بھانویں چھڈیا ککھ وی نئیں
دل فیر تیتھوں وکھ وی نئیں
سارا حسن ایہہ دنیا دا
اوہدی تاں اک اکھ وی نئیں
It is widely recognized that Small and Medium Enterprises (SMEs) are the major drivers of sustainable economic growth, sources of income generation and panacea for poverty reduction in developing countries. Unfortunately, they are faced with numerous challenges that threaten their existence and survival. This precarity of small entrepreneurial organizations in entrepreneurial ecosystem has prompted widespread attention by scholars and researchers. Hence, it is critical to take into consideration examining the performance of the enterprises. This study analyzed the effect of entrepreneurial orientation dimensions, personal and institutional characteristics on the performance of small and medium agro allied enterprises. Through the multistage sampling procedure, a total of 198 SMEs were selected for the study and data were collected with the aid of questionnaire. Data were analyzed using multiple regression analysis. Results revealed that among the entrepreneurial orientation dimensions, only risking taking and innovativeness significantly and positively affected the performance of SMEs agro allied enterprises. Furthermore, findings showed that except for size of business which was negatively related to the growth of SMEs, educational level of entrepreneurs, managerial and business experience positively and significantly impacted on the performance of SMEs. Policies to encourage SMEs invest in risky investments and create new product and services should be pursued.
Education is a fundamental human right and it has been recognized by international community, organizations and leaders of the world in various treaties and conventions. The Millennium Development Goals (MDGs) is the most significant which was adopted by 189 nations of the world during UN Millennium Summit in September 2000. Eight goals were set to be achieved up to 2015 wherein Goals No. 2 is directly related to Universal Primary Education. Pakistan has made various commitments at national and international level including MDGs for achieving Universal Primary Education but the latest indicators showed that Pakistan is unlikely to achieve the desired targets. The current study was designed to explore the gaps between commitment and implementation in achieving Universal Primary Education in Khyber Pakhtunkhwa. The objectives of the study were to (a) study the commitment made by Government of Pakistan at National and International level, (b) trace out the gaps between commitment and implementation, (c) analyze barriers to educational access of vulnerable children, (d) explore the role of development partners and (e) identify motivating factors and de- motivating factors in achieving Universal Primary Education. The target population of the study was consisted the policy makers and implementers involved in policy & planning formulations and implementation at federal and provincial level, the Executive District Officers of the Elementary & Secondary Education Department, Government of Khyber Pakhtunkhwa, the Development Partners of the E&SED, Government of Khyber Pakhtunkhwa and Vulnerable/disadvantaged children that were out of school in Khyber Pakhtunkhwa. Different techniques were used for data collection for different group of ixpopulation. Questionnaire was used to collect data from EDOs. The data from children and their parents, policy makers and development partners were collected through interview. The document analysis was made of the prevailing practices of the government in contrast with the National Education Policy-2009. The data collected from EDOs through questionnaire was analyzed through Mean Score. The data collected through interview were analyzed qualitatively through thematic approach. Findings of the study revealed the inadequate physical facilities, Poverty, Gender discrimination, lack of awareness, and low investment in education sectors are the major out of school factors. Corporal punishment, authoritarian role of the teachers and harsh environment of the schools discourage parents and their children to enroll and retain in schools. Parental motivation and cultural impediments for girl’s children were found dishearten. Certain initiatives have been taken by the Government including strengthening of Parent-Teacher- Councils, Independent Monitoring Units, provision of free text books etc and were found helpful. On the basis of the findings, recommendations were made for allocation of budget to education sector as committed in National Education Policy, 2009, provision of missing facilities in schools, incentives to families of vulnerable children through income support programme (conditional cash transfer) and second shift schooling with the flexibility of time and schedule for these children.