millennium Development Goals. To put this commitment into practice will require that women have equal opportunities to participate fully in all decision-making processes.

The dilemmas faced by women in terms of assuming leadership roles, climbing the corporate ladder and contributing to decision-making processes in the organization are, anchored in the socio-cultural context as well as in the maps and definitions they carry from the past.

Despite their comparable qualifications, however, female managers are not entering the highest leadership positions at the same rate as their male counterparts. At the start of the 1990s, only five of the Fortune 500 industrial and service companies had female CEOs, and of the highest paid officers and directors of the 1,300 largest industrial and service companies, women made up less than 0.5%. The numbers have improved, but another survey found only 11% of Fortune 500 board members were women. These statistics raise the question of why women have encountered limited access to senior leadership roles. Perceptions, rather than reality, may be the answer.

Just as successful managers are defined in masculine terms, perceived leader effectiveness is also associated with male characteristics. Masculinity in male and female leaders is perceived by all subordinates as effective, whereas female leaders displaying feminine characteristics are not seen as effective. Especially in cases where they occupy highly male-dominated leadership roles, women are vulnerable to “prejudiced evaluations and lowered effectiveness.” In leadership positions that are rarely held by women, and that perhaps as a result become strongly associated with male characteristics, women may need to display masculine characteristics to be seen as effective. In fact, current advice to women adopts this strategy. Women need to be assertive. Men in the business world often misjudge women's behavior style ... as an in ability to lead.

We recognize that women leaders in the public sector face the same challenges as their counterparts in the private sector in terms of breaking through the class ceiling. The limited career opportunities is an issue, the constraint of traditional gender roles is another.

In keeping with the quote of Dr. Shamshad Akhter, “Even in traditional societies, the widening of women’s horizons and the promotion of their confidence and social awareness can facilitate women’s involvement in community affairs and even in the leadership of their communities.” She also said, “Don’t just promote women for the sake of promoting women. Promote competent professionals. By design you will promote women who have contributed substantially to the good work.” Dr. Shamshad Akhter has always moved up through merit and being a female did not really help her to get to the giddy heights of glory, for she probably deserved them by virtue of her commitment and hard work.

The challenges to increasing female participation in mainstream economic activity, and the creation of leadership within women entrepreneurs, are manifold. These challenges range from social taboos; conservative lobbies; lack of access to education, information, and finance to discriminatory behaviors by male counterparts, severely inhibiting the ability of women to develop leadership skills and to participate in the policymaking process. Yet another complexity is the non-existent gender focused institutions such as women chambers, which generally act as facilitators in networking, mentorship, and learning opportunities.

The corporate sector of Pakistan stands to benefit from these trends in increasing and improving their productivity as well as applying diversity in their capabilities. In more conservative societies, entrepreneurs stand to gain by engaging women in a culturally sensitive way and leveraging technologies such as the internet to enhance their participation in the economy and society at large.

The Government also needs to recognize the key role women can play in communities and society at large. We want to see more women in key decision-making positions. This is crucial if we are to ensure we have policies that deliver for women. (www.asifjmir.com)

The Evolution to Academic Excellence

In 21st century there is a need to develop a new entity in higher education - one that educates and develops graduates for meeting the challenges of this century. Such an institution must emphasize the creation and development of knowledge into practical, sustainable solutions to today's problems, and the commercialization of those solutions to create wealth. This must be done within a learning community that emphasizes communication and teaming skills leading to creative problem solving and within an environment that emphasizes a sound appreciation of humanity’s ethical and moral principles. Anthony G. Collins, President of Clarkson University, has expressed this in: “The Evolution to Academic Excellence.”

He asserts that with the advent of the industrial revolution during the nineteenth century, some liberal arts institutions added faculties that supported economic growth and spurred business development. At the same time, technological institutes sprang into action to create manufacturing professionals and some colleges even specialized in the art of business itself. After WWII a new emphasis began to emerge on research - the creation of scientific knowledge.

Those who have a vision to track the process of economic development – the connection of science to engineering to business coupled with liberal arts to provide the humanistic elements are best suited to create this type of institution. Ideally this type of institution would have engineering at the core of its being and value interdisciplinary activity rather than a culture that wants to retain disciplinary purity. The very interdisciplinary intellectual capacity and fundamental mathematics and sciences needed for engineering, technology and business degrees create the academic institution of the future.

General Francis Walker, President of Massachusetts Institute of Technology once said: “In the present stage of social and industrial change, change almost bewildering in the rapidity of its movement and in the extent of the field over which it is taking place, it is most reasonable to believe that great gaps exist between the public needs and the supply of those needs by the existing institutions of learning. As a result of their freedom from obligation to the general system of education, they not only will be at liberty, but they will be strongly impelled to search out those real needs of the people in the matter of education which are at present unsupplied. It is essential to this function that they should remain in a state of flux; open to all impressions; mobile under all influences; not too soon assuming that they have found their ultimate resting place and have taken on their distinctive character.”

The mission of the institution has to be of graduating and developing students who lead and practice technology. Our focus must be on this “product.” While we must recognize the influence of nanotechnology, we have to fully grasp that “technology” and also the engineering to embrace a new knowledge-age definition that includes biotechnology and info-technology. We have to broaden our vision of technology to include contributions from the life sciences, to embrace the vitality of new disciplines within engineering, and to appreciate how businesses operate with the sophistication of integrated technology systems.

We have not recognized the dramatic changes in demographics - the changing fraction of underrepresented individuals, the geographic shifts in population centers, the socioeconomic profile of our constituents - nor have we fully recognized the need to introduce new majors to draw more women into the technological workforce so that their talents can be developed and utilized. In short, we need to and should be obligated to deliver education that is appealing to a broader range of potential students.

In addition to lagging behind in reacting to changes in student interest, the marketplace, and the demands of employers, we have failed to react to the roles our educational institutions must play in the economy. We must now recognize that the creation of knowledge can no longer be our end goal. We must also develop intellectual property, transferring technology to the marketplace, and become a central part of the economic enterprise that values innovation, creativity and creates wealth. Implicit in this direction is the development of research at all levels of the institution.

Given this unsettling background of an institution dependent upon its external environment, our institutions must revitalize higher learning in order to provide a more comprehensive, unique image that remains true to core mission and values.

The students ought to know that they are the center of the educational process and all academic staff demonstrates an unparalleled commitment to creating a person-to-person connection within our living, research and learning environments. The faculty needs to collaborate, innovate and create knowledge across disciplinary boundaries and educate students to have a particular appreciation for the opportunities that lie at the intersection of traditional disciplines.

Our campus community must stimulate the intellectual environment that attracts a diverse pool of exceptionally talented women and men who will rise to be leaders of the 21st century with the passion to create enterprises that benefit society.

The evolving strengths and vision for the future must intersect precisely with the growing technological needs of the society – a society that must depend upon a workforce capable of creating, adapting and managing technology regardless of discipline of study or natural individual talents.

To fulfill this vision for academic excellence, our educational institutions should uniquely position to further stake their legacy to society based on commitment to technology and leadership in marrying coursework, research and extracurricular pursuits in engineering, business, science, health sciences and arts.

We should create a distinctive place in the higher education order as attainable as we each ought to continue to promote and explore innovative ways to arrange the basic building blocks of traditional fields of study to reflect new avenues for interdisciplinary education, research breakthroughs, and solutions for society.

Our education system is a pack of confusion disorder. Can we transform it for delivering academic excellence as envisioned by Anthony G. Collins? (www.asifjmir.com)

Technical Education

In Pakistan technical education and vocational training systematization focuses on the development of human resource in terms of skill up-gradation, which is demand-driven, meeting the current needs and hence unapt, obsolete and not futuristic.

Although the market and its needs ought to be taken into account, they cannot be the sole guideline for vocational training systems and policies. Markets have short-term views and reasons which if followed unconditionally, may lead to decisions apparently correct for immediate purposes but counterproductive in the long term. The necessary matching of training supply and demand at micro level must not be taken as a substitute for serious long-term policies and preparation our youth for up and coming technological changes.

Pakistan’s technical institutions should contribute to the strengthening of industry and to the full and sustainable development; promote technical education for industries of today and tomorrow; and impart vocational training in line with modern technologies.

In the coming decade we will see body amplifiers that expand human endurance and strength. We will see novel devices that do not rely on wheels, where our own limbs are augmented, where we can traverse very rough terrains with a very high metabolic economy or efficiency. The forecast is that people for certain situations will not want to use wheels anymore, because their legs, augmented by technology, far outperform wheeled vehicles. The technologies—from carbon nano-tube microprocessors and self-driving cars to biosensors and quantum cryptography—are works in progress. Each development holds the promise. The question that can be asked: Are we preparing our workforce for such changes?

A great revolution is coming next—Nanotechnology is a revolution more radical than the industrial revolution is probably occurring. All scientists unanimously agree that this is going to be the largest breakthrough of 21st century.

The present economies are largely based on the scarcity of (materialistic) products. This kind of economy will therefore quite likely disappear almost completely. Within ten years nano-products will dominate a multi-trillion dollar market. All conventional industries will be turned to obsolete chunk.

India prepared its workforce in IT. Pakistan focused on supplying unskilled labor to Gulf and did not adopt IT in management and production functions. It is once again ignoring the upcoming technologies.

Demographic factor is another catalyst for strategic change. Today, national and global demographic changes are a potential catalyst for a long-term systemic imbalance.

According to the Employment Policy Foundation of the USA, a systemic labor shortage is expected to transform the workplace over the next 25 to 30 years as the gap between aging population and entrants of college-educated workers widens due to the senior population’s mass retirements. If the US economy continues to grow at three percent per year—the economy’s consistent average since 1948 — the workforce will have to increase by 58 million employees over the next three decades if the same rate of productivity is maintained. Yet, if the current population trend continues, the number of workers will only increase by 23 million. This trend would create an overall US labor shortage of 35 million workers. Most of these projected shortages are expected to involve workers having specific skills. To counter this systematic shortage the US will import skilled labor force from Asia and Africa.

Europe’s total fertility rate is about 1.4—well below the 2.1 replacement level. Over the next 15 years, West European economies will need to find several million workers to fill positions vacated by retiring workers. European countries will thus accommodate growing immigrant populations (chiefly from Muslim countries). Otherwise they will face a period of protracted economic stasis that could threaten the huge successes made in creating a more United Europe.

The aging of Japan’s work force will reinforce dependence on migrated workers from South East Asia.

The demographic structures in the West and Japan over the next decade produce considerable challenges to education planning and vocational training in Pakistan. Herein lies a potential training challenge for preparing the workforce meeting the technological needs of those countries.

Migration has the potential to help solve the problem of a declining work force in the USA, Europe and, to a lesser degree, Japan and probably will become a more important feature of the world of 2020, even if many of the migrants do not have legal status.

The likely emergence of Pakistan as a new major Asian player—similar to the rise of Germany in the 19th century and the United States in the early 20th century—can transform the geopolitical landscape, with impacts potentially as dramatic as those of the previous two centuries.

Is Pakistan ready to prepare its workforce for meeting the needs of USA, Europe and Japan? How Pakistan exercises its growing power and whether it relates competitively in the international system depends largely on the way it plans (or plans not in the slightest)?

Pakistan must prepare workers for offshore employment. It needs to develop a workforce at par with the workforce of industrialized countries; respond to the industry demands of today and of the future; prepare workforce to meet the demographic gap of the West; push a program to modernize the system of technical education and vocational training; increase the supply and productivity of skilled labor in key sectors of the economy; increase, relevance, internal efficiency and quality of existing technical education and vocational training; and least but not the last, improve the opportunities for gainful employment in the formal and informal sectors of the economy.

According to Neil Edmunds, former president of the American Vocational Association, those who will lead vocational education into the 21st century must be shareholders in a unifying vision; these leaders must understand the broad scope of vocational education. They must be skilled communicators; they must be as comfortable outside the educational setting as within it, moving easily among people from government, education, and business. The question: does Pakistan offer this leadership? (www.asifjmir.com)