1 · Web viewTotal cost of these projects have been estimated at Rs.750 billion while feasibility studies would cost around Rs.1.9 billion and third part of the Vision-2025 is to

CONTENTS________________________________________________________________________

List of Acronyms 1

Executive Summary 3

CHAPTER 1 5The Study1.1 Objectives 51.2 Methodology 61.3 Limitations 7

CHAPTER 2 8Overview of Higher Education2.1 Introduction 82.2 Stages 82.3 Responsibilities of the Government

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2.4 Types of Institutions 92.5 Polytechnics 92.6 Teaching Program 102.7 Examination System 102.8 Faculty 102.9 Teaching Methods 112.10 Curriculum 112.11 Books/Teaching material 122.12 IT in Education 122.13 Research 122.14 Degree Accreditation 132.15 Private Institutions 132.16 Linkage with the Government, PrivateSector, Community,Donorsand NGOs

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2.17 Linkage With the Foreign Universities.

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2.18 Funding 142.19 Inter University Cooperation

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2.20 Research Journals 142.21 Recognized Institutions 14 SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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CHAPTER 3 18Higher Water education3.1 Introduction 183.2 Institutions 183.3 Degree programs 193.4 Short Courses 203.5 Curriculum 203.6 Faculty 213.7 Teaching Methods 213.8 Laboratories 213.9 Books 223.10 Research Journals 223.11 IT Application 223.12 Linkage 223.13 Research 233.14 Database 233.15 Publication of Books and Research Journal

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3.16 New Research Institution 23

CHAPTER 4 25Evaluation of Water Education

CHAPTER 5 26Employment of Water Professional

CHAPTER 6 27Water Graduates6.1 Introduction 276.2 Regulation of Education in Water Engineering

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6.3 Number of Water Graduates

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CHAPTER 7 29Analysis of The Institutions7.1 Education in WRM 297.2 Research in WRM 31

SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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CHAPTER 8 32Conclusions and Recommendations8.1 Conclusions 328.2 Recommendations 34

ANNEXES: 361. References 362. list of Academic/Experts Interviewed

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3. Courses of: 3.a NWFP University of Engg. and Tech, Peshawar

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3.b NWFP Agriculture University Peshawar

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3.c University of Agriculture, Faisalabad

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3.d Center of Excellence in Water Resources Engineering, UT, Lahore

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3.e NED University of Engg: & Tech:, Karachi

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3.f Mehran University of Engg: & Tech:, Jamshoro

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APPENDIX 58National Water Policy 58

3.g Sindh Agriculture University Tandojam.

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7


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ACRONYMS______________________________________________________________________________________

AJK Azad Jammu and Kashmir

B.TECH Bachelor Of Technology

DIK Dera Ismail Khan

FO Farmers Organizations

GDP Gross Domestic Product

GOP Government Of Pakistan

IBIS Indus basic Irrigation System

IT Information Technology

IUCN International Union Of Conservation of Nature

MAF Million Acres Foot

NDP National Drainage Program

NGOs Non-Governmental Organizations

NWFP North Western Frontier Province

O & M Operation and Maintenance

OFWM On Farm Water Management

PEC Pakistan Engineering Council

PIDA Provincial Irrigation and Drainage Authority

SCARP Salinity Control and Reclamation Project


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SZABIST Shaheed Zulfikar Ali Bhutto Institute of Science and Technology

UET University Of Engineering and Technology

UGC University Grants Commission

WAPDA Water and Power Development Authority

WRM Water Resources Management


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EXECUTIVE SUMMARY ______________________________________________________________________________________

SaciWATERs commissioned this study on higher education programs on water resources in Pakistan, recommending interventions for their upgradation.

Higher education in water sector is imparted mainly in engineering universities/colleges and agricultural universities in Pakistan Polytechnic institute/technical colleges impart three years diploma course in civil engineering, which also include courses in water resources management.

Mostly public institutions offer degree programs in the water sector

All engineering universities impart water education through degree programs in civil engineering at bachelor’s level. A few universities offer Msc, Mphil and PhD degrees in water resources engineering/irrigation engineering and drainage. In agriculture universities, bachelor’s degree programs are offered in agriculture engineering or in crop sciences. Specialized programs are offered from masters to PhD in irrigation/drainage. No university reported on offering the regular short courses regularly in water sector.

Curriculum in water education comprises of civil engineering, agriculture engineering and water resources or irrigation engineering. Water education courses are related to hydrology, irrigation and drainage engineering including water resources development, distribution, utilization and conservation.

Almost all of the engineering universities and agriculture universities have relatively highly qualified faculty. In some universities the senior teachers are highly unutilized, because of declining admissions in water education. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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Mostly classroom discussion and som lab work are the dominant teaching methods in water education. Textbooks and additional reference books are generally available in all the universities. Inexpensive Indian books are easily available in the market for the faculty and students.

Linkage of departments imparting water education with the government organizations is very poor.

Graduates are generally employed in the water related government institutions such as provincial departments of irrigation na drainage, on farm water management, and agriculture, federal and provincial agriculture research organizations, NGOs, WAPDA, academic institutions and consulting firms.

There is a marked decline in the admissions in the graduate and postgraduate programs in water resources management mainly due to the decreasing employment of graduates and disincentives to the professionals getting higher degrees in this field.

About 22,202 professionals have been registered in water related engineering by Pakistan engineering Council.

A projection of water availability against population growth indicates that water available for each person in Pakistan has dropped from 1160 m3 /year in 1978 to 970 in the year 1990.per capita water ratio will further drop to 780 by the year 2010 and continue to fall sharply there after. In the absence of water resources development and water conservation with high crop productivity, Pakistan could find herself in a serious social and economic situation.

There is a very linkage among the universities, government departments, research organizations and private sector for research and development activities. There exists no institutional mechanism to involve teachers in policy research and planning for the development projects of the federal and provincial governments including in the water sector.

There is no national water policy in the country. Recently, under NDP, the study on national water policy is being carried by local and foreign


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consultancy firms. The government has prepared a plan to increase water storage under the Vision – 2025 prepared by Wapda.

Recommendations

Publishing interdisciplinary quarterly research journal in water resources management, and producing monthly newsletter, sharing information in water sector and starting weekly E-mail newsletter for water professionals, water institutions and NGO’s engaged in water conservation.

Providing fellowships and scholarships for study and research and starting split degree programs with the collaboration of South Asian and other universities of the world

Technical support to universities and higher institutions for improving curriculum in water sector and organizing annual national/international conference on water sector. Link all universities with developed universities and institutes working in water sector.

Financial support to faculty for participation in seminars and conferences and commissioning of short term studies on important problems in the water sector.

Starting regular multidisciplinary short courses for on job water professionals, NGOs, government organizations and research institutes working in water sector.

CHAPTER 1

The Study________________________________________________________________________

1.1 Objectives

The study aims to: List existing Higher education programs on water resources (civil

and agricultural engineering colleges/universities, but also social science programs on water resources, basically any programme that may exist), and get a description of the curriculum.


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Collect policy documents regarding Higher education on water resources for the country/state involved (including any evaluation reports that may exist).

Find out the types of jobs that graduates of water resources education programs go into (recruitment by government, NGOs, private sector, and if possible an estimate of numbers of graduates over, say, the last ten years.

History of evolution of the water education in the country - major overview

Assess the education programs on the following points:

disciplinary orientation/scope

quality ( f . i. textbooks used, teaching methods)

attention to field level problems, local issues, farmers/water users perspectives, that is, is programme grounded in realities of water resources management

Qualitatively, through interviews, try to assess the need and demand for `integrated’ and `interdisciplinary’ skills in water resources management.

In-depth case study to capture the variations in quality of water education as per discussions with senior professionals - who can be tapped for their diagnostics and prescription of the water sector education generally.

Review the assessment reports on education in water resources Any policy documents and /or discussions on education strategies

in the country at the central /state level for the country/state

Details of course design/course content/job market/quality assessment of the curricula/mechanisms for incorporating changes-periodic upgradation / how effective is the mechanism/relation to the field problems -situation/integration with other sectors eg agriculture, drinking water/incorporation of social or institutional aspects of creation and utilization of water potential


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Based on the above - the study would come out with analytical propositions/ recommendation and suggestions for upgrading/innovating/reformulating/redesigning the water education sector identifying key areas for intervention - with a view to Saci potentially / possibly playing a role.

1.2 Methodology

The following steps were taken to execute the study. Review of literature on the higher education system and research

in water resources in Pakistan.

Identification of colleges, universities and other institutions engaged in education, training and research on water resources management.

Collection of data of all the existing facilities for water sector education at Higher level- from secondary sources

Visit of selected prominent institutions imparting education in water resources

Collection of reports/prospectus/printed material on education in water resources and water policy

Interview with academics/experts in education and in research in water resources

Using Internet to get information on the water resources and water education in Pakistan

1.3 Limitations

The researcher faced the following constraints in the execution of the study.


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Documentation has remained the weak aspect of the government organizations in Pakistan including universities. In many cases, elementary information is not properly collected and systematically documented. Even if the informative reports were prepared, their distribution normally is quite limited and inaccessible to researchers. In presence of this major constraint, the researcher attempted to use informal sources to get the required information for this study.

The scope of the study was large and time and facilities for the

field visits were inadequate, given the educational institutions, government departments and research institutions located in widely scattered places.

Reports related to the TORs of the study were either not available or were not easily accessible to get information. For example, even the universities visited had not prepared any report, evaluating their educational system.

Websites and other IT channels did not help much to provide secondary data on the study related issues.

Mostly prospectuses of the universities were available and they provided inadequate information on their qualitative and operational aspects.

Despite these difficulties, the researcher tried his best to collect comprehensive and updated information required by the study.


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CHAPTER 2

Overview of Higher Education________________________________________________________________________

2.1 Introduction

Education system in Pakistan is uniform and is regulated at the provincial and federal level. Under the constitution, education is a provincial subject and federal government facilitates its development.

2.2 Stages

There are following stages in the education hierarchy: Primary Class 1 to class 5 Middle Class 6 to 8 Secondary (matriculation) Class 9 and 10 Higher Secondary (intermediate) Class 11 and 12 Teritiary

The students passing intermediate go to one of the following institutions:

Degree college offering for BA/B.Sc./B.Com

University/Specialized institute offering .Chem.(Hons) MA/M.Sc./M.Com/MBA/BE/ME/MPhil/PhD/MBBS/certificate courses

Polytechnic institute offering 3-years diploma/ B.Tech

2.3 Responsibilities of the Government

a) Provincial GovernmentThe provincial government owns, finances and regulates the educational insertions except universities which get funding from the federal government. Universities are also autonomous institutions.

For schools and colleges, the provincial government prescribes cullriculla, designs and approves the textbooks, examinations systems and manages them. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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It has established examination bodies such as Board of Secondary and higher secondary education, and textbooks producing organization, Text book Board. For degree colleges, respective university, with which they are affiliated, prescribes curricula and textbooks for degree programs. In each province there are some autonomous colleges and institutions which regulate their academic affairs including the curricula and approval of textbooks.

b) Federal GovernmentFederal government mainly is responsible for coordinating the education system and facilities the educational programs. But in the capital, it is responsible for education from primary to university level and in some places it excises the authority such as institutions established in cantonments.

Federal government also provides finance to universities and specialized institutions, though they are administratively regulated by the provinces where they are located. It has established University Grants Commission (UGC) for grant distribution

The Federal text Book Board established in Islamabad also helps provincial textbook boards in the design of the textbooks from primary to the college level.

2.4 Types of Institutions

The institutions working are either owned by the government or private sector including non-profit bodies such as trusts and charities.

In 1980s, private sector started english medium schools and colleges and from mid 90s it has started universities and institutes mostly in the commercial disciplines such as management, computer science and IT. Some private universities have started engineering programs in civil engineering, electronics and telecommunication.

The private universities get registration from the UGC and respective province where its main campus is located.

2.5 Polytechnics


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In every province, there is a Board of Technical education, which regulates the technical education leading to diploma for associate engineer batch in Auto & Diesel, Auto & Frame, Bio-Medical, Civil, Computer Information, Electrical, Electronics, Garments and Printing & Graphic, Glass & Ceramics, Instrumentation and Process Control, Mechanical, Petroleum, Refrigeration & Air conditioning, Textile Spinning, Watch & Instrumentation

The minimum qualification should be one of the following:

Matric Technical from a Board of Technical Education Matric Science from Board of Secondary Education Intermediate Science (Pre-Engineering) 1st & 2nd Division only.

There was a serious issues of granting the B.tech the same status as of BE degree. But the government did not approve this demand of B.Tech holders.As a result, B.Tech program collapsed.

The Asian Development Bank is currently financing the project of improving the education in polytechnic institutes in all the four provinces and upgrading their laboratories, training of teachers and improving the curricula.

Polytechnic institutes produce technical manpower for the operation and maintenance of technical systems including industries, services sector and irrigation systems.

2.6 Teaching Program

There is no uniformity in the education program. Some universities follow annual system. Teaching all courses for whole year and then taking annual examination from students. Other practice term or semester system, each semester/term is completed in 4-month's period. And they’re a 8 terms/semesters to complete the four year degree program.

Since all the universities and higher institutes are autonomous in academic affairs, therefore they practice what they find suitable in their situation.


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2.7 Examination System

Generally in public universities, examination lasts for three hours and students are required to attempt five out 10 questions. In private universities, objective tests are conducted regularly during the session and final examination is taken again testing students through the objective test paper.

2.8 Faculty

There is a mix situation. Well-established institutions have highly qualified faculty including foreign-trained teachers in most of their departments. New and rural institutions still lack-qualified faculty particularly in the professional disciplines.There are no formal training programs for the faculty and nor are their skills and knowledge are improved. They are left to improve through self-motivation. This is a serious flaw in the higher education system. The teachers are provided very limited exposure to the outside world, such as participation in seminars, and conferences and other academic activities. They are mainly engaged in routine teaching routine teaching work-confide to classroom narration and conduct of practicals in the laboratories.

Teachers are paid very low salary compared with the rising cost of living and market salaries given by the private sector. Lately due to the paucity of funds, and internal administration of the universities, the career development opportunities for the teachers including avenues to contribute to the development of society have been reduced. This has encouraged the brain drain of competent and qualified teachers to the private sector and abroad.

It is feared that with rising cost of living and adverse funding problems, more and more competent teachers will leave the universities.

2.9 Teaching methods

Class lectures and lab work constitute the major teaching tools. These are complimented by assignments normally to be solved from the books. In final year thesis project some case studies are also included. For BBA/MBA, internship in a large organization is essential. In


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engineering universities and other institutions, this practice is becoming popular but it is not compulsory.

Audio- video equipment are also used as tool in a learning process, but most of the universities lack these facilities or if available these are not intensively used.

Fieldwork is recommended in the thesis project and students mostly go in their respective field institutions. The outside organizations cooperate with the universities in the research work and provide required data and guidance.

Seminars and guest lectures by professionals for students are desired by the faculty. But lack of transport facilities, funding and interests by the university administration discourage faculty to organize the seminars and guest lectures.

2.10 Curriculum

Some universities have improved their curricula, but still a large number of institutions continue the concept based supply side, knowledge alone, government job and theory in the design of the curricula. As a result, graduates from the public institutions face difficulties in getting jobs. They have to retrain them for getting employment in the private sector. Country problems not reflected/included in curriculum

2.11 Books/teaching material

Most of the institutions have procured relatively latest books to be used as textbooks. Inexpensive textbooks from India help faculty and students in learning process. But other books for additional reading are still in short supply. The faculty also do not encourage/compel students for additional reading. As a result, the students use only limited number of books prescribed as textbooks.

It is observed that other teaching material such as video films, slides, field reports and knowledge aids are not intensively used in addition to text book material. Thus students acquire narrow base of knowledge and mostly theory based concepts.


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There is a wide variations in the institutions. Some institutions located in metropolitan cities use additional academic material or students get opportunity to apply it. In rural universities, however students depend more on textbooks.

2.12 IT in education

Most of the institutions have acquired computers ad established computer centers but their number is very limited and relatively free access to Internet is available to few universities in Pakistan.

Rural and underdeveloped institutions are less fortunate in this regard. Due to problems in telecommunication infrastructure, expensive Internet service and administrative problems, there is less use of IT in academic and research programs. Faculty and students use e-mail and Internet from private service providers and it is relatively expensive. Thus there is more use of e-mail service than the use of Internet

2.13 Research

Universities are engaged in research activities. But they seem to lack focus and priority in conducting research.

Mostly research is linked with higher degree programs such as masters, M.Phil and doctorate. Due to lack of funding, the universities are constrained to engage in research at wider scale.

It is observed that due to administrative structure, academic environment and disincentives to the faculty, research is discouraged even in the areas where not much funding is required. Whatever research is conducted is not competitive with international standards.

The present federal minister of Science and Technology, has taken some important steps to promote research in the universities. His ministry has provided funds to them and announced some incentives to faculty for doing research.

2.14 Degree Accreditation

There are various bodies, which are authorized to recognize and accredit the degrees of public, private and international institutions. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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University Grants Commission (UGC), Pakistan Engineering Council, Pakistan Medical and Dental council, Pakistan Bar council, Pakistan Council of Architects and other bodies monitor the education system and accredit the degrees in their respective fields.

2.15 Private Institutions

Since early 90s, the private higher educational institutions started emerging and they continue to multiply. They are mostly located in Karachi, Lahore, Rawalpindi/Islamabad, Peshawar, Hyderabad, Faisalabad, Multan and other big cities in the country.

They impart education in disciplines, having the demand of job market within the country and abroad such as business management, computer science, information technology, health sciences, applied economics and electronics. They charge higher fees. But quality of education in some institutions is much better than in public institutions.

Their faculty, curricula, teaching methods, text books and academic environment are of higher level. As a result, affluent families prefer to send their children to the private institutions.

2.16 Linkage with the Government, Private Sector, Community, Donors and NGOs

Generally, the linkage of public universities with the above is poor. But there are individual departments and academics who maintain strong relations with them. Private universities however have established good relations with them.

The public universities are governed under the strict bureaucratic laws. Thus they do not give autonomy to their academics to work with them. Despite the restrictions, some academics do involve in research and advisory services for them.

2.17 Linkage with the Foreign Universities


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Through the federal government and the UGC, several universities of the country have developed links with the foreign universities. The nature of the links vary from university to university and from department to department. Generally it includes exchange of faculty, spilt degrees, supply of books and software, organization of joint seminars and conferences and joint research projects.

2.18 Funding

All public universities are suffering from the shortage of funding. After paying salaries and other essential services, they are hardly left with any money to support research and other academic activities. They are not even able to finance the faculty's participation in local seminars and conferences. They are not able to subscribe to research journals nor can they provide other services such as transport needed for field research. Thus, the universities are reduced to mainly degree awarding institutions.

2.19 Inter-university Cooperation

The UGC supports the inter-university cooperation for teaching and research. But with the paucity of funding and absence of incentives for the faculty, there is hardly any joint teaching and research program between the universities. However, they do invite each other's faculty as external examiners, co-supervisors for thesis projects or referees for their research journals. No university reported any joint research project or study for working on field problems. Interestingly even within the same university, departments have not established a mechanism for working on applied problems.

2.20 Research Journals

Many universities publish research journals. Some of them produce journals regularly, others are not so regular. Mostly journals publish multidisciplinary papers, except those coming from engineering universities, which publish engineering related papers only.

2.21 Recognized Institutions

The UGC have chartered (as on 23-5-2001) the following universities/institutes in public and private sectors for awarding the degrees. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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a) Federal Area Public Sector 1. Allama Iqbal Open University, Islamabad2. Bahria University, Islamabad3. International Islamic University, Islamabad4. National University of Modern Languages, Islamabad5. National University of Sciences & Technology, Rawalpindi6. Pakistan Institute of Engineering & Applied Sciences,

Islamabad.7. Quaid-i-Azam University, Islamabad

Private Sector 1. National University of Computer and Engineering Sciences,

Islamabad.2. COMSATS Institute of Information Technology, Islamabad.

b) Azad Jammu & Kashmir Public Sector 1. University of Azad Jammu & Kashmir, Muzaffarabad, Azad

Kashmir

Private Sector 1. Al-Khair University, AJK2. Mohi-ud-Din Islamic University, AJK

c) Balochistan Public Sector 1. Balochistan University of Engineering & Technology, Khuzdar.2. University of Balochistan, Quetta.

d) NWFP Public Sector 1. Gomal University, D.I.Khan2. Military College of Engineering, Risalpur3. NWFP University of Agriculture, Peshawar4. NWFP University of Engineering & Technology, Peshawar5. Pakistan Military Academy, Abbottabad6. University of Peshawar, Peshawar. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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Private Sector 1. Ghulam Ishaq Khan Institute of Engineering Sciences &

Technology, Topi

e) Punjab Public Sector 1. Bahauddin Zakariya University, Multan2. Fatima Jinnah Women University, Rawalpindi3. Government College, Lahore4. Islamia University, Bahawlpur5. Lahore College for Women, Lahore6. National College of Arts, Lahore7. University of Agriculture, Faisalabad8. University of Arid Agriculture, Muree Road, Rawalpindi9. University of Engineering & Technology, Lahore10. University of Engineering & Technology, Taxila11. University of the Punjab, Lahore

Private Sector 1. Lahore University of Management Sciences, Lahore Cantonment

Co-operative Society, Lahore2. Lahore School of Economics, Lahore.

f) Sindh Public Sector 1. Institute of Business Administration, Karachi2. Liaquat University of medical and Health Sciences, Jamshoro,

Sindh.3. Mehran University of Engineering & Technology, Jamshoro.4. NED University of Engineering & Technology, Karachi.5. Pakistan Naval Academy, Karachi6. Quaid-e-Awazm University of Engineering, Sciences &

Technology, Nawabshah.7. Shah Abdul Latif University, Khairpur8. Sindh Agriculture University, Tandojam9. University of Karachi, Karachi10. University of Sindh, Jamshoro

Private Sector 1. Aga Khan University, Karachi SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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2. Baqai medical University, Karachi3. Greenwich University, Karachi4. Hamdard University, Karachi5. Indus Valley School of Art and Architecture, Karachi6. Institute of Business Management, Karachi7. Iqra University, Karachi8. Isra University, Hyderabad9. Jinnah University for Women, Karachi10. Karachi Institute of Economics & Technology, Karachi11. Muhammad Ali Jinnah University, Karachi12. Shaheed Zulfikar Ali Bhutto Institute of Science & Technology,

(SZABIST), Karachi.13. Sir Syed University of Engineering & Technology, Karachi.14. Textile Institute of Pakistan, Karachi15. Zia-ud-Din Medical University, Karachi.


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CHAPTER 3

Higher Water Education________________________________________________________________________

3.1 Introduction

Higher education in water sector is given in engineering universities/colleges and agricultural universities. General universities do not have exclusive water education programs except some subjects being taught in environmental engineering and other disciplines. For producing skilled manpower in water sector, polytechnic institutes/technical colleges impart three years diploma course in civil engineering, which also include courses in water resources management. After completing diploma, some students get admission in B.Tech program- it consists of three years for B. Tech (pass) degree and one more year leads to B. Tech (honors) degree. However B.Tech program collapsed in the past. But it is being revived now. In all provinces several polytechnic and technical colleges are imparting education in civil engineering.

3.2 Institutions

The following institutions offer degree programs in the water sector and the UGC and PEC recognize them as degree awarding institutions.

a) Federal Area Public Sector 1. National University of Sciences & Technology, Rawalpindi

b) Balochistan Public Sector 1. Balochistan University of Engineering & Technology (BUEST), Khuzdar.

c) NWFP Public Sector 1. NWFP University of Agriculture, Peshawar SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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2. NWFP University of Engineering & Technology, Peshawar

d) Punjab Public Sector 1. College of Engineering & Technology, Bahauddin Zakariya University, Multan2. University of Agriculture, Faisalabad3. Arid Agriculture University, Rawalpindi4. University of Engineering & Technology, Lahore5. Center of Excellence in Water resources Engineering, Lahore6. University of Engineering & Technology, Taxila

e) Sindh Public Sector 1. Mehran University of Engineering & Technology, Jamshoro.2. NED University of Engineering & Technology, Karachi.3. Quaid-e-Awazm University of Engineering, Sciences & Technology, Nawabshah.4. Sindh Agriculture University, Tandojam

Private Sector1. Shaheed Zulfikar Ali Bhutto Institute of Science & Technology,

(SZABIST), Karachi (It is going to offer the degree programs shortly).

2. Sir Syed University of Engineering & Technology, Karachi.

3.3 Degree Programs

All engineering universities impart water education through degree programs in civil engineering at bachelors' level. A few universities offer M.Sc, M.Phil and PhD degrees in water resources engineering/irrigation engineering and drainage. These are MUET, UET Lahore, UET Taxilla and NWFP UET.

In Agriculture universities, bachelor's degree programs are offered in agriculture engineering or in crops sciences. Specialized programs are offered from masters to PhD in irrigation/drainage. NWFP Agriculture University also offers BSc in water resources management. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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There is specialized institute, The Center of Excellence in Water Resources Engineering in Lahore, which is exclusively engaged in teaching, research and advisory services in water resources development. It is an autonomous institute and offers MSc, M.Phil and PhD in water resources engineering. NED University and SZABIST are starting programs in water related fields in the future.

3.4 Short Courses

No university reported offering the regular short courses in water sector. The Center of Excellence in Water Resources Engineering used to offer suchcourses but it has discontinued them.

3.5 Curriculum

There are three types of curriculum in water education. One is of civil engineering, the second is agriculture engineering and the third is of master’s level in water resources or irrigation engineering.

In the first case water education is part of broad knowledge of civil engineering. In addition to other subjects, five or six courses are related to hydrology, irrigation and drainage engineering including water resources development, distribution, utilization and conservation. Generally, the curriculum of civil engineering is oriented towards the construction of water reservoirs and irrigation channels and their maintenance. Irrigation and drainage practices are also taught but more of engineering orientation rather than crop management or use of water at micro level.

In the second case, water resources engineering is combined with farm machinery and cropping systems. And most of the courses deal with the water distribution, on farm water management, water harvesting, water conservation, tube well technology, exploitation of ground water, water logging and salinity

In the third case, water resources development is a major area of the curriculum. In some universities there are optional courses, where students can specialize in any field of water resources management.


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However, some universities give more emphasis to the development of water resources, while others teach water distribution and utilization.

The implementation of the curriculum depends entirely on the expertise of faculty and their exposure to the real world situation, availability of the latest books, maps and data, number of classes students attend, and knowledge level of the students.

The curriculum of water related disciplines in most of the universities lack courses in desalinization, productive use of saline water, flood and drought management, indigenous water technology, geographical information systems (GIS), environmental impact assessment of mega irrigation and drainage projects, social impact of water resources development and utilization, participatory development, sustainable development, wetlands management, water harvesting, specific knowledge of national water sector mega projects, different agro-economic, climatic and hydrological zones of the country.

The curriculum is weak in teaching qualitative and quantitative research methods, statistical analysis, calculation of economic and financial returns of water projects, communication skills including report writing. It seems that the water related curriculum is only of engineering orientation.

3.6 Faculty

Except BUET and recently established engineering college in Multan, all of the engineering universities and agriculture universities have relatively highly qualified faculty available for teaching and research. In some universities, the senior teachers are highly unutilized, because of declining admission in water education. 3.7 Teaching methods

As is a general case in the public universities, mostly classroom discussion and some lab work are the dominant teaching methods in water education. The universities give little importance to fieldwork. Most of the academics reasoned that due to lack of funding and support from the university authorities, they could not take students to the field for teaching them on the farm or channel level to understand the real world problems of water resources development. Most of the locations for field study/research are far away from the SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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universities and there is a need of financial support and linkage with the government organizations for this activity to be taken up. And both are hardly available for learning in the field. That is the reason that the faculty and students of water sector are relatively less exposed to problems of water resources management in the country. It is also observed that audio/ video technology is not intensively used in the teaching process.

3.8 Laboratories

In all the universities there are adequate laboratories and they are equipped with devices, models and instruments used for demonstration and practicals. As one academic explained that the real and big laboratory is the field and few measuring devices are needed to learn the water technology. Almost all universities reported the adequacy of laboratories for water technology. They however require more audio video equipment and IT for using in teaching process.

3.9 Books

Textbooks and additional reference books are generally available in all the universities. Inexpensive Indian books are easily available in the market for the faculty and students. The shortage of funding does constrain the universities to buy more books for the additional reading.

3.10 Research Journals

Few universities subscribe to research journals. Others have discontinued them since long time because of the funding problem.

3.11 IT Application

Computers are used in teaching and research but Internet, except few universities, is still at the initial stage to be used in academic work. It is mainly because the Internet facility is there but it is very expensive for the faculty and students. Again the printing of down loaded reports, books and research material is costly for them. Nor is printing facility easily available in the departments. This discourages SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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the faculty and students to make intensive use of IT in their academic work.. This is also one of the reasons that most of the faculty, researchers and students do not have updated information about current research being conducted in the water sector in other countries.

3.12 Linkage

Linkage of departments imparting water education is very poor with the government organizations, foreign universities including South Asian water institutes, NGOs, farmer’s organizations and other forums engaged in water resources management. NDP however has associated water experts from the universities on its research and advisory boards. Sometimes academics are invited in the government and NGO sponsored seminars and conferences on water. They are also engaged in consultancy but a personal level. There is no strong institutional mechanism for engaging academics in policy research and planning studies for water sector projects. The government departments and university administration both are responsible for the weak linkage.

3.13 Research

It is observed that research in water sector is done on applied problems of water sector of the country.

3.14 Database

Almost all academics interviewed reported that comprehensive and time series data on water sector in the country is not available to the faculty and researchers. Whatever data exists, their authenticity is questionable. Serious researchers are reluctant to work on field problems of water sector on the basis of unreliable data. Collecting data by them is very expensive business and they do not have adequate funding for data collection or field studies.


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3.15 Publication of Books and Research Journal

Very few books are written by indigenous researchers on problems of water sector. This is mainly due to the absence of support and incentives to potential authors. No research journal on water resources management is being published in Pakistan. However, the proceedings of the seminars and conferences on water sector are published by their organizers. But their distribution is very limited.

3.16 New Research Institution

The present Federal Minister of Science and Technology has taken the following appreciable initiatives:

Promotion of IT in universities Remuneration for research papers, encouraging teachers to

conduct research Funds for doing research Initiating indigenous PhD programs in the universities Development of database Supporting research programs in water related applied problems

Except this, there is no other policy or program to make fundamental changes in the existing education systems. Nor is there any other initiative or any consultation started for improving higher education in the country.

However, the UGC, PEC, provincial governments and federal education ministry and ministry of science & technology regularly hold meetings on the problems and issues of higher education. But any comprehensive, coordinated and integrated approach has not yet been adopted nor are teachers and experts being consulted to bring changes in the education system.

Continous reduction in the funding of the universities has seriously damaged the quality of higher education in country. Apart from salaries and other routine spending, there are hardly any funds and facilities available to improve the quality of teaching and doing research problems of water sector. For example, there are no funds available to teachers for attending seminars and conferences even within the country.


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CHAPTER 4

Evaluation of Water Education________________________________________________________________________

There is no institutional process to continuously monitor and evaluate higher education in the country, not even by the institutions themselves. Mainly UGC, PEC, federal and provincial pubic service commissions (recruiting bodies for the selection of employees for the SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

35

government organizations) are responsible to report on the performance of higher education. There is no independent body to rank public and private institutions on the standard of education, research and relevance of the curriculum.

The academics who were interviewed also were unaware about existence of any report on the evaluation of higher education. They informed that there is no such practice in Pakistan. However, the UGC publishes handbook on the universities and higher education institutions. As informed, one handbook was published in 1980, other was published in 1998. Third book was due to be published in 2000, but it has not yet been produced. The book contains only information on the faculty, degree programs and other facilities available in the universities. The PEC regularly monitors the education in engineering disciplines to accredit the degrees by its recognized institutions. After every three years, it sends a team of experts to review the facilities of engineering education to all its recognized institutions. Qualitative aspects of education and professional level of outgoing graduates are not examined by the PEC. Thus it focuses on the supply side of the engineering education and less attention is given to the qualitative side and relevance of the skills and knowledge demanded by the job market. Public service commissions, federal as well as provincial, produce annual reports based on the performance assessment of the graduates based on quiz type questions. Whatever the implications or recommendations of the annual reports of the public service commission, the concerned organizations and universities hardly take notice or attempt to bring changes as recommended by the reports.

No university visited in this study reported about any internal evaluation of the quality, relevance or other aspect of the education being imparted by it. It was observed that no such practice to assess the quality of education by the universities themselves is in place. However, meetings and seminars are conducted on issues of quality of education but no systematic study has being carried on .As discussed here, the assessment of higher education including water education has not been conducted by any of the concerned organizations-universities themselves, UGC, PEC, employers of water professionals or international development organizations. All prime universities were visited and most active academics in water education and research were interviewed. They had no knowledge about the existence of any assessment of the water education


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CHAPTER 5

Employment of Water Professionals_____________________________________________________________

Graduates are generally employed in the water related government institutions such as provincial departments of irrigation and drainage, on farm water management, and agriculture, federal and provincial agriculture research organizations, NGOs, WAPDA, academic institutions and consulting firms. Large NGOs include IUCN, National Rural Support Programme, Sarhad Rural support Programme, Punjab Rural support Programme, Oxfam, International Water Management Institute (IWMI)- previously it was known as International Irrigation Management Institute (IIMI), .

For the last five years, the employment of the graduates has drastically reduced because the federal and provincial governments have initiated very few projects in water sector. Recently, WAPDA has announced its plan, Vision-2025, in which it has committed to execute the mega development projects in water sector including barrages, canals, reservoirs and upgrading the capacity of large dams. Their details are discussed in the appendix on National Water Policy.

Almost, all institutions visited have reported that there is a decline in the admission in the graduate and post graduate programs in water resources management mainly due to the decreasing employment of graduates. For example, only one student got admission in the Department of Water Resources Management in NWFP Agriculture University, 2 postgraduate students in water and soil science department in Arid Agriculture University. There is a similar situation in Faisalabad Agriculture University and Sindh Agriculture University- in this university, the number of students in all faculties including agriculture engineering decreased from 1200 to 300.

The mega projects are at the planning stage and it will take more than three years to start their physical execution. Then it is expected that employment in water sector will increase.


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CHAPTER 6

Water Graduates________________________________________________________________________

6.1 Introduction

There are the following five disciplines, in which education in water sector is imparted.

Agriculture- crop and soil sciences Agriculture engineering Civil Engineering Water Resources Management Water Resources Engineering

In agriculture, knowledge and skills in on farm water management (OFWM) are provided along with crop management. Agriculture engineering prepares graduates in the fields of water management including harvesting and conservation and use of farm machinery. Water resources management exclusively disseminates knowledge in all aspects of water sector from water resources development to water conservation including on farm water management. Civil engineering trains graduates, in structures, urban water supply, hydraulics, irrigation engineering, drainage and water management. In water resources engineering, engineering aspects as well as management of water resources including drainage are taught to the graduates.

6.2 Regulation of Education in Water Engineering

Engineering related education including water engineering is regulated and monitored by the Pakistan Engineering Council (PEC). It is a constitutional body and registers all graduate engineers possessing degrees of B.Sc. Engineering/B.E or equivalent qualification. The PEC accredits the engineering institutions in the


38

country to award degrees in engineering disciplines and makes the equivalence of the foreign engineering degrees with the local degrees.

According to Section 27 of the Act of the PEC, it is mandatory for a person who undertakes any professional engineering work to get himself registered with the Council. It is also binding on all the employers to employ only those persons for undertaking professional engineering work whose names are borne on the Register of the Council. Violation of Section 27 of the Act attracts penalties.

6.3 Number of Water Graduates

Since its establishment in 1974, the PEC has registered 68287 engineers upto 30th June, 2000 in the following 16 different engineering disciplines as professional engineers.

Civil 20076Mechanical 15038Electrical 16276Electronics 5516Chemical 3854Agriculture 2126Telecommunication 223Metallurgical 1425Mining 856Aeronautical 758Petrogas 488Industrial 384Computer 1266Nuclear 1Textile ---Bio-Medical ---

The above data shows that since 1974, total 22,202 professionals have been registered in water related engineering.

No information is available about the number of professionals graduated in agriculture sciences and water resources management. There is also no data to know the number of professionals having MSCs, MPhils and PhDs in water sector including water engineering.


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CHAPTER 7

Analysis of the Institutions________________________________________________________________________

7.1 Education in WRM

a) Engineering Universities

Engineering Institutions except few offering water education have largely similarities in terms of infrastructure, quality and quantity of faculty, laboratories, and other research facilities. MUET, NWFP, UET, UET Lahore are relatively at the same level in the field of water sector. Taxila UET is though a young university but it can develop itself fast in water resources. These institutions are leading education at graduate and postgraduate levels but the rising unemployment of water professionals and lack of incentives for acquiring higher degrees in this field have reduce3d the number of candidates seeking admission in this field.

QUEST is at the stage where, with the funding it can start postgraduate degree programs in water resources management. It can get qualified faculty from MUET easily. NED has planned to start degree programs and short courses in water resources shortly. Its main emphasis is water conservation in Karachi and other urban centers and water harvesting in the area surrounding the city.

BUET is a special case. It has adequate physical infrastructure, laboratories and library. But it is not getting highly qualified faculty because it is located in remote and socially unattractive area and salaries and other fringe benefits are unattractive compared with the


40

universities working in other provinces. It is possible that qualified teacher can join on contract basis with higher salary for short time. It needs to play an important role in the water harvesting and water conservation in the province. Since this province depends on rainwater and ground water. There is always scarcity of water in the region. For example, water security of its capital, Quetta, is seriously under threat because of the unsustainable use of its ground water. Being the largest province area wise there is a need to establish water research centers in different locations of the province having different agro climatic and hydrological zones. Compared with other universities, it requires more funding for doing research, considering its location disadvantages and remoteness.

There is however, a need to support these institutions with latest teaching material, technical assistance in improving the curriculum making it comprehensive and local needs based. All of them require to improve their teaching methods, using case studies, Internet, filed research and audio- video aids for effective learning process.

b) Agriculture Universities

There are four agriculture universities in Pakistan and all of them are well staffed, well equipped and have more than adequate infrastructure. But there they are facing financial problem. These are at Tando Jam in Sindh, Faisalabad in Punjab and at Peshawar in NWFP. Balochistan has no agriculture university, because of dispute on deciding its location, its construction has been delayed, otherwise it has been approved to establish in Balochistan province also. Tando Jam has also its constituent agriculture college.

These institutions are getting less and less students in water sector with time because of general unemployment of agriculture graduates particularly in the water sector due to decreasing water related projects in the country. Like engineering universities, they are also facing similar problems of funding for field research, IT facilities and incentives for the faculty to engage in research.

c) General Universities

There are prominent general universities in the country such as Karachi, Sindh, Punjab, Quaid-e-Azam, Peshawar, Multan, Shah Latif SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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and Balochistan. They do not offer any degree program in water resources management. Since, it is perceived that engineering and agriculture universities are better qualified for offering education programs in this field, UGC not provide funds to them for offering water education. However, they conduct research in water sector if some students are interested to work on the economic, social, political or environmental aspects of water resources in the country. For example, one student is doing M. Phil in Quid-e-Azam University in the conflict in water distribution among the provinces. Other student is doing M. Phil on social impact of water shortage in Sindh.

a) Private Institutions

Private institutions have started programs in water related education. Sir Syed Engineering University in Karachi is offering bachelor’s degree in civil engineering, Hamdard University in Karachi is offering programs in environmental science and SZABIST is starting program in farming systems giving importance to water conservation also.

Following Sir Syed, Hamdard and SZABIST, it is observed that private institutions will be offering multidisciplinary programs incorporating water resources management.

7.2 Research in WRM

Currently, the universities- engineering and agriculture- are engaged in research through postgraduate students studying for masters, M. Phil and PhD. Mostly, research is done on the applied problems of water resources management. But, it is not adequate given the variety and enormity of problems in field of water resources development and utilization.

Pakistan is a very large country, it has many different agro economic, and hydrological zones- varying from irrigated to arid, and from the coast to mountains. It is popular saying that after every 50 km, there is a change of cropping pattern, water distribution, water logging, and salinity, availability of ground water. Thus, there is large scope of doing research on geographically specific problem of water resources management. But, the current research programs in the universities do not adequately respond to actual needs of the field problems. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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Whatever research is done, its results are not widely disseminated due to funding problems, since there is no research journal on water resources management. Again the results of the research do not benefit the farmers, as there is no money available to the federal and provincial departments for implementing the useful results.

In addition to the universities, International Water Management Institute (IWMI) is very active in research in water sector. Its headquarter is located in Lahore and it’s field office, in Faisalabad and other places. It works on institutional reforms in irrigation system and water conservation. Water Resources Research Institute of National Agriculture Research council is also active in research on water resources management.


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CHAPTER 8

Conclusions and Recommendations________________________________________________________________________

8.1 Conclusions

Data collected, review of reports and discussions held with the academics and experts led to the following conclusions.

There is a marked decline in the number of students seeking admission in water related disciplines.

There is a growing trend in the faculty to search remunerative employment outside the universities, since their salaries and other service conditions have become uncompetitive in the job market.

There is very limited funding available for research in the universities and other facilities required for it are quite inadequate.

The faculty, laboratories and infrastructure available in the departments imparting education in water resources management are highly underutilized.

Federal Ministry of Science and Technology has announced some incentives for doing M. Phil and PhD in several disciplines including water sector. But the effectiveness of these incentives has yet to be seen.

There is very poor linkage among the universities, government departments, research organizations and private sector for research and development activities.

There exists no institutional mechanism to involve teachers in policy research and planning for the development projects of the federal and provincial governments including in the water sector.

There are some large NGOs working in water resources management that employ water professionals such as IUCN, Oxfam, NRSP, and others.


44

General universities do not have exclusive academic programs in water resources management but their environmental science departments, where ever they are, have made water conservation and quality of water a part of their curriculum.

There is a large potential to reactivate the education and research in water sector but it would require funding and autonomy of faculty.

Government departments such as agriculture, livestock, fisheries, and irrigation have their research and training institutes/centers. These can be used for education and research purposes in water sector. For this the universities should link the above rural development departments inorder to facilitate their academic and research activities in the field.

Curriculum in water education is generally more theory oriented than applied and lacks particularly related to the specific issues of water management in Pakistan.

Though latest textbooks are available but research journals, reports and other reading material to be used in teaching are largely missing.

Teaching methods are less interactive and lack fieldwork orientation and focus on classroom narration by the teachers.

IT, particularly the use of Internet for downloading reports, articles and other reference material, is not available to the faculty. Except for a few universities, computer facilities needed by the faculty and students for academic and research work ar highly inadequate.

Universities located in rural towns are less fortunate in having the facility of Internet. Even if it is available, its speed and reliability is very poor.

No institution publishes a research journal on water resources management in the country. However, engineering and science journals do publish research papers on water related subjects.


45

There is no network of water professionals, nor is there any tradition of regularly holding conferences and seminars on water issues.

The faculty has less exposure to the field problems in water sector, because of lack of transport and other facilities. They therefore rely only on books.

There is no national water policy in the country. Recently, under NDP, the study on national water policy is being carried by local and foreign consultancy firms.

The government has prepared a plan to increase water storage under the Vision-2025 prepared by Wapda.

Overall education including water education is still based on the concepts of supply side knowledge, for public sector employment, classroom narration, theory and unidisciplinary.

The universities do not have a focussed research policy. Thus research in water sector is not a priority in Pakistan.

Universities themselves review the curriculum in water sector periodically and update it. The curriculum in most of the universities lack courses in project management, participatory development, sustainable development, food security, water economics, communications skills, IT application and rural sociology.

The universities do not offer short courses.

Inter university exchange of faculty, information resources, consultation and cooperation for promoting education in water sector and other disciplines is very poor.

There is a high level of demotivation among the faculty for teaching and research mainly due to low salaries, over centralized decision making in the university management system, lack of financial support for publishing books, participating in national and international conferences and overall discouraging environment.


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Availability of reliable and updated data is a serious problem for teaching and research in water sector. Many researchers doubt the authenticity of the existing data in this field.

8.2 Recommendations

To reactivate teaching and research in water sector, and strengthen the institutions engaged in teaching and research, there is a need to support some strategic programs and activities. The following recommendations are made base on discussions with academics and researchers actively involved in teaching, research, consultancy and advisory services.

Publishing interdisciplinary quarterly research journal in water resources management

Producing monthly newsletter and sharing information in the water sector

Starting weekly E-mail newsletter for water professionals, water institutions and NGOs engaged in water conservation.

Forming Pakistan Water Forum and provincial water organization such as Sindh Water Forum and Punjab Water Forum as common platforms for water professionals and water institutions for promoting teaching and research

Providing fellowships and scholarships for study and research

Starting split degree programs with the collaboration with South Asian and other universities of the world

Technical support to universities and higher institutions for improving curriculum in water sector

Organizing annual national/international conference on water sector

Conducting a study to monitor the water situation and collecting reliable data.


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Link the universities with developed universities and institutes working in water sector

Financial support to faculty for participation in seminars and conferences

Commissioning of short term studies on important problems water sector

Financial and professional incentives for the faculty to supervise degree research programs and conduct short term studies

Starting regular multidisciplinary short courses for in service water professionals, NGOs, government organizations and research institutes working in water sector

Financial and editing support to the faculty for publishing books on water resources management

Helping universities to reorganize their decision making process to provide enabling environment to the faculty for research and consultancy.

Annexure-1 References________________________________________________________________________

1. Pakistan Engineering Council, PEC ACT, 1976, Islamabad

2. The Pakistan Engineering Council, A Profile

3. Chartered Universities/Degree Awarding Institutes of Pakistan in Public & Private Sectors (as on 23.05.2001) University Grants Commission, Islamabad.

4. Five Years of Faculty Research, Vol.3, 1995-99, NWFP, University of Engineering & Technology, Peshawar.

5. Post Graduate Prospectus 1999, NWFP, University of Engineering & Technology, Peshawar.


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6. Prospectus 1997, NWFP, Agriculture University, Peshawar.

7. Catalogue, Faculty of Agricultural Engineering, Sindh Agriculture University, Tandojam, 1987.

8. Prospectus and Statutes for Post-Graduate Studies, January 1998, Center of Excellence in Water Resources Engineering, University of Engineering and Technology, Lahore.

9. Prospectus, Postgraduate Programme in Hydraulics & Irrigation Engineering 1999-2000, Institute of Irrigation & Drainage Engineering, Mehran University of Engineering & Technology, Jamshoro, Sindh.

10. Pakistan Engineering Council, Bye-Laws, 1976 amended upto 30th June, 2000.

11. Annual Report 1999-2000, International Waterlogging and Salinity Research Institute, Lahore.

12. An Introduction of the Department of Farm Machinery & Power, Faculty of Agricultural Engg. & Tech. University of Agriculture, Faisalabad, 1993.

13. List of Research Publications from 1992-1999 Mehran University of Engineering & Technology, Jamshoro.

14. Inception Report, Study on National Water Policy, Ministry of Water & Power, Govt. of Pakistan, March 2000.

15. Scheme of Courses in Water Resources and Environmental Management, NWFP Agriculture University.

16. Syllabus of Bachelor of Engineering, NED University of Engineering & Technology, Karachi.

17. Department of Basic Engineering & Faculty of Agricultural Engineering & Technology, University of Agriculture, Faisalabad September 1992.


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18. Ten Years of Faculty Research 1980-1989 Vol.I, NWFP University of Engineering & Technology, Peshawar, Pakistan.

19. Prospectus, Bachelor's in Engineering or computer Science 1998-99, Quaid-E-Awam University of Engineering Sciences and Technology, Nawabshah, Sindh.

20. University Grants Commission, Chartered Universities/Degree Awarding Institutes of Pakistan in Public & Private Sector (as on 23.5.2001)

21. Undergraduate Prospectus, 2000 Entry, University of Engineering & Technology, Taxila.

22. Prospectus, Bachelors Degree in Engineering, Architecture and City & Regional Planning 2000-2001, Mehran University of Engineering & Technology, Jamshoro.

23. Water Management in NWFP, Edited by D. Hamond Murray-Rust, Edward J. Vander velde, Habib-ur-Rehman November 1997.

24. Daily Kawash (Sindhi), dated 28th July 2001.

25. Vision 2025, WAPDA 2001.

26. Zubaida Hussain and Khalid Hussain, Water Policy Development Review, Mulatan, Pakistan, 2001.

Annex-2 List of Academics/Experts Interviewed________________________________________________________________________

NWFP University of Engineering and Technology, Peshawar

1. Prof. Dr. Akhtar Naeem Khan, Dept. of Civil Engineering2. Prof. Dr. Zahid Muhammad, Dept. of Agriculture Engineering

NWFP Agriculture University


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3. Dr. Jamal Khan, Chairman, Dept. of Water Management

Arid Agriculture University, Rawalpindi

4. Dr. Safdar Ali, Associate Professor, Dept. of Soil Sciences

International Water Management Institute, Faisalabad

5. Abdul Hameed, Sociologist6. Muhammad Rizwan Aslam, Water Resources Engineer

Agriculture University, Faisalabad.

7. Dr. Rai Niaz Ahmed, Associate Professor 8. Dr. Qurban Ali Awan, Chairman, Dept. of Agriculture

Engineering.

University of Engineering & Technology, Lahore

9. Dr. Abdul Latif, Director, Centre of Excellence in Water Resources Engineering10. Dr. Muhammad Ashique Kharal, Associate Professor, Dept. of

Civil Engineering.

NED University of Engineering & Technology, Karachi

11. Prof. Dr. Salihzada Farooq Ahmed Rafiq, Acting Chairman, Dept. of Civil Engineering.

Mehran University of Engineering & Technology, Jamshoro.

12. Dr. Bakshall Khan Lashari, Professor, Institute of Irrigation & Drainage Engineering.

13. Engineer Naseer Memon, Assistant Professor, Dept. of Civil Engineering.

Sindh Agriculture University, Tandojam

14. Dr. Hussain Bukhsh Bhutto, Chairman, Det. of Agriculture Engineering

Sindh Irrigation and Drainage Authority


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15. Dr. Yameen Memon, Social Development Specialist (Former Team Leader, International Irrigation Management Institute)

National Drainage Programme Sindh, Karachi.

16. Nazir Ahmed, Assistant Director.

University Grants Commission, Regional Office, Karachi

17. D. G. Khiani, Deputy Director

Balochistan University of Engineering & Technology, Khuzdar

18. Dur Muhammad Soomro, Lecturer.

Annex-3.a NWFP UNIVERSITY OF ENGG: & TECH: PESHAWAR

________________________________________________________________________

M.Sc Agricultural Engineering Degree Program


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(SOIL AND WATER ENGINEERING)

1. Surface Irrigation2. Sprinkler and Trickle Irrigation System3. Design of Canal Structures4. Irrigation Pumping Plants5. Salinity and Soil Water Management6. Soil and Water Conservation7. Advanced Soil Physics8. Ground Water Hydrology9. Flow Through Porous Media10. Advanced Agricultural Processing11. Sub-Surface Drainage12. Special Studies 13. Master's Thesis

Annex-3.b NWFP Agriculture University Peshawar

________________________________________________________________________ SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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B.Sc (Honours) Degree Programme

FIRST YEAR

1st Semester

1. Orientation to Agricultural Professions2. Introduction to Plant Science3. Introduction to Animal Husbandry4. English Writing5. Biology-I OR Maths-I

Islamic Studies 6. Pakistan Studies

2nd Semester

1. Introductory Agriculture Economics2. Chemistry-I for Agriculture3. Engineering Applications in Agriculture4. Animal and Plant Genetics5. Introduction to Plant Science-II6. English7. Biology OR Maths

Second Year

1st Semester

1. Animal Nutrition 2. Soils3. Microbiology4. Agricultural Programme Development5. Biology or Maths 6. Islamic Studies 7. English8. Water in Agriculture.

2nd Semester

1. Animal Hygiene and Disease Prevention SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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2. Crop Production and improvement3. Management of Farming systems4. Introduction to Food Technology5. Statistics-I6. English7. Biochemistry

Third Year

1st Semester

1. Introduction to Agriculture communication 2. Statistics-II3. English4. Islamic studies5. Soil Management6. Soil Water and Plant Relations7. Introduction to crop production

2nd Semester

1. Introduction to Rural Sociology2. Statistics-III3. English4. Farm power & Machinery5. Hydraulics6. Soil genesis and classification7. Agricultural communication program8. Introduction to computers

Fourth Year

1st Semester

1. Surveying and land leveling2. Agrohydrology3. Irrigation Systems4. Statistics-IV5. Soil fertility6. Internship


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2nd Semester

1. Irrigation application methods2. Project studies water management3. Drainage of agricultural land4. Soil and water conservation5. special problems

Specialization Elective

1. Water wells and pumps2. Users in irrigation systems3. Ground water hydrology4. Introduction to agricultural meteorology

M.Sc (Hons.)

1. Organization of Water Management2. Practical Irrigation System Layout3. Soil Physics4. Soil Erosion Mechanics and Control5. Optimal Use of Water6. Seminar7. Fortran Programming8. Program Planning and Evaluation9. Project Design and Analysis10. Resource Economics

M.Phil Programme

A) Compulsory Subjects

1. Water Resources Planning & Management2. Irrigation System Management3. Computational Methods in Water Resources4. Surface Water Hydrology5. Ground Water Hydrology6. Environmental Impact Assessment7. Research Methods and Technical Writing


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B) Optional Subjects

1. Open Channel Hydraulics2. Drainage and Salinity Management3. Hydrometery4. Water supply and Sanitation5. Water and Waste Water Treatment6. Management Techniques7. Water Harvesting Techniques8. Rural social Development9. Water Rights/Environmental Laws10. Applied Statistics

Ph.D. Programme

A) Compulsory Subjects

1. Water Resources Development2. Environmental Management systems3. Integrated Watershed Management4. Current trends in Water Resources Research

B) Optional Subjects

1. Reservoir Operations and Management2. Water Quality Management3. Flood and Drought Management4. High Efficiency Irrigation Systems5. Environmental Modeling6. GIS/RS Application in Water Management7. Solid Erosion and Sediment Transport8. Design and Management of Small DamsDepartment Of Water Management

1. Surveying and Land Levelling2. Agrohydrology3. Irrigation Systems4. Irrigation Application Methods5. Project Studies Water Management6. Drainage of Agriculture Land7. Water Wells and Pumps SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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8. Users in Irrigation Systems9. Groundwater Hydrology10. Introduction to Agril. Meteorology11. Special Problem12. Review Paper13. Seminar


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Annex-3.c University Of Agriculture, Faisalabad

________________________________________________________________________

Faculty of Agri. Engineering & Technology

B.Sc. Agriculture Engineering Course

First Semester

1. Engineering Drawing2. Surveying-I3. Fluid Mechanics-I4. Metallurgy and Workshops Practices5. Algebra & Vector Geometry6. Applied Physics7. English8. Industrial Chemistry

Second Semester

1. Engineering Drawing & Computer Graphics2. Surveying-II3. Engineering Mechanics-I4. Fluid Mechanics-II5. Soil Mechanics-I6. Manufacturing Processes and Practices7. Thermodynamics8. Islamic Studies OR

Ethics (for Foreign Students)

Third Semester

1. Engineering Mechanics-II2. Mechanics of Materials-I3. Environmental Engineering4. Soil Mechanics-II5. Soil & Water Conservation Engineering6. Energy Resources and Utilization7. Calculus for Engineers


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8. Basic AgricultureFourth Semester

1. Mechanics of Materials-II2. Ground Water Hydrology3. Water Quality Management4. Open Channel Hydraulics5. Grain Storage and Handling6. Boiler Engineering and Power Plants7. Computer Programming

Fifth Semester

1. Applied Electricity2. Surface Water Hydrology3. Process Engineering4. I.C. Engineering and Tractors-I5. Field Crop Production-I6. Salt Affected Soils & Water Quality.7. Pakistan Studies.

Sixth Semester

1. Theory of Structures-I2. Fundamentals of Remote Sensing3. Pumps and Tubewells4. Irrigation Engineering5. Computational Engineering6. I.C. Engines & Tractors-II7. Instrumentation8. Applied Engineering Statistics.

Seventh Semester

1. Theory of Structures-II2. Farm Structures and Materials3. Industrial Pollution and tits control4. Farm Irrigation Systems5. Farm Machinery-I6. Machine Design7. Project and Report-I8. Sociology for Engineers. SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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9. Introduction to Agricultural Education and Extension.

Eighth Semester

1. Waste Management2. Drainage Engineering3. Farm Water Management4. Farm Machinery-II5. Industrial Engineering & Management6. Design of Agricultural Machinery7. Project and Report-II8. Economics for Engineers

1. Survey Camp after 2nd Semester for 15 days.2. Internship training after 6th Semester for 15 days. The above

two trainings will be offered during summer session for B.Sc. Agriculture Engineering.

3. Every student of B.Sc. Agriculture Engineering will have to qualify the Survey Camp and Internship.


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Annex-3.d Centre of Excellence in Water Resources Engineering, UET, Lahore

________________________________________________________________________

Post Graduate Studies in Water Resources Engineering

Courses Of Studies For M.Sc/M.Phil In Water Resources Management

A) Compulsory subjects

1. Drainage Engineering2. Water Resources Management3. Advanced Irrigation4. Water Management Computation5. Experimental Methods6. Groundwater Hydrology

B) Optional (Six subjects to be selected on the advice of the Supervisor)

1. System Analysis2. Land Reclamation3. Project Management4. Project Planning5. Groundwater Modeling6. Groundwater Exploration7. Advanced Open Channels Hydraulics8. Hydraulic Structures9. Applied Mathematics10. Environmental Impact Assessment11. Computer Programming12. Remote Sensing Applications in Water Resources13. Environmental contamination14. Flow Through Porous Media15. Numerical Methods


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C) To be taken by all students

1. Thesis Project (From the 2nd Term)2. Seminar (end and Subsequent Terms)

Courses Of Studies For M.Sc/M.Phil In Engineering Hydrology

a) Compulsory Subjects

1. Groundwater Hydrology2. Hydrometeorology3. Experimental Methods4. Hydrologic Computations5. Statistical Hydrology6. Applied Hydrology

b) Optional (Six subjects to be selected on the advice of the Supervisor)

1. Catchment Hydrology2. Reservoir Operation3. Snow and Ice Hydrology4. Flood Estimation and Control5. Groundwater Modeling6. Groundwater Exploration7. Applied Mathematics8. Computer Programming9. Remote Sensing Application in Water Resources10. Environmental Contamination11. Flow Through Porous Media12. Numerical Methods

c) To be taken by all students

1. Thesis Project (From the 2nd Term)2. Seminar (end and Subsequent Terms) SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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Courses of Studies For M.Sc/M.Phil In Water Resources Engineering

a) Compulsory Subjects

1. Advanced Open Channels Hydraulics2. Computational Hydraulics3. Dam Engineering4. Sediment Transport5. River Engineering6. Applied Hydrology

b) Optional (Six subjects to be selected on the advice of the Supervisor)

1. Drainage Engineering2. Advanced Irrigation3. Experimental Methods4. Systems Analysis5. Project Management6. Groundwater Hydrology7. Statistical Hydrology8. Groundwater Modeling9. Hydraulic Structures10. Construction Management11. Applied Mathematics12. Environmental Impact Assessment13. Computer Programming14. Remote Sensing Application in Water Resources15. Numerical Methods.

c) To be taken by all students

1. Thesis Project (From the 2nd Term)2. Seminar (end and Subsequent Terms)


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Annex-3.e NED University of Engg: & Tech: Karachi

________________________________________________________________________

B.E Civil Engineering

First Year

1. Engineering Drawing-I2. Engineering Mechanics3. Surveying-I4. Engineering Materials5. Electrical engineering6. Applied Thermodynamics7. Calculus8. Applied Physics9. Applied Chemistry10. English11. Pakistan Studies OR12. Pakistan Studies (for Foreigners)

Second Year

1. Surveying-II2. Introduction to Computing3. Engineering Drawing-II4. Fluid Mechanics-I5. Mechanics of Solids-I6. Engineering Geology7. Structural Analysis-I8. Probability & Statistics9. Linear Algebra & Differential Equations10. Islamic Studies OR11. Ethical Behaviour12. Engineering Economics


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Third Year

1. Mechanics of Solids-II2. Transportation Engineering-I3. Engineering Construction4. Reinforced Concrete Design-I5. Soil Mechanics-I6. Environmental Engineering-I7. Civil Works Quantity and Cost Estimations8. Architecture and Town Planning9. Fluid Mechanics-II10. Structural Analysis-II11. Business Communication & Ethics

Final Year

1. Steel Structures2. Structural Design & Drawing3. Soil Mechanics-II4. Environmental Engineering-II5. Reinforced Concrete Design-II6. Construction Planning and Management7. Transportation Engineering-II8. Irrigation and Water Resources Engineering9. Civil Engineering Project10. Numerical Analysis.


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Annex-3.f Mehran University of Engg. & Tech., Jamshoro.

________________________________________________________________________

Post Graduate Programme in Hydraulics & Irrigation Engineering

First Term

1. Drainage Engineering-I2. Advanced Irrigation Engineering3. Computational Hydraulics I (Theory)4. Computational Hydraulics II (Practical)5. Open Channel Flow6. Surface Water Hydrology7. Engineering Mathematics

Second Term

1. Design of Hydraulic Structures2. Sediment Transport Technology3. Operational Research4. Ground Water hydrology5. Irrigation Water Management6. Drainage Engineering-II


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Annex-3.g Sindh Agriculture University Tandojam

________________________________________________________________________

List Of Courses For Four Years B.E (Agri.) Degree Programme

First Year

1. Instrumentation2. Rural Sociology3. Mathematics in Engg-I4. Applied Physics5. Applied chemistry6. Surveying & Levelling7. Engineering Drawing-I8. Engineering Materials9. Workshop Processes & Practices-I10. Mathematics in Engineering-II11. Islamic Studies12. (Ethical Behaviour)13. Basic Agriculture14. Pakistan Studies15. English

Second Year

1. Applied Thermodynamics2. Theory of Machines3. Applied Mechanics4. Strength of Materials5. Soil Science & Geology6. Soil Mechanics7. Workshop Processes & Practices-II8. Fluid Mechanics-I9. Irrigation Principles & Practices10. Engineering Drawing-II11. Mathematics in Engineering-III12. Mathematics in Engineering -IV13. English SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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Third Year

1. Farm Power2. Workshop Organization and Management3. Theory of Structures4. Saline - Alkaline and Waterlogged Soils5. Conservation Engg.6. Hydrology7. Fluid Mechanics-II8. Applied Electricity9. Machine Design & Drawing10. Economic for Engineers11. English (Technical Report Writing)12. Statistics

Fourth Year

1. Pumps & Tubewells2. Farm Power & Machinery Management3. Irrigation engineering4. Drainage Engineering5. Farm Machinery6. Design of Farm Machinery7. Rural Electrification8. Farm Buildings & Structures9. Process Engineering10. Farm Water Management11. Heavy Machinery12. Project Report of Seminar13. Pakistan Studies14. Islamic Studies (Ethical Behaviour)


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List of Course for M.Sc (Agri.) Hons. in Agriculture Engineering Degree Programme

1. Farm Mechanization2. Farm Structure3. Process Engineering4. Farm Water Management5. Farm Machinery6. English (Technical Report Writing)7. Deficiency Course (Soil Mechanics)8. Subject Allotted by Advisory Committee (Design of Farm

Machinery)


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APPENDIX

National Water Policy________________________________________________________________________

a. Introduction

There is no report available to trace the history of water policy in the country. Before 1947, the provinces with the support of the central government used to plan and execute their water projects. For example, Sindh executed the Sukkur Barrage with loan from the British Government. After 1947, the federal government and provincial governments were responsible for the water resources development.

After the signing of Indus Basin Treaty in 1962, the federal government undertook the large projects such as dams, installation of public tubewells, construction of new barrages and drainage works. Mangla, Tarbela and Chashma reservoirs and the link canals were constructed during the 1960s and 1970s.

In late 1980s, the federal government appointed the National Commission on Agriculture, examining all the aspects of agriculture including water situation. Recently the Government of Pakistan has commissioned a study on National Water policy as one of the sectoral studies under NDP.

In spite of having the largest integrated irrigation system in the world, Pakistan has no well-defined national water policy. This is because irrigation is designated a provincial subject under the Constitution of Pakistan. Historically there have always been disputes among provinces on the issue of water sharing and water rights.

b. Need of Water Policy

Existing policies and strategies do not adequately address the issues being faced by the water sector, and therefore there is an urgent need to formulate a National Water Policy to solve the current problems. It should recognize that water has become an increasingly scarce resource, requiring appropriate technical, institutional, economic and SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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environmental management. The study on the water policy would be conducted through a consultative and participatory process involving stockholders and considering domestic, industrial water supply, flood control sectors in and out of the irrigation and drainage system. The main objectives of the National Water Policy are to:

Develop a comprehensive framework for designing water resources investments, policies and institutions. The framework includes the relationship between the ecosystem and socio-economic activities in river basins. The analysis, the complexity of which would vary according to the country's capacity and circumstances, would take account of technical, social, environmental, and economic objectives. Special attention shall be given to the views of all stakeholders

adopt water pricing and incentive policies that would achieve equitable distribution, cost recovery, water conservation, and better allocation and judicious utilization of water resources

Decentralize water service delivery, involving users in planning and managing water projects, and encouraging stakeholders to contribute towards policy formulation. It may be possible that a variety of organizations, financially autonomous entities, and community organizations may contribute towards decentralizing water delivery functions. Thus, the Policy should support projects that introduce different forms of decentralized management, focusing on the division of responsibilities among the public and private entities involved. This approach may not be limited to irrigation and drainage alone; it may also be applicable to forestry and range management, water supply, flood control and hill torrent management and resources management, in general

Restore and preserve aquatic ecosystems, improving water quality and guarding against over-exploitation of groundwater resources

Avoid waterlogging and salinity problems associated with irrigated investments by monitoring water tables and implementing drainage networks, as well as adopting best management practices to control water pollution


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Establish a strong legal and regulatory framework to ensure that social concerns are met, environmental resources are protected, monopoly pricing is prevented.

c. Scope of the National Water Policy

The scope of the study is to review and identify the availability of surface and sub-surface water, including the need of water for various uses (industrial, agricultural and municipal) and frame a policy based on the need and availability. The functions of the study shall include but not limit to:

review existing reports and studies to identify the important issues and constraints for redressal in preparing the water policies and the subject to be covered shall include all issues relating to water resources policy, legislation institutions, finance, and socio-economics

undertake a review and collated all existing legislation which currently relate to water development and management

determine the importance of water in national economy

prepare a matrix of problems and critical issues and recommend time schedule for necessary actions

quantity and rank pressures on the water resources development

identify options for mitigation of the constraints and problems

suggest proposals for new laws and regulations necessary for the new water policies

draft a national Water Policy appropriate in time with the Ninth Five Year Plan (1998-2003) and the 2010 Plan for the medium and long-term future of the water sector

arrange a national workshop to disseminate the draft water policy amongst all agencies involved in water resources development and management


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review and revise the draft water policy to reflect conclusions and recommendations made in the National Workshop

draft a policy action plan indicating actions to be taken in meeting the policy objectives

perform any other duty assigned by the Client in relation to the National Water Policy.

d. Benefits of the National Water Policy

The National Water Policy would:

serve as guideline to the provinces for judicious use of their water resources

suggest policies/criteria to enable investments and major inter-Provincial water resources development programs such as reservoirs, trunk drains and other measures

allow official recognition of water as an economic good address crucial issues being faced by the water sector.

The inception report on the water policy has been completed and the final report of the study will be ready very soon.

e. Effective Water Policy

Asian Development Bank has recently conducted Regional Consultants Workshops with theme "Towards Effective Water Policy in the Asian and Pacific Regions". The seven emerging principles for Effective Water Policy emanating form the Workshop are summed up below:

National water resources development and management should be undertaken in a holistic, determined, and sustained manner to meet national development goals and protect the environment.

Planning, development, and management of specific water resources be decentralized to an appropriate level responding to basin boundaries.

Delivery of specific water services should be delegated to autonomous and accountable public, private, or cooperative


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agencies providing measured water services in a defined geographical area to their customers and/or members for an appropriate feed.

Water use in society should be sustainable - with incentives, regulatory control, and public education promoting economic efficiency, conservation of water resources, and protection of the environment-within a transparent policy framework.

Shared water resources within and between nations should be allocated efficiently for the mutual benefit of all riparian users.

Water sector development activities should be participatory and consultative at each level, leading to commitment by stakeholders and action that is socially acceptable.

Successful water sector development requires a commitment to sustained capacity building, monitoring, evaluation, research, and learning at all levels, to respond effectively to changing needs at the national, basin, project, service entity, and community level.

f. Wapda’s Vison-2025

Wapda has prepared a 3-phased 25-year programme, called Vision-2025, for the development of water and power resources to cope with rising electricity demand and costs coupled with depleting water storage capacity. The program would cost $45 billion. During the next 25 years, Wada plans to increase the water storage capacity of 65 MAF and produce 33,000 MW. The water storage capacity in early eighties was 18.368 MAF and it would drop to 12.426 MAF (34%) by 2010 due to siltation of the reservoirs, storage capacity is not increased.

The first part of the Vision, which was approved by the federal cabinet in August last year, Wapda was allowed to undertake engineering studies of Basha Dam and Thal Reservoir projects, besides six SaciWATERs Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: [email protected]

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irrigation schemes - Kachi Canal in Balochistan, Chashma Right Bank Canal (left) in NWFP, Greater Thal Canal in Punjab, and Riverine Area Development, Rainee & Thar Canals and Sehwan Barrage in Sindh. Sindh has serious reservations on some of its projects such as Greater Thal Canal in Punjab

Total cost of these projects have been estimated at Rs.750 billion while feasibility studies would cost around Rs.1.9 billion and third part of the Vision-2025 is to undertake studies of surface storage and hydropower projects at the cost of Rs.2.4 billion. Total cost of around 34 projects under phase-1 and 2 of the programme has been estimated at around $32 billion.

Wapda estimates suggest that Tarbela, Mangla and Chashma would lose 34 per cent or 5.9 million-acre feet of their capacity by the year2010. Based on the present generation capacity the hydel-thermal mix in the country is 28:72, which should have been the reverse in an ideal condition.

g. National Conservation Strategy

IUCN, a non-profit organization, formulated a National conservation Strategy in 1992. It has also completed the provincial conservation strategy for NWFP and Balochistan. And it is negotiating with Sindh for developing its conservation strategy. Water sector is also included in these documents.

The federal government and provincial governments have also started planning for the conservation of water and water resources development, considering the drought conditions prevailed for three years in the country. But reports on this planning have not yet been completed.


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Documents

1 · Web viewTotal cost of these projects have been estimated at Rs.750 billion while feasibility studies would cost around Rs.1.9 billion and third part of the Vision-2025 is to