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 nobody’s 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. Asif J. Mir, Organizational Transformation

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. Asif J. Mir, Organizational Transformation

21st Century 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. Asif J. Mir, Organizational Transformation

Religions and 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. Asif J. Mir, Organizational Transformation

Education System: Reengineering

Education should be the high priority of the government. It should be recognized as one of the fundamental rights of a citizen and universal access to every citizen. Pakistan’s sustained economic growth can only be achieved with higher emphasis on timely investment in education. This can pay rewarding dividends for future economic growth and well being of the society as a whole.

Physical condition of many schools in the province is a fundamental problem that should have been undertaken before stepping on to other areas. A factor hindering high attendance is the poor infrastructure. Out of some 60,000 public-sector primary schools - with about 4.5 million students - some 8 percent have no buildings, while thousands more are without drinking water, electricity and toilets. The government must allocate resources for the provision of basic infrastructure and facilities in educational institutions.

The junior teacher that forms the lifeline of the nation, as in making the generation, draws lesser in money than that of an unskilled worker. There are 350,000 teachers in Punjab. Since there is nothing done for their welfare, the slogans like ‘Educated Punjab’ appears a mere hoax.

PTC/ JVT teachers are in grade 7 in provincial government and in grade 9 in federal setup and they draw Rs 2000 and Rs 2600 respectively. The United Nations has defined poverty line as 2 Dollars a day and in Punjab Province alone 350,000 teachers and of them 175,000 is living below poverty line.

The Punjab Ombudsman Report 2004 says, “There were 63,000 schools functioning in the Punjab where nine million students were studying. The second highest number of complaints (1193) was filed against the Education Department. It is strange that while Punjab chief minister is spending million of taxpayer money on personal projection and publicity on the electronic & print media, he has not paid any attention to the Education Department. Every thoughtful Pakistani is upset with Pakistan's system and quality of education. It is tragic and quite ironic that Pakistan ranks among the lowest in the world in term of literacy. Most developed and even developing countries spend six or ten percent of their GDP on education but Pakistan only spends 2. 3 % of its GDP.”

The present education system has failed to disclose before the new generation the founding reasons of Pakistan. The most alarming aspect besides ideological confusion and moral degradation is the falling standard of education. Class distinction in education has been created. Because of this, Pakistani nation is most discreetly broken down into an upper English medium and a lower Urdu medium class. Ironically each school has its own curriculum. The education system needs to be reengineered by every inch. Pakistan studies and the national character should be the fundamental elements.

Creating sectarian cohesion and teaching regional and social parity, a uniform syllabus, system of examination and medium of instructions should be enforced in all educational institutions.

Private institutions, at all levels have failed to maintain a regular quality supremacy over public schools. Private schools have now become an industry. According to the first census of private education institutions there are 22,855 private institutions in Punjab. It can be inferred that private schools have not been able to play a significant role in improving the education system. Since it is a transformed industry, the educational infrastructure provided by private schools is small and have poor facilities and untrained teachers. Some 64% are registered, and 3.4% recognized. The rest are unregistered. Nevertheless many parents prefer the inadequacies of the private sector to the government school, provided that there is one in the vicinity.

Exploitation by private educational institutions in the name of education should be regulated. These institutions should be made to boost standardized education on the one hand and on the other, to embrace all classes of society on basis of merit.

Punjab needs concrete planning but the tools to educate need immediate attention or it will stay as an advertisement gimmick.Asif J. Mir, Organizational Transfortmation

Recycling

Future economic growth depends on the efficient marshaling of energy, raw materials, and scarce financial capital. If developing countries make 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 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. Asif J. Mir, Organizational Transformation

Publicity hungry politicians

The prsident, prime minster, cabinet ministers, legislators and politicians visit victims of crimes only to take the prize of cheap publicity. These unpopular leaders are in the running for photo sessions and disaster tourism. Pictures, indubitably, speak a thousand words, but when the picture is of something awful, it can speak a thousand curses. Unconscious from the cynicism and self-respect imbalance, which they are causing thus, it is a nasty bit of work that visibly demonstrates subjacency of humanist ethics and obstruction in relief work and medical care.

This is, of course, empty leadership, and it marks a sad decline. Such leaders fail to apt to become household names because they failed to accomplish something great, something galvanizing. Now, these leaders know that they can achieve this perch by pumping us full of vitriol about how all the problems we face as the result of their unskillful leadership. Their publicity smokescreen attempts people to paying attention. They do not talk about the complex problems that confront us today. Instead they distill these complex issues into sound bites that get their swollen faces on TV.

These talentless celebrities get a recognition boost from fronting situations. It's the way of the world today. They think, and irrationally so, that there is no such thing as a catastrophe so dire that it can't be turned into an opportunity for self-promotion.

Publicity-hungry opportunists bank on the acts of inhumanity or calamity to boost their own image. People have a pretty feeble grasp of commercial reality and the mechanics of marketing. If they were good Muslims and true leaders, they would have gone about doing good anonymously, trusting that God would know what they were up to and would reward them in His own good time and in due course.

The pseudo-leader is a parasite. He nourishes himself on others suffering. He exists by satisfying the mob’s voracious appetite for excuses and easy solutions. If there is no easy solution for the complex problems in our country, the pseudo-leader creates one. In a calm baritone he talks about reparations. Such leadership guides only how to lead for its own interests are not leaders of the people. Such leaders need to be led.

So much have several organizations grown publicity hungry that they do not hesitate to send a press note to newspaper offices for even routine activities. They fail to mention that by so doing, they only fulfill their social responsibilities by doing some social work. Would it not be better if such organizations did a few things without a desire for the media publicity?

The selfish leaders attempt to lead others for their own gain and detriment of others. They believe that life is a point driven, zero-sum game, with winners and losers. They encourage others to be losers in the game of life so that they can collect all the spoils for themselves. Selfish leaders are the opposite of true leaders, who are driven by integrity.

In Islam, when we give alms, we ought not sound any trumpet. The hypocrites do this so that they may be praised forgetting that when you give alms, do not let your left hand know what your right hand is doing.

Contemporary leaders in Pakistan today, both at the national and local levels, lack characteristics associated with great leaders. Our society grievously suffers from a leadership crisis. This is having a disastrous effect on the society. It just keeps us stuck on a dead-end street of self-righteous indignation.

Muhammad (pbuh) and his companions, who inspired a reverence for life; Quaid-e-Azam, who lead a nation to freedom; Allama Iqbal, who demanded blood, sweat and tears from his people; and Abdul Sattar Edhi and Imran Khan, who rallied their people to great and humane causes.

Where are their successors? Why have we not had any true leaders in the government in generations? Why are there no potential presidents, prime ministers and ministers who inspire or even excite us? Where, for God's sake, have all the leaders gone?

It is absolutely necessary that elected though, the self-centered leaders be removed from any leadership positions as soon as possible. No member is performing in the best interest of the people for lacking necessary leadership qualities.

If today’s leaders failed to become good leaders, their impact is getting disastrous. Just as polluted water is as bad, or worse, than no water, so selfish leadership is as bad, or worse, than no leadership The great need of the day is for intelligent leadership. We need to explore how we can discover if and where we are called to lead as well as how we can begin developing our leadership ability.

It is imperative to replace gossips, rhetoric and speculations with substantive discussions and innovative ideas to build a pluralistic democratic society. Such discussions need to be led by political scientists, economists, sociologists and scholars who are willing to build consensus based on a scientific framework. To arrive at this stage, we need to first nurture a new generation of great leaders at the community level.

Recognizing the fundamental need for regime change in Pakistan, it is imperative to identify the next generation of great leaders at a young age, nurture their talents and provide them with open access to educational and career opportunities. To this end, the current generation of leaders needs to embrace change and retire with grace. This particularly applies to the leadership level of political incumbents and the opposition. Asif J. Mir, Organizational Transformation