OCTOBER, 2004

Learning Innovation: 2004 - 2007

A Roadmap

ZARRIN SEEMA SIDDIQUI

DIRECTOR GENERAL
 Learning Innovation Division

Learning Innovation: 2004 - 07

A Roadmap

Author
Siddiqui, Zarrin Seema
zsiddiqui@hec.gov.pk

Learning Innovation
Higher Education Commission
H-8, Kashmir Highway
Islamabad
PAKISTAN
http://www.hec.gov.pk/li

Occasional Report

© Higher Education Commission Pakistan

Occasional Report , October 2004

 gtuÄx by VÉÇàxÇàá
INTRODUCTION .................................................................................................................................. 2
Goal ............................................................................................................................................................ 2

EDUCATIONAL ACTIVITIES .............................................................................................................. 2

NATIONAL ACADEMY OF HIGHER EDUCATION.................................................................... 4

Enhancing Teaching through Continued Professional Development Activities......................... 5
Funding for Learning and Teaching ...................................................................................................... 6
Excellence in Teaching Innovation and Research. ............................................................................ 7
Incorporating Technology based Education....................................................................................... 7

RESEARCH IN HIGHER EDUCATION............................................................................................. 9

Conferences.............................................................................................................................................. 9

RESOURCE CENTRE ...........................................................................................................................10

NETWORKING ....................................................................................................................................10

SUPPORTING LEARNERS..................................................................................................................11

FOCUS AREAS SUPPORT ..................................................................................................................12

English Language Teaching Reforms ..................................................................................................12
National Committee on Examination Systems ...............................................................................14
Nursing Education: promoting access, quality and research........................................................16

CONCLUSION......................................................................................................................................21
 Learning Innovation Division

INTRODUCTION
g he mission of HEC has attributed faculty development as a critical element in raising
standards of university education. In support of this statement, the Higher Education
Commission aims to encourage and support institutions in developing a high quality,
relevant and efficient learning and teaching culture.

This has resulted in introducing a number of opportunities for professional development

of faculty members ranging from short to long term programs both within the country and
internationally. Initially the training activities were undertaken by the Curriculum and
Training Section, however, it was felt that the number of higher education institutions is
constantly increasing and so is the demand of equipping the faculty with the teaching
skills.

The Department of Learning Innovation was therefore established as a separate entity in

July 2003 to introduce faculty development activities on a larger scale and to bring
academic standards at par with international standards. As a relatively new section of the
Commission we had set ourselves some ambitious targets. This roadmap demonstrates
our contribution to meet the envisaged goals and vision for years to come.

Goal
Faculty in higher degree institutions know and demonstrate the content, pedagogical and
professional knowledge, skills and dispositions necessary to facilitate learning among all
students.

EDUCATIONAL ACTIVITIES
Considerable time was devoted to developing the department’ s philosophy, and
program evaluation resulting in new feedback and evaluation instruments. The
certificates and folders have all been re-designed within the department. The current
educational activities include;

Occasional Report, September 2004 2

 Learning Innovation Division

1. Curriculum based training

2. English Language Teaching (ELT) Courses
3. Three month Certificate in Teaching and Learning in Higher Education
4. Developing competencies in Computer skills
5. National Academy of Higher Education

These activities have been supported through intensive feedback system, evaluation and
need assessment exercises. Attempt is made to provide state of art resources for various
courses. Table 1 gives an overview of the regular activities that were successfully
undertaken during the year 2003 -04 with number of participants while Fig.1
demonstrates gender representation among the participants in these activities

Table 1: Educational Activities 2003 - 04

Regular Educational Activities Number of Number of
Courses Faculty attended
Curriculum based Courses 11 366
English Language Teaching Workshops 02 57
Workshops on Pedagogical skills and assessment 04 100
Three months Certificate in teaching and Learning 02 58
in Higher Education

Gender participation

250

200

150

100

50

0
Curriculum English Pedagogical Certificate
based Language skills course

Male 246 28 56 42
Female 120 29 44 16
Activities

Fig: 1: Gender participation in educational activities

Occasional Report, September 2004 3

 Learning Innovation Division

NATIONAL ACADEMY OF HIGHER EDUCATION

National Academy of Higher Education is a new initiative for faculty development in the
higher education institutions which was officially inaugurated in September 2004.

Figure 2: Inaugration of National Academy of Higher Education

The objective is to enhance basic competencies in academic practice in higher education

by;
• promoting practices that demonstrate excellent learning outcomes.
• enabling institutions to develop approaches to teaching and learning that
encourage a deeper understanding of the student learning needs.
• encouraging collaboration and sharing of good practice so as to enhance the
standards of teaching.
• contributing to the research in higher education sector.

Occasional Report, September 2004 4

 Learning Innovation Division

Enhancing Teaching through continued professional development activities

CERTIFICATE IN TEACHING & LEARNING IN HIGHER EDUCATION

It is now a worldwide practice that all new academic staff is required to participate in a
Teaching and Learning Orientation Course. This
lays the foundations for an effective teaching career
covering various aspects of learning, teaching and
assessment practices. On the same note HEC has
already scheduled three months intensive training
program to acquaint the faculty members with the
process and new trends in teaching and learning.
Currently the courses are delivered at HEC,
Islamabad therefore for many interested institution it
is a problem to relieve the faculty members
completely for three months therefore through this
project 3 – 10 days modules will be offered at
various cities.

The courses will aim to produce to develop competent, confident and reflective
practitioners capable of evaluating and developing their own teaching and learning
support practices in the context of theory, research and evidence. There will be a
particular emphasis on developing generic competencies underpinned by professional
values within the context of disciplinary practice. These competencies include designing
learning experiences, use of a variety of teaching and learning support methods and
resource, assessment of students, supporting student learning, reviewing and evaluating
teaching, professional development and quality issues.

At the end of three courses till October 2004 ninety faculty members countrywide have
now been trained as master trainers who will be able to ;
• provide leadership to university community on matters pertaining to teaching and
learning.
• explore the potential of ICT in support of student learning and
• undertake research pertaining to issues related to higher education

Occasional Report, September 2004 5

 Learning Innovation Division

We are now looking forward towards them to demonstrate effectiveness of this project.
Already five of the master trainers have been introduced in the third course and it is
expected that this network of trainers will grow further and conduct similar activities at
regional and institutional level.

Seminars/ Lectures by eminent

experts in the field both nationally
and internationally on issues
pertaining to higher education.
The seminars mainly address to
a wider audience for example
recently an inter-professional
seminar on mental health was
arranged in collaboration with
Institute of Clinical Psychology,
University of Karachi which was
attended by Faculty and students
of Law, Psychology and Psychiatry. The Second Seminar was on ‘ Writing for Medical
Journals’ which was facilitated by Prof. Jim Thornton, Chief Editor, British Journal of
Obstetrics and Gynaecology.

Funding for Learning and Teaching

Two types of grant are available.

1. Educational Research
2. Innovation in Education

The objectives of these grants are to

• encourage a scholarly approach to teaching

• encourage reflection on practice

• encourage cross discipline relations

Occasional Report, September 2004 6

 Learning Innovation Division

• reward innovative approaches

• be responsive to employers/communities

Support is provided for expenses associated with the development of new teaching
projects, such as software costs, project support assistance, or equipment rental or
research into an area pertaining to higher education.

Departments, inter-departmental teams, and individuals are invited to submit proposals

on the appropriate form. Proposals involving collaborative projects will be viewed
favourably.

Excellence in Teaching Innovation and Research.

Three best projects in each category will be given Award of Excellence in terms of visit to
an international conference to present the findings at the end of the year 2005.

Incorporating Technology based Education

Electronic communication has become one of the newest strategies to support learning.
The computer offers a powerful tool for
promoting student centered instruction,
transforming learning into an interactive
and personalized experience. With a
strong trend towards cooperative and
interactive methods of teaching and
learning, ICT can act as a very effective
medium to aid and facilitate. However,
there is a dearth of faculty who is actually
trained in incorporating ICT within their
institution. Through a number of funding
initiatives available via HEC it is anticipated that access to computer technology will be
available to all public higher education institutions within a short span of time.

Occasional Report, September 2004 7

 Learning Innovation Division

The objectives of this program are to provide faculty and staff the fundamental
knowledge and skills required to
• manage and use the computer facilities installed in their institutions and

• effectively apply IT in their teaching

Computer Literacy via International Computer Driving License (ICDL)

ICDL is an internationally accepted and
validated instrument that clearly identifies
the competences required for a computer
literate and measures those competencies.
A computer lab is already set up at HEC,
Islamabad where training in basic IT skills
based on ICDL curriculum is provided by
experts in the field. The next step is now to
provide ICDL certification to faculty
members. Beside Islamabad, HEC
Regional Centres will also be accredited as ICDL designated centres where teachers can
appear for certification.

Incorporating Technology in Higher Education.

A number of educational activities are now available for faculty members that can
enhance their expertise in using ICT effectively. In collaboration with Learning to Teach
with Technology Studio (LTTS) at Indiana University, educational activities of short
duration up to fifteen hours will be arranged for faculty using flexible delivery options.
In the beginning these courses are offered to faculty at the Departments of Education at
various public sector universities and master trainers from three faculty development
courses conducted in 2004.

Occasional Report, September 2004 8

 Learning Innovation Division

Table 2: PROJECTIONS FOR FACULTY TO BE TRAINED 2004 – 07

2004 -05 2005 -06 2006 -07

1. Curriculum based Courses 1100 1100 1100

2. Pedagogical & Professional skills 600 600 600

3. Incorporating Technology into 50 50 50

education

4. International Computer Driving 250 350 400

License

5. Three month Certificate in University 70 70 70

Teaching

RESEARCH IN HIGHER EDUCATION

Presently there is a great paucity of quality research on issues pertaining to higher

education sector in the Pakistani context. The National Academy of Higher Education will
therefore initiate research projects as well as conduct workshops on educational
research, statistical analysis and academic writing. Statistical support will also be
available to those interested in conducting research in issues pertaining to higher
education.

Conferences
National and International conferences will also be arranged on the themes relevant to
higher education in order to share best practices and disseminate new innovations and
findings based on research activities.

Occasional Report, September 2004 9

 Learning Innovation Division

RESOURCE CENTRE
A resource centre at HEC, Islamabad is established which serves as a national resource
centre equipped with modern training facilities, and a number of resources that include
audio visual aids and both print and electronic media.

Figure 7: Training Resource Centre at HEC

NETWORKING

A coordinated effort to bring National Academy of Higher Education (NAHE) at par with
internationally recognized similar bodies is already initiated with different organizations.
Similarly collaboration at various levels with national and international organization in
arranging educational activities has also been developed. In this context earlier this year
Alliance Franciasse arranged workshops for teachers of French Language. International
Red Cross Committee is launching a series of courses in International Humanitarian Law
in later part of year 2004.

Occasional Report, September 2004 10

 Learning Innovation Division

SUPPORTING LEARNERS
Over the past five years, a large number of organizations have indicated that Higher
Education is not meeting the needs of industry in a few significant areas and students,
lack skills in many areas which limits in their progression into employment, It is proposed
that programs to support student learning may also be targeted towards student in
higher education. This will not enhance their skills but also increase the likelihood of
employability after graduation. A tentative list of programs with duration of two hours to
six days is currently being planned

Students’ convention is yet another new initiative by the Government of Pakistan to

engage students of the nation in dialogue on pertinent issues. The philosophy behind
students’ convention is to understand how the youth of Pakistan can play a
constructive role in the development of Pakistan and prepare prospective leaders that in
future are a valuable asset to the country.

In year 2004 the first National Student

Convention was held at Convention
Centre, Islamabad where one hundred
and eighteen delegates from
universities and religious institution
across Pakistan participated. This has
now become a regular event and
preparations are now on its way to
arrange regional conventions followed
by another National Convention in the
month of March 2005.

Occasional Report, September 2004 11

 Learning Innovation Division

FOCUS AREAS SUPPORT

English Language Teaching Reforms

Poor communication skills and the lack
of proficiency in English of the emerging
graduate are seen as one of the major
problems that face higher education in
Pakistan as well as other developing
countries in South Asia (Malik, 1996;
David, 2001). University students,
especially those from professional
institutions, fail to cope with the English
language demands made on them in
their academic and professional
settings, leading to frustration and unemployment as well as a waste of national
resources. The overall goal of the project is to bring about a significant improvement in
the learning and teaching of English language and research in the degree awarding
institutions and universities of Pakistan.

OBJECTIVES

1. To develop a framework for the improvement of the standard of English language

in Pakistan.
2. To develop an action plan covering all the specified areas in the field.
3. To suggest linkages with school programmes;
4. To identify local and international consultants and resource persons in the field.
5. To make recommendations for establishing English Language Learning and
Resource Centers in universities.
6. To suggest measures for improvement of English language teaching facilities in
the universities.

Occasional Report, September 2004 12

 Learning Innovation Division

Six major themes for their plan of action have been identified by the National Committee
on English chaired by Mrs. Zakia Sarwar of Society for Promotion of English Language
Teaching. These include;

a. Reorganization of Departments/ Centre of English Language

b. Curriculum and Material Development
c. Faculty Development Programs
d. Information Technology ( On- line & CALL)
e. Research and publications
f. Testing
Table 3: Projections for Faculty Training in English Language Teaching 2004 -07
S.No Type of training Faculty to be trained
trained
01. Long-term training Dip/Masters/COTE 210
Aga Khan University: Advanced Diploma 45 teachers
Program in TEFL
Karachi University: MA Linguistics 30 teachers

Society for Promotion of English Language 45 teachers

Teaching (SPELT): COTE/ PTTC
Allama Iqbal Open University: MA TEFL 30 teachers

Kinnaird College: MA ELT 30 teachers

National University of Modern Languages: MA 30 teachers

Linguistics
02. Short-term training (Short Courses of 36 hrs) 720 teachers
Aga Khan University 180 teachers
Kinnaird College 90 teachers
SPELT 90 teachers
National University of Modern Languages 90 teachers
British Council 180 teachers
Fatima Jinnah Women University 90 teachers
03. PhD in ELT/TEFL/Applied inguistics/Education 3 teachers
(UK/USA/Commonwealth University)

Occasional Report, September 2004 13

 Learning Innovation Division

NATIONAL COMMITTEE ON EXAMINATION SYSTEMS

Assessment is an integral part of teaching – learning process and defines the credibility
of the whole process. In the context of higher education in Pakistan assessment is also
influenced by a number of socio cultural and political factors which require due
consideration. A number of key issues also emerge which need to be redefined while the
assessment practices are reviewed.

1. What are we assessing?

a. Do we have clearly defined objectives for the course?
b. Do we have an institutional policy on assessment practices
2. How are we assessing?
a. Is there a linkage between the course objectives and assessment
practices?
b. Is there an over reliance on one method of assessment?
3. When are we assessing
a. Formative (Continuous assessment) motivates students, provides evidence
of progression in studies with adequate feedback on further areas for
improvement.
b. Summative is usually for certification purpose that the objectives of the
course have been achieved and student can now progress to another stage
or else.
4. Who is being assessed
a. Examinees enrolled in Universities
i. Coursework
ii. research
b. Examinees in affiliated colleges
c. Examinees as private candidates
5. Who is assessing?
a. Selection of examiners
b. Training
c. Assessment of assessors

Occasional Report, September 2004 14

 Learning Innovation Division

In order to address these issues, and to review and suggest recommendations for
improvement in examination system National Committee on Examination System has
been established at Higher Education Commission. The objectives include;

a. to Review Current System of Examinations in Pakistan including Principles,

Practices and Procedures of examinations.

b. to suggest standardization mechanism of the evaluation system and scoring

according to “ International referring” which will lead to quality assurance and
ensure Accreditation of our qualifications internationally

c. to develop a high fidelity examination system which would include a relationship of

examination to objectives i.e. develop a table of specifications for examinations for
examinations, to ensure content coverage and to relate examination to
performance of future roles so that universities can enhance the economy of the
country.

d. to develop the criteria for appointment of officers in examination department and

their training.

e. to suggest ways and means for designing and providing assistance in setting up
training program/workshops on examination methodology.

f. to suggest methods of internal evaluation to ensure its use for formative

assessment and feedback to all stakeholders.

g. to help universities develop a manual of their examinations specifying objectives,

methodology, resources and also setting up of examination departments with strict
rules and provisions for secrecy, paper setting, storage, printing and marking by
examiners.

Occasional Report, September 2004 15

 Learning Innovation Division

NURSING EDUCATION: PROMOTING ACCESS, QUALITY AND

RESEARCH

There are currently more than 100,00 doctors and 15,750 specialists registered with
Pakistan Medical & Dental Council. The total number of nurses registered with Pakistan
Nursing Council till 2002 is 40,144. The population per nurse is currently 3639 which is
almost double than what is served by a doctor and not to mention that the quoted figure
comprises mainly of diploma holders rather than graduates. It should also be kept in
mind that these figures may not represent true picture because the number of doctors
and nurses who are in active workforce is not known.

Concerns have been raised on various forums about the deteriorating state of medical
and nursing education in Pakistan resulting in inadequately trained workforce. The
shortage of nurses has attracted much discussion within the nursing profession and
nursing literature with special reference to the stereotype image projection. Unfortunately
the conventional image persists and it is this image that prospective nursing students and
their families retain when seeing them as nurses.

In her book, published in recent past titled “ Women in Nursing in Islamic Societies”
editor Nancy H. Bryant reveals the dire state of nurses in our society. The females do not
select nursing as a profession, or leave the profession if they get the opportunity. Various
measures to encourage people to select the field of nursing as a profession and efforts of
many organisations in this regard are also highlighted. The book reveals the prevalent
image of nurses and the scarcity of skilled nurses, is not merely a problem in Pakistan
and the Islamic world, but is a global issue. The shortage of nurses is a problem reaching
crisis proportion due to various factors such as stress, low pay scale, physical violence,
verbal abuse and sexual harassment. Cultural and traditional practices discourage young
women in Islamic societies from entering the field of nursing. Another problem is lack of
leadership within nursing professionals and weak nursing voice in government.

More options for career advancement and promotion are necessary to motivate and
retain staff in this profession. The impact of physical violence, verbal abuse and sexual

Occasional Report, September 2004 16

 Learning Innovation Division

harassment is of great concern and must be taken into consideration with particular
attention placed on elimination such crimes against nursing personnel as they represent
a category of workers considered most vulnerable.

A strategy for nursing and midwifery region which was published by WHO as EMRO
indicates the necessity for a joint effort involving government, educational institutions
health service management and nursing leadership.

Aga Khan University School of Nursing (AKU-SON) is the only nursing school in Pakistan
headed by a doctorate in Nursing that enjoys international reputation in excellence. This
school has produced 1305 diploma graduates and 265 baccalaureate graduates and 16
generic B.Sc.N. graduates. An increasing number of B.Sc.N. graduates of AKU – SON
are moving into leadership positions such as principals and directors of schools of
nursing in Sindh, Pakistan.

Apart from AKU-SON there are about 83 nursing schools, 92 midwifery schools and 20
public health schools producing about 3,000 nurses for the public and private sectors.
Currently, there are 13,307 sanctioned posts in public sector hospitals which cannot
meet the requirement of the hospitals according to the standard procedure.

According to internationally recognized guidelines, the state-owned nursing schools in

Sindh should have 80 tutors. However, only 48 positions have been sanctioned by the
authorities and only 38 people actually work there as tutors. There are more than 2,000
students in the 14 institutions. This means that for every tutor there are 53 students. This,
by any standard, is a very poor ratio.

Most of the schools of nursing in public hospitals had the post of principal (BS-19) but
work is generally being looked after by the chief nursing superintendents (BS-18), who
are supposed to pay full attention to hospital care and nursing supervision.

A recent newspaper report reveals that nursing schools are in such a bad shape that the
2,000-odd students had to invite donations to hire part-time teachers for subjects like
English, Urdu, Pakistan studies, Physics and Chemistry.

Occasional Report, September 2004 17

 Learning Innovation Division

One nurse reported most tutors in public schools were not interested in providing quality
education to their students. "They approach their work just as any government employee
would. There's no accountability. This allows them to take it easy at all times. But when
the same nurses joined private-sector schools they started imparting quality education."

On the same note another report produced by a Commission, to specifically look into
nursing schools in the area of Rawalpindi, revealed that the supervision of the nursing
students was callous and careless and did not take into account the young tender ages
of the students, particularly in view of their emotional immaturity and vulnerability.

The curriculum, training and evaluation system are yet other issues that need to be
revised. The healthcare delivery system is presently undergoing a massive change. The
earlier emphasis on hospital based care & treatment is now shifted to ambulatory care
practices. This has major implication for nursing education because it directly impacts the
knowledge and skills needed by current nursing workforce. A large proportion of existing
nursing workforce is not adequately prepared to meet the needs of our healthcare
system. This is mainly attributed to the declining standards of nursing education,
outdated curriculum, lack of professional development opportunities, assessment and
revalidation as well as lack of trained academic staff. This requires responsibility for a
wide range of activities such as enhancement of the composition of nursing workforce,
expansion of the knowledge, skills and capabilities of nurses.

It should also be kept in mind that there is an accelerated demand of nurses overseas.
Pakistan can avail this opportunity to export nurse workforce to these countries. Thus this
can be an area that needs exploration for better utilization of our workforce globally.

Higher Education Commission (HEC) can play a significant role in planning and
development of nursing workforce and ensure adequate supply and distribution of
qualified nurses that meet the health needs of new millennium.

It was therefore in April 2004, a taskforce on nursing education was formed with an

Occasional Report, September 2004 18

 Learning Innovation Division

objective to advise HEC on current and projected issues affecting the nursing workforce
and to

a. review and reform regulations and accreditation process of nursing

schools/institutes in Pakistan

b. refine the process and outcomes of under graduate and graduate nursing
education

c. establish and enforce standards of nursing education which are at par with
international standards

d. develop and promote the image of nursing and

e. define steps for retention of nursing workforce

As a result of initial recommendations, an action plan has been proposed and HEC has
already taken some major steps towards promoting excellence in Nursing Education.

One of the main issues highlighted by the taskforce was the outdated apprenticeship
model currently prevalent in nursing education where on- job training is introduced from
day one and nursing students are used as service providers. The Committee proposed
that there is a need for paradigm shift where nursing schools are moved to universities
rather than working within the domain of hospitals. As a result the HEC has now
approved funding to establish Nursing Institutes at Liaquat University of Medical and
Health Sciences, Jamshoro, Dow University of Health Sciences, Karachi as well as
University of Health Sciences, Lahore.

A career ladder will also be built within the service structure of these institutes which will
be academically structured on the lines of medical profession i.e. assistant professor/
associate professor and Professorial level.

Higher Education Commission and Pakistan Nursing Council will also meet to discuss
the variations in the various degree programmes offered country wide and produce a
consensus statement.

Occasional Report, September 2004 19

 Learning Innovation Division

Foreign/expatriate hiring program is already implemented by HEC through which

universities and public institutions can benefit and introduce nursing programs at
Postgraduate level. Similarly British Council linkage program can also be utilized for the
exchange of faculty and students in Nursing.
Video conferencing facilities and networking among universities will also be utilised to
provide professional development programs. Further opportunities for professional
development of nurses may be provided through HEC by introducing short term/long
term scholarships for nurses exclusively.
Finally the Higher Education Commission realizing the importance of nursing care has
been instrumental along with Pakistan Nursing Council and Ministry of Health to promote
excellence in nursing education which will directly affect the quality of care provided to
masses in Pakistan.

Table 4: Proposed Plan of Action for Excellence in Nursing Education

Establishing two new institutes of Nursing

Strengthening existing units in higher degree institutions. Ten units in all
Enhancing Positive Image of Nursing as Profession
Curriculum development
1.Generic Nursing Program
2.Transition Masters Program for current workforce
3.Accelerated bridging program for new entrants
4. Review and refine existing diploma programs
Transition Masters Program: Thirty nurses in all ten per year
Five fellowships each for in country Regular Masters program and overseas
Ten Specialty related program 5 trainees in each per year
Professional Development Activities: 100 educational activities in three years targeting
5000 nurses
15 study grants for short courses offshore(i.e. distance learning) and onshore nationally
and internationally
Developing Guidelines for Accreditation of higher degree institutes and programs in
Nursing in collaboration with Pakistan Nursing Council
Development of National standardized Examination
Promotion of Research & Publications

Occasional Report, September 2004 20

 Learning Innovation Division

CONCLUSION

An ambitious roadmap has been planned and the most positive aspect of this three year plan is
the political will from the Government of Pakistan by allocating adequate budget to carry out
these activities. The staff at Learning Innovation are very optimistic that under the leadership of
the Chairman Prof. Dr. Atta -ur –Rahman (NI, HI, SI , TI) and Dr. Sohail Naqvi the Executive
Director they will be able to achieve the targets set in this roadmap successfully as time will tell.

We go where our vision is

Joseph Murphy

Figure 10: Participants of First Faculty Development Program in 2004

Occasional Report, September 2004 21