Preparing Students for 21st Century

How can we best prepare students to succeed in the 21st century? This is a question that should be of paramount importance to Pakistan’s educators, employers, parents and the public. Alas, this is not their priority.

The accelerating technological change, rapidly accommodating knowledge, increasing global competition and rising force capabilities around the world, make 21st century skills essential. There is a forceful need for a calling on schools to change dramatically.

Today’s education system faces irrelevance unless we bridge the gap between how students live and how they learn. Schools are not even struggling to keep pace with the astonishing rate of change in students’ lives outside of school. Neglecting the fact that students will spend their adult lives in a multitasking, multifaceted, technology-driven, diverse, vibrant world, they are not equipping them to do so. They are seldom committing to ensuring that all students have equal access to this new technological world, regardless of their economic background.

We know more today than ever about how students learn. Our researchers and educators are not making the grades on mapping the remarkable territory of the human mind. They lack scientific insights that can inform educators about the cognitive processes of learning, effective teaching strategies for engaging students in learning and motivating students to achieve. We must incorporate understanding into classroom teaching and learning on a broad scale for preparing our future.

Educators in other countries have focused on improving student achievement—the perennial top priority of their public concern. They have established rigorous academic standards, assessments and accountability measures—a concerted effort that has involved educators, employers and community members. Schools in the West are responding with strategies to improve teaching and learning. They are now closing a gap between knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century. They are thus encouraging development of curriculum and assessments that reflect 21st century realities.

Literacy in the 21st century means more than basic reading, writing and computing skills. It means knowing how to use knowledge and skills in the context of modern life.

The nation needs a compelling vision for education capable of inspiring leaders, teachers, parents and students alike. Clearly we must work together to help schools fully address the educational needs of the 21st century.

A broad-based public-private partnership needs to be forged contributing to improving education in several distinct ways. It should synthesize research, insights and best practices about 21st century knowledge and skills into a powerful vision and sharing this information broadly. It should also define a framework and create a common language for understanding and promoting 21st century skills. The education leaders should be provided with tools, examples and a strategy for action, not rhetoric. It should also build consensus in the public and private sectors about the nature and need for 21st century skills.

We need to increase emphasis on the additional knowledge and skills students need for the 21st century. This is an opportune time to align standards, assessments and accountability measures with 21st century skills.

We can build momentum with following flight of stairs: 1) Embrace a powerful vision of public education that includes 21st century skills. 2) Align leadership, management and resources with educational goals. 3) Use this tool to assess where schools are now. 4) Develop priorities for 21st century skills. 5) Make sure students have equitable access to a 21st century education. 6) Begin developing assessments to measure student progress in 21st century skills. 7) Collaborate with outside partners. 8) Plan collectively and strategically for the future.

There are also some key elements for fostering 21st century learning. Emphasize must be laid on core subjects. Knowledge and skills for the 21st century must be built on core subjects that are mathematics, science, languages, civics, government, economics, arts, history and geography. The focus on core subjects must expand beyond basic competency to the understanding of core academic content at much higher levels.

As much as students need knowledge in core subjects, they also need to know how to keep learning continually throughout their lives. Learning skills comprise three broad categories of skills: information and communication skills, thinking and problem-solving skills, and interpersonal and self-directional skills. The challenge should be to incorporate learning skills into classrooms deliberately, strategically and broadly.

21st century tools must be used for developing learning skills. In a digital world, students need to learn to use the tools that are essential to everyday life and workplace productivity. Skilled 21st century citizens should be proficient in information and communication technologies literacy.

Teaching and learning must be in a 21st century context. Students need to learn academic content through real world examples, applications and experiences both inside and outside of school. In the networked environment of the 21st century, student learning also can expand beyond the four classroom walls. Schools must reach out to their communities, employers, community-members and of course parents to reduce the boundaries that divide schools from the real world.

21st century content should be taught and learnt. There are three significant, emerging content areas that are critical to success in communities and workplaces: global awareness; financial, economic and business literacy, and civic literacy. Much of this content is not captured in existing curricula or taught consistently with any depth in schools today. An effective way to incorporate this content is to infuse knowledge and skills from these areas into the curriculum.

The use of 21st century assessments that measure 21st century skills must be practiced. Schools need high-quality standardized tests that measure students’ performance of the elements of a 21st century education.

Economic, technological, informational, demographic and political forces transform the way people work and live. These changes together with the rate of change will continue to accelerate. For survival and to thrive in 21st century, our schools must adapt changing conditions. (www.asifjmir.com)

Snow on President's Roof

For all one knows, by dyeing his hair President Musharraf is trying to bring back the color of his youth and hair color is a very emotional aspect of appearance for him.

Does the color of the President’s hair matter? Yes it does. It’s a waste of time. He’s obviously got nation’s resources and too much time on his hands. We should be concerned with what is happening on top of his head and more so inside it. People can see why a male film star might dye his hair, but for the President it can be seen as frivolous. This is a distinctly grey area in the type of leadership he has preceded. But who believes in Shakespeare?

It's not just your hair to cover up the signs of aging, but your look, the wrinkles, the bags around the eyes—its the look of age and most importantly, it’s the office you occupy, Mr. President.

Even if the president has ‘almond eyes’ and flattering face, what function will they serve? Will they help him with Kashmir issue or his holy war against terrorism? No. Synthetic appearance doesn’t help in any way. Arbab Ghulam Rahim makes no doubt about this.

Hair is practically an obsession with journalists. They poked holes when Jimmy Carter started parting his hair on the opposite side; when people asked if Ronald Reagan used hair color; when Bill Clinton supposedly shut down LAX in order to get a haircut; the endless fuss over Hillary's ever-changing hairstyle; when John Kerry was accused of getting a $150 salon cut; when Gerhard Schroder went to court over reports that he used hair dye. They look at public leaders with microscopic eyes. Quite so, President Musharraf is being followed with the eyes. Dyeing is one of the most fun aspects of hairstyle, and it's one of the things people notice about others.

President Clinton may have troubles with his legacy, but it’s hard to fault his well-groomed head of gray hair that seems to be getting snowier by the minute. He was a very young president—46 years old—when he came to office. He wisely allowed his hair to grey, giving him a look of maturity. Of course, this is not to say President Clinton was not without his fair share of vanity. Civilian flights at Los Angeles’s busy airport were once famously halted as the world’s most powerful man had a $250-haircut aboard the parked-up aircraft.

While certain people are able to accept their greying head with equanimity and grace such as Bush’s mother, Barbara, there are people who proudly think of it as a sign of increasing wisdom. Still many people panic at the sight of that first white hair.

There is evidence that the use of commercial hair dyes can be hazardous to health. Data from the National Cancer Institute suggest that 20 percent of all cases among women of non-Hodgkin’s lymphoma, the disease that killed Jacqueline Kennedy Onassis owing to overly use of hair dyes, are due to women’s regular use of commercial hair dye products.

The global beauty industry—consisting of skin care worth $24 billion; make-up, $18 billion; $38 billion of hair-care products; and $15 billion of perfumes—is growing at up to 7% a year, more than twice the rate of the developed world’s GDP.

Indubitably, president Musharraf doesn’t dye his hair to look more intelligent. Neither he’s trying to promote the idea of dark hair as a sign of a great world leader, nor to gain positive qualities. He’s using it as a symbol of youthfulness, no different than a star. Overtly and covertly, dyeing is an image of bad qualities. The stereotype is as complete as any stereotype ever was.

Hair dyeing is a waste of time. It comes to something when president dyes his hair by wasting enormous time as Chief of Army Staff and as President he is using nation’s time and money to do so.

His popping belly speaks of disrespect for fitness exercises—an unconformable requirement of a soldier, whose uniform is so dear to him. He should spend time on fitness exercises rather than lavishly devoting to periodic hair dyeing; think why Pakistan is in total mess; why the 140 million luckless poor beasts of burden don't have the money for one square meal a day and why are they carrying through suicides. He should veritably believe that his hair color is anything but as Mother Nature intended.

While taking Islamic perspective, hair greying is a natural process and hair dyeing is forbidden. “ … then after strength gave (you) weakness and gray hair.” (Sura Rum 30:54). This rudimentarily means that youth shrinks away to old age and gray hair. On the day of taking Makkah, Abu Bakr’s (raa) father, Abu Qahaafah was brought. His hair and beard were completely white. Muhammad (pbuh) said, “Change its color and stay away from black.” (Muslim, Nisaa’ee, Abu Daud and ibn Maajah). In another hadith Muhammad (pbuh) said, “There will come such nations in the end of time that will dye their hair black like the crop of pigeons. They will not even smell the fragrance of the Paradise.” (Abu Dawood, Nisaa’ee, ibn Hibbaan and Hakim and Imam Haakim).

My own experience is that going grey is a personal triumph. Aging brings along confidence; grey suits men; it makes them stand out instead of just blending in.

If the President cannot be honest about what is happening on his very own roof, there is no rational for us to trust him to be honest in running the country.

In the US, where sales of male hair dyes tripled during the 1990s, a business survey suggested that snow on the roof covered by dye makes one appear less capable, less energetic and even less broad-minded. What matters is that the more politicians dye their hair, the less democratic are the nations they govern. (www.asifjmir.com)

Slave Drivers and Street Vendors

While driving through Empress Road a petrifying scene attracted my attention that compelled me to pull up and watch over. It was really shocking. In a ding-dong fight the City officials were veritably frittering away the victuals and seizing the pushcarts of the luckless vendors. Under the supervision of a petty official behaving like a dummy god of the City government, the economic and physical assault of the vendors, destroyed their dignity and conviction only for being unlicensed.

The view reminded me of such instances as hackneyed during apartheid or colonial regimes. It clinched an argument that the same Pakistan that is earnestly engaged in war against terrorism, at street level follows Machiavelli.

City officials regularly quell vendors to mental and physical pressures. At times this has led to riotous situations, loss of property, and monetary damage. A major problem is that master plans prepared for our cities do not collocate space to vendors. The planners blindly imitate the western concept of marketing, ignoring our traditions and the needs of the unemployed youth, particularly in the wake of rising crime and terrorism. No wonder, weekly markets struggle to survive; natural markets are ignored. The policy statements of the local, provincial and federal development authorities talk of making provision for trading and commercial activities, which unfortunately is interpreted as doing so for rich traders and big businesses.

We have taken no notice of the ignorance of City workers, their misuse of authority and inadequacy. Consequently, their treachery, lust, covetousness, and every kind of inhumanity and cruelty, continue unabated.

Street vendors are those millions who come to cities as economic refugees hoping to provide basic necessities for their families. They provide a wide array of commodities to the urban populace at reasonable prices. They can be divided into two major categories—(a) mobile vendors who own pushcarts or simply move around with their goods in hand and (b) stallholders who set up khokhas in public places on a more or less regular basis.

The variety seen in the goods and, yes, the services provided by these innovative professionals is staggering. It is difficult not to associate these people with the culture and traditions of the city.

The type of goods they sell makes an interesting study – from daily needs like vegetable, fruits, fish, meat and snacks to occasional needs like ready-to-eat food, toys, and used garments. It would be hard to find an urbanite that doesn’t purchase something from these vendors. The middle and lower class consumer specifically prefers to purchase from them, though even well heeled citizens purchase many commodities given reasonable prices.

Vending has been a profession since time immemorial, with street vendors an integral part of our urban history and culture. Shopping and marketing, in a traditional sense, has primarily been informal. Social interaction is integral to our markets in contrast to the mechanized and sterile concept of shopping favored by modern market and super market structures.

Street vendors exhibit remarkable entrepreneurial skills. Purchasing of commodities is no easy task with constant market fluctuations. Merchandise has to be in sync with both consumer tastes and paying capacity. As most vendors deal in perishables, the goods have to be sold at the right time.

The municipal corporation laws, based on 19th century British rule, are outdated and detrimental to the peaceful conduct of business by vendors. Instead of regulating vendors, city governments treat them as a nuisance; their policies and actions are aimed more at removing and harassing them rather than at regulation. The rich traders have encroached sidewalks, footpaths and even roads, which the same authorities ignore. Why? The law only seems for the poor who are unable to grease the palms of the incompetent functionaries.

Every government in Pakistan comes with tall claims for poverty alleviation but unemployment continues to exist. Street or sidewalk vending provides self-employment and small business ownership opportunities to the downtrodden. Entrepreneurship is an exciting opportunity for the poor to realize their full potential while becoming financially self-supporting. Our planners remain oblivious to the role of vendors who are victimized, harassed, marginalized and deprived.

The city has today become an engine of growth, the main job provider. Just the same, they remain ill prepared to address the problems of poverty. Planning and governance continues to be the preserve of the politician-mafia-bureaucrat nexus. Poorly tailored policies if at all exist are badly implemented. Instead of creating an enabling environment, government policies are wrecking the livelihoods of these people, depressing their incomes and thwarting their entrepreneurial potential.

There is unabated official and social hostility towards the informal sector of street vending, even though the formal sector has ceased to grow, having reached saturation point. As the cost of creating jobs in this sector is very low, it needs to be integrated into the context of the overall macro-economy. However, we must first remove the obstacles in its functioning.

There is no institutionalization of a process to enable vendors to sell their commodities peacefully. A holistic approach targeting all the stakeholders demands changes in anti-vendor laws, a pro-vendor policy, creation of institutions to enable participation of vendors in urban governance, changing the mindset of the planners, the police and the society at large, and building the capacity of the vendors.

Pakistan’s social system must cater to the needs of its members to enable them to survive; it must have effective means of allocating and distributing resources. The government should thus formulate a policy by (a) giving vendors legal status and issuing licenses at nominal yearly fee, (b) setting up of mobile teams for spot licensing (c) promoting and developing the natural market system, (d) making street vendors a special component of the plans for urban development by treating them as an integral part of the urban distribution system, (e) setting up appropriate, participative, non-formal mechanisms with representation from street vendors, NGOs, local authorities, the police and others. (www.asifjmir.com)

Technology and Schools

Although a lens to view the future is clouded, and must be filtered through the past and present, the ability to stand back and think about the impact of technologies on student learning will under-gird research in technology for the education of children, youth, and adults in the 21st century. We must view the coming changes, and they will be massive, from the perspective that technology provides access to learning but does not control it; that technologies are not the content of education rather, they provide a cornucopia of tools for learning.

The technologies we know now will change and merge, at an increasingly rapid pace. In 1965 Gordon Moore, founder of Intel, predicted the exponential growth of technology. Moore's law postulates that the processing power and speed of any electronic calculating device will double every 18 months. At the same time, the price for that technology will decline approximately 35% a year relative to the power. If this continues to be true, researchers will have an abundance of exciting new tools to use as they study the curriculum and children of the future. Those tools will not only be more powerful than we have now, they will cost less, making them affordable for research, for schools, and for business.

Educational research will undergo massive paradigm shifts we can only imagine. Because we live in a revolutionary time of astonishing advances in technologies, a world of constant and unrelenting change, new paradigms appear before the implications of their predecessors are digested. We know that schools must make changes to accommodate the technology revolution. West is already making changes in curriculum, teaching, and learning.

Living in a world of constant change is not easy, and predicting the nature of the coming changes brought about by the accelerating pace of technology advances, the accompanying information explosion, and the future's research agenda in education is a little like going backpacking in a primitive wilderness area. We must explore technology applications with children and youth and attempt to keep abreast of the rapid advances and potential uses in education and anticipate increasingly interesting possibilities.

The critical gear we carry on the research trail into the future is our mindset, one of exploration, of investigation, of accepting new ways of doing new things.

The literature on change describes levels of initiation and acceptance of innovations. Educators are divided into at least four groups, quite similar to what one experiences on the trail: the forerunners, the trailblazers, who innovate; those who come along and build on what others do; the middle ground who try what the first two groups find out; and those who lag behind. As we negotiate the wilderness trails ahead, accepting and adjusting to paradigm shifts in teaching and learning will become the survival tools for schools of the future.

The focus of the future's research agenda must remain on children and youth, the learners and the teachers, and how to find strategies to harness the power of the technologies in this endeavor. Education must come to grips with the technology revolution quickly, design and use new learning experiences, and teach more process skills than ever before. A mindset that encompasses creativity and subsequent innovation will be required if we are to explore and harness the potential offered by technologies. Futurists and educational reformers argue that new schools are needed for a new age, that the social power of technology will force us to redefine education, a task that will require a different mindset than educators have today.

There are those who espouse standards-based testing, founded on the knowledge of the past, and there are those whose position is firm in the process-based curriculum for the future. This differential is the critical point in the redefinition of education. In addition to reading, writing, and arithmetic, children and youth must develop process skills in problem solving and critical thinking, communication, technical reading and writing, applied technical reasoning, information literacy, using technology as a tool, new personal skills, new mindset skills, and new curricula.

Crucial questions revolve around new strategies related to making changes, to applying what we already know about change, and to bringing research findings to practice quickly. How will we instill a mindset in educators so they will incorporate the potential of present and new technologies into the curriculum quickly? What are the most effective ways of bringing about changes that reflect the new curriculum?

Technology is not another turf, another subject, and another class. It represents a pervasive set of changing tools for learning and teaching. Given the power and potential of new technologies, if we continue to do the "same old thing," and use the "same old" paradigms, then the outcomes, no matter their age, will be less than favorable, much less than possible, and much less than we dream.

Technology is a tidal wave flooding the whole world, not a passing fad. It will not disappear in the next few years.

Computers and their accompanying applications, as well as other technologies, are the basics for children. Schools are not just "getting children ready" for technology use at some later date. In the West children can and are using technology now and they are connecting. It is preparing children for the future.

Old ideas die hard; however, we must not forget the lessons history teaches, or we--and each generation following us--will be relegated to repeating the work and mistakes of the distant or recent past. Educators must move away from entrenched positions. We must not only do things differently, we must do new things and do them quickly, or schools are likely to succumb to businesses that see education as a profitable enterprise. One of the most critical needs at present is that of finding new ways to connect learners and teachers with the results, implications, and procedures of educational research. (www.asifjmir.com)

Religions and Future Sustainability

Spiritual traditions—from large, centralized religions to local tribal spiritual authorities—in the future will devote energy to what some see as the defining challenge of our age: the need to build just and environmentally healthy societies. The major faiths will issue declarations, advocating for new national policies, and designing educational activities in support of a sustainable world—sometimes in partnership with secular environmental organizations, sometimes on their own. Responding to the global crisis, smaller traditions will revive ancient rituals and practices in the service of sustainability. A powerful new political alignment will thus emerge that greatly strengthens the effort to build a sustainable world.

A source of power for religions is the sheer number of followers they claim. It seems that some 80–90 percent of people on the planet belong to one of the world’s 10,000 or so religions, with 150 or so of these faith traditions having at least a million followers each. Adherents of the three largest—Islam, Christianity, and Hinduism—account for about two thirds of the global population today. Another 20 percent of the world subscribes to the remaining religions, and about 15 percent of people are nonreligious.

Influence stemming from having a large number of followers is further enhanced by the geographic concentration of many religions, which increases their ability to make mass appeals and to coordinate action. In 120 countries, for example, Christians form the majority of the population. Muslims are the majority in 45 countries, and Buddhists are in 9. When most people in a society have similar worldviews, leaders can make mass appeals using a single, values-laden language.

Religion is an orientation to the cosmos and to our role in it. It offers people a sense of ultimate meaning and the possibility for personal transformation and celebration of life. To this end it uses a range of resources, including worldviews, symbols, rituals, ethical norms, traditions, and (sometimes) institutional structures. Religion also offers a means of experiencing a sustaining creative force, whether as a creator deity, an awe-inspiring presence in nature, or simply the source of all life. Many of these characteristics give religion substantial influence over the environment.

At the same time, the environmental community has often alienated potential allies with what is perceived as scientific aloofness, even self-righteousness. Its “left-brain” approach to its work is partly to blame for its inability to connect with greater numbers of people, to inspire profound commitment on a large scale. Given the central place of culture in national development—and the central place of religion in most cultures—a sustainable world cannot effectively be built without full engagement of the human spirit.

Religious institutions and leaders can bring at least five strong assets to the effort to build a sustainable world: the capacity to shape cosmologies (worldviews), moral authority, a large base of adherents, significant material resources, and community-building capacity.

And most produce strong community ties by generating social resources such as trust and cooperation, which can be a powerful boost to community development. Many political movements would welcome any of these five assets. To be endowed with most or all of them, as many religions are, is to hold considerable political power.

In the three western monotheistic traditions—Islam, Christianity and Judaism—morality has traditionally been human-focused. Thus the natural world can be seen as a set of resources for human use.

Yet scholars in each of these traditions find substantial grounds for building a strong environmental ethics. The Islamic concept teaches that the natural world is not owned by humans but is given to them in trust—a trust that implies certain responsibilities to preserve the balance of creation. The Christian focus on sacrament and incarnation are seen as lenses through which the entire natural world can be viewed as sacred. The Judaic concept of a covenant or legal agreement between God and humanity, for example, can be extended to all of creation. And the
Hinduism and Buddhism contain teachings concerning the natural world those are arguably in conflict. The illusory nature of the material world and the desirability of escaping suffering by turning to a timeless world of spirit, in the case of Hinduism, or by seeking release in nirvana, in the case of some meditative schools of Buddhism. This otherworldly orientation minimizes the importance of environmental degradation. On the other hand, both religions place great emphasis on correct conduct and on fulfillment of duty, which often includes obligations to environmental preservation.

Thus Hindus regard rivers as sacred, and in the concept of lila, the creative play of the gods, Hindu theology engages the world as a creative manifestation of the divine. Meanwhile, Buddhist environmentalists often stress the importance of trees in the life of the Buddha, and “socially engaged” Buddhism active in environmental protection, especially of forests.

The East Asian traditions of Confucianism and Taoism seamlessly link the divine, human, and natural worlds. The divine is not seen as transcendent; instead, Earth’s fecundity is seen as continuously unfolding through nature’s movements across the seasons and through human workings in the cycles of agriculture.

This organic worldview is centered round the concept of ch’i, the dynamic, material force that infuses the natural and human worlds, unifying matter and spirit. Confucianists and Taoists seek to live in harmony with nature and with other human beings, while paying attention to the movements of the Tao, the Way. Despite the affinity of these traditions with an environmental ethic, however, deforestation, pollution, and other forms of environmental degradation have become widespread in contemporary East Asia due to many factors, including rapid industrialization and the decline of traditional values in the last 50 years.

Our civilization’s challenge is to reintegrate our societal heart and head, to reestablish spirituality as a partner in dialogue with science. While acknowledging its shortcomings, the religious community can rightly claim enormous capacity for self-reform. (www.asifjmir.com)

Towards a Recycling Society

Future economic growth depends on the efficient marshalling of energy, raw materials, and scarce financial capital. If Pakistan makes the transition to a recycling society most quickly and smoothly it will have the healthiest environment and strongest economy.

An inventory of discards would reveal metal wastes more valuable than the richest ones, paper wastes representing thousands of hectares of forests, and plastics wastes incorporating highly refined petrochemicals. That these products rich in raw materials and concentrated energy are frequently considered worthless is indicative of a distorted economic system. We are literally throwing away our future.

Recycling offers the opportunity to trim waste disposal needs, and thereby reduces disposal costs, while simultaneously combating global environmental problems. Recycling metals, paper, glass, plastics, and organic wastes would lessen the demand for energy and materials.

Managing solid waste is a global problem: Refuse is produced throughout the world. But it is also a local problem in that there is no such thing as global waste stream. The cumulative waste management decisions made by local and national governments affect global energy balances, the rate at which the atmosphere warms, and the amount of pollution emitted into the environment. They also affect international trade flows and the accumulation of debt. Individuals are not powerless in the face of these problems that sometimes seem too abstract or remote for constructive action. The degree to which people and nations act together to conserve raw materials and energy resources can slow the rate at which the global ecosystem is altered.

In the growing cities of Pakistan the volume of discarded materials is surpassing the available managerial and physical capacities to dispose of them. Municipalities must watch their piling garbage piles and mounting problems. Adequate waste management infrastructure does not exist. No effort is being made to reduce waste volumes and recover recyclable materials.

Recycling programs that require not only a new way of thinking about waste but greater involvement by a host of small, dispersed participants face even greater institutional barriers. Despite these obstacles, our cities should integrate recycling into our waste management plans. These cities will thus save money by avoiding disposal costs and by selling secondary materials.

Getting consumers to participate and establishing markets for recovered materials are the keys to successful recycling programs. Several approaches have effectively increased recovery rates and sales opportunities. Consumers can segregate their recyclables for pickup, permit others to retrieve the valuable components, or pay for a central processing plant to separate them. They may also return selected items to the place of purchase or take them to a collection or redemption center.

The demand for recovered products can be enhanced by meeting the resource needs of regional industries, exploring new uses for secondary materials, and offering economic incentives to waste processors and companies that use recycled materials as product inputs. Procurement policies that either favor or explicitly do not discriminate against goods made with post-consumer wastes also boost demand. Market stimulation simultaneously requires guaranteed supplies of high quality secondary materials. Competition from virgin resources and industry standards for the finished product set the operating parameters. If recycled materials are not as reliable, they will not be used.

Programs geared to the recycling of specific products often include a monetary incentive, usually in the form of a deposit. When consumers purchase carbonated beverages or milk jugs, for example, they may be charged separately for the container. If it is returned clean and intact, the consumer receives a refund. Once popular, voluntary deposit programs will go and most schemes shall be spurred by legislation.

Retailers can also purchase reverse vending machines to accept returned containers and disburse deposit refunds. After inserting their containers (as rapidly as one per second), customers are issued either cash or a redeemable voucher, sometimes accompanied by promotional coupons. Most of the machines are designed to accept aluminum, but reverse vending machines that accept glass are already on the (Western) market.

Recycling programs are most effective when integrated within a city’s overall solid waste management plan. If added as an afterthought, and implemented outside of the waste collection system, recycling schemes typically have lower recovery rates.

To encourage the use of recycled products, government can require its purchasing agents to buy competitively priced goods that contain a certain percentage of post-consumer stock. Reports, laws, and different forms printed on recycled paper, government vehicles lubricated with refined oil, and public roads paved in part by recovered rubber all represent huge markets.

Use of recycled paper by government agencies is important not only because of the volume of government purchases (creating a large market demand), but also because government procurement arrangements will be used by province, local and private organizations as a model to establish programs of their own to buy recycled paper. Additionally, as the market grows for recycled paper, the unit cost will go down, reducing costs for all organizations.

If government is going to encourage recycling, it must also take some responsibility for enlarging secondary materials market. Government regulations and fiscal incentives may compel manufacturers to produce recyclable products and packaging.

Law should require all levels of government and government contractors to purchase “items composed of the highest percentage of recovered materials practicable, consistent with maintaining a satisfactory level of competition.”

Government can also generate markets by encouraging manufacturers to use more discards in their production processes and altering nonessential quality standards. Tax incentives to encourage the purchase of recycling equipment are an approach that will gain favor.

Less waste means less demand for expensive garbage-hauling equipment and waste transfer stations, as well as the loss of habitat for disease-spreading insects and rodents. Greater use of recyclable materials cuts the needs for imported resources, cuts the need for imported resources, reduces energy consumption, and curtails water and air pollution. Societies that recycle can more efficiently and less expensively allocate scarce energy and materials among growing populations. (www.asifjmir.com)

Public-Private Partnership

In this era of modernization in many aspects of public administration, Pakistan continues to follow century-old concepts and structures. It seriously needs structural adjustment thereby launching legislative and administrative reforms, which stress a reconsideration of the role of the public administration in the conditions of democratization and market-economy. A greater emphasis needs to be placed on effectiveness of the public administration. The practice and legislation of Pakistan should affect patterns of the role of public sector and influence fundamental features of the system of governance. A common goal should be to introduce a more contractual, participative, discretionary style of relationship: between different levels and agencies in administrative apparatus; between the decision-making authorities and operating units; and between administrative agencies and producing units, public or private.

A major reform objective in public sector management should be to increase, within the framework of democratic accountability, cost effectiveness in the public provision of goods and services. Both citizens and public administration accept the need for improved quality in the public sector.

Pakistan needs to hold high the aim of structuring an effective mechanism for achieving policy objectives, determined at central, provincial and local levels for increasing efficiency, effectiveness and accountability in providing public services.

The legality and the efficiency of providing such public services are of great concern. Local authorities have power to do anything, which is calculated to facilitate, or is conductive or incidental to, the discharge of any of their function.

Outsourcing is a way of contracting out one or more functions to specialist companies. This allows the public entity to concentrate on its core activities. There are three primary reasons for the public administration to outsource. The first is to achieve cost-effective provision of services. The second is to provide a choice for the citizens of producing and supplying public services of different qualities and kinds. The third is simply because there is no alternative due to a lack of staff with the requisite skills; need of relaxing the administrative burden, which somebody other could deal with even better and concentrating the attention on the core administrative matters; short deadlines for implementation. This last reason for outsourcing is to meet the needs, which exceed the capability of the public administration staff, because of a shortage of either staff or skills, or which give added flexibility to the administrative organization.

Thus, the outsourcing can be seen as a process through which relationships are managed and adjusted according to arrangements specified and conditions planned by the administrative authority in the contract documentation. The focus here is not on the legal issues of the contract rather than on the quality of contracting as a mechanism for achieving policy objectives determined at all levels of government for increasing efficiency, effectiveness and accountability. From this perspective the outsourcing by public administration can be considered as a joint commitment to partnership between public and private sector operating as a co-operative device for providing public goods and services.

The trend towards greater satisfaction of public needs and consumer empowerment underlies the role of outsourcing by public administration. The outsourcing is encouraged to secure higher quality of public works and services, whereby contracting managers are located closer to the consumer and so are better able to respond to their needs in actual delivery. The role of consumers and end-clients with respect to outsourcing can thus be increased. The strategies of improving responsiveness through outsourcing on the one hand, and hierarchical distribution of the administrative functions on the other, can be combined in a successful model of public service delivery. The administrative authorities - at federal, provincial and local levels – might participate in the specification of services and in the determination of contractual standards and terms of agreement.

As part of administrative reform outsourcing by public administration should be a high priority. The corresponding legislation should be based on three main principles—transparency, non-discrimination involving open selection criteria and open standards, specifications and standards regulated by law; and open competition.

The framework agreements are very important of securing the implementation of the administrative authority intentions and expectations of the outsourced services or works.

The governments, federal, provincial or local, can use outsourcing as a tool for providing public services when discharging their functions. They use outsourcing to get public results, which should be achieved when the governments exercise their administrative powers.

The outsourcing in some way can replace the direct administrative action. Such outsourcing has the compulsory nature same as this of the administrative action which it replaces. The government can use administrative or seek legislative powers to bring about the result it desires, if it is nonetheless outsourcing. A realistic view is that the process of deciding to outsource as well as the very process of outsourcing is a valid exercise of administrative power. The offered and agreed terms of the contract are also exercising of the administrative power. Once the contract signed, however, the particular relationships issued by outsourcing are moved under the regulations of the private law.

The government functioning can be improved by redefining its role: Policy-making instead of operative decision-making. It should stimulate tools for establishment of working, efficient, rational and fair practice, design of efficient allocation of financial and material resources; transparency and control. The government must also realize that developing a training strategy for skills and incentives is badly needed.

The overall proportion of outsourcing in the field of public administration is generally expected to growing. Demand will increase for a variety of reasons.

Successful outsourcing, however, presupposes the existence of an efficient market. In

Pakistan the market for some categories of public goods and services is deficient of professionalism, integrity, and fair play. Such situation is creating conditions for corruption.From another side, outsourcing itself contributes to developing the market. (www.asifjmir.com)