The study aimed to explore the rehabilitation journey of the underprivileged flood-affected rural communities in Balochistan. A qualitative situation analysis and needs assessment were conducted to understand the post-flood rehabilitation challenges of the flood victims, and solutions based on the Participatory Development (PD) approach were proposed. A comparative analysis of the perspectives of flood victims, state, and NGO representatives was also conducted to identify gaps in the emergency response and rehabilitation aid mechanisms. Respondents were purposively selected from flood-stricken rural communities located in three divisions of Balochistan (Naseerabad, Sibi, and Quetta).

The Department of Management Sciences at BUITEMS secured a U.S.–Pakistan University Partnerships grant titled “Balochistan Entrepreneurship Bootcamp & Training of Trainers in Modern Classroom Teaching”, led by Dr. Bilal Sarwar. The initiative unites two core components: Balochistan Entrepreneurship Bootcamp (BEB): A pioneering program tailored for Balochistan’s higher education context. Participants—faculty and students from public and private sector HEIs—engage in idea pitching, business-plan development using LivePlan software, and entrepreneurship training via the renowned “$100 Exercise.” Interactive workshops, team-building, and iteration cultivate entrepreneurial mindsets and practical planning skills. Training of Trainers in Modern Classroom Teaching: This two-phase pedagogical development component begins with a weeklong intensive training at BUITEMS for selected Master Trainers from partner universities.

The Pilot RISE Education Systems Diagnostics project seeks to: Apply a systems-thinking framework to uncover root misalignments in education systems. Prioritize strategic interventions through collaborative, participatory workshops and diagnostic analysis. Generate actionable reform recommendations in a six-month pilot period. This pilot exposed structural issues in Pakistan—particularly Balochistan—that obstruct learning-led reforms, such as patronage-driven policymaking, inadequate data use, and community disempowerment.

The Sludge: The Cost of Bureaucracy project, funded under PIDE’s RASTA (Research for Social Transformation and Advancement) programme, investigates how excessive procedures, outdated regulations, and administrative inefficiencies—collectively termed “sludge”—create barriers for citizens and businesses in Pakistan. Using detailed process mapping, cost estimates, and time analyses, the project quantifies the economic and social toll of bureaucratic friction. Findings show that redundant approvals, paperwork, and regulatory hurdles not only delay services but can cost the economy an estimated 39% of GDP annually. The series includes sector-specific audits (e.g., trade licenses, property registration, electricity connections) and provincial studies, offering policy recommendations to streamline processes, cut costs, and promote a more citizen-friendly governance framework.

The Capacity Building and Promoting Entrepreneurship Education in Balochistan Universities project, funded by the U.S.–Pakistan University Partnerships Grants Program (USEFP) and led by BUITEMS, aimed to strengthen faculty capacity, foster entrepreneurship, and promote active learning across five partner universities in Balochistan. From Jan–Jun 2022, activities included virtual and on-campus workshops on course design, modern teaching methods (OBE, Bloom’s Taxonomy, case studies, design thinking), HEC policies, business simulations, and Moodle/LMS training. The initiative empowered educators, supported LMS adoption, and nurtured entrepreneurial mindsets among students, enhancing teaching quality and learning outcomes in remote higher education institutions.

This RASTA-funded study examines the impact of the 18th Constitutional Amendment (2010), which devolved school education authority to provinces, on Balochistan’s education system. Post-devolution, public spending and infrastructural provisions (e.g., classrooms, materials, monitoring) have notably increased, with modest gains in literacy and basic reading/arithmetic skills. However, these investments have not led to meaningful improvements in learning outcomes. The analysis attributes this shortfall to misalignment within the education system: centralised, politically-driven decision-making, weak accountability, incoherent planning, and elite patronage dilute the effectiveness of reforms. Many infrastructure projects are politically selective and lack robust needs assessment, undermining resource efficiency.