Pakrang Provides the Pakistan educational Universities list which are not sponsored by Pakrang by any way. This Educational List and its data are gathered from different institutes or their websites.
Agha Khan University
Stadium Road
Agriculture University
Agriculture University,Faisalabad
Agriculture University Peshawar
NWFP Agricultural University Peshawar , Pakistan Peshawar
Air University
PAF Complex, Sector E-9, Islamabad
AL-KHAIR UNIVERSITY
B-30 Block 13 Gulshan-e-Iqbal
Al-Khair University - College of Global Technologies
539/C, Westridge 1,
Allama Iqbal Open University
H-8, Islamabad
Bahauddin Zakariya University
Bahauddin Zakariya University,Multan
Bahauddin Zakariya University
Bahauddin Zakariya University,Multan
Bahria Institutes of Management & Com. Sci.
---, Islamabad
Balochistan University of Info. Tech.& Mang. Sci
Airport Road, Bulali, Quetta
Baqai Medical University
Baqai Chowk, Near Toll Plaza, Super Highway.
BZ University College of Engineering & Technology
BZ University College of Engineering & Technology , Multan
CECOS University
F-5, Phase-6, Hayatabad, Peshawar
COMSATS
M.A.Jinnah Building Defense Road,Off Raiwind Road Lahore
COMSATS Institute of Information Technology
Plot # 30, Sector H-8, Islamabad
Department of Earth Sciences
UNviersty of sargodha
European University
33-Industrial Area, Gulberg III, Lahore
Federal Urdu University of Arts, Sci. and Tech.
Sector G-7/1, Islamabad
Foundation University
Foundation University, Islamabad
GC
Iqbal town faisalabad
GIFT University
Near Lohinawala Bypass, Gujranwala
Govt. College University
Main City, Faisalabad
Greenwich Universty
DK-10, 38th Street, Darakshan, Phase Vl, Defence Housing Authoriy
Hajvery University
43/44 indestrial Area ,Gulberg 3, Lahore
Hamdard University
Hamdard University Karachi
Monday, February 14, 2011
Schools of Pakistan
Pakrang Provides the Pakistan educational Schools list which are not sponsored by Pakrang by any way. This Educational List and its data are gathered from different institutes or their websites.
A.M. Grammar School
C 216 Block 6 Gulshan Iqba
Aa
Aa
AAL-SIBGHA SCHOOL SYSTEM
196-N, Ghazali Road, Samanabad, Lahore
Abdullah Grammar High School (for Girls)
E-204 St.10 Block "A" Nishat Colony Lahore Cantt
Adabistan-e-Soophia School For Boys & Girls
31-Bahawalpur Road, Mozang Chungi
AES School for Girls
St-17,Block-15, Gulistan-e-Jauhar
Ahsan Academy
970, Kotri
Al Behria School
L 241 Block-14 Gulistan e Jauhar
Al Fajar Lyceum High School for Boys & Girls
Canal Colony Road; Farooq Abad; Distt. Sheikhupura
Al Khair School
B-31 Block 16 Gulshan e Iqbal
AL-FALAH HIGH SCHOOL
RAILWAY ROAD NEAR GURUDWARA TAMBOO SAHIB
AL-FALAH HIGH SCHOOL
RAIL WAY ROAD NEAR GURDWARA TAMBOO SAHIB
AL-FALAH PUBLIC SCHOOL
RAILWAY ROAD
AL-JELAN HIGH SCHOOL
MADINA COLONY MANAWALA
Al-Kheir Grammar School
171-B, Gulistan Colony # 2, Millat Chowk, Sheikhupura Road
AL-KITAB SCHOOL SYSTEM
MISRIAL CHOWK NEAR BATUSSDA COLONY CHOUR HARPAL
Alpha Foundation Public School
Mansehra Road
Alvi Girls High School
Latifabad
American National Bloomfield Hall School
26 C/3, Gulberg III
APEX Public School
763 Street # 6 Block "D" Nishat Colony Lahore Cantt
Army Public College
Malir Cantt
Asian school system
Servis road zafran park muridke
Ataleeq Pre School
100, Khyber Block, Allama Iqbal Town
Ataleeq Pre School
100, Khyber Block, Allama Iqbal Town
Babul ilam high school
Manawan,lahore
Bai Virbaiji Sopariwala Parsi High School
Abdullah Haroon Road.
there is a long list of schools in pakistan i have skip that list.
A.M. Grammar School
C 216 Block 6 Gulshan Iqba
Aa
Aa
AAL-SIBGHA SCHOOL SYSTEM
196-N, Ghazali Road, Samanabad, Lahore
Abdullah Grammar High School (for Girls)
E-204 St.10 Block "A" Nishat Colony Lahore Cantt
Adabistan-e-Soophia School For Boys & Girls
31-Bahawalpur Road, Mozang Chungi
AES School for Girls
St-17,Block-15, Gulistan-e-Jauhar
Ahsan Academy
970, Kotri
Al Behria School
L 241 Block-14 Gulistan e Jauhar
Al Fajar Lyceum High School for Boys & Girls
Canal Colony Road; Farooq Abad; Distt. Sheikhupura
Al Khair School
B-31 Block 16 Gulshan e Iqbal
AL-FALAH HIGH SCHOOL
RAILWAY ROAD NEAR GURUDWARA TAMBOO SAHIB
AL-FALAH HIGH SCHOOL
RAIL WAY ROAD NEAR GURDWARA TAMBOO SAHIB
AL-FALAH PUBLIC SCHOOL
RAILWAY ROAD
AL-JELAN HIGH SCHOOL
MADINA COLONY MANAWALA
Al-Kheir Grammar School
171-B, Gulistan Colony # 2, Millat Chowk, Sheikhupura Road
AL-KITAB SCHOOL SYSTEM
MISRIAL CHOWK NEAR BATUSSDA COLONY CHOUR HARPAL
Alpha Foundation Public School
Mansehra Road
Alvi Girls High School
Latifabad
American National Bloomfield Hall School
26 C/3, Gulberg III
APEX Public School
763 Street # 6 Block "D" Nishat Colony Lahore Cantt
Army Public College
Malir Cantt
Asian school system
Servis road zafran park muridke
Ataleeq Pre School
100, Khyber Block, Allama Iqbal Town
Ataleeq Pre School
100, Khyber Block, Allama Iqbal Town
Babul ilam high school
Manawan,lahore
Bai Virbaiji Sopariwala Parsi High School
Abdullah Haroon Road.
there is a long list of schools in pakistan i have skip that list.
Colleges of Pakistan
Pakrang Provides the Pakistan educational Colleges list which are not sponsored by Pakrang by any way. This Educational List and its data are gathered from different institutes or their websites.
AAZAM College of Technology
Suite D-4, Fourth Floor, Osif Centre, Block 13-A, Gulshan-e-Iqbal, University Road, Karachi-75300
AIMC - Allama Iqbal Medical College
Faisal Town
Aiou
Sukhekemandi(newmandi)
Aitchison College
Aitchison College, Upper Mall, Lahore
AL-HABIB COLLEGE
35-C PEOPLES COLONY NO.1 FAISALABAD
Al-Rehman Computer & Science Lab
Bukhari Town, Ghafoorabad Road, Chiniot
Allied College Of Textile Management & Administrate
Actma-2-A, Johaar Town, Shaukat Ali Road, Akber Chowk, Lahore
Altus College
56-Lawrance Road, Lahore
American International College
D-86/1,Street 15 Allama Shafi Nomani Road
Aptech
A Tipu Block New Garden Town, Lahore
Arabic Girls College For Islamic Studies
R-803, Sector 9, North Karachi, Near Disco More
Askari College
Askari College 70-A/E1, Gulberg III
Axis Group of Colleges
Peoples Colony No. 1
Ayub Medical College
Ayub Medical College ,Abbottabad
Bahria College
N.O.R.E.-1,M.T.Khan Road
Beaconhouse National University
3-C Zafar Ali Road, Gulberg , Lahore
Bright College of Sciences
Old, board Allah-O-Akbar Colony Saidu Sharif Swat
Cadet College Kot Addu
Kot addu
Chiltan College of Business & Commerce
Masjid Road
City College of Higher Education
254 Catholic Colony Off M.A.Jinnah Road
College Of Accounting And Managment Sciences
109 Gulshan-e-Faisal,Clifton
College Of Business Management
PAF Base, Korangi Creek.
Computer City College
206 Ferozpur Road
Computer Valley College Of Computer Sciences
First Floor Imtiaz Chambers, 85 Temple Road Lahore.
CORVIT
14-c/3 Gulberg 3, Lahore
Country Model College
Mardan Road Charsadda
AAZAM College of Technology
Suite D-4, Fourth Floor, Osif Centre, Block 13-A, Gulshan-e-Iqbal, University Road, Karachi-75300
AIMC - Allama Iqbal Medical College
Faisal Town
Aiou
Sukhekemandi(newmandi)
Aitchison College
Aitchison College, Upper Mall, Lahore
AL-HABIB COLLEGE
35-C PEOPLES COLONY NO.1 FAISALABAD
Al-Rehman Computer & Science Lab
Bukhari Town, Ghafoorabad Road, Chiniot
Allied College Of Textile Management & Administrate
Actma-2-A, Johaar Town, Shaukat Ali Road, Akber Chowk, Lahore
Altus College
56-Lawrance Road, Lahore
American International College
D-86/1,Street 15 Allama Shafi Nomani Road
Aptech
A Tipu Block New Garden Town, Lahore
Arabic Girls College For Islamic Studies
R-803, Sector 9, North Karachi, Near Disco More
Askari College
Askari College 70-A/E1, Gulberg III
Axis Group of Colleges
Peoples Colony No. 1
Ayub Medical College
Ayub Medical College ,Abbottabad
Bahria College
N.O.R.E.-1,M.T.Khan Road
Beaconhouse National University
3-C Zafar Ali Road, Gulberg , Lahore
Bright College of Sciences
Old, board Allah-O-Akbar Colony Saidu Sharif Swat
Cadet College Kot Addu
Kot addu
Chiltan College of Business & Commerce
Masjid Road
City College of Higher Education
254 Catholic Colony Off M.A.Jinnah Road
College Of Accounting And Managment Sciences
109 Gulshan-e-Faisal,Clifton
College Of Business Management
PAF Base, Korangi Creek.
Computer City College
206 Ferozpur Road
Computer Valley College Of Computer Sciences
First Floor Imtiaz Chambers, 85 Temple Road Lahore.
CORVIT
14-c/3 Gulberg 3, Lahore
Country Model College
Mardan Road Charsadda
“Balanced Scorecard:” A Tool For Better Education Planning
The “balanced scorecard,” developed originally for business, is an approach for measuring an organization’s health that enables its users to employ data not only to measure past performance, but to assess how well the firm is positioned for the future. In an exploration of how the balanced scorecard can assist in developing public education strategy, The School Administrator magazine highlights efforts by Wallace education grantees in Georgia, among others, to incorporate the balanced scorecard into standard management practice. A co-creator of the scorecard idea, Harvard Business School professor Robert Kaplan, co-authors a piece showcasing the Atlanta Public Schools’ adoption of the scorecard to help in work to achieve district-wide gains in student performance. In another piece, a consultant with the Georgia Leadership Institute for School Improvement describes how the “simple, color-coded chart” became indispensible when he was superintendent of a 4,000-student district in central Georgia.
Recommendations for Improving Education in Pakistan
Given below are some recommendations to the government for improving education in Pakistan. The recommendations follow a brief mention of the problems they might be helpful in tackling:
I. PROBLEMS
A. Low literacy level and low standard of education
These are general problems and need no elaborate comment here.
B. Inappropriateness of curricula and pedagogy
The curricula and related pedagogy are usually inappropriate or at least inadequate for the set goals in many disciplines. Furthermore, there is no integrated system in which one step leads to the next to enable a student to develop a truly sound base for the discipline he or she is interested in. Moreover, even at the higher levels of education, there is no mechanism worth its name to help a student in gauging his or her potential or in deciding on a suitable academic career.
C. Multiplicity of educational systems
There are many systems working here, resulting in not synergy but social division and conflict. For example we have English medium schools, Urdu medium schools, and religious madrasas. Students coming out of English medium schools, especially good private sector schools, have little or no awareness of their religion and culture whereas those passing out from Urdu medium schools are usually destined to work in clerical and lower level positions. Religious madrasas churn out yet another class that are usually unaware of the world outside their own and, with their strong sectarian bias and little or no training in modern disciplines, are usually ill-equipped to interact meaningfully with the larger society and are also monumental at times in spreading sectarianism.
II. RECOMMENDATIONS
A. Declare educational emergency
The present government should declare a national educational emergency and involve the whole nation, including the army, in waging a war against illiteracy. Some steps that the government might consider taking in this regard are:
1. Declare education as the highest priority of the government. Explain that unless the impediments of illiteracy and lack of education are removed, the road to democracy will remain fraught with the danger of exploitation of the masses by the select few, and that in the absence of political will in the ruling classes to do something tangible in this arena, it seems that it is up to the army to defend the country against illiteracy and lack of education, for there is no factor more important to the well-being of a nation than human resource and no negligence worse than ignoring its development.
2. Make it mandatory for government and army officers at all levels to do stints at various educational institutions in relation to their skills and national requirements.
3. Make it a mandatory requirement for various degree programmes that the candidates, after taking their exams, shall spend a specified period of time [for specified hour(s)] in teaching at assigned institutions. (These assignments should be given in a judicious and practical manner).
4. Ask for volunteers with specified qualifications to contribute their services in their areas of work or residence under organised bodies that can be formed for this purpose by the government.
5. Ask the public to contribute financially for this purpose. Modern marketing and fund raising techniques can be adopted for this task.
6. Many government school buildings can be converted into commercial schools of good level. The government can consider offering many of these schools to private sector organisations in the field of education on the condition that a specified percentage of bright students from the lower and middle classes will be granted admission and scholarships. Tax benefits/exemptions may also be made part of the deal to encourage entrepreneurship in this area.
7. Offer tax benefits/exemptions and other such incentives to private sector groups to invest in education in rural and less developed areas.
8. Make it mandatory for each industrial unit/agricultural estate of an area above a specified limit to provide for a school within the premises/area. Alternatively, the owner can be asked to share costs with the government for setting up such school. Another option is giving various financial/tax incentives.
9. Introduce standardisation of curricula and licensing and certification of teachers to improve standards (as is done in the USA).
10. Introduce high quality selection procedure for higher level teachers and offer the candidates better incentives.
11. Use electronic media more extensively for educational purposes. A channel could be devoted to just education. In this regard,
a. teachers of high calibre can take classes for different subjects at various levels,
b. these lecturers can be telecast as well as recorded,
c. the lectures can be delivered by telecasting them or by playing recorded cassettes even in schools in far flung areas where quality education is usually not available,
d. later on computers can also be used with sufficient data banks and with internet and e-mail facilities for more interactive education, and
e. if an appropriate system is designed, more students can be taught in one school using cassettes, discs, etc. with relatively less teachers.
12. In rural areas, provide each school with at least one army man to ensure that people face no resistance from the feudals in educating their children.
13. Provide people with incentives to educate their children. This can be done in various ways. For instance
a. even lower level government jobs as for clerks, peons, constables can be linked to a minimal level of education and entrance tests.
b. various loans (e.g. agricultural loans) can be linked to whether an applicant has educated or is educating his children.
14. Link agricultural loans/tax benefits to feudal landlords with a specified number of people they have helped in obtaining a required level of education.
15. Similarly, link industrial loans to education.
16. Similar linkages can be made in relation to adult education programmes
B. Improve, update and form curricula, texts, pedagogy, and examination and evaluation techniques
There is no need to say that improvement, updating and new work needs to be done in these areas. Again, some steps that the government might consider taking are:
1. Give more importance to language education and mathematics at the primary and secondary levels. The unfortunate fact is that usually even our postgraduates lack basic skills in these areas. Language and mathematics are the foundation on which acquisition of other skills depends. Though much of the problem is due to poor teaching, yet curricula, texts, pedagogy and examination techniques also have a lot to do with the current situation.
2. Various teams of experts should be involved in performing the above mentioned task of improvement and formation.
3. Instruction in science, history and social studies should be incorporated in language teaching at the primary and secondary levels through activities and projects.
4. Computer education should also be introduced gradually right from the elementary stage in education.
5. At the proper stage, instruction in foreign languages (especially Arabic for closer cultural and economic ties with the Arab world, for curbing sectarianism and fanaticism, for greater unity in the Ummah, and for better understanding of Islam in the educated classes) and social skills (for enhancing Emotional Intelligence) should also be encouraged (Goleman,* 1996). Both these areas have gained immense importance in the wake of globalisation.
6. More emphasis should be given to the development of educational institutions for some unconventional disciplines as fashion designing, art, music and literature. There is a lot of talent in the country in this field and a great, high return international market for the products and services of skillful people in this area.
7. Similarly, a system of continual vocational training should also be introduced for workers in different fields.
8. Interesting and informative documentaries and activities should also be designed for the education of students. Similarly, institutions as museums, internet clubs, libraries, etc. should also be developed. Contributions from the public can also be sought for this purpose.
9. Various bodies of academic experts should also be formed to monitor, standardise and develop all the above mentioned programmes (1-8).
C. Eliminate multiplicity in education gradually
A uniform system of education should be introduced gradually to eradicate the problems multiplicity of systems creates as pointed out earlier. Two important things that the government should attempt in this regard are:
1. Introduce one medium of instruction. In the international environment of competition today, English has assumed unprecedented importance. Although Urdu will perhaps remain a language of our people for a long time to come, English has to be given preference if a choice is to be made (as too many languages undermine instruction in any one).
2. Religious education should be incorporated in the mainstream education. For this purpose, the most important thing is introduction of Arabic as a second language at the appropriate stage. This may not be as difficult as it seems. Some work may be required in forming the curricula and pedagogy, but the rest can be done just by including good level Arabic in Civil Services and Army entrance examinations. Similarly, good Arabic can be made a prerequisite for entrance into a number of other professions and for promotion. (For example in the judiciary it makes sense to have a judge who has a sound base in Arabic deciding about Islamic law). Demand will create its own supply, and it is expected that schools, institutions and parents will also be important contributing factors.
I. PROBLEMS
A. Low literacy level and low standard of education
These are general problems and need no elaborate comment here.
B. Inappropriateness of curricula and pedagogy
The curricula and related pedagogy are usually inappropriate or at least inadequate for the set goals in many disciplines. Furthermore, there is no integrated system in which one step leads to the next to enable a student to develop a truly sound base for the discipline he or she is interested in. Moreover, even at the higher levels of education, there is no mechanism worth its name to help a student in gauging his or her potential or in deciding on a suitable academic career.
C. Multiplicity of educational systems
There are many systems working here, resulting in not synergy but social division and conflict. For example we have English medium schools, Urdu medium schools, and religious madrasas. Students coming out of English medium schools, especially good private sector schools, have little or no awareness of their religion and culture whereas those passing out from Urdu medium schools are usually destined to work in clerical and lower level positions. Religious madrasas churn out yet another class that are usually unaware of the world outside their own and, with their strong sectarian bias and little or no training in modern disciplines, are usually ill-equipped to interact meaningfully with the larger society and are also monumental at times in spreading sectarianism.
II. RECOMMENDATIONS
A. Declare educational emergency
The present government should declare a national educational emergency and involve the whole nation, including the army, in waging a war against illiteracy. Some steps that the government might consider taking in this regard are:
1. Declare education as the highest priority of the government. Explain that unless the impediments of illiteracy and lack of education are removed, the road to democracy will remain fraught with the danger of exploitation of the masses by the select few, and that in the absence of political will in the ruling classes to do something tangible in this arena, it seems that it is up to the army to defend the country against illiteracy and lack of education, for there is no factor more important to the well-being of a nation than human resource and no negligence worse than ignoring its development.
2. Make it mandatory for government and army officers at all levels to do stints at various educational institutions in relation to their skills and national requirements.
3. Make it a mandatory requirement for various degree programmes that the candidates, after taking their exams, shall spend a specified period of time [for specified hour(s)] in teaching at assigned institutions. (These assignments should be given in a judicious and practical manner).
4. Ask for volunteers with specified qualifications to contribute their services in their areas of work or residence under organised bodies that can be formed for this purpose by the government.
5. Ask the public to contribute financially for this purpose. Modern marketing and fund raising techniques can be adopted for this task.
6. Many government school buildings can be converted into commercial schools of good level. The government can consider offering many of these schools to private sector organisations in the field of education on the condition that a specified percentage of bright students from the lower and middle classes will be granted admission and scholarships. Tax benefits/exemptions may also be made part of the deal to encourage entrepreneurship in this area.
7. Offer tax benefits/exemptions and other such incentives to private sector groups to invest in education in rural and less developed areas.
8. Make it mandatory for each industrial unit/agricultural estate of an area above a specified limit to provide for a school within the premises/area. Alternatively, the owner can be asked to share costs with the government for setting up such school. Another option is giving various financial/tax incentives.
9. Introduce standardisation of curricula and licensing and certification of teachers to improve standards (as is done in the USA).
10. Introduce high quality selection procedure for higher level teachers and offer the candidates better incentives.
11. Use electronic media more extensively for educational purposes. A channel could be devoted to just education. In this regard,
a. teachers of high calibre can take classes for different subjects at various levels,
b. these lecturers can be telecast as well as recorded,
c. the lectures can be delivered by telecasting them or by playing recorded cassettes even in schools in far flung areas where quality education is usually not available,
d. later on computers can also be used with sufficient data banks and with internet and e-mail facilities for more interactive education, and
e. if an appropriate system is designed, more students can be taught in one school using cassettes, discs, etc. with relatively less teachers.
12. In rural areas, provide each school with at least one army man to ensure that people face no resistance from the feudals in educating their children.
13. Provide people with incentives to educate their children. This can be done in various ways. For instance
a. even lower level government jobs as for clerks, peons, constables can be linked to a minimal level of education and entrance tests.
b. various loans (e.g. agricultural loans) can be linked to whether an applicant has educated or is educating his children.
14. Link agricultural loans/tax benefits to feudal landlords with a specified number of people they have helped in obtaining a required level of education.
15. Similarly, link industrial loans to education.
16. Similar linkages can be made in relation to adult education programmes
B. Improve, update and form curricula, texts, pedagogy, and examination and evaluation techniques
There is no need to say that improvement, updating and new work needs to be done in these areas. Again, some steps that the government might consider taking are:
1. Give more importance to language education and mathematics at the primary and secondary levels. The unfortunate fact is that usually even our postgraduates lack basic skills in these areas. Language and mathematics are the foundation on which acquisition of other skills depends. Though much of the problem is due to poor teaching, yet curricula, texts, pedagogy and examination techniques also have a lot to do with the current situation.
2. Various teams of experts should be involved in performing the above mentioned task of improvement and formation.
3. Instruction in science, history and social studies should be incorporated in language teaching at the primary and secondary levels through activities and projects.
4. Computer education should also be introduced gradually right from the elementary stage in education.
5. At the proper stage, instruction in foreign languages (especially Arabic for closer cultural and economic ties with the Arab world, for curbing sectarianism and fanaticism, for greater unity in the Ummah, and for better understanding of Islam in the educated classes) and social skills (for enhancing Emotional Intelligence) should also be encouraged (Goleman,* 1996). Both these areas have gained immense importance in the wake of globalisation.
6. More emphasis should be given to the development of educational institutions for some unconventional disciplines as fashion designing, art, music and literature. There is a lot of talent in the country in this field and a great, high return international market for the products and services of skillful people in this area.
7. Similarly, a system of continual vocational training should also be introduced for workers in different fields.
8. Interesting and informative documentaries and activities should also be designed for the education of students. Similarly, institutions as museums, internet clubs, libraries, etc. should also be developed. Contributions from the public can also be sought for this purpose.
9. Various bodies of academic experts should also be formed to monitor, standardise and develop all the above mentioned programmes (1-8).
C. Eliminate multiplicity in education gradually
A uniform system of education should be introduced gradually to eradicate the problems multiplicity of systems creates as pointed out earlier. Two important things that the government should attempt in this regard are:
1. Introduce one medium of instruction. In the international environment of competition today, English has assumed unprecedented importance. Although Urdu will perhaps remain a language of our people for a long time to come, English has to be given preference if a choice is to be made (as too many languages undermine instruction in any one).
2. Religious education should be incorporated in the mainstream education. For this purpose, the most important thing is introduction of Arabic as a second language at the appropriate stage. This may not be as difficult as it seems. Some work may be required in forming the curricula and pedagogy, but the rest can be done just by including good level Arabic in Civil Services and Army entrance examinations. Similarly, good Arabic can be made a prerequisite for entrance into a number of other professions and for promotion. (For example in the judiciary it makes sense to have a judge who has a sound base in Arabic deciding about Islamic law). Demand will create its own supply, and it is expected that schools, institutions and parents will also be important contributing factors.
cULTURAL hINDRANCES
Educating children for quality and lifelong learning is very essential for the development of active citizenship, indispensable for their active part in a democratic society; and vital to promoting democratic culture. The role of teachers in promoting democracy learning through active and participatory approaches is essential. The Parliamentary Assembly and the Committee of Ministers of the Council of Europe (1997) suggested inclusion of the courses of human rights in all school curricula. In its further recommendation (2002), it was stressed upon that the initial training of teachers in education for democratic citizenship is mandatory for which various steps like lifting up the level of professionalism of teachers and introducing new measures important today are to be taken.
The challenges like cultural deviation and nationalism, worldwide threats to security, expansion of new technologies of information and ecological harms do demand the new caliber from a teacher. In addition to them are the problems of the population movements, emergence of the once repressed people and the increasing demand for individual independence and new forms of equality. Further more, the weakening of social makeup and unity among people , doubts about conservative political institutions, types of governance and political leaders, increasing political, economic and cultural interconnectedness and interdependence are persistently intensifying the increasing pressure on educators and teachers to prepare and pace with the new century..
The curses of globalization, internet hazards, radioactivity of the nuclear developments, greed for power over the weaker nations, immoral and unethical attitudes of the world powers, the genetic decoding, the tussles of civilizations and cultures also require teachers to be well-equipped. The prevailing social and moral evils demand the new roles of teachers. So, for their innovative roles and effective performance, the realization and recognition of teachers' democratic rights is very necessary. It is the need of the day to acknowledge and realize their democratic rights and assure their accessibility.
The rapidly changing world increases the need for an active, informed and responsible community which resultantly demands commonly accepted aim of education and role of teachers. In other words, the responsibility of teacher as a universal leader is greater. A teacher must be prepared for promoting forms of education and training at a time of increasing interconnectedness and interdependence at regional and international level.
Dürr and Martins (2000) suggest that the new form of education is to prepare the learners for actual involvement in society. To provide such teaching presents important challenges for the teaching profession. A teacher is meant to learn the new forms of knowledge, develop new teaching methods, find new ways of working and create new forms of professional relationships. Teaching should be enhanced with current affairs, critical thinking and skill teaching. .
Researches on the problem indicate clearly that problem in the realization of and access to the democratic rights of teachers in Pakistan still exists though the Constitution and Civil Laws of Pakistan contain their recognition and provision. In some cases the private educational managers in particular and public managers in general have been violating the democratic rights of teachers. Researches show that the situation in private and female teachers is alarmingly worse. It is because of the lack of their significant leading role and struggle for the realization of their rights.
The cause of this disparity is not only the community or government or educational managers but the teachers themselves so as they are not effectively performing their job and do not struggle for their rights. Consequently, this deprivation has disturbed the personality, competence and family and social life of teachers in Pakistan
Most of the teachers do have the caliber of management and leadership, like university teachers, but lack to actively participate in the struggles for the realization their democratic rights.
The challenges like cultural deviation and nationalism, worldwide threats to security, expansion of new technologies of information and ecological harms do demand the new caliber from a teacher. In addition to them are the problems of the population movements, emergence of the once repressed people and the increasing demand for individual independence and new forms of equality. Further more, the weakening of social makeup and unity among people , doubts about conservative political institutions, types of governance and political leaders, increasing political, economic and cultural interconnectedness and interdependence are persistently intensifying the increasing pressure on educators and teachers to prepare and pace with the new century..
The curses of globalization, internet hazards, radioactivity of the nuclear developments, greed for power over the weaker nations, immoral and unethical attitudes of the world powers, the genetic decoding, the tussles of civilizations and cultures also require teachers to be well-equipped. The prevailing social and moral evils demand the new roles of teachers. So, for their innovative roles and effective performance, the realization and recognition of teachers' democratic rights is very necessary. It is the need of the day to acknowledge and realize their democratic rights and assure their accessibility.
The rapidly changing world increases the need for an active, informed and responsible community which resultantly demands commonly accepted aim of education and role of teachers. In other words, the responsibility of teacher as a universal leader is greater. A teacher must be prepared for promoting forms of education and training at a time of increasing interconnectedness and interdependence at regional and international level.
Dürr and Martins (2000) suggest that the new form of education is to prepare the learners for actual involvement in society. To provide such teaching presents important challenges for the teaching profession. A teacher is meant to learn the new forms of knowledge, develop new teaching methods, find new ways of working and create new forms of professional relationships. Teaching should be enhanced with current affairs, critical thinking and skill teaching. .
Researches on the problem indicate clearly that problem in the realization of and access to the democratic rights of teachers in Pakistan still exists though the Constitution and Civil Laws of Pakistan contain their recognition and provision. In some cases the private educational managers in particular and public managers in general have been violating the democratic rights of teachers. Researches show that the situation in private and female teachers is alarmingly worse. It is because of the lack of their significant leading role and struggle for the realization of their rights.
The cause of this disparity is not only the community or government or educational managers but the teachers themselves so as they are not effectively performing their job and do not struggle for their rights. Consequently, this deprivation has disturbed the personality, competence and family and social life of teachers in Pakistan
Most of the teachers do have the caliber of management and leadership, like university teachers, but lack to actively participate in the struggles for the realization their democratic rights.
PROBLEMS!!!!!!!!
Various research studies have indicated the psycho-social problems of the students, teachers, planners and managers working in the public and private sector of education in Pakistan. These problems can be studied under in three domains i.e. home-centered problems, community-centered problems and school-centered problems.
Although, the Quaid-e-Azam, Muhammad Ali Jinnah, in his message delivered in the first Education Conference 1947, categorically stressed on taking practical steps in reshaping the whole education system of the country, yet the situation regarding the education sector of Pakistan has been very uncertain and critical till yet. The commissions and policies till the recent years have beautifully worked out various strategies and plans for enhancing and changing the curriculum, giving quality education, preparing standard textbooks, resolving the problem of medium of instruction, streamlining the planning and management of the institutions, but due to the policies and reforms without implementation, the mismatch in public and private systems, the teaching of languages only and the polarization and existence of pressure groups have weakened not only the whole education system of Pakistan but the other institutions and organizations also.
Moreover, it is a fact that the attitudes of teacher, the response of student and the behavior of manager do have a crucial role in making the personality of the individuals and social progress, but in addition to this some physical problems that still exist here are the overcrowded classrooms, inadequate teaching materials, poor staffing, absence of equipped libraries and laboratories, and lack of physical facilities like playgrounds, drinking water, washrooms, recreational, common, medical and retiring rooms and furniture etc. This alarming situation has caused an awkward backwardness of the education system in the country.
Furthermore, besides the system problems as observed, it is obvious that the teachers' problems of insecurity, accommodation, remuneration, political exploitation life threats and deprivation prevent a teacher to play the role of an implementer, prompter, director, guide, counselor, manager, organizer and instructor inside the school and also halt him/her to work outside in the society as a good social.
Unfortunately, due to the lack of professional growth and leadership, teacher in Pakistan evidently faces a hurdle in the way toward lifelong and quality education. Most of the teachers are virtually literate and have regressive trends. However, the one room affair, the schools without boundary walls and the negligible participation of community also deteriorate the smooth process of education in Pakistan.
The broken homes, the social status of parents, poverty, orphanage, divorced families, crowded homes, sibling rivalry problem, family educational background, inferiority complexes, harsh discipline and child labour are also persistently showing their virulent fangs to tear down the learners in our country.
Teachers' Status in the Educational institutions of Pakistan:
Teacher is considered the most central source in putting all the educational reforms into practice at all levels. In Pakistan teachers' access to their democratic rights seems to be denied or not practiced properly according to the Policy Document of Pakistan which guarantees the realization of their democratic rights . The alarming aspects of their concerns are how to think up a plan of action that may facilitate them to have proper access to their democratic rights inside their institutions and in society as well.
Teaching is a very decent profession and a holy job. It uplifts and brings up the individuals as a responsible nation. The society has a lot of hopes from the teachers whom with the young generations have direct contact. Every nation desires excellent and fine production from schools and colleges. The learners imitate, identify and follow their teachers as model. The important part of our society is the educators who play revolutionary roles in the making of a nation. Their duty is plausible as they educate a child, the father of man, and a useful citizen of future.
Responsibilities and rights go together. Above and beyond performing a noble duty, the teachers have certain rights too. They have the right to live a respectably happy life in all aspects i.e. personal, social, cultural, religious, economic, and democratic aspirations, relations, affiliation and beliefs and practices in a proper manner. Teaching is a less attractive job in Pakistan, because the teachers face financial and economic hardships and they have to live within their limited resources. There is lack of the needed support from government and community is to facilitate them with respectable and happy life
Although, the Quaid-e-Azam, Muhammad Ali Jinnah, in his message delivered in the first Education Conference 1947, categorically stressed on taking practical steps in reshaping the whole education system of the country, yet the situation regarding the education sector of Pakistan has been very uncertain and critical till yet. The commissions and policies till the recent years have beautifully worked out various strategies and plans for enhancing and changing the curriculum, giving quality education, preparing standard textbooks, resolving the problem of medium of instruction, streamlining the planning and management of the institutions, but due to the policies and reforms without implementation, the mismatch in public and private systems, the teaching of languages only and the polarization and existence of pressure groups have weakened not only the whole education system of Pakistan but the other institutions and organizations also.
Moreover, it is a fact that the attitudes of teacher, the response of student and the behavior of manager do have a crucial role in making the personality of the individuals and social progress, but in addition to this some physical problems that still exist here are the overcrowded classrooms, inadequate teaching materials, poor staffing, absence of equipped libraries and laboratories, and lack of physical facilities like playgrounds, drinking water, washrooms, recreational, common, medical and retiring rooms and furniture etc. This alarming situation has caused an awkward backwardness of the education system in the country.
Furthermore, besides the system problems as observed, it is obvious that the teachers' problems of insecurity, accommodation, remuneration, political exploitation life threats and deprivation prevent a teacher to play the role of an implementer, prompter, director, guide, counselor, manager, organizer and instructor inside the school and also halt him/her to work outside in the society as a good social.
Unfortunately, due to the lack of professional growth and leadership, teacher in Pakistan evidently faces a hurdle in the way toward lifelong and quality education. Most of the teachers are virtually literate and have regressive trends. However, the one room affair, the schools without boundary walls and the negligible participation of community also deteriorate the smooth process of education in Pakistan.
The broken homes, the social status of parents, poverty, orphanage, divorced families, crowded homes, sibling rivalry problem, family educational background, inferiority complexes, harsh discipline and child labour are also persistently showing their virulent fangs to tear down the learners in our country.
Teachers' Status in the Educational institutions of Pakistan:
Teacher is considered the most central source in putting all the educational reforms into practice at all levels. In Pakistan teachers' access to their democratic rights seems to be denied or not practiced properly according to the Policy Document of Pakistan which guarantees the realization of their democratic rights . The alarming aspects of their concerns are how to think up a plan of action that may facilitate them to have proper access to their democratic rights inside their institutions and in society as well.
Teaching is a very decent profession and a holy job. It uplifts and brings up the individuals as a responsible nation. The society has a lot of hopes from the teachers whom with the young generations have direct contact. Every nation desires excellent and fine production from schools and colleges. The learners imitate, identify and follow their teachers as model. The important part of our society is the educators who play revolutionary roles in the making of a nation. Their duty is plausible as they educate a child, the father of man, and a useful citizen of future.
Responsibilities and rights go together. Above and beyond performing a noble duty, the teachers have certain rights too. They have the right to live a respectably happy life in all aspects i.e. personal, social, cultural, religious, economic, and democratic aspirations, relations, affiliation and beliefs and practices in a proper manner. Teaching is a less attractive job in Pakistan, because the teachers face financial and economic hardships and they have to live within their limited resources. There is lack of the needed support from government and community is to facilitate them with respectable and happy life
Solution for a Standard Education in Pakistan
Education is considered as the cheapest defence of a nation. But the down trodden condition of education in Pakistan bears an ample testimony of the fact that it is unable to defend its own sector. Though 62 years have been passed and 23 policies and action plans have been introduced yet the educational sector is waiting for an arrival of a saviour. The government of Pervaiz Musharraf invested heavily in education sector and that era saw a visible positive educational change in Pakistani society. Now a days, the economic situation in Pakistan is under stress and education is the worse effected sector in Pakistan. The Constitution of Islamic Republic of Pakistan says,
“The state of Pakistan shall remove illiteracy and provide free and compulsory secondary education within minimum possible period.”
In Human development Report Pakistan is placed at 136th position for having just 49.9% educated populace. The primary completion rate in Pakistan, given by Date Center of UNESCO, is 33.8% in females and 47.18% in males, which shows that people in the 6th largest country of the world are unable to get the basic education. Following are the problems of education in Pakistan. Firstly, the educational system of Pakistan is based on unequal lines. Medium of education is different in both, public and private sector. This create a sort of disparity among people, dividing them into two segments. Secondly, regional disparity is also a major cause. The schools in Balochistan(The Largest Provice Of Pakistan By Area) are not that much groomed as that of Punjab (The Largest Provice Of Pakistan By Population). In FATA, the literacy rate is deplorable constituting 29.5% in males and 3% in females. Thirdly, the ratio of gender discrimination is a cause which is projecting the primary school ratio of boys & girls which is 10:4 respectively. For the last few years there has been an increase in the growth of private schools. That not only harms the quality of education but create a gap among haves and have nots. Fourthly, the lack of technical education is a biggest flaw in the educational policy that has never been focused before. Therefore, less technical people means less . Fifthly, the allocation of funds for education are very low. It is only 1.5 to 2.0 percent of the total GDP. It should be around 7% of the total GDP. Sixthly, the teachers in government schools are not well trained. People who donot get job in any other sector, they try their luck in educational system. They are not professionally trained teachers so they are unable to train a nation. Finally, Poverty is also another factor that restrict the parents to send their children to public or private schools. So, they prefer to send their children to madressahs where education is totally free.
Recently, minister of education announced a new Education policy for that next 10 years. The interesting thing is that the previous educational policy from 1998 to 2010 is still not expired. Although it is projected to give new plans and to make more promises with the nation. It is said in this policy that all the public schools will be raised upto the level of private schools. No plan of action have been discussed, yet a notice is issued to private schools to induct government course in 5th and 8th class and these classes will bound to take board exams. This disturbed the students of private sector also.
Solutions for Educational System: Estimating the value of education, the Government should take solid steps on this issue. Implementation instead of projecting policies, should be focused on. Allocation of funds should be made easy from provinces to districts and then to educational institutes. Workshops must be arranged for teachers. Foreign states are using LSS system. This should be inducted in Pakistani schools to improve the hidden qualities of children. Technical education must be given to all the classes. The education board of Punjab have projected a plan to give tech- education to the children of industrial workers. Promotion of the primary education is the need of time. Teachers, professors and educationists should be consulted while devising any plan, syllabus or policy. The state seems to give up her responsibility and totally relying on private sector. The need of time is to bring education in its original form to masses. Burdening a students with so much books will not work as he will not understand what the world is going to do next moment. Education is the only cure of the destability in the state and can bring revolution through evolution, by eradicating the social evils.
“The state of Pakistan shall remove illiteracy and provide free and compulsory secondary education within minimum possible period.”
In Human development Report Pakistan is placed at 136th position for having just 49.9% educated populace. The primary completion rate in Pakistan, given by Date Center of UNESCO, is 33.8% in females and 47.18% in males, which shows that people in the 6th largest country of the world are unable to get the basic education. Following are the problems of education in Pakistan. Firstly, the educational system of Pakistan is based on unequal lines. Medium of education is different in both, public and private sector. This create a sort of disparity among people, dividing them into two segments. Secondly, regional disparity is also a major cause. The schools in Balochistan(The Largest Provice Of Pakistan By Area) are not that much groomed as that of Punjab (The Largest Provice Of Pakistan By Population). In FATA, the literacy rate is deplorable constituting 29.5% in males and 3% in females. Thirdly, the ratio of gender discrimination is a cause which is projecting the primary school ratio of boys & girls which is 10:4 respectively. For the last few years there has been an increase in the growth of private schools. That not only harms the quality of education but create a gap among haves and have nots. Fourthly, the lack of technical education is a biggest flaw in the educational policy that has never been focused before. Therefore, less technical people means less . Fifthly, the allocation of funds for education are very low. It is only 1.5 to 2.0 percent of the total GDP. It should be around 7% of the total GDP. Sixthly, the teachers in government schools are not well trained. People who donot get job in any other sector, they try their luck in educational system. They are not professionally trained teachers so they are unable to train a nation. Finally, Poverty is also another factor that restrict the parents to send their children to public or private schools. So, they prefer to send their children to madressahs where education is totally free.
Recently, minister of education announced a new Education policy for that next 10 years. The interesting thing is that the previous educational policy from 1998 to 2010 is still not expired. Although it is projected to give new plans and to make more promises with the nation. It is said in this policy that all the public schools will be raised upto the level of private schools. No plan of action have been discussed, yet a notice is issued to private schools to induct government course in 5th and 8th class and these classes will bound to take board exams. This disturbed the students of private sector also.
Solutions for Educational System: Estimating the value of education, the Government should take solid steps on this issue. Implementation instead of projecting policies, should be focused on. Allocation of funds should be made easy from provinces to districts and then to educational institutes. Workshops must be arranged for teachers. Foreign states are using LSS system. This should be inducted in Pakistani schools to improve the hidden qualities of children. Technical education must be given to all the classes. The education board of Punjab have projected a plan to give tech- education to the children of industrial workers. Promotion of the primary education is the need of time. Teachers, professors and educationists should be consulted while devising any plan, syllabus or policy. The state seems to give up her responsibility and totally relying on private sector. The need of time is to bring education in its original form to masses. Burdening a students with so much books will not work as he will not understand what the world is going to do next moment. Education is the only cure of the destability in the state and can bring revolution through evolution, by eradicating the social evils.
PROBLEMS OF EDUCATION IN PAKISTAN
Introduction
1 here was a time, when India sub-continent was noted all over the world as a glorious
centre of education and culture where students from all parts of the globe used to pour in
the educational and cultures Nalanda, Tax.la and Prayag attracted students from the
places, as far as Egypt, Greece, China, Sri Lanka and Indonesia. It was 'an ideal system of
education, which apart from disseminating sweetness and light, infused into the minds of
the pupils a spiritual urge for coming in contact which the kingdom of the Absolute. But
now when we look at the present state of affairs in our country, the change shocks us
deeply and we cry out in the language of Wordsworth.
"Whiter is fled the visionary gleam? Where is it now, the glory and the dream "400
f°r
Prospective Headmasters
It is asserted with great regret by persons of almost every shade of opinion that our
educational system has not undergone any change with the change brought about by
political independence. It bears no imprint of freedom and appears to be as listless and
academic as it used to be during the days of slavery. Our universities still remain
anchored to the pattern that had been introduced a century ago by our British rulers to
serve their administrative needs. The imperfection of that pattern are now keenly felt and
there is a universal cry for introducing a radical change in the educational system - a
change that will touch not merely the methods and curricular but the very objective and
ideology of education, in accordance with the needs of the new social, economical and
political set-up in the country. Passive and Mechanical System
The crowing defect of our existing educational system that requires the immediate * and
earnest consideration of all those who are interested in the welfare of the country, is its
excessively passive and mechanical character. The students play no active role in the
attainment of knowledge. His entire education is passive and mechanical. Things are
loaded or his mind which he cannot digest, which he only crams and therefore they never
become his own. They remain floating on his mental surface a mere matter of idle
inquires; they never sink deep to become entwined in the mental texture, to help to
constitute a distinct intellectual and spiritual personality. Our educational system in the
words of Dr. Annie, is just 'cramming the boy's head with a lot of disjointed facts poured
into the head as into a basket, to be emptied out again in the examination room, and the
empty basket carried out again into the world."
This is the reason why a student who succeeds so well in his college examination fails so
miserably in the examination of life. The best product of our examination system is an
owlish looking, boy, a veritable bookworm who knows nothing of the world beyond the
world books. He is physically poor, intellectually blank and morally insolvent. He has no
proper grasps and assimilation, no views and visions of his own. He is determined to no
acts, has no desire to form convictions, arrives at no conclusions and his will seems to be
suspended, asleep,
1 here was a time, when India sub-continent was noted all over the world as a glorious
centre of education and culture where students from all parts of the globe used to pour in
the educational and cultures Nalanda, Tax.la and Prayag attracted students from the
places, as far as Egypt, Greece, China, Sri Lanka and Indonesia. It was 'an ideal system of
education, which apart from disseminating sweetness and light, infused into the minds of
the pupils a spiritual urge for coming in contact which the kingdom of the Absolute. But
now when we look at the present state of affairs in our country, the change shocks us
deeply and we cry out in the language of Wordsworth.
"Whiter is fled the visionary gleam? Where is it now, the glory and the dream "400
f°r
Prospective Headmasters
It is asserted with great regret by persons of almost every shade of opinion that our
educational system has not undergone any change with the change brought about by
political independence. It bears no imprint of freedom and appears to be as listless and
academic as it used to be during the days of slavery. Our universities still remain
anchored to the pattern that had been introduced a century ago by our British rulers to
serve their administrative needs. The imperfection of that pattern are now keenly felt and
there is a universal cry for introducing a radical change in the educational system - a
change that will touch not merely the methods and curricular but the very objective and
ideology of education, in accordance with the needs of the new social, economical and
political set-up in the country. Passive and Mechanical System
The crowing defect of our existing educational system that requires the immediate * and
earnest consideration of all those who are interested in the welfare of the country, is its
excessively passive and mechanical character. The students play no active role in the
attainment of knowledge. His entire education is passive and mechanical. Things are
loaded or his mind which he cannot digest, which he only crams and therefore they never
become his own. They remain floating on his mental surface a mere matter of idle
inquires; they never sink deep to become entwined in the mental texture, to help to
constitute a distinct intellectual and spiritual personality. Our educational system in the
words of Dr. Annie, is just 'cramming the boy's head with a lot of disjointed facts poured
into the head as into a basket, to be emptied out again in the examination room, and the
empty basket carried out again into the world."
This is the reason why a student who succeeds so well in his college examination fails so
miserably in the examination of life. The best product of our examination system is an
owlish looking, boy, a veritable bookworm who knows nothing of the world beyond the
world books. He is physically poor, intellectually blank and morally insolvent. He has no
proper grasps and assimilation, no views and visions of his own. He is determined to no
acts, has no desire to form convictions, arrives at no conclusions and his will seems to be
suspended, asleep,
Sunday, February 13, 2011
PAKISTAN: Higher education devolution undermines HEC
A constitutional amendment to devolve responsibility for Pakistan's higher education to the provinces has worried the academic community and puts in doubt the future of the Higher Education Commission, which handles a large amount of foreign aid intended for higher education and research.
The committee of vice-chancellors of Pakistani universities has strongly opposed handing responsibility for higher education to the provinces.
Pakistan's parliament enacted an amendment in April 2010 giving increased autonomy to the provinces, including for education, as part of a move to cancel constitutional amendments made by General Pervez Musharraf who had centralised many government sectors.
This is now being implemented by a commission chaired by senator Raza Rabbani, despite opposition from vice-chancellors who have demanded that the federal government halt the process.
Mujahid Kamran, Vice-chancellor of the University of Punjab, told University World News devolution would "bring down higher education standards and the pace of progress would be slowed because universities would lose independence, face shortage of resources and get involved in bureaucratic issues".
The provinces have been responsible for college education while universities have fallen under the federal ambit, governed by the autonomous Higher Education Commission (HEC).
Informed sources believe the HEC could remain intact, as the government needs a federal body to coordinate international agreements in education and to regulate study abroad procedures. Foreign aid to higher education, such as from the USAid programme, is administered by the commission and is vital to the sector.
But they see a cut in HEC powers.
HEC Executive Director Sohail Naqvi insisted: "The HEC is not being devolved to the provinces, nor are any functions of the HEC being taken away." But he was unable to support this with official statements from the Law Ministry or from the implementation commission.
However, the constitution continues to allow for "planning and coordination of scientific and technological research and standards in institutions for higher education and research, scientific and technical institutions...the implementing of treaties and agreements [with foreign government or agencies] including educational and cultural pacts and agreements and education abroad" to be carried out at the federal level.
Atta-ur-Rahman, HEC chairman from 2002 to 2008, who is widely credited for reforming the sector, said handing responsibility to the provinces would undo the achievements of recent years, which saw a huge expansion in the university sector, provided for with federal funds.
He recommended a new constitutional amendment to reverse the amendment handing power to the provinces.
The committee of vice-chancellors of Pakistani universities has strongly opposed handing responsibility for higher education to the provinces.
Pakistan's parliament enacted an amendment in April 2010 giving increased autonomy to the provinces, including for education, as part of a move to cancel constitutional amendments made by General Pervez Musharraf who had centralised many government sectors.
This is now being implemented by a commission chaired by senator Raza Rabbani, despite opposition from vice-chancellors who have demanded that the federal government halt the process.
Mujahid Kamran, Vice-chancellor of the University of Punjab, told University World News devolution would "bring down higher education standards and the pace of progress would be slowed because universities would lose independence, face shortage of resources and get involved in bureaucratic issues".
The provinces have been responsible for college education while universities have fallen under the federal ambit, governed by the autonomous Higher Education Commission (HEC).
Informed sources believe the HEC could remain intact, as the government needs a federal body to coordinate international agreements in education and to regulate study abroad procedures. Foreign aid to higher education, such as from the USAid programme, is administered by the commission and is vital to the sector.
But they see a cut in HEC powers.
HEC Executive Director Sohail Naqvi insisted: "The HEC is not being devolved to the provinces, nor are any functions of the HEC being taken away." But he was unable to support this with official statements from the Law Ministry or from the implementation commission.
However, the constitution continues to allow for "planning and coordination of scientific and technological research and standards in institutions for higher education and research, scientific and technical institutions...the implementing of treaties and agreements [with foreign government or agencies] including educational and cultural pacts and agreements and education abroad" to be carried out at the federal level.
Atta-ur-Rahman, HEC chairman from 2002 to 2008, who is widely credited for reforming the sector, said handing responsibility to the provinces would undo the achievements of recent years, which saw a huge expansion in the university sector, provided for with federal funds.
He recommended a new constitutional amendment to reverse the amendment handing power to the provinces.
Regional Higher Education Conference
Regional Higher Education Conference
Strategic Choices for Higher Education Reform
Regional Higher Education Conference “Strategic Choices for Higher Education Reform” will take place in Kuala Lumpur, Malaysia, from December 3 – 5, 2007 under the auspices of the Ministry of Higher Education (MOHE) and the World Bank.
The main objective of this conference is to share information on promising experiences with higher education reform across the Asian and Pacific Island and South Asian countries that emphasize ways of ensuring the quality of higher education outcomes, but also the importance of improving system and institutional governance and finance. Background
In early May 2007, the MOHE discussed the opportunity for a regional conference on higher education reform with World Bank staff from the East Asia and Pacific region. The MOHE expressed their strong interest in hosting such an event. A motivating factor for this conference was the critical importance of higher education in preparing Malaysia to become competitive in the global knowledge economy, as well as positioning Malaysia at the center of higher education discussions for the entire East Asia and South Asia regions. The timing of the event also coincided with the completion of an Economic Planning Unit/World Bank research paper on “Malaysia and the Knowledge Economy: Building a World-Class Higher Education System”. Countries in East Asia (Cambodia, Fiji, Indonesia, Lao, Malaysia, Mongolia, Philippines, Thailand, Timor-Leste, and Vietnam) and South Asia (Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, and Sri Lanka) have also expressed interest in World Bank assistance for higher education reforms. The confluence of events and interest expressed by clients across Asia has served as a catalyst for this conference.
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Participants
The conference is targeted at key government officials involved in the guidance and supervision of higher education, as well as top administrators of higher education institutions across East and South Asia. These target groups will include secretaries of higher education; leaders in higher and technical education including vice chancellors, university presidents, rectors, senior deans, registrars, and department heads. Representatives from the private higher education institutions and employers are also encouraged to participate.
Participants list MS Excel | Local Participants
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Focus/Themes
The conference will encompass the following main thematic areas in higher education:
1. increasing role that knowledge plays in national development;
2. governance of higher education systems and institutions;
3. linkages between higher education and the labor market;
4. the importance of quality assurance mechanisms and accreditation in higher education to ensure favorable learning outcomes, identify key competencies of graduates, and engender a system which permits labor mobility and recognition of qualifications;
5. financing and management of higher education;
6. effective linkages between universities and the national innovations system; and
7. the implication of borderless higher education on the region
The conference will highlight the need for improvements in the quality, relevance, efficiency, and flexibility of higher education systems in order to stimulate a country’s engagement with the global knowledge economy.
Strategic Choices for Higher Education Reform
Regional Higher Education Conference “Strategic Choices for Higher Education Reform” will take place in Kuala Lumpur, Malaysia, from December 3 – 5, 2007 under the auspices of the Ministry of Higher Education (MOHE) and the World Bank.
The main objective of this conference is to share information on promising experiences with higher education reform across the Asian and Pacific Island and South Asian countries that emphasize ways of ensuring the quality of higher education outcomes, but also the importance of improving system and institutional governance and finance. Background
In early May 2007, the MOHE discussed the opportunity for a regional conference on higher education reform with World Bank staff from the East Asia and Pacific region. The MOHE expressed their strong interest in hosting such an event. A motivating factor for this conference was the critical importance of higher education in preparing Malaysia to become competitive in the global knowledge economy, as well as positioning Malaysia at the center of higher education discussions for the entire East Asia and South Asia regions. The timing of the event also coincided with the completion of an Economic Planning Unit/World Bank research paper on “Malaysia and the Knowledge Economy: Building a World-Class Higher Education System”. Countries in East Asia (Cambodia, Fiji, Indonesia, Lao, Malaysia, Mongolia, Philippines, Thailand, Timor-Leste, and Vietnam) and South Asia (Afghanistan, Bangladesh, Bhutan, India, Nepal, Pakistan, and Sri Lanka) have also expressed interest in World Bank assistance for higher education reforms. The confluence of events and interest expressed by clients across Asia has served as a catalyst for this conference.
arrow top transparent bg
Participants
The conference is targeted at key government officials involved in the guidance and supervision of higher education, as well as top administrators of higher education institutions across East and South Asia. These target groups will include secretaries of higher education; leaders in higher and technical education including vice chancellors, university presidents, rectors, senior deans, registrars, and department heads. Representatives from the private higher education institutions and employers are also encouraged to participate.
Participants list MS Excel | Local Participants
arrow top transparent bg
Focus/Themes
The conference will encompass the following main thematic areas in higher education:
1. increasing role that knowledge plays in national development;
2. governance of higher education systems and institutions;
3. linkages between higher education and the labor market;
4. the importance of quality assurance mechanisms and accreditation in higher education to ensure favorable learning outcomes, identify key competencies of graduates, and engender a system which permits labor mobility and recognition of qualifications;
5. financing and management of higher education;
6. effective linkages between universities and the national innovations system; and
7. the implication of borderless higher education on the region
The conference will highlight the need for improvements in the quality, relevance, efficiency, and flexibility of higher education systems in order to stimulate a country’s engagement with the global knowledge economy.
World Bank Programmes
The World Bank is assisting Pakistan to overcome these key challenges effectively, efficiently, and transparently across the education sector.
Improving Education Quality: Other reform programs in Pakistan are now emphasizing teacher professional development, textbooks development, and examination/assessment with the view to improving student learning and classroom environment. Monitoring of student learning through regular assessments is now happening with a National Education Assessment System supported by the Bank. Emerging analytical work includes a Learning and Educational Attainment in Punjab Schools (LEAPS) project which is based on extensive surveys conducted in three districts of Punjab, Impact Evaluations of specific interventions (including public private partnerships) for their potential scaling up (The impact of female stipend program, the evaluation of assistance to primary education) and a planned Education Sector Review.
Supporting Sectoral Reform: Since 2004, the World Bank has supported education sector reforms through development policy credit operations in Pakistan's four provinces (Balochistan, Punjab, Sindh and the North-West Frontier Province, NWFP). Development policy credits promote public financial reforms and devolution of roles to local communities, making service providers more accountable. The operations also assist provincial governments with teacher recruitment, monitoring of teacher?s presence, targeted stipends and free textbooks to increase girls? enrolment, infrastructure improvements, and opening up textbook development to the private sector to improve the quality of learning materials.
Increasing Access to Schools: The World Bank supported the Punjab Education Sector Reform Program through a series of four one-year education development policy credits (1st project, 2nd project, 3rd project, and 4th project). It yielded substantial increases in enrollment in government primary and middle schools–especially among girls–in 15 districts identified as having the province’s lowest literacy rates. (See more on impact here and access the formal impact evaluation here.) Other Bank-supported reforms in NWFP (1st project and 2nd project) and Sindh (1st project and 1st series of projects), introduced similar measures to improve educational access and outcomes. Gross primary enrollment among girls increased by 11 percent between 2001/02 and 2004/05 - likely the result of concerted efforts to recruit more women teachers. Improving access and quality of primary education is also the objective of the project in Balochistan under implementation. In Punjab, Balochistan and Sindh, the World Bank is supporting the low cost private sector through education foundations to expand access to education in districts with large numbers of out of school children.
Reforming Higher Education: The World Bank’s Analytical support for the Higher Education Sector has been completed and a Higher Education Support Program is under preparation. Work is also underway to support college sector reforms.
Improving Education Quality: Other reform programs in Pakistan are now emphasizing teacher professional development, textbooks development, and examination/assessment with the view to improving student learning and classroom environment. Monitoring of student learning through regular assessments is now happening with a National Education Assessment System supported by the Bank. Emerging analytical work includes a Learning and Educational Attainment in Punjab Schools (LEAPS) project which is based on extensive surveys conducted in three districts of Punjab, Impact Evaluations of specific interventions (including public private partnerships) for their potential scaling up (The impact of female stipend program, the evaluation of assistance to primary education) and a planned Education Sector Review.
Supporting Sectoral Reform: Since 2004, the World Bank has supported education sector reforms through development policy credit operations in Pakistan's four provinces (Balochistan, Punjab, Sindh and the North-West Frontier Province, NWFP). Development policy credits promote public financial reforms and devolution of roles to local communities, making service providers more accountable. The operations also assist provincial governments with teacher recruitment, monitoring of teacher?s presence, targeted stipends and free textbooks to increase girls? enrolment, infrastructure improvements, and opening up textbook development to the private sector to improve the quality of learning materials.
Increasing Access to Schools: The World Bank supported the Punjab Education Sector Reform Program through a series of four one-year education development policy credits (1st project, 2nd project, 3rd project, and 4th project). It yielded substantial increases in enrollment in government primary and middle schools–especially among girls–in 15 districts identified as having the province’s lowest literacy rates. (See more on impact here and access the formal impact evaluation here.) Other Bank-supported reforms in NWFP (1st project and 2nd project) and Sindh (1st project and 1st series of projects), introduced similar measures to improve educational access and outcomes. Gross primary enrollment among girls increased by 11 percent between 2001/02 and 2004/05 - likely the result of concerted efforts to recruit more women teachers. Improving access and quality of primary education is also the objective of the project in Balochistan under implementation. In Punjab, Balochistan and Sindh, the World Bank is supporting the low cost private sector through education foundations to expand access to education in districts with large numbers of out of school children.
Reforming Higher Education: The World Bank’s Analytical support for the Higher Education Sector has been completed and a Higher Education Support Program is under preparation. Work is also underway to support college sector reforms.
Challenges for education in Pakistan
The very scale of Pakistan’s education sector -- more than 150,000 public education institutions serving over 21 million students and a huge private sector that serves another 12 million – presents formidable challenges.
Expanding access and achieving gender parity
Literacy in Pakistan rose from 45 to 54 percent between 2002 and 2006, and net primary enrollment rates increased from 42 to 52 percent. But Pakistan’s participation rates remain the lowest in South Asia and there are wide male-female, inter-regional and rural-urban disparities:
- Only 22 percent of girls, compared to 47 percent boys, complete primary schooling
- Female literacy in rural Balochistan is only 32 percent compared to high urban male literacy rates (80 percent among urban male in Sindh)
Sustained efforts are needed to achieve the 2015 Millennium Development Goals in education -- full primary completion and gender parity in enrolments.
Reducing the high dropout rates
School dropout rates are high starting, especially, at the secondary level:
- Only 30 percent of Pakistan’s children receive secondary education
- Only 19 percent attend upper secondary schools
Expanding and modernizing vocational and tertiary education
Better access, teaching and research are needed at the tertiary level to equip graduates with the high-level skills needed to build a knowledge economy. Currently:
- Tertiary enrollment rates are less than 5 percent of the eligible age cohort (17-23).
- Less than 8 percent of the work force receives formal training.
Improving education quality and governance
These challenges call for improvements in governance and greater accountability on the part of education service providers. This requires:
- Continued government commitment to education and policy reforms.
- Capacity building in institutions delivering education services.
- Increased investment in education which, currently at 2.3 percent of GDP, is among the lowest in South Asia.
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