ABSTRACT

AN EVALUATION OF THE RESEARCHES DONE BY THE
ACADEMIES FOR RURAL DEVELOPMENT IN PAKISTAN

by S. M. Anwer

This study had for its purpose a critical examinaticn of the
researches conducted and published by the two Academies for Rura
Deve10pment in Pakistan.

The fact that social research has to play a major role in the
deve10pment of a country has come to be realized lately in Pakistan.
As a result, in recent years in Pakistan a number of agencies of
social research have come into existence, both within and outside of
government. Although precise historical information about the
origin and growth of such research is lost in oblivion the facts bear
testflmony that much of it is related directly to the problems of
deve10pment, Specially to rural deve10pment.

Though research in rural deve10pment is attempted by more than
one agency in Pakistan, the main reaponsibility of such research lies
with the two Academies for Rural DeveIOpment, which are engaged very
heavily in rural research. Like other research agencies in the
country the Academies have not yet turned their attention to an
evaluation of their research programs. The writer of the present
thesis assumes that in absence of such a self-criticism and intro»
Spection the research activities of the Academies are lacking direc~
tion, coordination and consensus in approach. He further believes

that there is a dire need of evaluating at least these researches

i1

which form.the backbone of the main hedy of rural sociological research
in Pakistan. It was with these assumptions that a critique, particularly
from the point of view of methodology, of all the research publications
of both East and west Pakistan Academies was undertaken.

The value of an evaluation such as this, in the judgment of the
author of the thesis, lies in the fact that it provides an Opportunity
of comparing the prescribed and achieved goals of research by these
institutions. Such an evaluation may also set standards for better
analysis of the problems in future in addition to Spelling out the
strong and weak points of the present material.

The method used for making this critique consists of content
analysis of all the "Research" and ”Technical" publications of the
two Academies. The main focus of investigation, however, has been
an examination of the circumstances which led to the particular types
of research produced by the two institutions. Some of the steps
followed in the study involve tracing a brief history of research in
the Academies, a very brief review of some of the selected studies
with an intention to give the readers a taste of contents and design
of inquiry in the reports in the sample, and a critical examination
of the methods employed by these studies in light of the basic tenets
of methodology of social sciences.

Summarizing the examination a case has been made to improve upon
someof the shortcomings which have been discovered during the course
of evaluation. Some of the most prominent shortcomings which have been
discovered are in the areas of characteristics and the treatment of the

data. Recommendations and suggestions have been made for their improvem
\ .

I

ment 0

AN EVALUATION OF THE RESEARCHES
DONE BY THE ACADEMIES FOR RURAL DEVELOPMENT
IN PAKISTAN

BY

S.IM;'Anwer

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Sociology and AnthrOpology

1964

' -'//"/'
’ I I I /

,7 .Q-
1-?”

ACKNOWLEDGMENT

The author should like to express his deep sense of gratitude to
, all who helped him to make this study possible. He, however, estecially

wishes to acknowledge indebtedness to his major professor, Dr. Edgar A.
Schuler, whose ready acceptance of the tapic for research, and enthusiastic
support, guidance and encouragement at every step led to the completion of
study in time. Sincere thanks are also due to other members of the
committee, namely Drs. Duane Gibson and John Donoghue, whose support and
help were invaluable.

He is also thankful to Drs. Jay W. Artis and J. Allan Beegle for
their continued interest and assistance in the preparation of design
for this study. The Special reading course which the writer took with
Dr. Artis in this connection proved to be extremely helpful for the
purposes of formulatiohuand analysis of the problem.

An eSpecial note of thanks goes to fellow graduate students in the
department with whom discussions have been most helpful in stimulating
my thinking about the problem. Mr. Wise B. Joseph, my good friend, has
been most helpful at every stage. I owe a great deal to him for his
most useful suggestions during the revision of first and second drafts.

Finally, the writer wishes to pay tribute to Mrs. Jean Van Douser,

whose patient and accurate typing supplied morale needed for the com-

pletion of this thesis.

iv

CHAPTER

I.

II.

III.

IV.

V.

VI.

TABLE OF CONTENTS

INTRODUCTION . . . . . . . . . .
Background and Necessity . .
Statement of the Problem . .
Purpose and Sc0pe. . . . . .
Methodology. . . . . . . . .

A DISCUSSION ON HOW RESEARCH WAS
PERCEIVED IN THE TWO ACADEMIES .

The west Pakistan Academy. .
The East Pakistan Academy. .
REVIEW OF SELECTED STUDIES . . .
REVIEW OF THE METHODS APPLIED IN
Orientation. . . . . . . . .
Characteristics of the Data.
Treatment of Data. . . . . .
Conclusions of the Reports .
CRITIQUE AND OBSERVATIONS. . . .

CONCLUSIONS. . . . . . . . . . .

APPENDIX A: Bibliography 9 o o o o o o o

MPENDIX B: Tables 0 O O O O O O O O O 0

APPENDIX C:

INITIALLY

O O O“. O O O 0

List of Publications Reviewed. . . . . . . .

Page

ll

15
17
27
35
53
54
61
68
71
74
9O
93
97

102

CHAPTER I

INTRODUCTION

Background ang:Necessity

Histories of human thought and culture offer abundant evidence that
throughout ages, mankind has been conscious about the perplexities of
life and has searched for the answers to his myriad questions. Various
ways of finding the answers are noted. These include accidental discov-
eries, occasional eXplorations, recurrence of events or mere Speculation.
With the advancement of civilization we find that Specialization in
observation and interpretation increased, and many concepts were deve10ped
and redefined.

A vigorous deve10pment, advancement and expansion of science in the
past five hundred years is, however, related to industrial deve10pment.
This can be held more for physical sciences; but the economic political
and social needs in the form of industrial deve10pment, wars and many
political and social reforms have given rise to an ever increasing demand
for more sephistfcated and useful means of prediction and cantrol of
social phenomena. While the social sciences are comparatively young and
are often accused of lagging behind their physical counterparts, the
accumulating literature since World War II bears testimony to the fact
that tremendous strides have been made by this baby to establish herself
as a young adult.

The world today is divided into deve10ped and deve10ping nations
strictly from the point of view of science and technology. The deve10ping
nations have rich cultural heritage with force of tradition as a predominant

factor in their socio-economic relationship with development. The nations

which are more technologically advanced, on the other hand, usually have
fewer bonds with traditions or customs. In modern times deve10pment has
become a joint enterprise, between the deve10ping and deve10ped nations,
which involves a tremendous exchange of culture and technology.

Deve10pment in socio-cultural context of deve10ping nations in
Southern Asia has many dimensions. While material advancement in terms
of increase in per capita income or raised standard of living becomes
the primary objective of deve10pment, non-material advancement in terms
of change in value orientations, attitudes and patterns of behavior of
peOple is no less significant to the process of development. Under such
circumstances development does not involve acceptance of only technology
and mechanical means of Speedy progress, but also requires institutional
norms of efficiency and ethics of reaponsibility to make it brighter.

It is at this stage that the role of social research in terms of gathering
social facts, predicting and controlling social behavior becomes more
important.

Peeple at large living in rural communities are not concerned with
economic motives and incentives alone. They have attachment and bonds
with the traditional values, and are not easily accessible to change.
Value orientation, attitudes, traditionalism, fatalism, etc., become
factors which come in their way to accept change. This, therefore,
becomes the second place where the role of social sciences and social
research becomes important for the understanding of people and their
institutions, their sensitivities and hesitancy, their fears and
aSpirations. This knowledge also helps in drawing and implementing

more realistic plans of deve10pment.

Statement of the Problem

Such a realization of application of social science to human needs
prompts great awareness in many nations that social research ought to
play a major role in the deve10pment of a country. This is a sign of
promise, but it also throws many challenges to the students of social
science who are often asked to offer guide lines to the solutions of
human problems. The methodology of social science has deve10ped through
a whole series of experiments, errors and corrections; but it has yet to
go a long way to attain maturity and perfection. Many of the conclusions
drawn by social researchers are still questioned because their validity
and scientific methodology are still far from being sound enough to enable
the prediction of behavior.

In recent years in Pakistan a number of agencies of social research
have come into existence both within and outside of government. They are
engaged in applied social research related to deve10pment. Most of them
have sanctions and codes of reference from a broader National Plan; but
there are some which are guided by the needs of their areas of discipline.
Research in Public Administration, Social Welfare, for example, are
motivated by the growth and development of these disciplines in the
changing socialwcrder of the time. The field of rural development,
though old enough to establish itself as a movement in the IndoePakistan
sub-continent, lacked sufficiently in objective fact finding and
scientific generalization till quite late. Consequently, rural social
research is only very young in its deve10pment in Pakistan.

If we try to trace a brief history of such research, we might

discover that even in United States, which is the main source of

parentage of such work in Pakistan, such a Specialization is not very old.
In V.S.A. the first funds made available for rural sociological research
were paid to state colleges of agriculture under Purnell Act in 1924.1
About a half century has gone by since this organized effort to study
rural problems systematically was begun. Since then rural sociological
research has gained sufficient momentum. To quote only one of the many

authors on the subject, "

...all told up to 1956 more than one thousand
known rural social studies have appeared both in print and/or in
restricted circulation."2 This growing mass of data requires a constant
bookkeeping and checking so as to note what has been added to the latest.
Various attempts have been made to review this ever increasing informa-
tion. Edmund Brunner, for example, in his book Growth _f a Science has
reviewed the growth of rural research in United States in the first
fifty years of the century.3 T. Lynn Smith is another scholar who in

1957 provided a brief but excellent review of rise, deve10pment and

trends of rural sociology and its research in U.S.A. and Canada.4

 

1Erunner, E. S. The Growth 2f.a Science, New York, Harper and Row,
1957, p. iii.

21bid, p. vii.

3Brunner, E. S. The Growth gfla Science, Harper and Row, New York,
1957.

 

4T. Lynn Smith ”Rural Sociology: A Trend Report and Bibliography,"
Rural Sociology, Vol. XXIV, 1959, pp. 1-10.

Olaf F. Larson of Cornell University improved upon all of these in 1959
and summarized various reviews which had come out till that time in
addition to laying down what he calls "solid and substantial achievements
of rural sociology" in his paper titled, Rglg‘gf‘ggggl Sociology‘ig a
Changing Society. Among some of the writers of thirties and early
forties who tried to make the record of American rural research up to
date, names of C. C. Taylor, C. E. Lively, Robin M. Williams, Lowrey Nelson
and.A. R4 Mangus appear prominent on the scene.5
Mostly these reviews tried to do only a kind of stock-taking in
checking what has been added in the field at the time of review. Only
a very few of them, if any, attempted to determine the direction or
destination of these studies. There came, however, a stage in the
history of rural sociology in United States when such a realization
of the need to know of this direction and goal started emerging.
Recognizing this the Rural Sociological Society of America at its annual
meeting in December 1948 passed a resolution empowering its Executive
Committee to set up a sub-committee of fifteen members "...to appraise
the whole field of rural sociology over two or more years and.make
recommendations for its more orderly and systematic deve10pment."6 The
task which this sub-committee set for itself was a critical examination
of rural sociological research as a whole. For some time the appraisal
remained to be more general rather than being concerted on one particular

aSpect of research. Near the middle of 1950, a review along with the

 

5Larson, Olaf F. "The Role of Rural Sociology in a Changing Society,"
Rural Sociology, Vol. XXIV, 1959, pp. 1-10.

6Sewell, W. H. "Needed Research in Rural Sociology," Rural Sociology,
Vol. XXV, 1950, p. 115. —

critical evaluation of this committee's efforts was presented by
Professor W. H. Sewell. This presentation was put to further criticism
by Professor Raymon Sletto and Kingsley Davis. This set a stage for a
constant vigilance and examination over and over of the shape the body
of rural sociology, Specially its research, was taking. As a result

by 1951 we see Rural Sociological Society as a whole engaging itself

in a critical examination of rural social research in United States,
and its Research Committee beginning to concentrate on methodological
appraisal of such research in rural sociology.7 The first attempt in
this direction is reported in a paper by Taves and Gross which purports
to examine critically research published in Journal 9; Rural Sociolggy.
Since this was only a beginning, the sample was arbitrarily confined to
research published only in 1950. Though modest, the sc0pe of the
sample covered about twenty-six studies.

The standard and criterion deve10ped and utilized in this paper
dealt namely with the orientation of the studies and the treatment of
the data. Being a brief critique the analysis did not go into the
details of methodological considerations. In the end the paper
summarized some of the prominent shortcomings of the research reports
as measured by the criteria utilized.

Since after the publication of this critique the trends of rural
sociology have changed once again. The focus of research in the field
shifted from evaluation and assessment to more elaborate investigation
into Specific problems. The interests of rural sociologist began to be

focused on those areas of research which remained manifest and unexploited

 

7Taves, M. G. and Gross, Neal ”A Critique of Rural Sociology Research

1950." Rural Sociology. Vol. XVII, 1952, p. 102.

in the past. As a result the emphasis on the prOper examination of the
efforts got lost into the researchers' ambitions to explore novel and
Specific problems.

The situation in Pakistan is not very different. Since its
independence and formation as a nation state in 1947, and because of
trans-national emphasis on economic and rural deve10pment, research
in rural sociology seems to have deve10ped concomitantly with the
country. Though the rural reconstruction movement in undivided India
was started fonmally in 1930's, the study of rural life in the sub-
Icontinent can be traced to even beyond that period. As a matter of
fact the origin of such studies goes back to the descriptive social
and anthrOpological Studies and travel accounts by EurOpean scholars
and civil servants in the nineteenth and beginning of this century.

The pioneering efforts of such an analysis can be traced to Main's
Comparative Study of East and West Communities undertaken to establish
the evolution of patriarchal family in 1872. Then there are a whole
series of reportings on villages including those of Panidan (1897),
Darling (1925), Wieser and Ganguli (1935) and Pittman (1937).
F. L. Brayne's Better Villages (1937) and Norman Walker's Indian Village
Health are probably the latest among these pioneering efforts.8
This pioneering era is characterized with works which were not

Specifically confined to one village or two, but rather to general

rural life. From 1951, with the beginning of rural community deve10pment

 

8'The sources and years have been quoted here from an unpublished paper
titled "Rural Sociological DevelOpment in Asia" by Mohammad Fayaz of
Cornell University, 1961.

programs, the trend reversed from general to Specific and a number of
socio-economic and social surveys of conditions of villages and their
people were produced. Examples of such work are publications of Boards
of Economic Inquiry of the Universities of the Punjab and Peshawar,
Social Science Research Center of University of Punjab and departments
of various universities in the country. Although much of the informa-
tion about the growth and development of this research is lost in
oblivion, there is sufficient evidence to show that Since after its
initial inception the activity gained sufficient momentum. Today we
find a much larger number of studies conducted under the rubric of
rural deve10pment than they were about ten years before.

Recently a beginning has been made of more systematic and scientific
studies explaining sociological, political and economic aSpects of rural
peeple. John Honingman's Thggg Pakistan Villages (1958), Walter Solocom's
Village Life in Lahore Distrigt, Akhtar's Village Lijgui§_Lahore District
and Egler's A Punjabi Villagg_ig_Pakistan are examples of saphisticated
sociological and anthrOpological inquiries. In addition, a good number
of research publications from the two Academies for Rural Deve10pment
contributed to a great extent to general body of rural sociological
research in this country. This ever increasing mass of data, though
useful, lacks coordination, direction and consensus in approach for want
of an adequate bookkeeping. Hardly any attempt has been made in the
past to evaluate or assess these efforts of inquiry and generalization.
Such a situation may be satisfactory but is not very Optimistic.

Because of lack of direction and coordinated integration of information,

there are gaps to be filled and Spaces to be bridged.

Purpose and Scope

The task of reducing this very considerable mass of rural research
information into an ordered body of systematic and integrated knowledge
has been a major problem since the very beginning. In view of this a
provision was made in the First Five Year Plan of Government of Pakistan
for the establishment of a Council for Research in Social Sciences. The
functions of this Council have been mentioned in the Second Plan which
says, "The Council should have as its purpose the advancement of a broad
research program in social science and assistance to the Government in
the application of results of research to problems of deve10pment." The

"...the progressing and evaluation of agrarian reform

plan further States
require the support of continuing research on some of the basic problems.
Studies for the social impact of technical change will provide the basis
for measures to prevent the deve10pment of social tensions."9 The pro-
posed Council never came into being, but by suggesting the establishment
of a Council such as this the First Five Year Plan gave clear indications
of the areas in which social research was needed. In view of the changes
taking place in social, economic, political or cultural Spheres of our
national life, it is important that our social scientists appreciate the
significance of problems arising out of these changes. In doing this
they will probably have to act apriori of the demands of time in Pakistan.
Problem solving and practical utility will probably be the guiding prin-
ciples for such efforts for quite some time to come; but to maintain

neutrality, objectivity and unbiased examination of evidence some means

of evaluation will have to be applied occasionally.

 

9Government of Pakistan: The Second Five Year Plan, Government of Pakistan

15..--.. 17-..-..LJ 1ncn .. 1on_101

-10-

The preposed Council of Research in Social Sciences never came into
being, but the very idea of creating such a council suggested the need of
some kind of stock taking of efforts in rural research in the-country.

In Spite of this awareness for a long time now, as far as the knowledge
of the student goes there is no record of any such evaluation. If the
rural research is to devote itself to the scientific study of rural life
in Pakistan it will probably have to evaluate itself through a process

of periodic intrOSpection and self-criticism. Such a process may involve
both long and Short term plans of critical research, but it seems that a
stage has arrived where such an evaluation is an.immediate and imperative
need.

As also pointed out earlier, though research in rural deve10pment
has been attempted by many agencies in Pakistan, the main brunt of the
burden is borne by the two Academies for Rural Deve10pment. These
Academies, established in 1959, are primarily training and research
institutions engaged very heavily in rural research.10 Conducted by
trained Specialists, their research is high both in quality and quantity.
These studies represent a wide Spectrum of problems which can scienti-
cally be studied and solved. Like other research agencies in the
country, the Academies have not yet turned their attention to an
evaluation of their research program. The present writer being a
‘member of the research team of one of the Academies is conscious of the
pitfalls arising out of this lack of evaluation and feels that there is

a dire need of evaluating these research which form the backbone of the

 

1oFor a brief history of the Academies and research therein see Chapter II.

-11-

main body of rural sociological research in Pakistan. Such an evaluation
may set standards for a better analysis in the future, in addition to
Spelling out the strong and weak points of the present material. The
value of an evaluation study such as this also lies in the fact that it
provides an Opportunity of comparing the prescribed and achieved goals
of research in these institutions. In addition, it is believed that
this will also provide an academic exercise in critical and evaluative
research to the student.

Briefly,in the judgment of the student, the value of such a study
lies in:

1. making an appraisal of the nature, quality and direction

of research conducted by the two Academies for Rural
Deve10pment in Pakistan;

2. setting standards for better analysis and research efforts
in the future;

3. comparing the prescribed and achieved goals of research
conducted by these institutions;

4. helping to establish some kind of relationship between
the abstract conceptual level and the grass root level
of researthOperations in situations such as those in
which the two Academies are conducting their research;
and

5. helping to measure the validity of assumptions and

expectations held by those who are reaponsible for
initiating research, under particular circumstances.

Methodology

The methodology of this evaluation involves the content analysis of
research reports, monographs, case studies, etc. The focus of the
analysis, briefly, would be an examination of the circumstances which
led to the particular types of research produced in the two Academies.

Also, the relevance of theoretical and applied aSpects of research under

-12-

the stated objectives of the two Academies will be investigated. Under
'this preview, the consideration of the validity or invalidity of the
methodological approach also becomes important; and a review of the
research methods applied in these researchers will, therefore, form a
sizeable part of the analysis. Apparently the accepted view is that
there Should be a logical relationship between the abstract or conceptual
level of research Operations, and the grass root level of expectations of
those who are directly or indirectly asking questions. Based on this
assumption, the study also prOposes to look into the possible differentials
or possible congruence between the Objectives and achievement of these
research.

For determining as to what falls under the category of research
areports, monographs or case studies the criterion choosen by the two
Academies is followed. All the publications which have been classified
as "Research Publications" in the case of West Pakistan.Academy and
"Technical Publications" in the case of East Pakistan Academy have been
included for analysis. In the latter case the research activity has
‘certain other dimensions as well, which are not reported under the
title "Technical Publications." Examples of such research will be
found in various subject matter reports such as Annual Reports of
COOperatives, Rural Works Program and Family Planning reports. These
have not been included in the sample. Yet other reports not included
are the articles based on field projects and published in the Academy
Journal. This delineation is deliberate. Because of the limitation

of time we preferred to confine the evaluation to only those publications

-13-

which represent Academies' research categorically. The present attempt
is only a modest beginning which is limited to primarily setting a
pattern for future efforts.

Some of the stages followed in the analysis can be summarized as
under:

First, an attempt has been made to trace the history of research in
the two Academies. In so doing various government and non-government
documents pertaining to evolution of research in the Academies have been
reviewed. Information on this history has also been collected through
the reSponses to a mailed question sent to the Directors and selected
faculty members of the Academies. In addition, such information has
also been gathered through personal interviews with those Michigan State
University staff members who were associated with the two Academies'
program at various times.

Second, some of the selected studies have been reviewed briefly.
Such a review is intended to give the readers a taste of the contents
and designs of inquiry in the reports in the sample.

Third, an attempt has been made to examine the methodology employed
in the studies undertaken by the Academies. A critical analysis of the
methods in light of the basic tenets of methodology in social research
has given a basis for evaluation. This included the examination of
hypothesis formulation, rationale for it, the circumstances which gave
perception for the type of hypotheses, the methods used to draw the
sample and the techniques of launching upon the research and the

interpretation.

-14-

Finally, summarizing the examination, a case has been made to improve
upon some of the short-comings of these studies and suggestions have been

made for these improvements.

CHAPTER II

A DISCUSSION ON HOW RESEARCH WAS INITIALLY
PERCEIVED AND DEVELOPED IN THE ACADEMIES
Sometime in 1955 Choudhri Mohammad Ali, then the Prime Minister of

Pakistan and Dr. George F. Gant, then the Ford Foundation Representative
in Pakistan initiated a discussion which led to the establishment of two
Pakistan Academies for Village Deve10pment four years later} The first
step taken after the initial discussions towards the implementation of
the idea was to request a team of foreign scholars to help the Government
of Pakistan shape the plan. As a consequence of this request a team of
professors from Michigan State University visited Pakistan .in 1956. The
task which was set for this team was to advise the Government of Pakistan
and the Ford Foundation on the establishment of training institutions for
officials directly or indirectly concerned with rural deve10pment.2 After
making exhaustive tours of various locations, and consulting numerous
key persons in the country, the team recommended setting up two such
institutions, one for each wing of the country. The main recommendations
of this .team which were accepted in principle and to a large extent also

in working details were:

 

l-Gant, George F. "The Ford Foundation in Pakistan quoted in Edgar A. Schuler

Increasing Competence in Educational Institutional Building Thgugh Cross
Cultural COOperation (unpublished paper, MSU, 1963., p. 37).

 

2Government of Pakistan: Scheme for Pakistan Academies for Village
Deve10pment. Unpublished document, Karachi, 1956, p. l. '

-l6-

"...The Government Of Pakistan vide their orders dated

July 4, 1957 have approved a scheme for establishing

two Pakistan Academies for Village Deve10pment tO

conduct research and provide advance training for the

administrative and supervisory personnel of Village

AID* administration and for other Nation Building

Departments as well as for CSP and PCS officers."""""3

After initial training and orientation of the faculty for about one
year the two Academies started their Operation in the latter part of
1959. From the very beginning the recognition of the fact that research
has to play a vital role in the Operations and deve10pment of the Academies
remained uppermost in the minds of the executors of the plan. Going over
the recommendations of Michigan State University experts, and the finally
accepted government resolution we notice that research was categorized as
one of the primary objectives by both of these charters and codes of
reference. But such questions as "what direction should research take in
Academies" or "how it Should be organized and implemented" could not be
answered without painstaking experimentation and planning, and as such
the pattern of research which was required emerged very Slowly.
In Spite of the fact that both of the Academies regarded research

essentially as an integral part of the training, because:

1. The training was problem oriented and listing of problems
preceding the training gave a local substance to it.

2. An integrated approach had to be deve10ped for purposes
of teaching, and coordination of activities between
different departments. This could be achieved only
through a continued process of research and documentation
of facts.

 

*Village AID denotes Village Agricultural and Industrial Deve10pment.

**CSP and PCS denotes Civil Service of Pakistan and Provincial Civil Service
.reSpectively. These are the tOp two-executive services in the country.

3The Director. First Annual Re ort, Pakistan.Academy for'Village Deve10p-
ment, Peshawar, 1960, p. 21.

-17-

3. The discussion in classroom contained a wealth of personal
experiences of participants that was to be utilized by
faculty through scientific appraisal.

4. Information collected at village level provided insight in
rural problems for the instructors in giving them an
Opportunity to verify textbook theories in the light of
indigenous facts.

A difference in approach is evidenced in both sc0pe and direction and

the manner of implementation of research plans in the two Academies from
the very beginning. This is mainly because of different priorities chosen
by each of them. The selection Of significance, and scOpe of the problems
depended a great deal upon the circumstantial variables in each Academy;
and as a result we find research activities in each Of the two Academies
taking two different slants even from their initial start. The broad
themes conceived by the West Pakistan Academy as starting points appear

to be at cross roads with those which were conceived by East Pakistan

Academy. In the following, the discussion tries to trace, briefly, the

evolution of research Operations separately for each of them.

THE WEST PAKISTAN ACADEMY

The Academy in West Pakistan (at Peshawar) happened to be located
against a background of cultural hetrogenity and physical diversities.
The clientele which it had to feed came from all the four regions
(namely Sind, Baluchistan, Punjab and North West Frontier) of which the
state was formed. Each one of these regions, characterized by particular
physical and geographical features faced different problems, and demanded
Specialized rather than general treatment. The Officers represented in
training program from these regions brought with them questions which

were typical to that particular area, and the solutions Offered could

-13-

not be applied to any other region. This situation was challenging and
demanded complex analysis.

In the second place the very location Of the Academy at the extreme
North West corner of the country also created a few difficulties. The
mere fact that it was placed in a culture which is distinctively different
in traditions, customs and history, from those of the rest of the country
put it into a dilemma of experimenting or not experimenting in absence of
a possibility of a universal generalization. This region is so rich in
its cultural heritage that the task of analyzing such intangible factors
as value orientation, prejudices, fatalism, factionlism, resistance to
change, etc., through the use of social sciences becomes fairly complex.
Any effort to scientifically examine the problem and offer solutions or
guide lines does not take the social scientist too far in terms of finding
answers which are applicable to other areas of Pakistan as well.

The third factor which presents some problems in terms of a steady
start of the research activity in Peshawar Academy was lack of knowledge
of local language. The composition of the faculty at the beginning of
the program was such that it did not include a single member who knew
the local language. This created a situation where the whole team was
handicapped by the lack of adequate communication between the problems
and their answers.

In addition to these Specific difficulties, the problems inherent
in the society in general, like lack of initiative and confidence on
the part of common villager, or his too much dependence upon government
for help, or his apprehension of government Sponsored research, which he

thinks is conducted in order ultimately to increase his taxes or to

-19-

sieze his yield, also played an important part in determining the early
shape Of research program at this Academy.

As a consequence of these circumstances, in the first year of
Academy Operations the research activity had to be restricted to a
certain extent and most projects undertaken during earliest stage
emerged without a set plan. As a matter Of fact a good deal of latitude
and play had to be given, at such a stage, to the imagination of instructors
to make them interested in research. Two major sources of this imagination
are Academy's early identification with the VeAID program and the training
of faculty at Michigan State University. Immediately after selection, the
faculty members passed about three months in the field visiting different
Village AID areas, before proceeding for training abroad. During these
visits the problems which V-AID faced those days were analyzed by all the
faculty members in a desultory manner. To most of them this was the first
eXposure which acquainted them with the nature and extent of problems Of
rural areas. This also set their thinking for scientific fact finding
and objective observation, and although they did not get an Opportunity
to put their ideas to test immediately, this was a phase when earliest
Academy research were in making.

While at Michigan State University the faculty members had two major
activities; participation in faculty seminars and attendance of classes.
Both of these sources provided them with Opportunity for thinking more
about the problems which were fermenting in their minds as a result of
their eXposure to field. The seminar meetings further stimulated their
thinking about the tOpics and designs of probable research projects.

The classes, on the other hand, gave good exercise in formulation of

the jproblems and other working details. It was actually during these

-20-

exercises that the detailed designs of quite a few of research projects,
which were later deve10ped, implemented and published, were finalized.
Soon after their return the faculty members started thinking in

terms of implementing these research ideas. This was the period when

the foundations of a small Research Department were laid. This depart-
ment, headed by a Research Specialist consisted Of one Research Associate,
three permanent Investigators and several temporary Investigators and
Tabulators. The functions and goals of the department were drawn up as:

1. To initiate and implement research projects as an integral
part of Academy training program.

2. To assist faculty members in the implementation of their
individual research projects. This assistance included
advice on research methodology, provision of research
personnel for collecting, tabulating and analyzing data.

3. To assist the evaluation committee in evaluating all
training programs carried out at the Academy.

4. To help the participants in carrying out small-group
research projects.

5. To collect basic data bout the local areas and to
prepare and publish research monographs and reports.

6. To have a liaison on behalf of the Academy, with those
agencies which are engaged in survey and research
activities.

Once a code of reference was drawn in the form.of goals and Objec-
tives of research department the progress of research was accelerated.

The first annual report of the Academy mentions about this activity

during the first year as:

-21-

"...It is gratifying indeed to note that since last four

months more and more research activities are crOpping up.

The research section is expanding. Several sound research

projects have been developed and are in the process of

implementation. The research team is having more and more

of autonomy in implementing research activities. Research

activities, so far, have been carried out in three ways

namely: (a) classroom research through assignments;

(b) research in field as training exercise for the parti-

cipants and (c) individual research in the field by

faculty members. The last named has begun only recently."4

Soon a new phase of research was also introduced under the heading
"Research by Participants." This was in conformity with the training
phiIOSOphy of the Academy by which classroom learning was reinforced by
field research. Since most of the participants in training were experi-
enced field officers and had done considerable field work themselves it
was thought that their interest in this type of work could be stimulated
further only by introducing new dimension. to it“ This dimension could
be to get them interested in research so that they begin to view their
field assignments from a most scientific and objective angle. In this
way they would get an Opportunity of learning to use questionnaires,
tabulation techniques, and preparing scientific reports. In short, in
this way they could be prepared better to meet the demands of technological
change.
By second year the above mentioned activities started taking a

better shape, and the process of implementation of goals and Objectives
of the research department could be Speeded up. Not only that several

new projects deve10ped, but we see a lot Of new dimensions added to the

three basic kinds of activities mentioned in the first year's report.

 

4Ibid, p. 39.

The Second Annual Report listed as many as six different activities as
compared to three of the previous year. These were:
1. Classroom research through assignment.

2. Collection of basic material for training and other
purposes.

3. Action research.
4. Individual or joint projects by faculty members.

5. Research by Academy in collaboration with other
institutions.

6. Research by the participants.

The type of activities carried out under each of these headings are
eXplained briefly in the following:
Classroom Research: The Research Department collected basic information
about each group of the participants regarding the personal, social and
general background, as well as their attitude towards development and
training. This information gave an insight into the type of the clientele
under training, and could also be utilized for continuously improving the
training program. The data collected in this way also Opened new areas
for research in which faculty members could be involved in future. Again,
in each course the participants were asked to list their problems. From
this list some common problems were chosen and given back to the whole
group as working assignments. These assignments proved very useful both
to the participants and the faculty. Some very valuable material was
collected through this method and was used as teaching material for
incoming groups. A large number of case studies were prepared from such
assignments.
gellection of Basic'Material: Under this assignment the research depart-

ment collected basic data about the country, district, or tehsil and

-23-

passed it on to the faculty for use in teaching. A beginning was made by
collecting basic information about a number of selected villages around
Peshawar city. The objective of collecting such information was thought

to be many fold. For instance, it:

1. became the basis for building up reliable data about
villages;

2. provided an Opportunity to the Academy staff and
participants for making personal contact with the
local communities; and ‘

3. served as guide to participants in techniques of
collecting basic data, often needed by them.

In this connection, during second year the Research Department collected
basic information pertaining to Nowshera Tehsil5 of Peshawar district.
The intention was to have full information about the entire district,
but the target could not be met.

Action Research: ‘Mere collection Of-data was not considered sufficient
for an active research program. Consequently, the Academy also embarked
upon a program of action research in some villages in the vicinity of
this Academy. The intention was to study different aSpects of village
life while it was being deve10ped by government departments in collabora-
tion with the Academy. For the first year of this program, one village
was selected in the neighborhood of the Academy where such an action was
launched. Through this a number Of group of participants were enabled
to examine the efforts which were being made by different government

departments to deve10p rural areas.

 

5A tehsil is the smallest unit of administration in a district.
Nowshera Tehsil is one of the three tehsils which form Peshawar
District.

-24-

Individual of Joint Research Projects by Faculty Members

The tempo of faculty interest in individual and joint research
projects accelerated during this period, and we find a fairly impressive
list of completed research projects by the end of second year. There
were two major categories of research carried out by faculty, the research
reports and research monographs. Combining both of these there were
twelve research projects completed and published during the year, in
addition to nine such projects which were in hand.
Research in Collaboration with Other Agencie : Research is not an
isolated activity. It is a vast field in which different agencies,
research centers and universities play a vital role. While the Academy
made its contribution in this field, it also realized that it must also
benefit from the eXperiences of the others. With this background
Research Department also undertook to initiate joint research projects
in collaboration with other agencies. Some of the first agencies to
share this eXperience with Academy were Board of Economic Inquiry,
Peshawar University and UNESCO'S Researdh Center in Delhi (India).
Research by_Participants: As mentioned above, the training philOSOphy
of the Academy demanded a closer relationship between the classroom
learning and exposure of participants to field situations. This demand
was met by introducing a new teaching technique. According to this all
the participants of longer training courses had to do survey research on
problems in which they were interested, under the guidance and advice of
one faculty member. This practice provided the participants with an
Opportunity not only of learning tedhniques of designing questionnaires,
collecting data, tabulating it and preparing reports, but also of deve10ping

a scientific and Objective outlook which is so necessary for their jobs.

-25-

Having overcome some of the initial difficulties and physical
handicaps the research activities gained further progress, and the
Research Department started working with an added zest. Its position
as a servicing agency to the faculty as a whole and to the instructors
individually began to be appreciated, though gradually. Putting all
the different kinds of research activities together, more and more
research publications started coming out. In order to standardize
the publications a definite policy along with detailed procedures
was laid down, and we see that by about the end of the third year
of Academy's Operation the research publications started falling
into set categories. The four major categories were: (1) Research
Reports; (2) Research Monographs; (3) Case Studies; and (4) Research
Practicals. A review of lists of completed and in hand research
projects by the end of 1962 offer evidence to show that a substantial
progress had been made both in quantity and quality of Academy's
research. In all there were eighteen projects which were completed
and published, in addition to eleven projects which were still in
hand.6 The eighteen projects completed during the year can be

classified as follows according to the set categories:

Research Reports - 5
Research Monographs - 9
Case Studies I 2
Research Practicals . 2

 

6These were at different stages of completion which ranged from
collection of field data to revision of first or second draft.

-25-

In the areas of action research and research in collaboration with
other agencies, the Academy also made steady progress. Starting from
working in one selected village to accumulate direct empirical knowledge
about village life, such program expanded to more villages and action
research projects were started in two more villages during the third
year. Similarly more research projects were initiated in collaboration
with other research agencies. This was with the Bureau of National
Reconstruction, Government of Pakistan with whom the Academy joined
hands to study the functions of union, tehsil and district councils
in a district.

Going over the performance of the Academy in reSpect to its research
activity the first three years proved to be most striving and dynamic in
terms of setting policies for its research. These years saw both
enthusiasm and disappointments, ambitions and hesitancies, and successes
and failures. But before it could finally settle all its problems, this
research activity in the Academy started losing its initial fervor. A
stage had been reached in the functioning of this institution when its
research activity remained almost static. In fact it was on the low
side as compared to that of previous years. The initial spurt of
enthusiasm yielded place to certain amount of questioning as "to why
research" and "for what." There was more than one reason for this.
These reasons will be discussed in Chapters IV and V in connection with
the analysis of reasons for lack of congruence between the prescribed
and achieved goals of research in the Academy, but the fact remains that
the overall progress of research did not Show signs of improvement.

131a total number of research projects completed and published remained

-27-

eighteen (just the-same as of previous year) but the projects in hand
rather showed a decline. There were only six projects in hand as
compared to nine of the last year. There is no doubt, though, that
ndth more maturity and passage of time the research results improved
in SOphistication and perfection. Through dogged perseverance and
errors the researchers learned to conduct inquiries which won
approbation of many foreign agencies.7 This is a very Optimistic
sign and gives a lot of courage to the promising researchers in the

Academy who have yet to learn a great deal to master the trade.

THE EAST PAKISTAN ACADEMY

Research in.East Pakistan Academy (at Camilla) from its very start
was action oriented, although action started after initial exploratory
research. The impetus to a steady start in terms of such an action
program was gained through a number of sources. Foremost among them
was probably the leadership and emphasis given to this activity by the
Director and the faculty members reSpectively. Majority of the faculty
members looked at their jobs as research oriented. Nearly all of the
instructors, at their return home, realized the dearth of basic facts
and information needed for starting a challenging training program.

The wide range Of eXperience and knowledge which they had of East
Pakistan villagers was mostly based on non-professional Observation

and secondary sources. Such a situation could hardly be relied upon;

 

7For details see various issues of "Newsletters" of the Academy which
.record the compliments and appreciation Of many scholars representing
various agencies.

-23-

and very soon the faculty as a whole recognized the fact that if it had
to offer a training which is practical, illustrative and effective it
Should better be based upon facts directly drawn from the field it was.
to serve. Founded on such a notion, from the very beginning the research
in this Academy tried to cover as many relevant aspects of rural develop-
ment as possible. During the first year individual instructors undertook
mostly those projects which enriched their understanding of the villagers'
problems, e.g., methods of improved agriculture, etc., and we find
projects such as "Study of Village Factions," ”Morale of Village Workers,"
and "Economic Study of Selected Farm Areas" initiated by social psychologist,
sociologist, rural economists, etc., reSpectively. Similarly instructors
in Public Administration undertook to work with and study Union Councils,8
and instructors in Education and Community Organization with schools,youth
clubs and adult centers. The results Of these inquiries proved to be more
exploratory and a means for future thought and inquiry, rather than being
end in themselves. They stimulated further thinking which led to subse-
quent research and action. One step led to the other and these research
practically breeded new problems.

The second factor to which the deve10pment and progress of action
research owes a lot was the leadership which it got from the Director
and the encouragement and support given by the Michigan State University
advisors. The insight of the Director into the local problems, their
extent and magnitude blended with the academic and research experience

8Union Council is the lowest most tier of the local government system
called Basic Democracies. It is at the village level and is completely
an elected body.

-29-

of the Michigan State University advisors attached with the Academy at
that time built a solid ground for the type of research which was pro-
duced in the following years.

The Director of the Academy who combines rare qualities Of dedica-
tion and productivity had served East Bengal (Specially Comilla area)
as government officer and as educator from 1950 to the present time in
‘many kinds of roles (senior government administrator, teacher, college
principal, village development administrator, etc.) had earned the
confidence, trust and love of the local peOple.9 Working and living
wdth them he shared their joys and sorrows, sweats and labors, thus
feeling how they felt and appreciating what they needed. This gave
him an insight into the problems which very few administrators from
outside could have gained. On the other hand being once a member of
the coveted Indian Civil Service his close ties with some of the most
senior officers of the Government of Pakistan placed him in a situation
where his practical ingenuity won him much high level support. Being
in such a position, even from the earliest start he gave a new shape
to the Academy program.by adding an additional dimension of "extension"
to it. Talking about it in the First Annual Report he says:

"Teaching and research were assigned to us in the original
scheme. In our first year we added another dimension to
the Academy, viz, extension work in the deve10pment area
around us, the Comilla Thane, which we regard as our
demonstration plot, our laboratory, our experimental

station. By working close with village groups the
instructors have acquired first hand knowledge of rural

 

9For a short but most lucid account of the Director's biography see

Schuler, E. The Egrd Foundation, Pakistan Project of Michigan State

University: The Pakistan Academies for Village Develogment.
Unpublished paper, Michigan State University, 1964, pp. 42-46.

 

-30.

problems and have endeavored to discover effective
solutions. This has made their teaching realistic and
has provided an incentive for further research. We
began in October 1959 by associating ourselves with
Comilla Thana VsAID area, and in February 1960 it was
Specially allocated to us for experimental planning."10

These statements give indication as to how the concept of an
extension program.coupled with the idea of demonstration or experimental
planning gave new direction to the Academy research activity which
became more and more deeply involved with village to meet the primary
need of training. The first research project was started by the Research
Section in September, 1959 and was completed in April, 1960. In addition
to this two more reports on cost analysis were also completed during the
year. Other significant efforts by the Research Section during the first
year included a few smaller surveys, for example, enumeration of wheat and
potato growers or survey of cottage industries in the thana.

As expected these exploratory surveys established contacts with the
leading sections of rural society, in addition to studying their views
and attitudes. In this connection the officers who came for training
often times served as informants. They were interviewed individually by
the instructors and case histories were completed. Talks and discussions
were summarized and along with case histories they provided a living
picture of the village groups and the rural setting. Based on these
discussions various reports were published. Twelve non-technical reports

were published only during the first year. As closer contacts between

the Academy and villages deve10ped, need for training was more important

 

10The Director, The Second Annual Report, Academy for'Village Deve10pment,
Comilla, 1961, p. 17.

-31-

to the Academy program, because the faculty discovered with greater
clarity that the essence Of deve10pment administration is the trans-
formation of an Officer into a change agent who is fully conversant

with the problems of the area which he intends to change. The Director's
view from the beginning, as some of his close associates think, was that
the officer must become a teacher, a group worker, and a coordinator.
Both he and the faculty through experience came to see more clearly and
precisely what this role could consist of. Actually, Director and the
staff in a way began a realistic role-playing Operation in the laboratory
area--actually discovering what the change agent is up against, through
his own efforts to introduce change. The basic problem the agent faces
is that of improvement of agriculture and inadequate food supply.

Guided by these principles the sc0pe and significance of research
became clearer in the overall program of the Academy. By the second
year we see that the themes which were till now conceived rather broadly
started fitting into more structured patterns of action and research.

The problems eXplored through small surveys gave clues to the priorities
for the work to be followed up in the coming years. By this exposure

and orientation with the local problems the faculty members were provided
with further insight for selecting and concentrating their research
endeavors on particular areas. The areas selected by them for further
investigation during the second and third year can be summarized as:

l. AdoPtion of improved methods of agriculture and farm
planning.

2. Economics of cottage industries.

3. Economics of social effects of the use of tractors and
pumps.

-32-

4. The fostering of COOperative organization.

5. AdOption of family planning programs in some villages.
6. Working of Basic Democracy Councils.

7. General socio-economic studies of selected villages.
8. Progress of adult literacy.

In the meanwhile, the ideas which had struck the faculty in the
beginning continued to be pursued and the number of completed research
projects accumulated to a reSpectable figure. There were seven projects
which were completed and published as separate "technical publications"
in addition to seven incompleted research projects and several articles
published in the Academy Journal based on the instructors' experiences
of field projects.

With the passage of more time and with more experience greater
emphasis came to be placed on research whereby findings were aimed at
producing and measuring social change. The research projects undertaken
during the third year clearly point in the direction of this trend. In
general, most of them concentrated on the study of socio-economic
features of village life. Under this preview the research efforts
during the third year appear to assume even a more action-oriented role,
if this was possible, than ever before. Most of the completed studies
either surveyed the existing nature of the problem in a particular area
or made studies of the attitude of peOple towards these problems.
Through these surveys the researchers tried to study the process of
change. The Third.Annual Report classified research activities during

the year into three main categories. They are:

-33-

1. Completed Research Projects

a. Published as separate research monographs. There
were seven monographs published during the year.

b. Published as brief reports in the Journal of the
Academy. The number of these reports was five.

c. Reports ready for publication. There were four
such reports awaiting publication.

d. Articles published outside the Academy. They
were four.

2. Research Projectsiin Progress

The Annual Report lists ten such projects.

3. Research i25Collaboration with Outside Agencies

 

Because of its constant flow of research publications

the Academy attracted many Pakistan and foreign scholars.
Their relationship gradually deve10ped into intimacy and
closeness, leading in some cases to collaboration in
research. From among the Pakistani agencies the Bureau
of National Reconstruction Dacca, Bureau Of Economic
Research University of Dacca and Institute of Deve10pment
Economics Karachi were the first few to extend a hand of
collaboration.

Among the foreign agencies the PakistanéFord Foundation
Project at Michigan State University was the closest
collaborator.

Even though focus continued to follow the same pattern of experimen-
tation and demonstration, the quality of research improved a great deal.
In one sense the year 1962-63 (which is the latest under review) had been
a year of intense activity in the field of research and evaluation. This
was a stage when the potentials of the Academy's research gave promise to

many academicians. Professor McColly of Agriculture Engineering at

Michigan State University was one among may foreign scholars who studied

-34-

a particular aSpect of the Academy's work.11 In addition, the nature of
other projects completed during the year also testify the fact that
research in the Academy was maturing every year. In this connection a
prOposal to the U.S. Government Department of Agriculture for a five-year
research project is another evidence of the confidence the Academy had
gained of its ability in research.

A brief review of the stages of evolution of the process of research
such as this suggests that research at the Comilla Academy may be classified
as applied and pragmatic. In all the studies attempts were made to study
the process of change through existing social institutions and the methods
of bringing about social change. In brief, it is the dynamics and the
techniques of social change that are the focus of all the research projects.
There was hardly any attempt on fundamental research in the sense of
contributing significant knowledge to the social sciences, but any social
scientist will discover a treasure of testable hypotheses in these

technical publications.

 

11Professor'McColly studied the general problem of introduction of farm
mechanization in Comilla COOperatives. In addition to this Professors
H. Kumata, C. Loomis, and H. Fairchild of Michigan State University
and Dr. Ashford of Advanced International Studies at John HOpkins
University, U.S.A. also contributed to the Academy research. For
details see Fourth Annual Report, Academy for Rural Deve10pment,
Camilla, 1964, p.23.

CHAPTER III
REVIEW OF SELECTED STUDIES

The present section is devoted to the review of a selected few of
the publications of which this thesis prOposes to make an evaluation.
The presentation has a very limited scape: to give the readers a general
view of the contents, methods, and findings of each of these publications.
This may give them an idea as to what these research are like.

Only eight reports, four from each Academy, have been selected for
review. The criterion for selection has been "the earliest and the
latest." Thus in the case of each Academy we have selected two of the
most earliest and two of the most recent publications. In the case of
both West and East Pakistan Academies the serial number of these publi-
cations are sometimes confusing. Occasionally it appears that though
there is little difference between the time of publication of the two
reports, there is quite a significant difference between the two serial
numbers. This is due to many reasons, but probably the most prominent
among them is the fact that the reports got the serial numbers not in
sequence of their initiation, but in sequence of their coming out of
press.

In the case Of West Pakistan Academy there were only two publica-
tions which came out in the year 1959-60, while in the case of East
Pakistan Academy there were five which were published during the year
1959-60. Of these we selected numbers one and five arbitrarily.
Similarly the selection of the recent most has also been arbitrarily
to some extent in the sense that we chose any two out of three which

came out in 1962-63.

-35-

The West Pakistan Academy publications also get confused in their
terminology. There seems to be no definite criterion for classifying
a publication into one particular category. The list of publications,
which have been selected for review here also includes one latest
"Research Monograph." This inclusion is done to further substantiate
the point made above.

Though no comparison is meant, it will be noticed that there is a
difference in perfection, maturity and SOphistication between the pro-

ducts of two time periods. At this stage there is also no effort to

make a critical analysis of these reports. The reviews in the following

'may appear a little sketchy, but it is hOped that they would suffice to
make clear the nature of works which are discussed in the following.
The eight publications selected for review are:

l. Absenteeism among Village Aid Workers (West Pakistan
Academy Research Report No. 1).

2. Administrator Reviews Rural Deve10pment (West Pakistan
Academy Research Report NO. 2).

3.' Rural Manpower Resources (West Pakistan Academy Research
‘Monograph No. 11).

4. ZExperimental Foundations of Health Education (West
Pakistan Academy Research Report NO. 7).

5. A Comparative Study of Improved and Country Methods
of Paddy Cultivation (East Pakistan Academy Technical
Publication No. l).

6. Village Dhanishwar (EaSt Pakistan Academy Technical
Publication No. 5).

7. Basic Democracies at Grass Roots (East Pakistan
Academy Technical Publication No. 13).

8. Special Report on Introducing Farm Mechanization in
Comilla COOperative Project (East Pakistan Academy
Technical Publication NO. 15).

These reports and monographs have been reviewed in the following
in the order in which they have been listed. No preference is intended
for any particular order.
1. .Absenteeism Among‘VillggeJAid'Workgrg

The Village Aid, began in 1953, was Pakistan's version of interna-'
tional movement Of Community Deve10pment. According to Pakistan.First
Five Year Plan the program was "designed to solve the problems of the
villagers by helping the villagers to help themselves. It aims at
coordinating the total resources of the government and the peOple for
concerted and determined effort to reconstruct village life in Pakistan."
In Village Aid administration Village Aid Worker was the key figure who
worked to motivate and organize the peOple for some creative efforts
based on felt needs by mobilizing local resources and coordinating them
with that of government financial and technical help. The area of his
reSponsibility Spread over about five villages. He was also supposed
to be a link between the rural peOple and the government.

Magnitude of absenteeism from duty among these workers was Often
exaggerated by the supervisory staff of the department who found this
as an excuse for ineffective Operation of the program. On the other
hand there were those who refused to accept it as a problem. Existence
Of such doubts necessitated the need of studying the problem scientifically.
The study under present review attempts to achieve this end. The scOpe
of this investigation is restricted to the factors related to absenteeism

among workers of only Peshawar region which included seven districts.

The whole region consisted of sixteen deve10pment areas.

-33-

In the words Of the author himself "there existed no theoretical
basis for the formulation of hypotheses...(and) as a result the concepts
used in this study are entirely our own innovation." Based on such a
notion the study states about seventeen hypotheses which try to establish
some correlation between such factors as occupational choice and actual
occupation, job satisfaction and absenteeism, absenteeism and administra-
tive leaderships, understanding of principles and concepts of Village Aid
and absenteeism, etc.

The material in the text devides itself into six major parts which
deal separately with "Characteristics of the Group," "Nature of Absenteeism,"
"Attitude Towards Job," "Administration of Deve10pment Area," "Attitudes

' and "Some Characteristics as Variables." In each of these

and Values,‘
sections, the discussion is pursued under separate subéheads. Statements,
most of the time, are validated by statistical tables. There are in all
about eighty-seven tables in the sixty-four page body of the report.

The section on "Nature of Absenteeism" goes in detail on the method
of obtaining correct information as to how frequently a worker is absent
from his duty. The nature of work of a village worker confronts the
researcher with some methodological problem of finding a.mechanism.to
get true information on the number of absences. The description,
however, does a nice job Of going into details of this method. This
includes definition of many terms and concepts as well as description
of some of the shortcomings of each of the methods suggested in this
connection.

Similarly in the section on ”Attitudes Towards Jobs" the discussion

revolves around the workers choice of occupation, their satisfaction or

dissatisfaction with the job and their perception of the public image

of Village Aid program and the role of the worker. About twenty-two
tables in a Span of fourteen pages illustrate the different kinds of
relationships between various variables involved to explain the attitudes.

Other areas of discussion include leave policy, understanding of
basic concepts of Village Aid, workers' ambitions in life, etc. There
is a separate section dealing with what it calls "Some Characteristics
as Variables." The five variables selected here are home attachment,
background of public service, marital status, satisfaction with residen-
tial arrangements and distance between the home village and the circle.

In the end the report summarizes various findings, in addition to
discussing briefly the hypotheses which were proved positively. Out of
a total of seventeen stated hypotheses only seven could be proved
positively; the other ten remained unproved.

The methodology of the study consisted of collecting data through
an interview schedule. A random sample of 25% was drawn from among the
total sixteen areas of the region. Thus four Of these sixteen regions
formed the universe for investigation. Most of the interviews were
conducted by the two investigators of the Research Department.

2. Administrator Reviews Rural Degglopment

One of the tasks which the West Pakistan Academy was assigned from
the beginning was the reorientation of administrators towards the
demands of changing social order of the country, through training. To
accomplish this the Academy had to determine the kind of orientation
needed for government administrators engaged in deve10pment work to
enable them to improve their own Speed and efficiency as well as of

those with whom they had to collaborate. For this the faculty needed

-40-

guidance from those who were themselves engaged in deve10pment work.
Consequently very early in their career they decided to consult those
administrators who were experienced enough to know the impediments and
the problems of the field. This consultation was sought through a
questionnaire sent to about sixty-two such administrators. The primary
Objective of this inquiry was to document the view of these officers so
that by using them the faculty could make its training programs realistic
and effective.

"Administrator Reviews Rural Deve10pment" is a report based on the
analysis of these questions. The questionnaire contained fourteen
questions which were divided into three sections. The first part dealt
with the nature of agencies carrying out development work in the areas
of jurisdiction of the reSpondents and the extent of latter's own
involvement in the deve10pment activities. The second part dealt with
the type of relations that existed among various governmental agencies,
nature of this involvement of peOple, qualities and attitude of persons
engaged in deve10pment work and the question whether these qualities
and attitudes can be inculcated through a process of training, and if
so what type Of training should be imparted and how. The third part
dealt with the Village Aid Program, its feature and impact on the
peOple and the role which different perSOns in Village Aid hierarchy
should play to make the program successful.

Of the thirty-two questionnaires sent, only twenty-nine replies
were received. The analysis of the data is based only on these reSponses.
In most cases the responses have been classified and recorded verbatim
and hardly any attempt is made to introduce correlation between two or

more variables.

-41-

The main body of the report is classified according to the three main
parts of the questionnaire; and whatever little discussion there is, is
in the form of introductory or concluding remarks to the verbatim
recordings of the statements.

Chapter I classifies and tabulates reaponses to questions one through
three. The focus of the inquiry in this part has been on the "nature of
development work," "administrators'involvement in the work" and "factors
influencing the development enterprise." There are three simple tables
in this chapter.

In Chapter II "Interdepartmental Relations and Public Participation"
has been discussed under the sub-headings "Nature of Relationship,"
"Public Participation" and "Stimulating Participation." Once again the
reSponses have been tabulated and recorded verbatim and no co or~multip1e
variant analysis is used in the discussion. The remaining portion of
part two of the questionnaire has been separated from Chapter II and
has been incorpOrated as Chapter III titled "Training for Deve10pment
Work." Chapters II and III thus include analysis of questions from
four through eight. Counting in both the chapters there are a total
of five tables, exactly equal to the number of questions under discus-
sion. A

Chapter IV, which in fact is the third part of the questionnaire,
deals with the views of reSpondents on Village Aid and its inpact on
deve10pment factors, like features of Village Aid, Role of Village
Aid Workers, Impact of the Program have been included for discussion.

There are three appendices. Appendix A gives a list of the

respondents. Appendices B and C give COpies of the letters written

-42-

in this connection and the questionnaire reSpectively. Including the
appendices the report has sixty-seven pages.
3. Rural'ManpowergResogrggs

This short monograph is one of the two latest publications of the
West Pakistan Academy selected for review in this section. In the
author's own words "...in this report the attention is directed
primarily to a study of rural working force--what it is, what pressures
are shaping it today, and how it is related to village deve10pment."

The repOrt is concerned with the totality of the workers in one
village, whether employed or unemployed and discusses to show as to
howwmany of them there are, what works they do, and what services
they produce.

The study, which makes the contention of reporting on rural manpower
resources, is based on interviews conducted by the author and two
volunteer interviewers in a selected portion Of the pOpulation (one
third of the entire village). No mention has been.made of the manner
in which this sample was drawn. The section on "Methodological
Considerations" discusses the scOpe of the study by mentioning about
the place of investigation, time and manner of data collection, but
never does indicate the total number of persons actually interviewed.
Tabulation at other places, however, shows a total of thirty-six
reSponses which suggest the size of the sample.

Secthnnifollowing the "Theoretical and Methodological Considerations"
have titles such as "Concepts and Definitions," "Structure of Families,"

"Employment Status of Workers,‘ etc., which are very brief in discussion.

The chapter on "Concepts and Definitions," for example, lists only eight

co‘
de

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to
bri
ent
of

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tabl
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thir!

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Apnea

-43-

concepts along with a very brief definition Of each. Apparently these
definitions are framed by the author himself as no theoretical references
have been quoted.

Similarly chapters on characteristics of workers and family size have
a series of tables which do an ordinary job of simple tabulation of factors
such as age range, marital status, number of children, family size, income
and expenditure and extent of dependence on agriculture.

In the last six or seven pages of the report an attempt has been made
to analyze whatever small amount of data has been collected through the
brief questionnaire. This has been done very briefly in two chapters
entitled "Analytical Considerations" and "Satisfaction and Dissatisfaction
of Workers." The analysis is mostly descriptive'and one finds no statis-
tical interpretation of the findings except very general statements like
"under employment exists to the extent of 52.8 per cent in this village"

or "plane of the living of peOple is very low.‘ Important concepts have
been discussed, surprisingly, in an extremely short and brief manner--
sometimes only one in paragraph.

The last chapter "Satisfaction and Dissatisfaction of Worker" consists
of only one page. After a brief introduction of a few lines, a simple
table showing "WOrkers' Opinion in regard to the work they liked most for
their future" has been presented which records Opinion of nineteen out of
thirty-six reSpondents.

Lastlg section on conclusion lays down about seven strongly worded
but hardly precise and practical suggestions.

The whole report runs into thirty pages including two appendices.

.Appendix I is the Specimen of the questionnaire used in the study, while

.Appendix II is a brief statement of the social setting of the village.

4. Egperimental Foundations of Health Education

Intrigued by the widely different views on the importance of health
education in a rural deve10pment program the author Of this study initiated
a modest experiment of action research on health education in a village
near the Academy in Peshawar. The study is a report Of this action
program. The major research tools used were "interviews and observation."
Interviews were done, according to the report, with the help of two
interview schedules; one of which was used before the action and the
other after the action.

There is no mention, whatsoever, of the total number of interviews
conducted or number of reSponses recorded. The section on methodology
is content to state that "all the houses which were at that time
occupied by peOple were included in the survey." It dOes not even
mention the pOpulation of the village or the number of houses surveyed.

The interview schedules, both of which have been reproduced as
.Appendices I and II consist of sixteen structured questions. Most of
these have three choices to make from for a reply.

The portion which constitutes theoretical background for the study
is based on researdher's own observations about the conditions in that
village. This includes a description of the social setting of the
village which discusses "the Village Scene," "Climatic Conditions,"
"Means of Communication," "Housing," and "Education."

Analysis of data is done in two parts. Part one deals with the
research before action which is an elaboration of the reSponses to
questions in the first schedule (one meant for research before action).
Most of the responses are recorded in the form of simple tables which

give consolidated statements of frequencies along with reSpective

-45-

percentages. The Object of investigation at this stage was mainly to
determine the relative frequency of one disease, i.e., malaria in that
village. The important question was "where did malaria stand in

comparison to other diseases."

A number of more questions consequently
emerged out as a part of the investigation. Most of the time the discus-
sion only elaborated upon the reSponses without driving at any significant
inferences. After going over the findings and the various tables in this
section a common reader gets the impression that the village has no problem

at all, or if it has any problem its pe0ple know all the solutions. The

majority of the reSponses very conveniently fit themselves in categories

such as "less frequent, somewhat convenient, partly,‘ or "somewhat
worthwhile."

Part II of the analysis, namely research after action apparently
describes the details of the demonstration experiment.

Chapter on conclusion is rather elaborate and suggestive. It lists
about twenty-five recommendations for "the organization and reorganization

of health educatibn campaigns in Pakistan."

5. A Comparativg Study of Improved and Country Methods of Paddy Culti-

vation in Camilla

 

TranSplanting paddy seedlings in lines, using fewer seedlings per
cluster and using fertilizer are regarded as improvement over the
traditional country method of paddy cultivation. Such "improved methods"
adapted by some farmers of the Camilla area, in the cultivation Of ”Amon
Paddy" in the year 1959 produced increased yield. This study is a
"provisional report" on the cost profit analysis of improved and country
methods of Amon paddy cultivation. The analysis is based upon a 15%

sample data collected by members of Research Section of the Academy.

-46-

The method employed to gather the data consisted of collecting
detailed information on farming Operations, materials used, cost, etc.,
on each of two sets of plots through a questionnaire. During the
harvesting period a random sample of forty-two plots were selected from
the plots under the improved method. Yields in these forty-two plots
and the corre3ponding forty-two plots under country methods were
estimated by a crap experiment.

The analysis of data collected in this manner has been done in the
report under the following scheme:

1. Comparison of plots under the improved method and plots
under country method.

2. Comparison of cash expenditure incurred by farmers in
various farming Operations.

3. Comparison of the total value of raw material used.

Comparability of improved methods and the country methods plots deals
with the plot size and distribution, elevation, and fertility of land and
previous crap yield. Table I under this section shows the distribution
of plot sizes in class intervals. Tables II and III show distribution of
plots by elevation of land and fertility. They point out that 90% and 88%
of the total plots are of medium elevation in improved method plots and in
country method plots reSpectively.

Total yields in maunds in Aus paddy is shown in Table IV. The last
column of the table which shows per acre yield indicates very negligible
difference. 0n the basis of these analyses the author puts forth the
assumption that there is no difference in the overall natural produc-
tivity of the land in improved method plots and country method plots.

The section on cash expenditure compares cost of farming Operations

including the costs involved in ploughing, tran3p1anting, harvesting

-47-

and values of seeds and fertilizers used. Table V shows that in each
farming Operation the percentage of plots where hired laborers were
used were slightly higher in the case of improved method plots than
in the country method plots. The total amount of money actually
spent in ploughing, tranSplanting and harvesting is tabulated in
Table VI.

In the summary the report briefly discusses differences in variety
of paddy, yield, and economic gains.

Appendices contain two graphs and eleven tables.

6. Village Dhanishwar

The publication as the main title suggests is the case study of a
village in Camilla Deve10pment Area. As such the study goes in detail
to comprehend, and in same sense observe the relationship of the peOple
to their land with some historical depth. The first part of the study which
consists of three chapters and comprises Of half of the main body of
the report is exclusively devoted to tracing the history of the village
from the sixteenth century. The second main part deals with the analysis
of Opinion of the villagers regarding their attitude towards agriculture
improvement, interest of the present day youth in cultivation, children's
future, joint family system, and land litigation.

The first part after dealing with the purpose of the study, method
of inquiry and timing of the survey in an introductory section, goes in
detail to make a resume of land system in Bengal with special reference
to village Dhanishwar. In so doing it discusses the land system in the
area at various times together with the revenue and political histories
of the land from the time when famous revenue toll of Todar Mall was

applied.

i:

:1-

ff

Todar Mall's great settlement of the revenues of Bengal, Behar and
Orissa have been quoted as the earliest systematic assessment to have
been known in the province to form the basis of revenue policy of
successive governments. The first change brought in this system by the
British, the report holds, was in 1769 when although no new revenue
policy was introduced an attempt was made to secure a better control
on revenues. This attempt was in the form of many acts which were
introduced from time to time. The prominent acts which have been
listed and briefly reviewed in this section are Rent Act Of 1859,
Tenancy Act of 1885, Bengal Tenancy Amendment Act of 1928, and Amendment
Act of 1938.

This review is followed by discussion on the effects of permanent
settlement along with the general description of characteristics of
the village. Various statements made about the area in general, and
the village in particular are substantiated by a number of tables,
charts and maps. Charts like "genological and kinship chart of
Dhanishwar families" add a great deal of color to the history told
so comprehensively. Similarly the tables on "length of generation
determined by land prOperty division" gives most exhaustive classifi-
cation of average age Of decendents generation wise.

Section three of the first part deals with the social and economic

characteristics of village in relation to land owners. Features like

"privilege of service, privilege of education,‘ and "family charac-
teristics" are dealt somewhat in detail.

The second part of the report contains analyses of the replies
creceived from the available seventy-four heads of families in Dhanishwar.

The questionnaire consisted of about nineteen Open ended questions.

-49-

Broadly divided into two parts, it consists of, first questions of general
nature, and then the question which tend to solicit information on the
attitudes and Opinions of the reSpondents. These include areas such as
use of land, interest of youth in villager's consideration about the
future plans of their daughters. The analyses of the reSponses takes
use of a lot of statistical tabulations and tests.
7. Basic Democracies at the Grass Eggtg

The administrative system of Bengal, primarily designed to collect
revenue and maintain law and order was slightly different from that of
other provinces in India from the very beginning. There was no govern-
ment revenue staff, for example. At the village level Zamindars
were made fully reSponsible for collecting the revenue and maintaining
law and order in the village. By the middle Of the 19th century
Zamindars stOpped taking active interest in these matters and as a
result we see the introduction of local bodies by Britishers as early
as in 1871. The local bodies functioned effectively for quite some
time, but since the beginning of World War II they started deteriorating
and degenerating. This degeneration reached at its height in 1960 when
Government of Pakistan decided to replace it by an altogether different
system called Basic Democracies. This new system provides involvement
of peOple at five different levels of governmental planning and action.

The report under review tries to study and explain in detail the
working of the lower most tier of this new system. This tier is called
Union Council and Operates at village level. The researcher contends
that such an explaination should be particularly useful for providing
basic material for constructive thinking about Union Councils. The

study presents a detailed picture of the work done by three selected

-50..

Union Councils since their inception in 1959. In doing this an attempt
has been made to provide as much of a background, both historical as well
as theoretical, as possible. The nine chapters present one of the

nest complete and comprehensive accounts of some of the details about the
councils. These cover practically everything from a historical review
of local bodies in the area to the execution Of councils' budget.

After reviewing the literature on the local bodies, and describing
the socio-econamic characteristics of the three councils the presentation
turns its attention towards analyzing each item concerning the working
of these councils. The items selected for discussion are "Union Council
Meetings," "the Union Council Budget," "Execution of Union Council
Budget," "Coordination between Union Councils and Government Departments,"

' and "Union Council Chairmen and'Members."

"Union Council and PeOple,'

The conclusion of the report at the end, summarizes excellently the whole

report in six pages. Most of this summary has been reported in a point-

wise‘manner.

8. Spggigl Report 92 Introducing Farm Mechanization in Camilla Area
This is a Short report, apparently based on a brief fact finding

and Observation trip of the author to Camilla area. As put by the

author himself "conferences and discussions were held with staff members

of the Academy for Rural Deve10pment, Camilla, Michigan State University

advisors, Peace Corps Volunteers and U.S. AID group in Dacca before

initiating the study." The ideas suggested in these conferences and

meetings helped the author first to enumerate and then to discuss the

problems, procedures, desires and accomplishments of the area. At the

very outset the author lists about five major areas on which the dis-

cussion is pursued in the following sections. The five areas mentioned

-51-

include ”Tractor Drivers," "Reception of Demonstration by the Villagers,"
"Problems of Small Ownership," "Water Control," and "Specific Accomplish-

' Each of these major areas in turn is tied up with the main pro-

ments.‘
blem as to how farm mechanization can best be introduced.

Starting from the general assumption that manpower for industriali-
zation, commerce, defense and all other activities of progress and
deve10pment must come from the agriculture in countries where the greatest
percentage of pOpulation is engaged in agriculture, the author builds up
a case that some decrease in agriculture work can remove pressure from
the manpower problem. He further assumes that this can only be accomplished
through mechanization of farm work. In making his point the author points
to the desires of the villagers who, he believes, are eager to evolve a
means of:

1. Joining contiguous plots of different ownership to form
a block for tractor cultivation.

2. Joint harvesting to clear fields for block cultivation.

3. Preventive and curative Spraying over a contiguous area
as against individual field Spraying.

After presenting these assumptions, a.major portion of the study is
devoted to describing details of tractor Operation. Sufficient attention
has been paid to the suggestion about the training of Operators, mainte-
ance of shOp, stacking of Spare parts and repair facilities. A brief
mention of small tractors with details about engine size, methods of
prOpulsion and equipment type is both interesting and useful.

The remaining portion of the study considers a number of minor but
important items like depreciation of machinery, interest on investment,

taxes, insurance, housing for tractors, fuel, oil, lubrication, etc.

-52-

Various cost analyses have been worked out and about three or four

tables summarize various cost items. At places percentage values

and depreciation cost values have been worked out with the help of

some formulas which have been explained after the derivation.

CHAPTER IV

REVIEW OF METHODS APPLIED IN THE RESEARCHES

The first requirement for any noteworthy appraisal or examination
is a set of standards against which the material, which has to be
examined, can be measured. Setting up of such standards for examining
a research work may many times involve examiner's bias--positive or
negative towards the material. It may also involve the difficulty of
selecting prOper criterion for evaluation besides allowing discrepancy
from person to person in interpreting both criteria and the contents of
the material. The criteria which some would consider important might not
appear so important to another person who evaluates the same research
from a different point of view. It becomes, therefore, difficult to
adapt a standard which is universal or which-can be generalized. The
closest which we can get to, under such circumstances, is probably a
situation where we include those research standards on which there is
a considerable consensus among the wise men of social research method-
ology. It is for this reason that the standards which have been
applied to this evaluation are those which are laid down in the con-
temporary literature on research methods.

The standard of evaluation utilized here has four main parts.

The first deals with the orientation of the studies, the second with
the characteristics of the data, the third with the treatment of the
data and the fourth with the conclusion of the reports.

A few words also seem to be in order in regard to how the several
research were put to the appraisal. The basic question which was put

in this connection was "is it necessary to apply this particular

-54-

criterion to these researches?" If it appeared that the criterion is
apprOpriate then it was asked "whether or not the researcher made any

effort to meet the criterion?" The answers to this were classified

in four categories namely "adequate," "inadequate, none,‘ and "does
not apply." It was actually at this stage that the writer of this
thesis assumed the role of a critic, and his judgment came into play.
Two examples may illustrate the point. If a report, for example,
without mentioning adequate reasons for choosing a particular sample

only states ...all the houses which were at that time occupied by
the residents were included in the survey" does not satisfy the writer
for meeting the criterion of a representative sample. As another
example we can consider the criterion of the legitimate use of
analytical techniques. If there was evidence that the basis involved
in the use of techniques were not fulfilled, the research was judged
inadequate.

There were in all thirty-four research publications which are
under review in this section. Eighteen of them belonged to West
Pakistan Academy and sixteen to East Pakistan Academy. In order to
avoid confusion with the stated objectives of research in each Academy,

the two sets have been classified and treated separately in each major

section selected as criteria.

ORIENTATION

In order to evaluate the adequacy or inadequacy of the orientation
of the studies five basic questions were asked. (1) Is there a direct

and clear statement of Objectives? (2) Is there a Specific and clear

statement of hypotheses? (3) Is the research oriented towards general
theory of sociology or other related fields? (4) Are the key concepts
used in the text sufficiently defined? (5) Is the present study tied
with previous research?

Based on these fundamental questions the analysis of the research
reports presents a very interesting picture. None of the thirty-four
studies examined really Omitted to state their objectives. Of the
eighteen reports from the West Pakistan Academy eleven had clear state-
ments of the purposes and seven had vague statements and were therefore
judged to be inadequate. The East Pakistan Academy publications are
even.more clear about their objectives and aims. Of the sixteen reports
examined twelve met the criteria Of "adequate" statement Of purposes
(Tables I and II in Appendix B). In all, then about 32% of the reports
were judged to fall below minimum acceptable standards on this criterion.
An example of one of the more acceptable statements may be:

"In this study the aim of the author is to clarify the meaning
of such important variables as roles and role definition,

values and attitudes, because of their significant relationship
‘with administrative behavior. In order to illustrate the
meaning of these variables data have been collected from the
participants under study. The illustrative data have been

based on an analysis of the participants' job experiences,

level of aSpiration, values and attitudes towards administration
in general and the basic democracies in particular.... Hence,
this study is meant for administrators working in the field to

bring about a realistic partnership of government and the peOple
in the task of national deve10pment."1

 

LAnsari, Salam, Assistant Directors in_§asic Demggrgcies, Pakistan Academy
for Village Deve10pment, Peshawar, 1961, pp. 2-3.

-56-

One of the vague statements of objectives could be quoted as:
"Information collected by this survey of rural manpower
resources is an important factor in solving under
employment and unemployment problems. It is also a
barometer of prevailing economic conditions and an
indicator of rural prosperity and well being. It is no
exaggeration to say that social planners will benefit
from the data given in this report."2

The next consideration in connection with the orientation of
the studies was, whether or not there is a statement of relationships
or associations between variables which the study prOposed to test.

Unless prOpositions are clearly formulated it is difficult to
understand how the investigator can decide as to what he wants to carry
his investigation upon. This criterion is so essential that it becomes
really the backbone of any piece of scientific investigation. ‘We cannot
take a single step forward in any inquiry unless we begin with a suggested
explanation or solution of the problem which originated it. Such tentative
explanations are suggested to us by something in the subject matter and by
our previous knowledge. When they are formulated as formal prOpositions,
they are called hypotheses.3 The function of hypothesis is generally
regarded as directing search for the order among facts. The suggestions
formulated in the hypotheses may or may not be proved. To prove or not
to prove is not the task of hypothesis. Whatever the outcome, the

hypothesis is a question put in such a way that an answer of some kind

can be forthcoming.

 

ZHaider, S. M., Rural Man ower Resources, Pakistan Academy for Village
Deve10pment, Peshawar, 1962, p. 3.

3Cohen, N. R. and Nagel, E., An Introduction to Logic and Scientifig
Method, Harcourt, Brace and World, Inc., New York, 1934, p. 201.

-57-

In directing an inquiry a hypothesis must of necessity regard some
facts as significant and others as insignificant. The distinction between
the two is sometimes difficult to make and might very well involve some
problems in formulating good testable hypothesis. No rules can be general-
ized for formulating a particular kind of hypothesis. Certain characteris-
tics have, however, been laid down by some authors as formal conditions of
a usable hypothesis. They may be summarized as: (l) the hypotheses must
be conceptually clear; (2) the hypotheses should have empirical referants;
(3) the hypotheses must be specific; (4) the hypotheses should be related
to available techniques; and finally (5) the hypothesis should be related
to a body of theory.4

When put to test against these basic tenets of hypothesis formulation
most Of the studies under examination fell Short of meeting the required
standards. Of the eighteen research studies undertaken by the West
Pakistan Academy only about 17% reflected any efforts to meet the criterion.
There were only three studies which adequately met the criterion, while
there were nine which did not state any prOposition. The remaining six

' since they merely surveyed

fell in the category of "does not apply,‘
certain facts and did not try to establish any kind of relationship or
association. In the case of East Pakistan Academy's publications the
prOportion of stated hypotheses were almost the same. Of the Sixteen

studies only two stated their hypotheses adequately. There were other

two which stated but the statements were rather vague, nine did not

 

4Goode, W. J. and Halt, P. K., Methods in Social Research,‘McGrawiHill
Book Co., Inc., New York, 1952, pp. 68-70.

-53-

state at all and three were purely surveys which did not make any mention
of the necessity of any prOposition. In all, only 15.6% of the total
number of the studies really met this criterion. The rest were either
too ambiguous or did not include any clear Statements of hypotheses or
formal prOposition.

The next criterion was "were the hypotheses related to a conceptual
framework?" AS William has said, "It is literally impossible to study
anything without having a conceptual scheme, explicit or implicit. This
being true best results are to be eXpected when (1) the scheme is clearly
formulated, and (2) the theoretical framework is one which already con-
tains concepts proven useful and from which the widest possible scientific
implications can be drawn."5 William further emphasized, "that a main
road to added scientific stature for rural sociology is that of Sharper
and more systematic theory."6

The fundamental question in this section, then, was whether or not
the hypotheses emerged from a theoretical scheme. Only seven out Of
eighteen West Pakistan Academy's publications,and seven out of sixteen
East Pakistan Academy's publications showed adequate attempts at the
theoretical orientation. The remaining eleven of the West Pakistan and
nine of the East Pakistan publications reSpectively lacked adequate
theoretical orientation. This paucity of theory ranged from "inadequate"
to "does not apply." However, the very fact that such an effort is

evinced is an indication that the assumptions in these studies are not

 

5Robin M. Williams, "Review of current research in Rural Sociology,"

Rur§l_Sociolggy, Vol. XI, 1946, p. 108.

6Ibid, p. 109.

-59-

only subjective hunches or guesses of investigators, but have at least
some bearing on theory.

The effectiveness of communication is directly related to the degree
to which a common interpretation is given to the symbols of communication
by writer and reader.7 The concepts of sociology are frequently not
crystalized to a point where they have an unequivocal and identical
meaning for all in the profession. Consequently, it becomes essential
to define key concepts adequately so that the social phenomenon being
considered may be made explicit. The findings of the review of the
above mentioned studies indicate that very few authors defined the key
concepts at all, or if they did, the attempt was "inadequate" in the
sense that the explanation or the definition was not clear enough. The
situation in the East Pakistan Academy's publications in this case, was
better than the west Pakistan Academy. In the latter case there were
only two reports Out of eighteen which defined the concepts clearly.
Twelve Of them did not define at all and the remaining four defined
them but rather ambiguously. In East Pakistan Academy's publication
there were nine of a total number of sixteen studies which gave a
definition, three did it vaguely and four did not mention it at all.

The final criterion of orientation required relating the project
to previous research in the same area. It is not only through observed
facts that research can Offer solution to all the problems. It does so
also through repeated observation of the hitherto neglected facts and

integrating them with the existing theories. Robert Merton has emphasized

 

7Randal, Harrison, "Nan Verbal Communication," unpublished paper, Depart-
ment of Communication Arts, Michigan State University, 1963, p. l.

-60-

this fact by saying that "whereas the serendipity pattern centers in

an apparent inconsistency which presses for resolution, the reformula-
tion centers in the hitherto neglected but relevant facts for an
extension of conceptual scheme."8 Any discipline which has to build a
body of knowledge through research and scientific inquiry, as a matter

of fact, Should not ignore the importance of surveying the existing
literature in the field and if possible incorporating conceptual referants
used in them in the new inquiry. It is incumbent upon the researcher not
only to acquaint himself thoroughly with such work but also to summarize
them for the readers.

This criterion was thought to be important for reviewing the orienta-
tion of the researchers under examination. Of the total thirty-four
studies twelve surveyed the literature as compared to thirteen of those
which did not survey any previous research. The remaining nine were
those which made only passing remarks about previous works.

Adequacy in this case was interpreted as meaning the inclusion of
reference to, and a summary of related published work. The following
quotation from one of the studies under evaluation may illustrate as to
what is judged to be a more adequate statement in this regard.

"Research in the social sciences has attempted to measure the
effects of motivational appeals on the effectiveness of
communication. Hartman (2) Menafee and Grahneberg (6) compared
the effects of emotional and rational messages. The studies
concluded that emotion loaded messages were comparatively more

effective than those which exclusively depended upon rational
argumentation. Knower (5) presented evidence in contradiction

 

8Robert K. Merton, "The Bearing of Empirical Research on the Deve10pment
of Social Theory," American Sociolo ical Review, Vol. XIII, 1948, p. 509.

~61-

to the above results and suggested that the rational appeals
are more effective. Hovland (3) criticizes such studies for
not giving clear-cut Operational definitions Of emotional
and rational appeals..."9
Examining them separately we see that the list of West Pakistan Academy
contained only three studies which were adequately oriented towards
previous research. Six others fell in the category of "inadequate
orientation" and nine did not have any orientation at all. In the case
of East Pakistan Academy's list there were nine reports which surveyed
the research literature, three did it inadequately and four fell in the
category of "none."
On the whole it is interesting to note that except in stating the
objectives there were more than half of the studies which failed to meet

the required standards. Nevertheless there are attempts in other studies

which give promise for a more systematic effort in the future.

CHARACTERISTICS OF THE DATA

The second major aSpect to which the evaluation directed its atten-
tion was that of the characteristics of the data. The questions asked
in this section were: (1) Have the researchers made any effort to make
a concrete definition of the universe? (2) Have the sampling procedures
been reported adequately and the representativeness of the sample prOperly
assured? (3) Has the adequacy and meaningfulness of data been judged in
terms of standardized instruments, validity of measures, competent use of

instruments and use of secondary sources?

 

9Sajid,‘M. 8., Learning Under Threatful Situation, Pakistan Academy for
Village Deve10pment, Peshawar, 1962, pp. 2-3.

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Unless there is a concrete conception and a clear definition Of the
pOpulation universe from which the data has been drawn it becomes difficult
to generalize the findings. It also becomes difficult to apply the
conclusion of any study to any other situation if the characteristics of
the original pOpulation are not known adequately. It was with this
assumption in mind that an attempt was made to ascertain whether or not
the researches under review tried to define concretely the pOpulation
universe for the reader. On the whole about 61% of the reports did
attempt to make such a definition very concretely. The remaining 39%
also attempted but were not clear enough to be categorized as "adequate
definition." Once again the East Pakistan Academy's reports were more
careful in meeting this criterion. Fourteen out of sixteen reports
made clear statements about the definition of universe, while the
remaining two remained vague and ambiguous. In the case of West Pakistan
Academy this prOportion was more differentiated. Two thirds of their
publications met the requirements of "adequate" definitions while one
third, namely six reports out of eighteen did not state the definitions
so concretely. Briefly, a large number of them did a commendable job
of definging their universe.

Only about less than one third of the total thirty-four reports
utilized original data involving sampling. In the nine reports which
involved adequate sampling method there was also a report on the pro-
cedure utilized for selecting the sample. Similarly in eight of these
nine, sufficient efforts were made to assure the representativeness of
the data. The remaining two-thirds either did not make any adequate

effort towards this or did not employ the sampling procedure at all.

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Breaking down to the data gathered from the two Academies separately we
find that in West Pakistan Academy's reports five reported the sampling
procedures adequately, nine made an inadequate attempt, three did not
make any attempt at all, and one surveyed the whole universe and did
not involve any sampling. The representativeness of data was assured
adequately in five reports, nine did an inadequate job, three did not
make any attempt to assure the representativeness at all and in one
case Since there was no sampling at all the question of representative-
ness or unrepreSentativeness does not apply.

The picture which the East Pakistan Academy reports present is more
or less the same. Four of the sixteen reports, recorded very adequately
the procedure employed in selecting the particular sample, ten made an
attempt but were not clear enough, while there were two reports which
did not involve any sampling. The representativeness of sample was
adequately assured in only three out of the Sixteen reports. Leaving
the two which did not involve sampling, there were eleven reports which
did not explain the representativeness adequately. In most of the cases,
in this section only a very casual reference is made of either the pro-
cedure of sampling employed or the mechanism of assuring the representa-
tiveness. Most of the time general remarks like, "a random sample Of
15% has been selected..." was made without specifying the justification
for a particular selection. Though such selections of sample also
involved some statistical implications, but it was not considered at
this stage of evaluation as an essential handicap since we were not
concerned here with the validity of statistics involved. Of the

different types of sampling procedures only one has been mentioned.

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This is the random method and its use is very conveniently mentioned in
any study where a selection from the universe pOpulation is involved.

NO principles or characteristic requirement are ever stated in discussing
such a procedure.

The next series of criteria concerning the characteristics of the
data are those relating to the meaningfulness. The basic question here
was, "Has the data been judged adequate or inadequate in terms of use of
instruments, validity of measures and use of secondary sources?"

Since most of the data were collected through the use Of such
instruments as questionnaires, interviews, participant observation, etc.,
the adequacy or inadequacy of these instruments and their application
becomes pertinent to any attempt on evaluation. 'Most Of the time a
convenient way for the researchers to meet this problem is to use the
standardized instruments rather than designing instruments of their own.
Such an approach may help him in many ways. It may relieve him from the
risk of being criticized for the validation of his instruments in
addition to providing him with an Opportunity of comparing his data
and findings with those of his colleagues who have used the same instru-
ments else where. The use of standardized instruments will also ensure
the researcher that his findings will always be related to the research
and findings of others who used same instruments.

Of the eighteen reports of West Pakistan Academy practically all
used standardized instruments. Fourteen of these used the instruments
adequately while four, fell in the category of "inadequate." .The
adequacy of the instruments here was judged according to accuracy and

precisions with which the instruments has been constructed or designed.

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In doing this the basic principles Of the construction of these tools were
kept in mind. The construction of a questionnaire or interview schedule
may be a much more subtle and frustrating task than is generally believed
by those who have not actually attempted, and may involve many difficulties.
When it comes to individual judgment the precision or accuracy may have
more than one standard and therefore it becomes essential to ascertain
whether or not these instruments were refined enough to meet the standard-
ized criteria.

Judged on these, the East Pakistan Academy reports tried more to meet
this criterion of the sixteen reports eleven proved themselves to be
adequately qualified for being classed as using standardized instruments.
In the case of remaining five the standards of construction or design was,
in the judgment of the author of the thesis, not fine enough. There were
either some weakness in the design or some inadequacy in the precision or
accuracy of the tool.

Since in both of the Academies the researchers relied more upon using
the standardized instrument there is no indication Of the design of any
new instrument in either of the two Academies' work.

Another serious shortcoming of a research report could be the lack
of attention given to the validity of measures used in research. The
question of validity has been discussed at length by many scholars and
the genesis of these discussions does point to the fact that the question
must not only elicit stable or reliable answers, but it must also provide

the kind of information which the researcher wants.10 The problem of

 

1ol-Ierbert Hyman, "Do They Tell the Truth," Public Opinion Quarterly,
Vol. VIII, 1945, p. 559.

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validity is a little complex one because it involves various aSpects of
the problem. It may, for example, involve a situation where the state-
ments may be technically true but really false. Or it may involve a
weakness in the mechanism of eliciting information. The reconstruction
of ideas or Opinions is a difficult process and sometime the disappoint-
ments are not because of lack of information, but probably because of a
limitiation upon the questioning techniques. Various cross checks are
employed to eliminate the errors, but sometimes it beames rather
difficult to control all the variables and secure a completely valid
answer.

In examining the validity of measures Of the studies under review
no attempt is made here to classify the instruments used as either valid
or invalid but the Object is to determine whether or not the report
indicated concern over the reliability of measures. Approximately more
than half of the total number of studies showed signs of concern over
the validity of questions one one hand and on findings on the other.

The West Pakistan Academy publications recorded nine reports out of
eighteen which showed concern and tried to use some kinds of measure

for ascertaining validity. The remaining nine did not show any evidence
of any such attempt. The other set namely the East Pakistan Academy's
publications showed signs that the results were validated in case of
more than half the studies. Nine out of the sixteen reports met the
required criterion. The remaining seven also tried to measure the
validity but were rather inadequate in their attempts.

A second prerequisite for obtaining meaningful data is the compe-
tent application of the instruments. The first essential in this

connection is the use of trained interviewers and observers. For a

-57-

systematic data collection it is assumed that the tools of data collection
are safest in the hands of a trained investigator. In both the Academies
the Research Sections are equipped with trained field investigators and
tabulator. Still in many cases it is noticed that the data was sometimes
collected through a bunch of officers under training, a group of voluntary
workers, or some interviewers which were hired temporarily for a certain
project. The results of such a practice is that out of a total of thirty-
four studies almost more than half fell short of what can be called as
competent use of instruments. The practice of using the participants of
the training as interviewers or observers seemed more common in West
Pakistan Academy than in East Pakistan Academy. The analysis of the
studies from this point of view indicates that about two thirds of the
West Pakistan Academy's researches lacked in adequacy of the use of
instruments. Only seven out of a total of eighteen studies had used

the instruments adequately. In the case of East Pakistan Academy's
research the Situation was not so bad. Eleven out of sixteen had used
the instruments adequately and only five researches fell in the category
of "inadequate." Examined minutely it is noticed that an even smaller
prOportion of these reports reassured the readers regarding the
researcher--subject rapport by indicating conditions under which the
interviewing or testing had been done.

The final query in this area was whether or not the secondary sources
Utitlized judiciously and acknowledged. It is surprising to note that
thc>ugh these researchers were, most of the time, pioneering efforts in
thiaeir reSpective field very little attempt has been made to correlate
theann with same of the existing secondary sources. Both sets of research

lacked sufficiently in a prOper orientation towards the use and

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acknowledgement of secondary source materials. Only five out of a total
of eighteen in the West Pakistan Academy's reports and six in the East
Pakistan Academy's reports used and acknowledge these sources adequately.
The remaining thirteen and ten reports, reSpectively in each Academy,

either did not use and acknowledge them at all, or if they did it was

inadequate.

Too much importance cannot be placed on the characteristics of the
data alone, Since inadequacy at this point also involves the limitation
of the reliability and validity of the treatement of data. It, therefore,

also becomes important to make an assessment of the manner in which the

data has been treated.

TREATMENT OF DATA

In order to evaluate the treatment of data in any particular study
one must first of all be conversant not only with the nature of that
data, their adequacy and limitations, but also with the specific Objectives
to be achieved by the analysis. The main questions asked in this section
‘were about the adequacy of mathematics used, the use of analytical

techniques and control of associated variables.

The use of mathematical computation is basic and obvious. Practically
all of the reports made use of some computation, even if it were to be only
PEErcentage calculations. In this evaluation the accuracy of these computa-
tions were assumed to be adequate.

The question of legitimate use of analytical techniques for the analysis
Of data is one which prompts special attention in the case of empirical

stteniies. There are occasions where the reports are legitimately criticized

-69-

for the mal-application of analytical techniques, particularly in the

areas of statistics. Such errors could be classified either as omission

or commission. In the case of Academies' reports there was not much
problem as to this effect, because hardly anyone of them involved any
advanced statistical techniques. In most of the cases only the frequency
distribution were computed and calculated against percentages and hence

did not involve any difficulty or doubts as to the use and applicability
of one or the other statistical methods. In some cases certain statistical
tests like chi square test, t-tests, etc., were used which proved to be
quite applicable to the situation.

Another problem in the treatment of data is the control of explanatory
variables other than the one to which the dependent variable is being
related. In any investigation that attempts to discover relationships
between two or more phenomenon, the control of other possibly significant

influences on the dependent variables is essential. Such control may be

secured in a number of ways. One can use (1) a three-way table (i.e.,

investigate the relationship between two factors, holding a third possibly
explanatory factor constant); (2) partial correlation or (3) co-variance
technique.

None of the thirty-four studies under review utilized the three-way
Cross tabulation. In the case of both the Academies there were a few
Strudies which needed such cross tabulation, but the researchers did not
usie the technique. In the West Pakistan Academy's publication there
Weere only three reports which did not need cross tabulation, but the

reaunaining fifteen needed it but did not apply. Similarly the East

I'Ealkistan Academy's researches also ignored its use and in the case of

-70-

ten reports which actually needed some kind of correlation, there was
no utilization of any such technique. In this case there were six such
reports in whose case such a relationship was not applicable.

Another way of controlling the different variables is through the
application of correlation tests and finding out the significance of
relationships. One of the most useful statistics to understand the
relationship between variables is the coefficient of correlation.

There are many ways of finding it but the most commonly used one is

the Pearson Coefficient of Correlation associated with the name of

Dr. Pearson. The measure indicates to what extent the variation of

one phenomenon is related, may or may not be causally, to the variation
in the other phenomenon. For example, how far an increase or decrease

in the amount of a particular fertilizer applied in the plots increases
or decreases the yield of the crap. Looking at the overall picture we
find that there was a general lack of application of correlation technique
to the data. Only five out of eighteen and two out of sixteen research
reports from the west and East Pakistan Academies reSpectively adequately
utilized the correlation measures. The remaining thirteen from the West
Pakistan and fourteen from the East Pakistan Academy did not apply any
such test.

The analysis of co-variance also becomes important in studies in
which the interest is to Show the effect of one factor while statistically
elirninating the influence of other factors. The correlation of one
factor, say experience, with the criterion say decision making, or
Efficiency in job determines the actual process of decision making or

efflixziency if this is to be held constant (or its influence eliminated).

Very few studies from the Academies utilized the analysis of co-variance

-71-

procedure. Only two studies out of a total of thirty-four indicated the
use of this technique. The rest either totally ignored its use or their
design did not require any such analysis. The two studies which utilized
the procedure were from the West Pakistan Academy and employed quite
adequate statistical inferences. The remaining sixteen of this Academy's
publications can be devided into two groups of thirteen and three.
Thirteen did not utilize any co-variance analysis at all, while three
fell in the category in which where there was no need of their application.
Nine of the East Pakistan Academy's reports fell in the category of "none"
and the remaining seven in the category of "does not apply."

The failure to use these techniques to control other possibly
relevant variables may be attributed to at least two factors: (1) some
of these techniques are relatively unfamiliar to sociologists and their
utility and correct use is not generally known and (2) the data is often
thought not to warrant what sometimes is referred to as the application

of "high powered" analytical techniques.

CONCLUSIONS OF THE REPORTS

Concerning the conclusion of the reports the following questions were
asked: (1) Is there a clear statement of conclusion? (2) Has the researcher
clearly stated the probable limits of generalization of data? (3) Is he
aware of the limitations of the study and has made suggestions or recommen-
dations for the improvement? (4) On the basis of his experience and
findings of the present study, has he made any statement as to suggest
some future studies? (5) Did he make any effort to orient his finding

towards: (a) the general problem area and (b) general sociological theory?

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A high prOportion of the studies, twelve out of eighteen and nine
out of sixteen studies from the West and East Pakistan Academies, included
a clear statement of the conclusion and the findings of the study. Three
in the case of West and three in the case of East Pakistan Academy were
such reports which attempted at such an explanation but did it inadequately.
The remaining three and four reports from the reSpectively West and East
Academies reflected no attempt at such summarization.

Also a great majority of these studies made clear statements about
the probable limits beyond which the data might not be generalized safely.
The list of West Pakistan Academy Publications contained eleven such
studies. The remaining seven were those in which either there was no
attempt at Spelling out the limits of generalizations, or if there was
one it was inadequate- In the case of East Pakistan there were nine
Studies which attempted this adequately as compared to the remaining
seven which could not do so and were categorized under the class
"inadequate."

Limitations of the research discovered during the process of study
or recommendation for improvement were mentioned by just twelve and nine
studies from the west and East Pakistan Academies reSpectively. The rest
of the report fell short to meet the criterion of statements and were
consequently classed in other categories. Approximately a similar number
from each Academy indicated the suggestions for further Studies in the
field.

Nearly all of the studies included a statement concerning the
implications of the findings of the study to the problem area, but in

only seven reports from the West Pakistan Academy and ten reports from

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the East Pakistan Academy was there any consideration of the theoretical
implications of the research. The remaining eleven and six studies from
each Academy respectively lacked in any such orientation. It is very
important to orient research findings to the theory, if a body of
empirically verified theory is to be developed in such areas of investi-
gation.

Reviewing all these reports it appears that there is a general
tendency in these publications to leave this integration of research
with theory for someone else. Researchers such as those who are in the
Academies Should accept at least some of the reSponsibilities of this
i nterpretation because of the fact that he is in the best position to
do so on the basis of his acquaintance with the data which he has
gathered. AS a matter of fact such an investigator is in a much better

'oposition than any other person who attempts to theorize on facts

supplied by someone else.

CHAPTER V
CRITIQUE AND OBSERVATIONS

Scientific inquiry into the problems of society has a long history
of doubts and skepticism. There was a time when scientists and philoso-
phers doubted the possibility that a science Of society was possible and
they contended that experimentation for a science of society is not
worthwhile.1 But the history of science repeatedly demonstrated that an
area which one age takes to be incapable of treating scientifically is
treated so by a succeeding age. Ever Since these initial doubts the
students of sociology have been asking themselves questions, "Is research
necessary?" or "What and how will it contribute to our knowledge of
society or its Specific problems?" These questions are not original and
llave been asked in various other ways many times before. Robert Merton,
for example, has questioned a long time ago (in 1939 in his "Science and
Economy of Seventeenth Century England”) the notion that needs precipitate
apprOpriate inventions and canalize scientific interests. He pointed out
that though Specific emergencies have focused upon certain fields, many
human needs have gone unsatisifed throughout the ages. Merton believed
that it is only when the goal is actually a part and parcel of the
situation in question, only when it actually is conceived as such by
some members of the society, that one may prOperly Speak of a need directing

scientific and technological interests in certain channels.3

 

lAckoff, R., The Design of Social Research,the University of Chicago
Press, Chicago, 1953, p. 1.

2Robert K. Merton, Socigerheory and Social Structure, Free Press, N.Y., p. 610.
31bid.

-75-

Such a Situation puts social scientists, Specially those who are
engaged in research, into the difficult dilemma of asking themselves
whether the inquiry which they are pursuing is oriented towards some
Specifically stated objective or are pursued just for the sake of
conducting an inquiry. As a matter of fact a clear conception of the
purpose of the inquiry may to a great extent determine the nature and
quality of the inquriy. In previous sections we have been discussing
the origin and nature of research in the two Academies for Rural
Deve10pment in Pakistan. In an attempt to trace the history and
deve10pment of research in these Academies we discovered that both of
them defined and stated clearly the purposes of their research. From
the very beginning they saw the role of their research as Specifically
tied up with the overall purpose of the institutions, namely rural
deve10pment.

Since rural deve10pment involves a holistic approach any project
could be rationalized as important for immediate attention, but limited
resources and urgency of some of the problems led the researchers to
establish some priorities. Those who are engaged in deve10pment and
policy making need answers and they need answers in a hurry. In these
Situations, while a research orientation becomes a highly desirable
quality for all those who are engaged in this activity, the brunt of
the burden of analyzing the situation with clarity, skill and ingenuity
falls mainly on the Specialists. The process of creative study is a
complex and difficult one and requires critical evaluation and examina-
tion over and over again. It also requires training, skill and origi-

nality, and if the Specialists have to determine the shape of the things

-76-

on the basis of their observations and analysis their reSponsibility
becomes even graver.

Under such circumstances the surveys and the research have to
fulfill the accepted standards in order to give insights and prOper
perSpective to the administrators for shaping the policies and admin-
istration of the programs. At this point if one does not stOp to make
a critique ofsurveys and research which are used for these purposes he
might be lacking in his role of a scientific assessor and might be
deemed to be contributing insufficiently towards the research and method
in social science as well as he might seem not be fully conscious of the
factors, problems, and weaknesses involved in the studies under review.

The research conducted and published by the two above mentioned
Academies state their purpose primarily as helping the administrators
to have a better perSpective of the rural problems, and therefore, also
need critical evaluation and appraisal. Nevertheless, such a critique
does not mean in any way an acrimonious libel on the works, but is only
meant to be an unbiased evaluation in the sociological parlance entailing
the following steps:

1. A critique of the deve10pment of the process of research;
2. A critique of the policy and the method of research;

3. An examination of the circumstances favoring or disfavoring
the particular type of research;

4. An overall critique of the relationship between the Stated
objectives and the present status of the research in the
Academies; and

5. An examination of:

a. research consumers' objectives,

-77-

b. researchers' objectives, and the
c. objectives of those who are affected by the research.

Looking back at our discussion of initial perception and development
of research in the two Academies in Chapter II, we notice that from the
very start research in these institutions originated as a basis for
training and extension. Though a difference is noted between the scape,
approach and direction of the researches of the two institutions, the main
purpose of this activity remained fundamentally the same in both the
institutions. The difference was mainly because of various circumstantial
variables which led to different priorities. Coming from the above, the
directives which the Academies got in reSpect to research was to initiate
projects which could help analyze the rural and administrative problems.
Such a task was both challenging and complex, and as a result each of the
two institutions utilized its own imagination and formula for meeting the
challenge.

AS noted in Chapter II, the research in the West Pakistan Academy
assumed a different direction as compared to that of East Pakistan from
the beginning. The nature, scape and contents of the research in the
West indicated that the problem formulation, analysis and interpretation
in its case started from the tap and came all the way down to problems
at the village level. They started Off by analyzing problems pertaining
to the administration of the program rather than attacking the lowest
level and incorporating the findings into the policies which could
indirectly help to solve the problems. In reviewing the East Pakistan
Academy's research quite an Opposite effect is noticed. Most of the

researches undertaken by them dealt only with the village level data

and their findings could not be generalized over any larger universe.
Consequently, no indication is available as to how this valuable basic
data is, or could be, utilized in either policy making or training of
the administrators. Most of the time the data contained in these
reports do not speak satisfactorily of their significance or insignifi-
cance.

Operating at these extremes the two sets of researches seem to be
completely isolated from each other in terms of means for achieving the
common ends. The process of deve10pment of any research activity involves
three principal components. First is the originating question, a state-
ment of what one wants to know. Second is the rationale, stating why one
wants to have the particular question answered. And, third are the
Specifying questions that point towards possible answers to the originating
question in terms that satisfy the rationale for having raised it. If these
basic components are essential for the deve10pment Of every research program
then there should be at least some degree of congruity between the means
used to achieve the stated purposes. If these means are widely divergent,
then it would appear that the most effective means of achieving the stated
goals is not being utilized, at least in one of the two Academies. It is
not the intent of this discussion to pass a judgment over the value or
quality of one or the other approach, but our only concern here is to
question the dichotomy which has occurred. This dichotomy is explained
by those who are reSponsible for initiating and implementing these research
programs by more.than one reason. The West Pakistan Academy justifies its

action by saying:

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"In concurrence with the philOSOphy of the Academy, the
faculty considers tha:one of the functions of the Academy
is to collect, sift and make available to Government
information necessary for framing administrative policies
in deve10pment matters. A natural continuation of this
function would be for the faculty to assess scientifically
the job requirements of a group of administrators sent to
it for training and to draw up a training program for them
which is best suited for the purpose of the course."4
The East Pakistan Academy believed more in concentrating their
research for the purpose of extension, rather than collecting facts
for furnishing them to administrators. In emphasizing this they
contended:
"After having worked with the training for some time it
was felt that there should be another aspect of Academy's
activities, taking the information derived through
research to the peOple. This is what is termed as
extension."5
These differences in approach appear simple and innocent as long
as they do not become the themes for success or failure of one of the
other aSpect of the program, but the very success of one sometimes
generates suSpicions and doubts about the potentials and capabilities
of the other. The cultural diversities and ecological differences,
which sometimes are used as excuses, Should not be taken as barriers for
preventing achievement of common ends.
Closely tied to the problem of the deve10pment of the process of
research are the variables of policy and methods employed by the Academies.
Guided by broad objectives of analyzing problems related to rural deve10p-

ment, the researchers most of the time use their own judgment for deter-

mining what forms a good researchable problem and how it can best be

 

4The Director, Annual Report, West Pakistan Academy for Village Deve10pment,
(unpublished mimeographed report), 1960, p. 30.

5Zaidi, S. M. H., et. al., Evaluation Report 1960, Pakistan Academy for
Village Deve10pment, Camilla, 1960, p. l.

-80-

investigated. The review in Chapter IV containing the discussion on
methodology employed by the Academies' researches points out the short-
comings and weaknesses. Most of these shortcomings are in the areas of
treatment and the characteristics of the data. Without a set plan or
policy for determining the shape of research the discrepancies such as
were pointed out in the chapter above are not very unusual and can
creep in quite easily. This may be partly due to the absence of a
policy-oriented research which might tend to answer the questions with
more clarity and precision.

The publications mentioned above lacked not only in Specifying what
standards they had to meet for publishing their results, but also did
not seem to care much about being particular in the use of research
methods. The method of employment of research workers, their training,
their use and the unknown reliability of data which they.gathered are
matters which raise points which are Open to criticism. In many cases
the researchers have admitted that the field data were collected either
by the officers under training of the Academy or by temporarily employed
enumerators. In the case of officers, who originally belong to different
civil, military, or technical departments, it may be doubted that they
have adequate orientation in methodology of social research to be relied
upon for scientific fact finding. The enumerators, usually picked up
from the local villages, were in most cases not adequately educated and
one or two days' briefing was nothing more but a handicap to be able to
acquire relevant data. Under such circumstances one wonders how a set
of data which passes through such irregularities can be relied upon for
policy making, or for that matter, for any scientific endeavor. The

author of the present thesis, being a.member of the research team of one

-31-

of the two Academies, is aware of some of the cases where the whole
research was planned, designed and executed so informally that scarcely
any interpretation based on the findings can be trusted.

Much of the research under review, and Specially much of the
research by the west Pakistan Academy can be classified under the broad
heading of attitudes and values. This type of research, as is usually
the case employs survey technique. Attitudes and values are the major
considerations in rural deve10pment. However, a major fallacy in con-
ducting such research by survey method is that the results often tend
to indicate the ideal rather than the real situation. Perhaps more
accurate and meaningful indicators of real attitudes and values can be
obtained by observing and recording what peOple do, inasmuch as their
actions are the best indicators of their real values and attitudes.6

Rural deve10pment is essentially a social phenomenon. Situations
change from day to’day, village to village, community to community.

These changing situations throw a challenge to the researchers who

adapt according to the changing needs of the time. Social scientists

do not carry on research in a vacuum; they are concerned with the flow
and change in society, they are concerned with the factors which dominate
the process of change. Hence they have to look for the threads which

will be useful for weaving the fabric of the society..

\///’/#Since there were not many systematic attempts at rural social

-1... ,

.- uuqa— .
--'.-—M~

research in Pakistan before the establishment of the Academies, any
setting proved to be attractive for those who had aSpired for an

Opportunity for doing research. Though thereIwere problems which

 

6Daniel W. Sturt, "Research and Rural Development," Sociaeresearch in

National Deve10pment, Peshawar, Pakistan Academy for Rural Development,
10") _ OI.1

-32-

were almost crying for investigation, and the social scientists had the
advantage of an abundance of Opportunities, yet it seems that certain
difficulties came in the way of really SOphisticated research. Due to
the lack of a research tradition, there were many problems which had
remained unsolved, but any attempt to offer solutions did not meet with
great success. 'Many reasons are noted for such failures. Prominent
among these are:

l. A tendency on the part of some groups of villagers to
exaggerate the facts.

2. A dOubt about the genuineness of cooPeration by the
villagers and consequent unreliability of the data
collected.

3. The fact that there are certain areas of life on which
no data can be collected from a village pOpulation at
all. Whatever the research agency, one cannot try to
collect information on taboo subjects without being
snubbed or manhandled.

4. Difficulties in communication between village peOple
and the investigators.

5. Language barrier between the educated and the illiterate
persons.

6. The general resistance to outsiders in any community.

In viewof these limitations there is all the more reason to ensure
that early attempts of the Academies at research are sound, clear and
precise. Quite contrary to this the early attempts appear to be
neglecting the basic requirements of establishing a satisfactory rapport
between the observer and the observed. The first few research projects
undertaken, for example, by the West Pakistan Academy did not even bother
to direct their attention to the village scene. In most cases they
continue to be interested in the values and attitudes of the functionaries

of the government. Similarly East Pakistan Academy's publications,

-33-

except for a few studies, mostly confined their area of investigation to
conducting small sample surveys round the periphery of social change.

While these short cuts to research did discover some of the necessary
areas of investigation, probably the researchers could have discovered
more important answers through the process more commonly called "Action
Research."

In action research various arrangements and various combinations are
tested as the researcher continues to seek workable solutions. As a
social researcher tries various approaches to any program, whether it is
literacy, youth, cOOperative or any other, he learns through a process of
recording and evaluation. Such an approach becomes doubly more useful
because it forces the researcher to consider the total community and
the interrelatedness of various aSpects of deve10pment.

The East Pakistan.Academy utilized to some extent this technique
and experimented with their ideas in a selected area which they called
a "Deve10pment.Area." This gave them on one hand an Opportunity to
assess their efforts over and over and on the other hand a chance to
demonstrate to others what field oriented research could contribute
towards analyzing and understanding the problems comprehensively, as
well as handling them in actual life situations.

.Another important aspect of research which circumstances such as
those mentioned above needed was "evaluation." For a program which
is to be measured and assessed over a long period of time, it is
necessary that inSpection and checking of the efforts be made frequently

to ensure validity.

Evaluation is a highly vulnerable weakness in rural deve10pment
programs and Specially in its research. Not only that the early efforts
of Academies lacked evaluation but even at a later stage there is hardly
any serious attempt towards such an activity. Of all the thirty-four
reports examined in the previous chapter (combining both East and West
Pakistan Academies' research) only one report from East Pakistan.Academy
recorded any attempt at evaluation.

In terms of the research objectives two things seem to run counter
to each other. One, the stated objectives of the research in the
.Academies as originally perceived by the planners of the program and,
two, the status of the research which has evolved during the course of
the Academies' five years of Operation, and which is being pursued
presently. It seems as if the original Objectives of building a body
of knowledge shedding light on the problems of rural deve10pment has
been overlooked in the enthusiasm of the social scientists' (faculty
members in the two Academies) pursuing their own personallmeotivated
researches which were conducted within the framework of their own
professional norms. Research workers in a Situation such as this, where
their obligation is toward interdisciplinary studies, and their ambitions
are toward professional recognition, are caught between the intense need
by policy makers for more and useful information and the paucity of
knowledge. It is at this stage probably,that the ambitious researcher
will have to put some restraint over his temptations to bring out quick
and easy results. If the stated policy and purpose of Academies'
research is to provide basis for an integrated knowledge, its research

should better concentrate on this aspect rather than any other.

-35-

Many researchers claim that research is meant only for obtaining
information for its own sake. They assert that in such cases the
researcher should not be concerned with the use to which such
information may be put. In other words they tend to segmentalize
the whole research activity into different parts and thus try to
emphasize that one party is quite independent of the other. This
position may be true in a theoretical sense but in a situation where
the research is field oriented and all the participants are involved,
it is rather difficult to isolate various parties from each other.
The researcher, for example, on one hand has an obligation towards
understanding, appreciating and fulfilling the objectives of those
who Sponsor research, and on the other is also obliged to look out
for the interests of those who have been the subject of his inquiry
and are looking forward to learning how their reSponses contributed
towards the solution of the problem. Thus the researcher and his
activities can be separated neither from the Sponsoring agency nor from
the peOple for whom the research has greater value in terms of shaping
the policies for eradicating their innumerable problems.

The Academies in their role of Sponsors had only one statement
of their objectives, viz., to conduct research in a few glaring problems
of ruralites. In some reSpectS such a purpose defies its definition.
This is true because rural deve10pment consists of a combination of
different disciplines, is appraoched by a variety of means and inSpired
by change agents who have an assortment of ends in mind. In line with
this, to some peOple rural deve10pment is motivation, to others it is
education, to some others it is training in community deve10pment, and

to still others it is extension. Consequently, the research undertaken

-86-

‘may have more than one dimension. It may range over anything--from
studies in adult education to an analysis of variables favoring or
disfavoring the acceptance of family planning practices.

'Much of the success of a program depends on its prOper conception
by those who are reSponsible for initiating and executing it. The
primary task of the Sponsor of a program in such a situation is to
define, delineate and specify its objectives as clearly as possible
in the initial stages of its deve10pment. The statement of the purpose
of research by the Academies, though defined clearly, appears rather
vague in the absence of Specific descriptions as to how the findings
of this research are going to be used. As a result the conception of
the themes for study and investigation appear to be left to the
imagination of individual researchers. While professional autonomy
and Operational freedom help in giving encouragement to the researchers,
such freedom from direction may also lead the organization into a
position where its different research works might end up in disjointed
pieces of a pattern which have no identity as individual research.
Such unintegrated research activity also involves a risk of getting
lost in the already published work without being utilized for the
purpose for which it was originally designed. It is possible that
the objectives of any program, even though not very Specifically
stated, are understood and met adequately. This happens when the
findings or the end results of any research activity are channeled
to something which might have an indirect bearing upon its uses as
research. In the case of Academies' research, for example, if the

research findings are utilized in dealing with the problem Situation,

-37-

even through the administrators who came to the Academy for training,
the objective of conducting such research is partly met. It can also
be met if the participants in the rural deve10pment program--namely
the peOple, the administrators, and the trainers--are made aware of
the ultimate reason why research is needed by the Academies.

The reSponsibility for this definition does not lie only with the
Sponsor; it also lies to a great extent with the researcher himself.
If the Sponsor's objectives are not systematically formulated it is
the obligation of the participating researchers, who are better
acquainted with the techniques of problem formulation,to help the
sponsor formulate his objectives as clearly as possible. It seems
that the research workers in both the Academies failed in this aSpect
of their obligation towards the research activity. Being equipped with
knowledge and techniques for probing into the problems it was their
reSponsibility to help the Academies meet their research goals prOperly
but, as it happens, they got involved more in their own pursuits of
professional recognition rather than in drafting guide lines for
integrated research schemes for their reSpective institutions.

It is frequently argued that a researcher should be completely
impartial; that his, he Shall not permit his personal interest to
influence his research decisions. Taken literally, such advice is
not practical. Because he is a human being himself, the researcher's
desires for prestige, status, self-education, promotion in his job,
increased income, etc., cannot be eliminated totally and are Operative

in all his activity even if he is not conscious of this fact.

-33-

The researchers in the two Academies are no exceptions. They had
their own motivations, ambitions and desires which they wanted to
fulfill. As a consequence, when the Opportunity offered them a license
for free lancing, they preferred to select projects which best fitted
into the framework of their individual interests rather than the overall
objectives of the institution to which they owed the service of their
knowledge and skill.

It is often difficult for a person to understand his own motives
and to recognize his interests as they Operate in his own decision
‘making. For this reason it is desirable to have others cOOperate in
this phase of research design procedure.

The relationship between the researcher and the Sponsor of the
research program, hence, becomes all the more significant in terms of
making a decision about the nature and quality of the inquiry.

The researcher is not only a person; he is also a scientist, and
hence when examining his objectives in the role of researcher, science's
Objectives should also be taken into account. The object of science is
not only to increase knowledge but to provide an Opportunity to continue
to increase knowledge. If a researcher assumes the role of a scientist
he should conduct each investigation in such a way that it contributes
to an improvement in the method of inquiry. This aSpect of the researcher's
role is seen to be missing in the reports published by the Academies. The
researches are more in the nature of ultimate entities, rather than
including suggestions for further research. This dimension also relates
to the obligation which research has towards those who will be affected
by its results. The failure to take into account the interests of the

ultimate consumers of the research sometimes results in consequences

which create problems for subsequent research activities. Those who
make the decision are only the intermediate consumers and those who
are ultimately affected by these decisions are the ultimate consumers.
It is essential that the interests and objectives of the ultimate
consumers also be reSpected and incaporated in the research design.

It appears that the two Academies now, after the exploratory work
and five years of Operation in their respective areas, are in a position
to appreciate the problems of different types Of participants involved
in the process and can evolve a pattern of research which will be
practical and useful. There is both challenge and Opportunity; what
is needed is perseverance and dedication and devotion to the original

purposes of the scheme of the Pakistan Academies for Rural Deve10pment.

CHAPTER VI
CONCLUSION

It is.not a disputed truth that the application of social sciences
to human needs prampts great awareness that social research may play a
major role in providing first-hand information about human problems and
an incentive for their solution. Any attempt in the field of social
research is but a clear indication of the scientist's concern for mankind.
But a serious reviewing of the researches doneby others also Opens
horizons contributing to the field of research and stimulating for new
concepts and precepts which can be utilized to attack the difficulties
and shortcomings in a particular approach of research.

The present review of the research studies in Pakistan, produced
by the two Academies for Rural Deve10pment has aroused the author's
deeper interest in research methodology of sociology. An analysis and
critique of the published material issued by the above mentioned Academies
has provided the student, not only with a sound training in critical
research but has also provoked him to think and devise methods which, if
applied in sociological research in Pakistan, might produce rich material
and might also prove an apprOpriate step toward solving the complex
problems facing the rural deve10pment agencies.

Any recommendations in this regard would remain incomplete in absence
of a discussion of shortcomings investigated during the review. Some of
the most prominent weaknesses discovered may be listed as follows:

1. An apparent lack of theoretical orientation in the
deve10pment of the research problems.

2. A lack of concern with the adequacy of reporting the
sampling procedures.

-91-

3. A lack of use and awareness about the measurement instru-
ments.

4. A lack of concern for, or reporting of, field or testing
conditions.

5. A lack of control of other possibly explanatory variables.

6. A lack of concern for orienting findings to a general
theory.

Several positive suggestions emerge from this appraisal:

l. A sound deve10pment of the theory pertaining to researches
in the problems of village level research, in the particular
Situations involved, is highly desirable.

2. A higher research standard in the areas of sampling and
research reporting needs to be maintained.

3. Beside the need of prOper use of measurement instruments
and statistical tools, the researchers should be urged
to produce studies which are predictable and are in line
wdth standardized research material available from other
parts of the world.

-4. Instead of stereotyped research, the research should be
in support of teaching at the two Academies in Pakistan,
it should contribute for advising farmers, it should
investigate traditional practices and flow of information
on devices to find solutions of the rural problems.

5. In the particular situation of the two Academies there is
a need of close relationship between the research depart-
ments, researchers and farmers. The research should be
directed more vigorously toward the socio-economic aSpects
of the farmers and should contain predictable validity to
envisage the particular problems facing a certain rural
area.

6. The research reSponsibility Should rest in the hands of
trained and able personnel in research methodology. It
will be highly beneficial if the research work is
pursued only by those who possess high training and
aptitude in research methodology.

Sociological research is not a simple mechanism to be handled by
anyone. Above all, the survey and research report is doubly significant

in the interest of the two Academics and for the policy makers. It is

‘only the training, Skill, acumen and ingenuity of the researchers, kept

-92-

to a good standard, that can provide worthwhile research material and can
provide a sound base for policy making.

However, the review of the researches-done by the two.Academies, as
presented by the student in this thesis, might also have its own limita-
tions, if judged by'good research standards. The student is well aware
of these shortcomings yet it is the best effort of which he is now
capable, having achieved certain training and guidance in research _
methodology from his able professors.

A few of the student's limitations can be listed as:

l. The student had limited time to-complete this thesis,
since he had to return to his research position in
Pakistan.

2. The studies under review were judged in accordance
‘with the evaluation criteria, only by the student
himself and the judgment of one individual may
scarcely be taken as the final word in this
connection.

3. The student, being conscious that he is a member
of the faculty of one of the two Academies, tried
to review the studies with as much neutrality as
possible and, therefore made use of research
techniques for which he thinks himself not a
highly qualified person. This furthermore may
be a reason for some Shortcomings.

4. Both the Academies have other dimensions of their
research activities which are recorded under
different headings and published elsewhere as,
for example, parts of the Academies' periodicals,
etc. Due to the limitations of resources and
time, the student reviewed only those research
materials which are published categorically under
name of "Research" or "Technical" publications.
This evaluation may therefore be regarded as a
review of only a part of the Academies' research.

APPENDIX A

10.

ll.

12.

13.

14.

15.

16-

17-

BOOKS

Ackoff, Russel L., The Design,of SocipiiResegrch, Chicago, University
of Chicago Press, 1953.

Ansari, M. A. (ed.), Social Resegrch in National Deve10pmepp, Peshawar,
West Pakistan Academy for Rural Deve10pment, 1963.

Brunner, Ed 8., The Growth of a Science, New York, Harper and Row, 1957.

Churchman, C. W., Theory and Experimental Inference, New York, MacMillan
and Co., 1948.

Cohen, M. R. and Nagel, E., An Introduction to ngic and Scientific
Method, New York, Harcourt, Brace and World, Inc., 1934.

Festinger, L. and Katz, D., Research Methods in Behavioral Sciences,
New York, Dryden Press, 1953.

Goode, W. J. and Hatt, P. K., Methods in Social Research, New York,
McGraw-Hill Book Co., 1952.

Government of Pakistan, The Second Five Year Flap, Karachi, The Govern-
ment of Pakistan Press, 1960.

Herbert Hyman, Survenyesign of Analysis, New York, The Free Press,
1960.

Johnson, P. O. and Rao, M. 8., Modern SamplipglMethods, Minneapolis,
University of Minnesota Press, 1959.

Madge, John, Origin of Scientific Sociolo , New York, Free Press,
1962.

Merton, R. K., Social Theoryggnd Social Structure, New York, The Free
Press, 1961.

(et. a1.), Sociology Today, New York, Basic Books, Inc.,

 

1961.

Mills, C. W., The Sociologigél Imagination, New York, Grove Press,
1959.

Roger Ackoff, Scientific Method, New York, John Wiley and Sons, 1962.

Seltiz, Claire (et. al.), Resegrch Methods in Social Relations, New
York, Holt, Rinehart and Winston, 1959.

Travers, Robert M. W., An Introduction to Educational Researgh,
New York, The MacMillan and Co., 1958.

 

10.

11.

JOURNAL ARTICLE S

Brunner, E. S., "Sociology Tomorrow," Rural Sociology, Vol. X, 1945.

Duncan, "Rural Sociology: Coming of Age," Rural Sociology, Vol. XIX,
1954.

Hamilton, "Some Current Problems in the Deve10pment of Rural
Sociology," Rural Sociology, Vol. XV, 1950.

Hoffer, C., "The Deve10pment of Rural Sociology," Rural Sociology,
Vol. XXVI, 1961.

Larson, 0. F., "The Role of Rural Sociology in a Changing Society,"
Rural Sociology, Vol. XXIV, 1959.

Nelson LOwrey, "Rural Sociology--Dimensions and.Horizons," Rural
Sociolo , Vol. X, 1945. '

Robert K. Merton, "The Bearing of Empirical Research on the Deve10p-
ment of Social Theory," American Sociglo ical Review, Vol. XIII, 1948.

Sewell, W. H., "Needed Research in Rural Sociology," Rural Sociology,
Vol. XXV, 1950.

Taves, M. C., and Gross, Neal, "A Critique of Rural Sociology
Research 1950," Rural Sociology, Vol. XVII, 1952.

T. Lynn Smith, "Rural Sociology: A Trend Report and Bibliography,"
Current Sociology, Vol. VI, 1957.

Williams, Robin.M., "Review of Current Research in Rural Sociology,"
Rurgl,Sociongy, Vol. XI, 1946.

10.

11.

12.

UNPUBLISHED PAPERS

Fayyaz, M., Rural Sociological Deve10pment in Asia. Unpublished paper,
Department of Sociology, Cornell University, 1963.

Hambir, Phadtare, Community Deve10pment in India Analyzed as a
Systemic Linkage. Unpublished paper, Department of Sociology and
AnthrOpology, Michigan State University, 1962.

Khan, Akhter Hameed, Crucial Issues in Education. Address to graduate
students and visitors at Michigan State University, 1964.

Loomis, C. P., Uses of Rural Sociology. Unpublished paper, Department
of Sociology and AnthrOpology, Michigan State University, 1964.

MicheaL.Raj (et. al.), Community Deve10pment Program in India.
Unpublished paper, Department of Sociology and AnthrOpology, Michigan
State University, 1962.

Niehoff, Richard 0., Instructional and Research Programs of the
Academies gs Related to Deve10pment for Improvement of Public

Administration in Pakistan. Draft memo, Michigan State University,
no date.

Schuler, Edgar A., The Origin and ngpre of Pakistan Academies for
Village Deve10pment. Unpublished paper, College of Education,
Michigan State University, 1964. (This manuscript has been accepted
for publication and since then published in September issue of Rural

Sociology).

, Increasing Competence in Educatlgnal Institutional
Building Through Cross Cultural COOpergtion. Unpublished paper,
College of Education, Michigan State University, 1963.

Sturt, D. W., Unfulfilled Efforts and Reasons Therefor. Unpublished
memo, Peshawar, West Pakistan Academy for Rural Deve10pment, 1960.

, Suggestions for an Exten§ion Progrgm foppthe Academy.
Unpublished memo, Peshawar, West Pakistan Academy for Rural
Deve10pment, 1960.

, Improving Academy's Public Relations Program.
Unpublished memo, Peshawar, West Pakistan Academy for Rural
Deve10pment, 1960.

, Improving the Academy's Teachinngrogram. Unpublished
memo, Peshawar, West Pakistan Academy for Rural Development, 1960.

APPENDIX B

TABLE I

DISTRIBUTION OF WEST PAKISTAN ACADEMY RESEARCH REPORTS
ON THE BASIS OF SELECTED EVALUATION CRITERIA

 

Criteria Efforts to Meet Criteria

Adequate Inadequate None Does Not Total

 

 

Apply
A. Orientation
1. Statement of the
objectives 11 7 -- -- 18
2. Statement of the
hypotheses 3 -- 9 6 l8
3. Theoretical orienta-
tion 7 4 7 -- 18
4. Definition of key
concepts 2 4 l2 -- 18
5. Orientation to previous
research 3 6 9 -- 18
B. Characteristics of Data
1. Concrete definition of
universe 12 6 _ -- -- 18
2. Sampling
a. Procedure reported 5 9 3 1 18
b. Representativeness
assured 5 9 3 l 18
3. Meaningfulness of data
a. Adequacy of instruments
(1) Standardized
(2) New instruments -- -- l8 -- 18

(3) Validity of
measures 9 -- 7 -- 13

TABLE I Continued

 

Criteria Efforts to Meet Criteria

Adequate Inadequate None Does Not Total
Apply

 

b. Competent use of
instruments 7 .11 -- -- 18

c. Secondary sources
judiciously used and
acknowledged 5 3 10 -- 18
C. Treatment of Data

1. Accuracy of mathematics Assumed Accurate

2. Legitimate use of
analytical technique 12 6 -- -- 18

3. Control of associated
variables

a. Cross tabulation by
3-way tables -- -- 15 3 18

b. Statistical controls
(1) Correlation 5 -- 10 3 18

(2) Co-variance 2 -- 13 3 18

D. Conclusions

1. Clear statement of
conclusions 12 3 2 1 18

2. Limits of generalization 11 5 l 1 l8

3. Limitations of study and
recommendations 7 5 5 l 18

4. Statement to suggested
further studies 4 3 10 l 18

5. Orientation of conclusion
towards
a. Problem area 10 7 -- 1 18
b. General theory 3 4 10 l 18

TABLE II

DISTRIBUTION OF EAST PAKISTAN ACADEMY RESEARCH REPORTS
ON THE BASIS OF SELECTED EVALUATION CRITERIA

 

Criteria Efforts to Meet Criteria

Adequate Inadequate None Does Not Total

 

 

Apply
A. Orientation of Study
1. Statement of
objectives 12 4 -- -- 16
2. Statement of
hypotheses 2 2 9 3 16
3. Theoretical
orientation 7 4 5 -- 16
4. Definition of key
concepts 9 3 4 -- 16
5. Orientation to previous
research 9 3 4 -- 16
B. Characteristics of Data
1. Concrete definition of
universe 14 2 -- -- 16
2. Sample
a. Procedure reported 4 10 -- 2 16
b. Representativeness
assured 3 ll -- 2 l6
3. Meaningfulness of data
a. Adequacy of instruments
(1) Standardized
instruments 11 5 -- -- 16
(2) New instruments -- -- 16 -- l6

(3) Validity of
measures 9 7 -- -- 16

TABLE II Continued

 

Criteria Efforts to Meet Criteria

Adequate Inadequate None Does Not Total
Apply

 

b. Competent use of
instruments ll 5 -- -- 16

c. Secondary sources
judiciously utilized
and acknowledged 6 10 -- -- 16
Treatment of Data

1. Accuracy of mathematics Assumed Accurate

2. Legitimate use of _
analytical techniques 12 -- -- 4 16

3. Control of associated
variables

a. Cross tabulation by
3-way tables -- -- 10 6 16

b. Statistical controls
(1) Correlation 2 -- 8 6 16

(2) Co-variance -- -- 9 7 16

Conclusion

1. Clear statement of
conclusion 9 3 4 -- 16

2. Limits of generalization 9 7 -- -- 16

3. Limitations of study and
recommendations 4 3 9 -- 16

4. Statement of suggested
further studies 8 2 6 -- 16

5. Orientation of findings to
a. Problem area 15 1 -- -- 16

b. General theory 1 9 6 -- l6

APPENDIX C

10.

11.

12.

13.

14.

15.

WEST PAKISTAN ACADEMY'S RESEARCH PUBLICATIONS

Ansari, M. A. 8., Assistant Directors in Basic Democrggies. Peshawar,
West Pakistan Academy for Village Deve10pment, 1961.

. , Impact of Training of Basic Democracies on the
Councillors. Peshawar, West Pakistan Academy for Village Deve10pment,

1961.

 

, Village Workers and Rural Develgplpent. Peshawar,
West Pakistan Academy for Village Deve10pment, 1962.

Hai’der, S. M., Analysis of Develoment Project . Peshawar, West
Pakistan Academy for Village Deve10pment, 1962.

 

, Decision Making in Administration. Peshawar, West
Pakistan Academy for Village Deve10pment, 1962.

 

, Rural Manpower Resources. Peshawar, West Pakistan
Academy for Village Deve10pment, 1962.

 

, Studies in Community Developpent. Peshawar, West
Pakistan Academy for Village Deve10pment, 1962.

 

, Eyperimental Foundations of Health Education. Peshawar,
West Pakistan Academy for Rural Deve10pment, 1963.

 

Inayatullah, Absenteeism Among Villagp AID Workers. Peshawar, West
Pakistan Academy for Village Deve10pment, 1961.

, An Analysis of Functioning of Seven Union Councils in
PeshawarflTehsiil. Peshawar, West Pakistan Academy for Village Deve10p-

ment , 19 61 .

 

, An Egeriment in Village Deve10ppent. Peshawar, West
Pakistan Academy for Village Deve10pment, 1961.

, Study of Union Calmcils in Nowshera Tehsil. Peshawar,
West Pakistan Academy for Village Deve10pment, 1961.

, Stugy of Selected Union Councils in Rawalpindi Division.
Peshawar, West Pakistan Academy for Village Deve10pment, 1962.

 

Rizvi, S. M. Z., A Stud of Attitude of Pea 1e Towards Zakat in
Village Gharibabad. Peshawar, West Pakistan Academy for Village
Deve10pment, 1961.

Sabzwari, M. A. , Administrator Reviews Rural Develoment. Peshawar,
West Pakistan Academy for Village Development, 1961.

-104-

16. Sajid, M. S., Leagping Under Threatful Situation. Peshawar, West
Pakistan Academy for Village Development, 1962.

17. , Diffusion and Adaption of Modern Poultry Farming
Techniques. Peshawar, West Pakistan Academy for Village Development,

 

18. Sharif, C. M., A Pilot Study on the Effects of Increasing Magpitude
of PaLer Work in a Develment Office. Peshawar, West Pakistan

Academy for Village Development, 1961.

 

10.

ll.

12.

13.

14.

EAST PAKISTAN ACADEMY'S TECHNICAL PUBLICATIONS

Anwaruzzaman.Khan, Introduction to Tractors. Camilla, Academy for
Rural Deve10pment, 1962.

McColly, H. F., Special Report on Introducing Farm Mechanization in

Camilla Cogperative Projects. Camilla, Pakistan Academy for Rural
Deve10pment, 1962.

 

McDonough, Peter,.An Interim.Report for the Communication Section.
Camilla, Academy for Rural Deve10pment, 1963.

Qadiz; S. A., Villa e Dhanish ar. Camilla, Pakistan Academy for
Rural Development, 1960.

Rahim, S. A., A Com arative Stud of Im raved and Count Methods
of Paddy Cultivation in Camilla. Camilla, Pakistan Academy for
Rural Deve10pment, 1959.

, A.Fo11ow-up Survey on Seed Multiplication Scheme.
Camilla, Pakistan Academy for Village Deve10pment, 1960.

 

, Diffusion and Adaption of Agricultural Practices.
Camilla, Pakistan Academy for Rural Development, 1961.

 

, Voluntary Group Adaption of Power Pump Irrigation

in Five East Pakistan Villages. Camilla, Pakistan Academy for
Village Deve10pment, I961.

Rahman, A. T. R., Basic Democracies at the Grass Roots. Camilla,
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, A Survey of Cottage Industries in Camilla
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,.Adult Education Centres in Camilla Deve10prent
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15.

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