5
CONTENTS
________________________________________________________________________
List of Acronyms
1
Executive Summary
3
CHAPTER 1
5
The Study
1.1 Objectives
1.2 Methodology
1.3 Limitations
CHAPTER 2
Overview of Higher Education
5
6
7
8
2.1
Introduction
2.2
Stages
2.3
Responsibilities of the Government
2.4
Types of Institutions
2.5
Polytechnics
2.6
Teaching Program
2.7
Examination System
2.8
Faculty
2.9 Teaching Methods
2.10 Curriculum
2.11 Books/Teaching material
2.12 IT in Education
2.13 Research
2.14 Degree Accreditation
2.15 Private Institutions
2.16 Linkage with the Government,
PrivateSector, Community,Donorsand
NGOs
2.17 Linkage With the Foreign Universities.
2.18 Funding
2.19 Inter University Cooperation
2.20 Research Journals
2.21 Recognized Institutions
8
8
8
9
9
10
10
10
11
11
12
12
12
13
13
13
CHAPTER 3
18
Higher Water education
3.1
3.2
3.3
Introduction
Institutions
Degree programs
SaciWATERs
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14
14
14
14
14
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18
19
6
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
Short Courses
Curriculum
Faculty
Teaching Methods
Laboratories
Books
Research Journals
IT Application
Linkage
Research
Database
Publication of Books and Research Journal
New Research Institution
CHAPTER 4
Evaluation of Water Education
CHAPTER 5
Employment of Water Professional
CHAPTER 6
Water Graduates
6.1
6.2
6.3
Introduction
Regulation of Education in Water
Engineering
Number of Water Graduates
CHAPTER 7
Analysis of The Institutions
7.1
7.2
Education in WRM
Research in WRM
CHAPTER 8
Conclusions and Recommendations
8.1
8.2
Conclusions
Recommendations
ANNEXES:
1.
References
2.
list of Academic/Experts Interviewed
3.
Courses of:
3.a NWFP University of Engg. and
Tech, Peshawar
3.b NWFP Agriculture University
SaciWATERs
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20
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40
41
7
Peshawar
3.c University of Agriculture, Faisalabad
3.d Center of Excellence in Water
Resources Engineering, UT, Lahore
3.e NED University of Engg: & Tech:,
Karachi
3.f Mehran University of Engg: & Tech:,
Jamshoro
APPENDIX
National Water Policy
3.g Sindh
Agriculture
University
Tandojam.
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46
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58
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8
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
SZABIST
Shaheed Zulfikar Ali Bhutto Institute of
Science and Technology
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Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: saciwaters@rediffmail.com
9
UET
University Of Engineering and Technology
UGC
University Grants Commission
WAPDA
Water and Power Development Authority
WRM
Water Resources Management
SaciWATERs
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Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: saciwaters@rediffmail.com
10
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.
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.
SaciWATERs
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11
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 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 Email 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.
SaciWATERs
Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034
Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: saciwaters@rediffmail.com
12
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.

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
SaciWATERs
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Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: saciwaters@rediffmail.com
13

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

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 levelfrom 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.
 Documentation has remained the weak aspect of the government organizations in
Pakistan including universities. In many cases, elementary information is not properly
SaciWATERs
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14
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.
CHAPTER
2
Overview of Higher Education
________________________________________________________________________
2.1
Introduction
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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
 Middle
 Secondary (matriculation)
 Higher Secondary (intermediate)
 Teritiary
Class 1 to class 5
Class 6 to 8
Class 9 and 10
Class 11 and 12
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
2.3
offering 3-years diploma/ B.Tech
Responsibilities of the Government
a)
Provincial Government
The 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.
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 Government
Federal 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.
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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
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.
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17
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.
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 lackqualified 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
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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
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.
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
SaciWATERs
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19
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. 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
SaciWATERs
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20
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
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
SaciWATERs
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Phone: 0091-40-3544142, Fax: 0091-40-3312954 Email: saciwaters@rediffmail.com
21
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.
a) Federal Area
 Public Sector
1.
Allama Iqbal Open University, Islamabad
2.
Bahria University, Islamabad
3.
International Islamic University, Islamabad
4.
National University of Modern Languages, Islamabad
5.
National University of Sciences & Technology, Rawalpindi
6.
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, AJK
2. Mohi-ud-Din Islamic University, AJK
c) Balochistan
 Public Sector
1.
Balochistan University of Engineering & Technology, Khuzdar.
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22
2.
d)

1.
2.
3.
4.
5.
6.
University of Balochistan, Quetta.
NWFP
Public Sector
Gomal University, D.I.Khan
Military College of Engineering, Risalpur
NWFP University of Agriculture, Peshawar
NWFP University of Engineering & Technology, Peshawar
Pakistan Military Academy, Abbottabad
University of Peshawar, Peshawar.
 Private Sector
1.
Ghulam Ishaq Khan Institute of Engineering Sciences & Technology, Topi
e)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Punjab
Public Sector
Bahauddin Zakariya University, Multan
Fatima Jinnah Women University, Rawalpindi
Government College, Lahore
Islamia University, Bahawlpur
Lahore College for Women, Lahore
National College of Arts, Lahore
University of Agriculture, Faisalabad
University of Arid Agriculture, Muree Road, Rawalpindi
University of Engineering & Technology, Lahore
University of Engineering & Technology, Taxila
University of the Punjab, Lahore
 Private Sector
1.
Lahore University of Management Sciences, Lahore Cantonment Co-operative
Society, Lahore
2.
Lahore School of Economics, Lahore.
f) Sindh
 Public Sector
1.
Institute of Business Administration, Karachi
2.
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, Karachi
6.
Quaid-e-Awazm University of Engineering, Sciences & Technology, Nawabshah.
7.
Shah Abdul Latif University, Khairpur
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23
8.
9.
10.
Sindh Agriculture University, Tandojam
University of Karachi, Karachi
University of Sindh, Jamshoro
 Private Sector
1.
Aga Khan University, Karachi
2.
Baqai medical University, Karachi
3.
Greenwich University, Karachi
4.
Hamdard University, Karachi
5.
Indus Valley School of Art and Architecture, Karachi
6.
Institute of Business Management, Karachi
7.
Iqra University, Karachi
8.
Isra University, Hyderabad
9.
Jinnah University for Women, Karachi
10.
Karachi Institute of Economics & Technology, Karachi
11.
Muhammad Ali Jinnah University, Karachi
12.
Shaheed Zulfikar Ali Bhutto Institute of Science & Technology, (SZABIST),
Karachi.
13.
Sir Syed University of Engineering & Technology, Karachi.
14.
Textile Institute of Pakistan, Karachi
15.
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
2.
NWFP University of Engineering & Technology, Peshawar
d) Punjab
 Public Sector
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1.
2.
3.
4.
5.
6.
College of Engineering & Technology, Bahauddin Zakariya University, Multan
University of Agriculture, Faisalabad
Arid Agriculture University, Rawalpindi
University of Engineering & Technology, Lahore
Center of Excellence in Water resources Engineering, Lahore
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 Sector
1. 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.
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
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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. 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 agroeconomic, 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
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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
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
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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 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
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29
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.
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 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
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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 organizationsuniversities 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
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
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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.
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
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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 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 30 th June, 2000
in the following 16 different engineering disciplines as professional engineers.
Civil
Mechanical
Electrical
Electronics
Chemical
Agriculture
Telecommunication
Metallurgical
Mining
Aeronautical
Petrogas
Industrial
Computer
Nuclear
Textile
Bio-Medical
20076
15038
16276
5516
3854
2126
223
1425
856
758
488
384
1266
1
-----
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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.
CHAPTER
7
Analysis of the Institutions
________________________________________________________________________
7.1
a)
Education in WRM
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
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area and salaries and other fringe benefits are unattractive compared with the 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 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.
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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. 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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38
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.

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.
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
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.

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.
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
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.
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
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41

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.

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.
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42
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.
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 19992000, 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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43
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,
QuaidE-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.
2.
Prof. Dr. Akhtar Naeem Khan, Dept. of Civil Engineering
Prof. Dr. Zahid Muhammad, Dept. of Agriculture Engineering
NWFP Agriculture University
3.
Dr. Jamal Khan, Chairman, Dept. of Water Management
Arid Agriculture University, Rawalpindi
4.
Dr. Safdar Ali, Associate Professor, Dept. of Soil Sciences
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44
International Water Management Institute, Faisalabad
5.
6.
Abdul Hameed, Sociologist
Muhammad Rizwan Aslam, Water Resources Engineer
Agriculture University, Faisalabad.
7.
8.
Dr. Rai Niaz Ahmed, Associate Professor
Dr. Qurban Ali Awan, Chairman, Dept. of Agriculture Engineering.
University of Engineering & Technology, Lahore
9.
10.
Dr. Abdul Latif, Director, Centre of Excellence in Water Resources Engineering
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.
Engineering.
of
Civil
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
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
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45
18.
Dur Muhammad Soomro, Lecturer.
Annex-3.a
NWFP UNIVERSITY OF ENGG: & TECH:
PESHAWAR
________________________________________________________________________
M.Sc Agricultural Engineering Degree Program
(SOIL AND WATER ENGINEERING)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Surface Irrigation
Sprinkler and Trickle Irrigation System
Design of Canal Structures
Irrigation Pumping Plants
Salinity and Soil Water Management
Soil and Water Conservation
Advanced Soil Physics
Ground Water Hydrology
Flow Through Porous Media
Advanced Agricultural Processing
Sub-Surface Drainage
Special Studies
Master's Thesis
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46
Annex-3.b
NWFP Agriculture University Peshawar
________________________________________________________________________
B.Sc (Honours) Degree Programme
FIRST YEAR
1st Semester
1.
2.
3.
4.
5.
6.
Orientation to Agricultural Professions
Introduction to Plant Science
Introduction to Animal Husbandry
English Writing
Biology-I OR Maths-I
Islamic Studies
Pakistan Studies
2nd Semester
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47
1.
2.
3.
4.
5.
6.
7.
Introductory Agriculture Economics
Chemistry-I for Agriculture
Engineering Applications in Agriculture
Animal and Plant Genetics
Introduction to Plant Science-II
English
Biology OR Maths
Second Year
1st Semester
1.
2.
3.
4.
5.
6.
7.
8.
Animal Nutrition
Soils
Microbiology
Agricultural Programme Development
Biology or Maths
Islamic Studies
English
Water in Agriculture.
2nd Semester
1.
2.
3.
4.
5.
6.
7.
Animal Hygiene and Disease Prevention
Crop Production and improvement
Management of Farming systems
Introduction to Food Technology
Statistics-I
English
Biochemistry
Third Year
1st Semester
1.
2.
3.
4.
5.
6.
7.
Introduction to Agriculture communication
Statistics-II
English
Islamic studies
Soil Management
Soil Water and Plant Relations
Introduction to crop production
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48
2nd Semester
1.
2.
3.
4.
5.
6.
7.
8.
Introduction to Rural Sociology
Statistics-III
English
Farm power & Machinery
Hydraulics
Soil genesis and classification
Agricultural communication program
Introduction to computers
Fourth Year
1st Semester
1.
2.
3.
4.
5.
6.
Surveying and land leveling
Agrohydrology
Irrigation Systems
Statistics-IV
Soil fertility
Internship
2nd Semester
1.
2.
3.
4.
5.
Irrigation application methods
Project studies water management
Drainage of agricultural land
Soil and water conservation
special problems
Specialization Elective
1.
2.
3.
4.
Water wells and pumps
Users in irrigation systems
Ground water hydrology
Introduction to agricultural meteorology
M.Sc (Hons.)
1.
2.
3.
4.
Organization of Water Management
Practical Irrigation System Layout
Soil Physics
Soil Erosion Mechanics and Control
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49
5.
6.
7.
8.
9.
10.
Optimal Use of Water
Seminar
Fortran Programming
Program Planning and Evaluation
Project Design and Analysis
Resource Economics
M.Phil Programme
A)
Compulsory Subjects
1.
2.
3.
4.
5.
6.
7.
Water Resources Planning & Management
Irrigation System Management
Computational Methods in Water Resources
Surface Water Hydrology
Ground Water Hydrology
Environmental Impact Assessment
Research Methods and Technical Writing
B)
Optional Subjects
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Open Channel Hydraulics
Drainage and Salinity Management
Hydrometery
Water supply and Sanitation
Water and Waste Water Treatment
Management Techniques
Water Harvesting Techniques
Rural social Development
Water Rights/Environmental Laws
Applied Statistics
Ph.D. Programme
A)
Compulsory Subjects
1.
2.
3.
4.
Water Resources Development
Environmental Management systems
Integrated Watershed Management
Current trends in Water Resources Research
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50
B)
Optional Subjects
1.
Reservoir Operations and Management
2.
Water Quality Management
3.
Flood and Drought Management
4.
High Efficiency Irrigation Systems
5.
Environmental Modeling
6.
GIS/RS Application in Water Management
7.
Solid Erosion and Sediment Transport
8.
Design and Management of Small Dams
Department Of Water Management
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Surveying and Land Levelling
Agrohydrology
Irrigation Systems
Irrigation Application Methods
Project Studies Water Management
Drainage of Agriculture Land
Water Wells and Pumps
Users in Irrigation Systems
Groundwater Hydrology
Introduction to Agril. Meteorology
Special Problem
Review Paper
Seminar
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51
Annex-3.c University Of Agriculture, Faisalabad
________________________________________________________________________
Faculty of Agri. Engineering & Technology
B.Sc. Agriculture Engineering Course
First Semester
1.
2.
3.
4.
5.
6.
7.
8.
Engineering Drawing
Surveying-I
Fluid Mechanics-I
Metallurgy and Workshops Practices
Algebra & Vector Geometry
Applied Physics
English
Industrial Chemistry
Second Semester
1.
2.
3.
4.
5.
6.
7.
8.
Engineering Drawing & Computer Graphics
Surveying-II
Engineering Mechanics-I
Fluid Mechanics-II
Soil Mechanics-I
Manufacturing Processes and Practices
Thermodynamics
Islamic Studies OR
Ethics (for Foreign Students)
Third Semester
1.
Engineering Mechanics-II
2.
Mechanics of Materials-I
3.
Environmental Engineering
4.
Soil Mechanics-II
5.
Soil & Water Conservation Engineering
6.
Energy Resources and Utilization
7.
Calculus for Engineers
8.
Basic Agriculture
Fourth Semester
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52
1.
2.
3.
4.
5.
6.
7.
Mechanics of Materials-II
Ground Water Hydrology
Water Quality Management
Open Channel Hydraulics
Grain Storage and Handling
Boiler Engineering and Power Plants
Computer Programming
Fifth Semester
1.
2.
3.
4.
5.
6.
7.
Applied Electricity
Surface Water Hydrology
Process Engineering
I.C. Engineering and Tractors-I
Field Crop Production-I
Salt Affected Soils & Water Quality.
Pakistan Studies.
Sixth Semester
1.
2.
3.
4.
5.
6.
7.
8.
Theory of Structures-I
Fundamentals of Remote Sensing
Pumps and Tubewells
Irrigation Engineering
Computational Engineering
I.C. Engines & Tractors-II
Instrumentation
Applied Engineering Statistics.
Seventh Semester
1.
2.
3.
4.
5.
6.
7.
8.
9.
Theory of Structures-II
Farm Structures and Materials
Industrial Pollution and tits control
Farm Irrigation Systems
Farm Machinery-I
Machine Design
Project and Report-I
Sociology for Engineers.
Introduction to Agricultural Education and Extension.
Eighth Semester
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53
1.
2.
3.
4.
5.
6.
7.
8.
Waste Management
Drainage Engineering
Farm Water Management
Farm Machinery-II
Industrial Engineering & Management
Design of Agricultural Machinery
Project and Report-II
Economics for Engineers
1.
2.
Survey Camp after 2nd Semester for 15 days.
Internship training after 6th Semester for 15 days. The above two trainings will be
offered during summer session for B.Sc. Agriculture Engineering.
Every student of B.Sc. Agriculture Engineering will have to qualify the Survey Camp
and Internship.
3.
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
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54
A)
Compulsory subjects
1.
2.
3.
4.
5.
6.
Drainage Engineering
Water Resources Management
Advanced Irrigation
Water Management Computation
Experimental Methods
Groundwater Hydrology
B)
Optional
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
System Analysis
Land Reclamation
Project Management
Project Planning
Groundwater Modeling
Groundwater Exploration
Advanced Open Channels Hydraulics
Hydraulic Structures
Applied Mathematics
Environmental Impact Assessment
Computer Programming
Remote Sensing Applications in Water Resources
Environmental contamination
Flow Through Porous Media
Numerical Methods
C)
To be taken by all students
1.
2.
Thesis Project (From the 2nd Term)
Seminar (end and Subsequent Terms)
(Six subjects to be selected on the advice of the Supervisor)
Courses Of Studies For M.Sc/M.Phil In Engineering Hydrology
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55
a) Compulsory Subjects
1.
2.
3.
4.
5.
6.
Groundwater Hydrology
Hydrometeorology
Experimental Methods
Hydrologic Computations
Statistical Hydrology
Applied Hydrology
b) Optional (Six subjects to be selected on the advice of the Supervisor)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Catchment Hydrology
Reservoir Operation
Snow and Ice Hydrology
Flood Estimation and Control
Groundwater Modeling
Groundwater Exploration
Applied Mathematics
Computer Programming
Remote Sensing Application in Water Resources
Environmental Contamination
Flow Through Porous Media
Numerical Methods
c) To be taken by all students
1.
2.
Thesis Project (From the 2nd Term)
Seminar (end and Subsequent Terms)
Courses of Studies For M.Sc/M.Phil In Water Resources Engineering
a)
Compulsory Subjects
1.
2.
3.
4.
5.
6.
Advanced Open Channels Hydraulics
Computational Hydraulics
Dam Engineering
Sediment Transport
River Engineering
Applied Hydrology
b) Optional (Six subjects to be selected on the advice of the Supervisor)
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56
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Drainage Engineering
Advanced Irrigation
Experimental Methods
Systems Analysis
Project Management
Groundwater Hydrology
Statistical Hydrology
Groundwater Modeling
Hydraulic Structures
Construction Management
Applied Mathematics
Environmental Impact Assessment
Computer Programming
Remote Sensing Application in Water Resources
Numerical Methods.
c) To be taken by all students
1.
2.
Thesis Project (From the 2nd Term)
Seminar (end and Subsequent Terms)
Annex-3.e NED University of Engg: & Tech: Karachi
________________________________________________________________________
B.E Civil Engineering
First Year
1.
2.
3.
4.
5.
6.
7.
Engineering Drawing-I
Engineering Mechanics
Surveying-I
Engineering Materials
Electrical engineering
Applied Thermodynamics
Calculus
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57
8.
9.
10.
11.
12.
Applied Physics
Applied Chemistry
English
Pakistan Studies OR
Pakistan Studies (for Foreigners)
Second Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Surveying-II
Introduction to Computing
Engineering Drawing-II
Fluid Mechanics-I
Mechanics of Solids-I
Engineering Geology
Structural Analysis-I
Probability & Statistics
Linear Algebra & Differential Equations
Islamic Studies OR
Ethical Behaviour
Engineering Economics
Third Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Mechanics of Solids-II
Transportation Engineering-I
Engineering Construction
Reinforced Concrete Design-I
Soil Mechanics-I
Environmental Engineering-I
Civil Works Quantity and Cost Estimations
Architecture and Town Planning
Fluid Mechanics-II
Structural Analysis-II
Business Communication & Ethics
Final Year
1.
2.
Steel Structures
Structural Design & Drawing
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58
3.
4.
5.
6.
7.
8.
9.
10.
Soil Mechanics-II
Environmental Engineering-II
Reinforced Concrete Design-II
Construction Planning and Management
Transportation Engineering-II
Irrigation and Water Resources Engineering
Civil Engineering Project
Numerical Analysis.
Annex-3.f
Mehran University of Engg. & Tech.,
Jamshoro.
________________________________________________________________________
Post Graduate Programme in Hydraulics & Irrigation Engineering
First Term
1.
2.
3.
4.
5.
6.
7.
Drainage Engineering-I
Advanced Irrigation Engineering
Computational Hydraulics I (Theory)
Computational Hydraulics II (Practical)
Open Channel Flow
Surface Water Hydrology
Engineering Mathematics
Second Term
1.
2.
Design of Hydraulic Structures
Sediment Transport Technology
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59
3.
4.
5.
6.
Operational Research
Ground Water hydrology
Irrigation Water Management
Drainage Engineering-II
Annex-3.g
Sindh Agriculture University Tandojam
________________________________________________________________________
List Of Courses For Four Years B.E (Agri.) Degree Programme
First Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Instrumentation
Rural Sociology
Mathematics in Engg-I
Applied Physics
Applied chemistry
Surveying & Levelling
Engineering Drawing-I
Engineering Materials
Workshop Processes & Practices-I
Mathematics in Engineering-II
Islamic Studies
(Ethical Behaviour)
Basic Agriculture
Pakistan Studies
English
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60
Second Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Applied Thermodynamics
Theory of Machines
Applied Mechanics
Strength of Materials
Soil Science & Geology
Soil Mechanics
Workshop Processes & Practices-II
Fluid Mechanics-I
Irrigation Principles & Practices
Engineering Drawing-II
Mathematics in Engineering-III
Mathematics in Engineering -IV
English
Third Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Farm Power
Workshop Organization and Management
Theory of Structures
Saline - Alkaline and Waterlogged Soils
Conservation Engg.
Hydrology
Fluid Mechanics-II
Applied Electricity
Machine Design & Drawing
Economic for Engineers
English (Technical Report Writing)
Statistics
Fourth Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
Pumps & Tubewells
Farm Power & Machinery Management
Irrigation engineering
Drainage Engineering
Farm Machinery
Design of Farm Machinery
Rural Electrification
Farm Buildings & Structures
Process Engineering
SaciWATERs
Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034
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61
10.
11.
12.
13.
14.
Farm Water Management
Heavy Machinery
Project Report of Seminar
Pakistan Studies
Islamic Studies (Ethical Behaviour)
List of Course for M.Sc (Agri.) Hons. in
Agriculture Engineering Degree Programme
1.
2.
3.
4.
5.
6.
7.
8.
Farm Mechanization
Farm Structure
Process Engineering
Farm Water Management
Farm Machinery
English (Technical Report Writing)
Deficiency Course (Soil Mechanics)
Subject Allotted by Advisory Committee (Design of Farm Machinery)
SaciWATERs
Quarter No. 20B, College Park Quarters, Road No.3, Banjara Hills, Hyderabad – 500 034
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62
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 welldefined 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
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63
the current problems. It should recognize that water has become an increasingly scarce
resource, requiring appropriate technical, institutional, economic and 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

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)
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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 socioeconomics

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 (19982003) 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

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
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65


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 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.
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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 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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