In today's competitive world of rapid change, every other country is finding new ways to be in the line. China is planning to put a man on moon whereas engineers at NASA have successfully tested their own deep space Internet by creating a new communications protocol that uses space probes and orbiters as deep space routers.

Every country is striving hard to produce more and more scholars, researchers and scientists, but we are constantly faced with the danger of being left way behind in this race of advancement because of our poor education system. While other nations are striving had to explore the depth of knowledge, we are still undecided about when to start the academic session. Should it start from April or from August? It's been four years now since we have been discussing as to when to start the session and every year we remain undeceive in the wake of new questions with no answers. Students, teachers and those who are associated with education, in one or the other way, remain disturbed till the government finally announces when to start the academic session after altering it several times.

The pace of change is accelerating with every passing moment whereas our educational system is diminishing day by day. Once again, the steering committee of the Sindh Education Department decided that the next academic session of schools and colleges in the province would commence, simultaneously, on April 01, 2009 and this schedule will remain in force in the future too.

According to this decision, the annual examinations up to class VIII would be held in February, 2009 and the new session would commence from April 1, 2009. Whereas the final examination for class-IX and class-X would be held in the month of March and the result would be announced by July 2009.

This chaotic decision will create great mess in the up-coming days. The current academic session started in the month of August, if the examinations are going to be held in the month of February, then this year's session (2008-2009) would be of six month only.

According to the Sindh Education Minister, Pir Mzharul Haq, the academic session was abruptly changed from April to August by the previous government owing to their unrealistic approach and policy. Since the creation of the country the academic session had been commencing from April.

This decision will have serious repercussions as it leads to an incomplete and shortly ended academic session with a heavy loss. We, as a nation, are already suffering from a real dearth of good educated souls and this decision would put oil to the burning flame.

Put another way, this year we would be having 180 days only, for the session. If we look at the annual calendar for gazetted holidays and calculate the other vacations, granted on account of various festivals, we are sparing hardly 100 days for the education of our future generation.

The current session 2008-2009 started with the holiday of Independence (14 August) later we had vacations for Eid-ul-Fitr (October 2-4) moving on, we will be having holidays for Eid-ul-Azha (10 to 11 December - expected) Quaid-i-Azam day/Christmas day (25th December) and finally the session would end-up with the two-day holiday on account of Ashura (9 & 10 Moharrum).

Every year, schools remain closed for 10 day as winter vacations. If we exclude these winter vacations and Saturdays/Sundays, this short ended session would become the micro short ended session. Furthermore, the school has to take at least two preliminary exams before final exams. This also consumes study time.

Whether it's a natural disaster in our beloved country or seasonal downpour, its transporters' strike against rising prices of petrol or a suicidal attack, the very first step taken in order to avoid any-mishap is to close down all the educational institutes until it is safe enough to open them again. This also leads to excessive holidays. Similarly, vacations on account of Urs of various religious scholars, Shab-e-Mairaj, shab-e-Barat, Shab-e-Qadar and other such festive also disturbs the academic session.

It is irrefutable fact that our educational structure needs drastic revamping with more stress to be laid on authorities being well-versed in their respective subjects. Pakistan is a third world country and to raise our status to the level of other developed country, we need research-based and technology oriented educational systems.

The distribution of free books or scholarships won't signal a great change in the society. The government should seriously focus on the development of educational sector. Changing the title cover of a book can be a kind of self-deception until the Sindh Text Book Board commits itself seriously to the task of revision of text books with respect to the current scenario and changing demands. Unfortunately, our text books are outdated and often include archaic material. Though many radical changes have been brought in the worlds of science, technology, and literature (infact, in every single field) but for the last several decades not even a single change has been brought about in the textbooks. Moreover these books include the material which was studied by our teachers' teachers.

Unavailability of textbooks, sometimes throughout the year, is also an important issue which should be addressed promptly. This year we are already running out of time as the session is only of 6 months; and this dilemma enhances students' worries. Moreover, the students of class IX & X study only the half of the syllabus and get matriculation degree. The officials should take prompt action against this paradox.

Lack of research culture is another inherent flaw of our educational sector. Instead of considering research a subject of the university level only, we should start it from school level. Our students are encouraged to do the rote learning right from pre-school. This trend channelizes their talents towards unproductive horizons. They don't bother understanding concepts and the result is lack of knowledge. Nevertheless, the concept of five-year papers should be eradicated by a long term strategic planning.

Unfortunately, in Pakistan discrimination is being done as a policy even at the level of government. Our educational system is divided into various boards namely Sindh Board (Karachi Board), Punjab Board, Federal Board, Agha Khan Board, Lahore Board, Multan Board, Hyderabad Board, Rawalpindi Board, Mardan Board, Peshawar Board, Abbottabad Board, Balochistan Board and the list is endless.

Every board has its own policies, examination procedures and grading system. The irony is that these provincial educational systems are also divided into four broad classes. i.e the elite English medium schools, English medium school (The bungalow schools), Urdu medium schools (government) and the madressahs.

Students belonging to the elite class study books written and published by the foreigners that results in heavy brain drain phenomenon. Those who belong to the so-called English medium schools are the ones who even can't write a single paragraph in English. Similarly, the condition and the level of intelligence of a government student is open to all of us therefore it's useless to discuss. As far as Madressahs are concerned, when I think of a madressah, instantly a term comes in my ie Bartar Deal - the non monetary exchange of goods and/or services.

Madrassas are the true example of Barter deal where every thing is free of cost and in response students spend their entire day at madressah, and do the regular household work ranging from cleanliness to the cooking and bringing stuff from market to the washing cloths.

Would it be justified to expect anything from such students (for their country or for themselves)? It might sound too pessimistic but the proof lies in the fact that we have only one Nobel Prize laureate. Without wasting a single moment we should design a realistic, appropriate and beneficiary educational structure. We have entered the danger zone; Parha Likha Punjab be immediately transformed into Parha likha Pakistan.

Another neglected yet promising sector is the sector of Technical Education. It's a common practice that boys pursue engineering whereas girls consider medicine as the best option for higher studies. Although there are many other good options available. To cope up with this chaotic situation the concept of career counseling should be introduced and students must be made aware of all the available options so that they can choose their desired careers at the right time.

Last but not the least; we should pay special attention towards the start of academic session, reduce the number of vacations, and make sure the availability of research-oriented textbooks before the start of the academic session.

Holidays of the current session (2008-2009)

S No Occasion Dates No of holidays

1. Independence Day 14 August 1 day

2. Eid-ul-Fitr October 2-4 3 days

3. Eid-ul-Azha 10 to 11 December - expected 2 days

4. Quaid-i-Azam day/ 25th December 1 day

Christmas day

5. Ashura 9-10 Moharrum 2 days

6. Winter Holidays Dec 2008-Jan 2009 10 days

Total 19

Orangi Town is a small densely populated town in the northwestern part of the largest metropolitan city of Pakistan--Karachi. According to 1998 census, the population of Orangi Town was estimated to be more than 720,000. Inhabitants of Orangi Town comprise mainly of immigrants whose ancestors primarily hailed from the Indian state of Bihar. However, several other ethnic groups also reside in the area.

Orangi poverty alleviation project (Orangi Pilot Project, OPP) was initiated by Dr Akhtar Hameed Khan in 1980. The project was aimed at socio-economic development of the Orangi area. The project comprises a number of programs, including a people's financed and managed Low-Cost Sanitation Program; a Housing Program; a Basic Health and Family Planning Program; a Program of Supervised Credit for Small Family Enterprise Units; an Education Program and a Rural Development Program in the surrounding villages.

Thus, it is no wonder that when Intel Education introduced its Intel Teach to the Future Program way back in 2002, the residents of Orangi Town were the first ones to make the most of this opportunity.

Nisar Ahmed from the Faran Education Trust, decided to train 20 Master Teachers in the effective integration of Technology into the existing k-12 curriculum. The challenges faced were many, but the residents kept their morale high. They knew well that in order to keep pace with the rapidly changing world, they needed to create an effective workforce who could prepare today's generation to cope up with the challenges of the 21st century world.

As Nisar puts it: "Laying the right foundation was extremely important so we paid a lot of attention in choosing such master trainers who could become our trusted workforce and would play an instrumental role in promoting the use of Information and Communication Technology in the schools and colleges in Orangi Town. The purpose was see evidence of a long term impact."

Strictly working towards achieving the main objectives of the program, these master trainers are working hard to bring about a difference to the quality of education in Orangi area.

Dr Rafi, one of the master trainers, joined hands with Intel Education and has coordinated and conducted many Master Trainer batches in Orangi Town. He along with his colleagues has trained a sizable number of teachers in Orangi Town since 2001.

Accruing to Dr. Rafi, "What I like best about this course is that, there is never a boring moment. Each time you revisit the Core Strands of the Course, you discover something new."

Dr Rafi was extremely excited when the course became increasingly Project-based. "There are so many problems in Orangi Town that you can at once make a connection."

Since he also owns and runs a school in that area, he trained all his teachers on the course and decided to implement Project Based Learning in his own School. It was not difficult to identify a problem, there were so many around.

In order to achieve any goal in a systematic way the role of leadership and management is indubitably compulsory. In addition, the role of supporting staff is also unavoidable. One can often observe the role of subordinates and clerical staff in any office of educational and non-educational organisations. The job of the clerical staff is to facilitate and assist rather than slow down the pace of the educational program. They are responsible for the creation of professional and friendly environment in the offices. Besides their academic qualification, the personnel already working in the organisations also need latest knowledge, techniques, skills, methodologies and approaches to enhance their performance. All such professional expertise can be inculcated in them through 'Capacity Building Mechanism' (CBM).

CBM for clerical and non clerical staff is a new and emerging phenomenon. This is about bringing positive change in offices and the officials. All the well structured Organisations plan and implement numerous programs to enhance their staff's working capacity as a part of their Staff Development Program.

The goal of CBM is basically a positive and creative "CHANGE" in the workers' knowledge, behaviour, attitude and competence along with their skills, values and beliefs. This process is designed to improve job understanding, promote more effective job performance and establish future goals for career growth. According to Morphet, Johns and Reller (1959:431) the prime concerns of such programs will include these questions.

1. What behavior do we wish to change?

2. What is the present condition or level of behaviour we wish to change?

3. What is the desired condition we wish to achieve in personnel performance?

4. How can we link learning theory to staff development programs?

5. What type of training shall be employed (classroom, on-the-job, apprenticeship)?

6. What type of newer technologies shall be employed (computers, projectors, close circuit T.V, programmed text materials and video cassettes)

7. What indicators shall we use to evaluate the effectiveness of development programs?

Prominent universities of the developed countries like University of Leicester, University of Bath, University of Queensland Australia, University of California, University of Leads and Shepherd University have developed capacity building programs for their teaching and clerical staff. The chief aim of such programs is to assist the development of each individual and group to boost up organisation's performance through improving organisational efficiency and effectiveness.

COMPONENTS OF CAPACITY BUILDING MECHANISM

Honadle (1981) describes seven components that form the CBM for the development of any type of staff.

1. AN ANALYSIS OF THE SITUATION:

At first step it is to be analysed that:

(a) What the organisation is doing?

(b) How well is it doing it?

(c) What is the current level of activities?

2. ANTICIPATE THE CHANGE:

At the second step, the lessons learnt from the analysis of the first step are to be applied in the future activities, a change can be anticipated as a result. This change can be of any type ranging from the demographic, economic, political, operational, and professional and academic.

3. POLICY MAKING:

Consequence of anticipation is policy making. Policy is formulated on the bases of best available knowledge, manpower and infrastructure. Basic aim of policy must be to meet the anticipating change.

4. DEVELOPMENT OF PROGRAMS:

To implement the policies, creation and development of feasible and appropriate work plan and program is compulsory. This program will consist of the detail of required sources and services, their generation and steps to utilize these sources and services to achieve the goals.

5. ATTRACT AND ABSORB THE RESOURCES:

The Mechanism must have the ability to collect the resources and then absorb them. This includes the recruitment and/or selection of personnel, taxing and grants-man-ship. Absorbing the resources is to utilize these resources. Sometimes an organisation has the resources but lacks the ability to utilize them fully. MANAGEMENT OF RESOURCES:

The elements management resources are; budgeting, financial management, personnel relations and record keeping. Better resource management saves the wastage of human and material resources.

6. EVALUATION AND FEEDBACK:

Evaluation is the soul of all this process. Evaluation of the past and current activities provides true guidance to plan and implement future actions.

There are various factors which affect capacity building;

A) staff competence and capabilities,

B) salaries

C) service hours

D) dual employment and side business

E) personnel management

F) administration style

G) motivation

RETURNS OF CAPACITY BUILDING MECHANISM:

Development and training is an easy way to help your employees become more engaged. People choose to work with organisations that encourage development and stay with you if you continue to provide opportunities for development, whether formally or informally. People produce their best work when they are interested and committed to what they do. If they believe in their organisation's products and services, and they can see that the organisation values their contribution by supporting their development in concrete ways, they are very likely to be engaged.

ROLE OF CAPACITY BUILDING MECHANISM FOR CLERICAL STAFF:

Capacity building has become equivalent to full change. It plays an integral part in developing the institutions' philosophy, goals and expectations. Training and development activities increase professionalism, productivity and individual and organisational effectiveness. Examples of such activities include job related enhancement, change personnel attitude and behaviors, career development, instructional development, new, strengthened and refined skills and research and scholarships, when appropriate. The elements, which highlight the role of CBM for clerical staff, are:

A) IMPACTS ON STUDENT LEARNING:

Clerical staff is critically involved in learning process of students. It is to facilitate and manage the activities of students as well as other staff. It also creates a friendly environment in the institution. All these elements have impacts on students' learning. So any improvement in the clerical staff is bound to influence the student learning.

B) IMPACTS ON TEACHERS' PERFORMANCE:

For an effective functioning of the institutions, it is necessary that the teaching staff is provided adequate support in the following areas of work: (a) library (b) laboratory (c) clerical work and (d) non clerical work (Kapoor and Permi, 1988:73)

As described, clerical staff is to facilitate the teachers and to manage their activities Improvement in their abilities to assist, support the enhancement of teachers professional performance.

C) IMPACTS ON MANAGEMENT AND ADMINISTRATION:

The main aim of capacity building of clerical staff is to develop quality management and administration.

D) IMPACTS ON THEIR INDIVIDUAL CAREER:

Capacity building of clerical staff provides it ability and opportunity to get progress and growth in its career.

D) UNDERSTANDING OF RESPONSIBILITIES AND DUTIES:

Trough this mechanism a staff member understands the nature of his job, its needs and requirements, its purposes and his own role related to that job.

E) ORGANISATIONAL GROWTH:

Improvement in skills, behaviour, efficiency, competency and motivation of staff consequently gives the results of growth, development and expansion of an organisation.

F) COMPULSORY TO FORMULATE AND ACHIEVE FUTURE GOALS:

To formulate and achieve future objectives and goals, CBM provides knowledge of latest technology, required skills, required behaviour and attitude, required efficiency and required understanding of responsibilities.

To sum it up, while keeping in mind all the positive points regarding capacity building of clerical staff and the change it will bring in the long run, there are some challenges which continue to serve as a deterrent for such a process.

In Pakistan, organisations especially public sector organisations don't practice this process completely and comprehensively. Firstly, the existence of such mechanism is rare and secondly, the full concentration is on programs development rather than the situation analysis, objectives formulation, policy making and evaluation and feed back, which are compulsory to judge the levels of mechanism's achievements as well as overall program structure.

Another hurdle is the structure and environment of our offices. After the training, retraining, or any other type of Capacity Building Program like coaching, counseling, and monitoring, when an employee comes back in the office, it does not match theoretically, functionally or practically with the atmosphere which he observed and learned during his training.