Q.1 The
socio-economic development of a country depends upon higher education. Also comment
on the statement and provide relevant examples to support your views.
The twentieth century witnessed major growth in the provision of educational opportunities across the
globe, which is a good thing. Landmark multinational agreements such as the 1948 Declaration of Human Rights and the more recent United Nations Sustainable Development Goals (SDGs) put forward a right for all children to be educatedThere are many
reasons to believe that increased educational opportunity and achievement lead
to social progress. The aim of this chapter is to examine how educatıon can
promote social progress.
Answering this
question is not straightforward. Education has multiple aims, and the way in
which education is provided – educational governance, educational institutions
and educators, curriculum, and pedagogy – all matter a great deal. We will
cover each of these topics in this chapter, looking at trends across the globe
and seeking to ascertain what scholars know about better and worse forms of
educational provision.
To understand
the connection between education and social progress, we must first distinguish
among four distinct aims of education: economic, civic, humanistic, and equity
promotion
Current
conditions and challenge
In this
section, we present a broad view of education in the world today, showing how formal
education has expanded in the last decades and emphasizing how it relates to
citizenship, growing opportunities for social mobility, economic development,
and equity. We take stock of what has been achieved and is still to be done to
improve access to quality education in the poorer parts of the word, through
the Sustainable Developed Goals fostered by the global community, which is
mostly concerned with initial and mandatory education; and take a closer look
at the special roles played by vocational and tertiary education. Each of these
dimensions is subject to controversies, which we try to take into account while
emphasizing the overall positive effects of education for social progress.
Education and
social progress
Culture, “that
complex whole which includes knowledge, belief, art, morals, law, custom and
any other capabilities and habits” (Tylor 1870) is the most distinctive element
of human societies, and in its broadest sense education is the process of
facilitating learning or the acquisition of culture. Education takes place
informally, starting with the interaction of children with their parents and
relatives, but becomes to a large extent formal in complex societies, as it is
codified (in primers, manuals, catechisms, handbooks) and provided by
specialized institutions (churches, schools, universities, professional guilds,
academies) according to specific methods (lecturing, memorization,
demonstration, interpretation, collaboration, practice, experimentation).
Expansion and
increased access
In the last
century, and especially after World War II, access to formal education expanded
dramatically. In the same period, governments shifted their priorities from
education for citizenship to education for productivity, with great
consequence.
National
examples, there is the interesting and promising Navrongo Community Health and
Family Planning Project, a field experiment conducted between 1994 and 2003 in
the isolated and impoverished northern region of Ghana. As the Matlab
experiment in Bangladesh showed a decade earlier, the Navrongo study showed
that even under conditions of extreme poverty and depressed living standards,
demand for fertility limitation could be identified and satisfied by
appropriately designed services (Phillips et al. 2006). Fertility was reduced
by 15 percent in the program areas, whereas it remained essentially unchanged
in the control areas.
Kenya,
Zimbabwe, Botswana, Rwanda, and the Navrongo project, have all demonstrated
that population policies and reproductive health programs can work in Africa.
What is needed now is for African leaders to understand this and also to
believe that effective fertility control programs need to become essential
elements of the economic development strategies they design and implement in
their countries. Effective family planning is as essential to the future
success of Ghana, Cote D’Ivoire, and Mozambique as it was for Korea, Thailand,
and Indonesia.
In June 2007,
when Gordon Brown succeeded Tony Blair as Prime Minister, he immediately quoted
his school motto (“I will do my utmost”), thereby showing his commitment to
education. This was one of the key policies of New Labour governments and can
be more systematically analyzed as the Brown years are now over.
We will thus
explore education policies in England from 1997 to 2010, laying the emphasis on
Gordon Brown’s role in his successive positions. His commitment to education
was apparent in setting funding levels as Chancellor of the Exchequer, but also
in March 2007, when he announced the school leaving age would be raised, and as
Prime Minister, with the decision to split the Department for Education and
Skills in June 2007. We will first focus on New Labour’s education policy from
1997 to 2010, particularly on the continuity in its tenets and on government
funding. We will then analyze specific elements such as standards, the
intervention of the private sector, social mobility, and efforts to improve the
employability of English youths.
Higher
education is one of the key drivers of growth performance, prosperity, and
competitiveness in national and global economies.
Universities
and other institutions not only deliver tertiary education and ongoing skills
training, but also provide a bustling research environment that produces
innovations with valuable commercial applications.
Here, we
explore 7 ways in which the higher education sector impacts society, workforces
and graduates.
1) Create a
Quality Workforce
The modern
workplace is in a constant state of evolution. Even within the last decade, job
roles and the skills required to succeed in them have changed enormously, with
technological advancements being a key factor.
Personnel need
to regularly evaluate their work-related skills and take opportunities for
continued learning, which should be supported by their employers.
The higher
education sector is pivotal in delivering training to people at all stages of
their careers, from students and recent graduates to senior managers.
Accreditation
at every level gives assurance to employers and allows employees to have
concrete evidence of their career development. This, in turn, reduces staff
turnover and improves job satisfaction leading to higher morale in the
workplace.
Plus, skills
training has an immensely positive impact on the wider economy. A well-trained,
highly-skilled workforce is better prepared for the challenges and
opportunities of the modern workplace. Staff with the right expertise work more
efficiently and confidently than those struggling to keep up with the changing
demands of their roles. Ultimately, a skilled workforce increases productivity,
boosts output, and propels growth in the wider economy.
This outcome
depends on high-quality and accessible continued training for the workplace.
It’s an exciting new market for the higher education sector to move into, and
one that has limitless potential for growth. Universities and other
institutions already promote lifelong learning; driving excellence in
professional education is just a natural progression.
2) Drive
Innovation
A key role of higher
education institutions is to drive innovation, with the aim of finding
solutions to global challenges in areas that matter to society, such as
healthcare, environmental protection, resource security, international
development, and population trends.
Many of the
greatest advances of recent years, including augmented reality, self-driving
cars, combination therapies for HIV and cloud computing, were all born from
research that took place at universities. Innovations certainly have high
economic value, but they also enrich our health, work and impact us socially.
The wider
economy benefits from university research and innovation as it drives
investment, both locally and globally, promote exports, and makes the economy
more balanced. An environment that promotes research also allows students to
learn transferable skills that will help them succeed in the workplace, further
strengthening the knowledge-based economy.
Research also
directly impacts the wealth of an economy. For example, British universities contribute
£95 billion to the country’s economy, Australian universities generate $25
billion, and Canadian universities create $55 billion. In the United States,
technological advancements developed in universities and colleges have
contributed $591 billion to the national GDP between 1996 and 2015 alone.
3) Increase
Employability
Applicants are
faced with a highly-competitive job market, in which their qualifications might
not be enough to secure the kind of work they desire. As the economy moves
further toward competency-based recruitment, with its focus on skills and
experience over pure academics, graduates and established professionals must be
armed with the tools they need to find and succeed at work.
Higher
education institutions are critically important here. Universities should be
proactive in arranging opportunities for current students to develop industrial
expertise through work experience and internships. In addition, technological
and workplace skills training should be taught adjacent to an academic
curriculum. Further, it can be beneficial to offer mentoring opportunities to
help prepare expectant graduates for a competitive job market.
Knowledge
really is power, but it’s not just about formal academic qualifications. Broad
employability skills help graduates give employers precisely what they need:
technologically-minded workers who are flexible, organized, and resourceful.
In addition,
universities are ideally-placed to offer employability training to people
looking to change careers or apply for new roles, who need an update to their
existing skills. Advanced courses for experienced professionals also represent
an exciting intersection for higher education and industry.
4) Upskill
Existing Workforces
As digitization
changes the landscape for working professionals, higher education can provide
them with the opportunity to enhance their existing knowledge and learn new
skills. For employers, this has a positive impact on productivity, output, and
staff morale. It also helps companies to drive efficiency and thus
profitability.
Offering
professional development opportunities to employees also allows companies to
identify potential leaders for the future. Staff who are receptive to
continuing education and express an interest in courses that fit into their
long-term career plan are the ones to watch.
For businesses,
this can provide assurance that future leaders are well-trained and
fully-equipped to drive continued success.
5) Boost
Graduate Earning Power
Graduates with
the right knowledge and skills have the ability to demand higher salaries, as
they are equipped to make significant contributions to the revenue and growth
of the companies they work for.
Higher
education institutions are crucial here.
As mentioned
above, universities have a responsibility not only to provide academic
instruction, but also to offer opportunities to learn skills for the workplace,
gain industry experience, and benefit from mentoring. All graduates will be
rightly proud of their academic achievements, but those who have used their
time at university to prepare for life in the workplace will have a better
chance of success in the highly-competitive job market and be in a stronger
position to command higher pay or jump into their careers at a higher pay
bracket.
Don’t forget
that as part of the application process, prospective students and their parents
look at metrics such as university league tables and future employment
prospects when making decisions. Offering employability skills training helps
universities attract diligent, forward-thinking students. In turn, these
institutions will produce graduates that are ready to embark upon successful
careers.
This feeds back
into the rankings and employment prospects lists, strengthening the reputation
of universities as both centers of innovation and places where the future of
the economy is made.
6) Collaborate
Between Education and Business
In the last
decade, there has been substantial growth in the number of research deals
between companies and universities.
Businesses, which
have been reducing their spending on early-stage research for more than 30
years, have increasingly turned to universities to perform that role, as they
provide access to the best scientific and engineering minds in specialized
areas. Meanwhile, reduced government support of academic research has made
universities more receptive to private investment and industrial collaboration.
There are also
substantial benefits for wider society, thanks to advances in life sciences,
communications, engineering, and more. In short, this kind of partnership has
the potential to benefit all sides enormously.
Universities
and companies both favor long-term collaboration over one-off contracts. A
transactional model, whereby a lengthy period of negotiation prefaces each research
project, is not desirable for either side. Instead, continuous connections are
preferred, allowing ongoing early-stage research which can rapidly be
transformed into commercially-viable products that contribute to economic
growth.
It’s helpful
for universities and their collaborative partners in industry to be
geographically close in order to create research hubs that attract the best
academics and continued industrial investment.
A crowning
example of this concept is the relationship between Stanford University and
Silicon Valley. Several of the most high-profile tech companies have their
headquarters in the area, including Apple, Alphabet (the parent company of
Google), Facebook, Twitter, Cisco, AMD, and Intel. This collaborative space has
produced many of the most exciting technological innovations of recent times
and provides an excellent precedent for alliances elsewhere.
7) Feed into a
Knowledge-Based Economy
A
knowledge-based economy is characterized by dependence on a highly-skilled,
well-educated, and technically-minded workforce. It makes use of advancements
in technology alongside intellectual capital to move away from material
consumption and aim toward an economy built on knowledge and data.
The higher
education sector is a natural partner to the knowledge-based economy. As the
source of advanced learning and new information from research, universities
help train the workforce of tomorrow while supporting the innovations of today.
Knowledge
creation has been identified by economists as a key driver of economic growth.
This is largely due to greater efficiency in various forms. Highly-skilled
staff requires less supervision, are more productive, and add greater value.
Automation, one
of the key features of the knowledge-based economy, removes the burden of some
repetitive tasks, allowing staff to focus on the aspects of their work that
requires their specialist skills the most. Automated processes also make manual
tasks less labor-intensive, allowing businesses to expand their capacity without
substantially larger staff costs.
The higher
education sector can support all aspects of continuing education and take
advantage of existing relationships, such as research agreements, to bring
universities and businesses closer together.
Q2 Explain different
models of higher education? Which model do you think is better for Pakistani
system of higher education and why?
The model that
dominates non-profit higher education today is under severe stress,
particularly at the less-selective institutions that serve the bulk of American
students.
Four forces –
behavioral, demographic, financial, and political -- have combined to disrupt
these institutions’ business practices.
First, the
student swirl. As fewer students earn their credits at a single institution,
and take courses from multiple providers -- from early college high schools, at
community colleges, and from various online purveyors – the system of
cross-subsidies that institutions relied upon to pay for small upper-division
classes erodes. Every indicator suggests that the swirl, and the financial
problems it creates, will intensify in the years ahead.
Next are the
challenges posed by shifting student demographics?
A more diverse
student body, with more low-income students, more English language learners,
and more non-traditional students with a broader range of academic preparation
places increasing demands on universities’ financial aid budgets and support
services. Driving the growth in university administration are not only
regulatory requirements, but the need to provide enhanced assistance to today’s
highly diverse student body.
Then, there are
the mounting financial pressures as state funding per FTE student declines.
Given competing demands on state budgets – involving Medicaid, mental health, K-12
education, transportation, and criminal justice – it is unrealistic to expect
significant increases in state spending on higher education.
The most
troubling challenge involves flagging political support for higher education,
which grows out of the widespread belief that universities do not provide a
good value for the money, that graduation rates are too low, and that graduates
lack the skills that businesses expect. Universities, in short, face the task
of providing a quality education with better learning outcomes and higher
levels of student success much more efficiently.
Flagship
campuses are best prepared to respond to these disruptions. By increasing
funded research and donations from foundations and private individuals,
expanding revenue from auxiliary enterprises and Continuing Ed, outsourcing
“non-essential” university services, increasing reliance on adjunct faculty,
and boosting admissions of international and out-of-state students who do not
receive financial aid, Research 1s seek to sustain their current model.
But these
strategies work less well for less prestigious institutions. For these
universities, a model built around the concept of more – more programs, more
buildings, more grants and contracts, and more residential students – has done
little to improve affordability, access, and student success. Nor has this
approach enhanced institutional sustainability.
Clearly, new
models are necessary.
Here are four
alternative strategies that institutions are pursuing:
Model 1:
The Extension Model
Similar to the
twentieth century agricultural extension centers, this “Hub and Spokes” model
distributes small academic centers across a dispersed region or metropolitan
area. These academic centers serve solely as extension sites, where Continuing
Education courses are offered either face-to-face or in a hybrid delivery
modality. This model seeks to increase access and enrollment while discouraging
competing institutions from intruding on a university’s “turf.”
Model 2:
The Distributed University
A growing
number of universities are adopting a variant on a model pioneered by community
colleges: Setting up a number of satellite campuses under central direction.
Some follow a “Shared Services Model,” in which the branches are independent in
their academic offerings, while the main campus centrally manages admissions,
enrollment management, financial aid, and other support services. Increasingly
popular is a “Campus Differentiation” model, in which each branch has its own
distinct mission and focuses on a distinct student population, whether
residential undergraduates, non-traditional undergraduates, graduate and
professional students, or working adults. Then there is the “Centers of
Excellence” approach, in which specialized programs are located in areas
tailored to that specific area’s economic needs or strengths.
Model 3:
The University in the Cloud
This model,
still rare at non-profit institutions but common among the for-profits,
involves “Distributed Delivery,” in which standardized academic programming is
delivered at scale, utilizing fully online and hybrid delivery and
videoconferencing or some sort of emporium model. Although many academics
criticize this approach as a mass-produced machine learning, a scaled approach
offers a number of potential advantages: It permits substantial investment in
interactive learning objects and personalized, adaptive learning pathways,
while allowing institutions to redeploy faculty in high impact practices:
seminars, writing intensive courses, undergraduate research, and capstone
experiences.
Model 4:
A Student-Centric Model
Rejecting the
“one-size-fits-all” conception of education, this model seeks to serve distinct
student sub-populations in divergent ways tailored to learners’ needs. An
approach that serves traditional undergraduates well often works poorly for
degree completers, commuter students, caregivers, or working adults. Some might
best be served by a competency-based approach that optimizes time to degree;
others by a career-focused curriculum; still others by a low residency model or
a coop approach in which paid internships are an integral part of the students’
degree pathway.
Which model you think better for Pakistani system of higher
education and why?
According to my knowledge and experience .i want to tell you that hybrid
model of higher education will be best suited for Pakistani higher education
system .the reason behind it is as follow
As Pakistan is
developing country and most of people in Pakistan are living hand to mouth
.they are struggling for living .the poverty ratio of Pakistan is much more
higher as compared to its neighbors .education is not a basic need according to
many people thoughts .people want to earn not to get education .most of people
are just matric pass .there are various reasons like poverty ,society pressure
, unemployment in country and business mindsets due to which , they left
education and start doing jobs of below average wages like labor or something
like this.so they do not persuade higher education.
Very small
ratio of Pakistani students reaches university level to get higher education
and little bit number of students succeeded in completing their education .it
is again due to poverty ,family issues, society issues, lack of proper guidance
, trying to get job for earning .because of these reasons the lost their
enrolled degrees and are forced to do small category jobs due to economic
factors .of this reason I suggest a system in which they may have proper time
to do their part time works and can do a side business or a job to meet their
family crises issues and other matters .they may enjoy getting knowledge in a
platform where they can do side works to ran along with studies .in this way
they can meet their family crises and will also enjoy the education.
2nd reason for
this model to be perfect is that higher education is the professional education
.most of students has reached their age limit where they have commitments .they
try to progress .20-30year is the normal age in which someone can break the
hardships and may progress normally .so to make it students must have proper
time .in on-campus models students have to study on campus and have to spend
their lot of time on the faculty .while in online system the students have to
seek education and lab work on the online platform which become more difficult
as lab work cannot be gained on online platform for average students .so hybrid
system have a combo effect .it helps students to get theoretical knowledge on
zoom apps or google meet apps or Skype app while in work can be performed in
universities .in this way this system will perform in Pakistan .in short it
will also help to improve GDP of Pakistan as more people will work and more
people will be able to study at the sometime.
In world
especially in Pakistan many countries switched to online system as epidemic
cover the whole world .this helps to identify the import mace of this system
and as well as we also point out the limitations of this model as plagiarism
has reached to its max limit .students cheat the teachers and faculty in order
to get good grades .however the hybrid system has its own identity .it take
usage of both on-campus and online model .it helps the students to get
education both rhetorical and practical .it also removes the chances of
cheating as exam will be taken in the exam halls which is monetized by invigilators.
Proper and well-developed system is followed in hybrid model of higher education
so in my view it is best model for getting higher education in Pakistan as it
will help individually to a student as well as country it's led by promoting
new business and jobs as students will be able to perform these activities
Q-3 critically discuss
the provision of higher education in the national educational policy 1898-2010?
Salient
Features of National Education Policy 1998-2010
Aims and
objectives of Education and Islamic Education
Education and
training should enable the citizens of Pakistan to lead their lives according
to the teachings of Islam as laid down in the Qur'an and Sunnah and to educate
and train them as a true practicing Muslim. To evolve an integrated system of
national education by bringing Deeni Madaris and modern schools closer to each
stream in curriculum and the contents of education. Nazira Qur'an will be
introduced as a compulsory component from grade I-VIII while at secondary level
translation of the selected verses from the Holy Qur'an will be offered.
Literacy and Non-Formal
Education
Eradication of
illiteracy through formal and informal means for expansion of basic education
through involvement of community. The current literacy rate of about 39% will
be raised to 55% during the first five years of the policy and 70% by the year
2010 Functional literacy and income generation skills will be provided to rural
women of 15 to 25 age group and basic educational facilities will be provided
to working children. Functional literacy will be imparted to adolescents
(10-14) who missed out the chance of primary education. The existing
disparities in basic education will be reduced to half by year 2010.
Elementary
Education
About 90% of
the children in the age group (5-9) will be enrolled in schools by year
2002-03. Gross enrolment ratio at primary level will be increased to 105% by
year 2010 and Compulsory Primary Education Act will be promulgated and enforced
in a phased manner. Full utilization of existing capacity at the basic level
has been ensured by providing for introduction of double shift in existing
school of basics education. Quality of primary education will be improved
through revising curricula, imparting in-service training to the teachers,
raising entry qualifications for teachers from matriculation to intermediate,
revising teacher training curricula, improving management and supervision
system and reforming the existing examination and assessment system.
Integration of
primary and middle level education in to elementary education (I-VIII).
Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle
level. At the elementary level, a system of continuous evaluation will be
adopted to ensure attainment of minimum learning competencies for improving
quality of education.
Secondary
Education
One model secondary
school will be set up at each district level. A definite vocation or a career
will be introduced at secondary level. It would be ensured that all the boys
and girls, desirous of entering secondary education, become enrolled in
secondary schools. Curriculum for secondary and higher secondary will be
revised and multiple textbooks will be introduced. The participation rate will
be increased from 31% to 48% by 2002-03. The base for technical and vocational
education shall be broadened through introduction of a stream of matriculation
(Technical) on pilot basis and establishment of vocational high schools.
Multiple textbooks shall be introduced at secondary school level.
Teacher
Education
To increase the
effectiveness of the system by institutionalizing in-service training of
teachers, teacher trainers and educational administrators through school
clustering and other techniques. To upgrade the quality of pre-service teacher
training programmes by introducing parallel programmes of longer duration at
post-secondary and post-degree levels i.e. introduction of programs of FA/FSc
education and BA/BSc education . The contents and methodology parts of teacher
education curricula will be revised. Both formal and non-formal means shall be
used to provide increased opportunities of in-service training to the working
teachers, preferably at least once in five years. A special package of
incentives package shall be provided to rural females to join the teaching
profession. A new cadre of teacher educators shall be created.
Technical and
Vocational Education
To develop
opportunities for technical and vocational education in the country for
producing trained manpower, commensurate with the needs of industry and
economic development goals. To improve the quality of technical education so as
to enhance the chances of employment of Technical and vocational Education
(TVE) graduates by moving from a static, supply-based system to a demand-driven
system. Revision and updating of curricula shall be made a continuing activity
to keep pace with changing needs of the job market and for accommodating the
new developments. Development of technical competence, communication skills,
safety and health measures and entrepreneurial skills etc. shall be reflected
in the curricula. Institution-industry linkages shall be strengthened to
enhance the relevance of training to the requirements of the job market.
Emerging technologies e.g. telecommunication, computer, electronics, automation,
petroleum, garments, food preservation, printing and graphics, textile, mining,
sugar technology, etc. greatly in demand in the job market shall be introduced
in selected polytechnics. A National Council for Technical Education shall be
established to regulate technical education.
Higher
Education
Access to
higher education shall be expanded to at least 5% of the age group 17-23 by the
year 2010. Merit shall be the only criterion for entry into higher education.
Access to higher education, therefore, shall be based on entrance tests.
Reputed degree colleges shall be given autonomy and degree awarding status.
Degree colleges shall have the option to affiliate with any recognized
Pakistani university or degree awarding institution for examination and award
of degrees. To attract highly talented qualified teachers, the university staff
will be paid at higher rates than usual grades. Local M.Phil. and Ph.D programs
shall be launched and laboratory and library facilities will be strengthened.
Split Ph.D programs shall be launched in collaboration with reputed foreign
universities and at the minimum, 100 scholars shall be annually trained under
this arrangement. All quota/reserve seats shall be eliminated. Students from
backward areas, who clear entry tests, would compete amongst themselves. In
order to eliminate violence, all political activities on the campus shall be
banned.
Information
Technology
Computers shall
be introduced in secondary schools in a phased manner. School curricula shall
be revised to include recent developments in information technology, such as
software development, the Information Super Highway designing Web Pages, etc
Library and
Documentation Services
School, college
and university libraries shall be equipped with the latest reading
materials/services. Internet connection with computer shall be given to each
library. Mobile library services for semi-urban and remote rural areas shall be
introduced.
Private Sector
in Education
Encouraging
private investment in education. There shall be regulatory bodies at the
national and provincial levels to regulate activities and smooth functioning of
privately-managed schools and institutions of higher education through proper
rules and regulations. A reasonable tax rebate shall be granted on the
expenditure incurred on the setting-up of educational facilities by the private
sector. Matching grants shall be provided for establishing educational
institutions by the private sector in the rural areas or poor urban areas
through Education Foundations. Existing institutions of higher learning shall
be allowed to negotiate for financial assistance with donor agencies in
collaboration with the Ministry of Education. Educational institutions to be
set up in the private sector shall be provided (a) plots in residential schemes
on reserve prices, and (b) rebate on income tax, like industry. Schools running
on non-profit basis shall be exempted from all taxes. Curricula of private
institutions must conform to the principles laid down in the Federal Supervision
of curricula, Textbooks and Maintenance of Standards of Education Act, 1976.
The fee structure of the privately managed educational institutions shall be
developed in consultation with the government.
Innovative
Programes
The National
Education Testing Service will be established to design and administer
standardized tests for admission to professional institutions. Qualifying these
tests will become a compulsory requirement for entry to professional education.
This mechanism is expected to check the incidence of malpractice in
examinations. Likewise, standardized tests shall be introduced for admission to
general education in universities.
Implementation
Monitoring And Evaluation
A comprehensive
monitoring and evaluation system has been envisaged from grass-roots to the
highest level. The District Education Authority will be established in each
district to ensure public participation in monitoring and implementation. The
education Ministers at the Federal and Provincial levels will oversee
monitoring committees, responsible for implementation at their levels. The
Prime Minister and Provincial Chief Ministers will be the Chief of National and
Provincial Education Councils respectively which will ensure achievements of
targets. Existing EMIS at Federal and Provincial levels shall be strengthened
to make them responsive to the need of Monitoring and Evaluation System (MES).
The Academy of
Educational Planning and Management (AEPAM) shall be strengthened and tuned up
to meet the emerging demands of MES and its obligations at national and
provincial levels. Data collected through Provincial EMISs and collated by
AEPAM through National Education Management Information System (NEMIS) shall be
recognized as one source for planning, management, monitoring, and evaluation
purposes to avoid disparities and confusion. Databases of critical indicators
on qualitative aspects of educational growth shall be developed and maintained
by AEPAM for developing sustainable indicators of progress, based on more
reliable and valid data to facilitate planning, implementation and follow-up. A
School Census Day shall be fixed for collecting data from all over the country.
Q4-critically
analysis the function of universities in Pakistan?
The Functions
of University
The functions
of a university shall include—
- The
functions of a university are to do all things necessary or expedient in
accordance with this Act and its charter, if any, to further the objects
and development of the university.
- Without
limiting the generality of subsection (1), a university—
- shall
provide courses of study, conduct examinations and award degrees and
other qualifications,
- shall
promote and facilitate research,
- may
establish by incorporation in the State or elsewhere, or participate in
the establishment of, such trading, research or other corporations as it
thinks fit for the purpose of promoting or assisting, or in connection
with the functions of, the university,
- may
collaborate with educational, business, professional, trade union, Irish
language, cultural, artistic, community and other interests, both inside
and outside the State, to further the objects of the university,
- shall
maintain, manage and administer, and may dispose of and invest, the
property, money, assets and rights of the university,
- may
collaborate with graduates, convocations of graduates and with
associations representing graduates of the university both inside and
outside the State,
- may
purchase or otherwise acquire, hold and dispose of land or other
property, and
- May accept
gifts of money, land or other property on the trusts and conditions, if
any, not in conflict with this Act, specified by the donor.”
It is widely
believed that schooling is the most remarkable weapon for alleviating need,
promoting financial development, nurturing talented people, creating a solid
and enlightened social climate, and building independent countries. Neediness
and schooling are strangely linked: improving one diminishes the other.
Despite the
rapid development in the field of education in the past 10 year, Pakistan faces
serious difficulties in its educational turn. These difficulties include the
lack of admission to advanced education during most of his childhood,
outcome-oriented norms of instructional strategies, the brain channel of
qualified human capacity, and the inflexibility to change ideal models of
scientific inquiry. Of a population of 190 million, only five percent are
approaching a college-level education. It's worth focusing on that Pakistan
needs 36 million new jobs towards the end of 2022, assuming the economy grows
by up to six percent each year. Therefore, the primary duty of all public
universities is to produce graduates who meet the standards of the country's
public, social, and financial needs. In this way, the task of career guidance
and job creation at university level proves essential.
In the 21,100
years, the college worldview has moved from the usual parts of education and
learning to building networks, economies, and examples of authority. Training,
whether substantial or higher, plays a crucial role in improving human
resources, thus laying the foundation for sound economies and friendly
networks. There should be system to address these problems.
In any case,
the School Service, Money Service, Conciliation Commission, Standing Boards of
Basic and Specialized Education and Commission of Advanced Education of
Pakistan should assist these colleges, both public and private, in determining
the priorities of local college associations. These priorities should be guided
by the example of research organizations and develop components for solving
current societal problems,
Third, in order
to smooth and ensure the successful use of public funds spent by the relevant
commissions and colleges for the promotion of higher education in Pakistan, the
relevant services and mediation commissions should basically focus on the
construction of basic education in elementary schools, especially in
Balochistan and Khyber Pakhtunkhwa.
Fourth,
colleges should aim to create an entrepreneurial society among their alumni.
They should supply employers instead of creating jobseekers. This can be
achieved by establishing strong entrepreneurial centers, strengthening
associations between industry and academia, and setting up careers advice
centers designed to constrain graduates' academic and professional development
through the duration of their exams to today for the difficulties of tomorrow.
Fifth,
education is never about sourcing; it means spend. The most effective way of
spending money is spending on tuition and exploration which later deals with
the social, political, natural and financial problems of Pakistan. Universities
can play a crucial role in this way, promoting appropriate links with other
educational associations and local areas of improvement to identify real
problems. Regional advancement interest should be required for college-level
teachers and undergraduates. If Australia's prestigious Endeavor Award can
attribute 35% of its absolute scores to the commitment of individual candidates
to local government, why can't sophomores at our colleges in Pakistan be
prepared for lines of comparison? Since Pakistan has always been a survivor of
ordinary disasters such as floods and earthquakes, it is helpful if various
disaster-related crisis-preparation projects and courses involve the leaders in
the educational program.
To sum things
up, the work of college administrators and pioneers is extremely critical in
steering our colleges in the right direction. For example, the Higher Education
Commission of Pakistan (HECP), in cooperation with high-level teaching schools
around the world, can launch programs for higher education authorities and
organizations to limit the work of higher education leaders. Popenici has
rightly said: "An organization is not a group of reticent 'warriors'
concerned with the sequential construction system aimed at instilling skills
for a range of professions (which may be gone by the time undergraduates
graduate).
A college is
keen to nurture the whole thinking individual, to broaden horizons and instill
in people the admiration for learning, and create vote-based citizenship with
connected and informed residents capable of making a majority rule system work
bring. A college is also addressed to develop creative spirit and innovative
ability and to protect civilization and make new information moving as a
discussion in which free and able personalities can "examine the
irrefutable" in order to improve our social orders Colleges have the
ability to come up with creative arrangements, but when resources of an
effective force are used on that basis, the results are in line with those
foreseen should we promote discussion groups for combatants when you are in the
line of fire ."
In summary, it
can be stated that the further development of social orders and economies is
linked to the development of education.
It is important
that the nature of education is improved at each stage to provide a strong
starting point for the advancement of majors in the basic sciences, the design
disciplines, and the expansion of horticulture, the clinic and some other
important areas for financial development from Pakistan. As the report issued
by Credit Suisse in February 2013 states: "The increasing pattern of youth
unemployment worldwide is threatening current monetary developments as well as
political certainty and the expected segment profit." Subsequently, the
universities are currently having to rethink and re-plan their strategies for
improving the financial situation in Pakistan. Without quality education that fundamentally
prepares a youthful brain to confront and provide answers to changing types of
problems, Pakistan or any other productive state will remain only
socio-financially, strategically and decisively.
Q5- Discuss the
higher education system in Australia? Highlight the implications this system of
improvements of higher education system of Pakistan??
Australia is
one of the most popular study abroad destinations for students who are looking
to get a degree overseas. Many international students are opting to study in
Australia for its high-quality education, easy access to student support
services, multicultural society and a friendly atmosphere. Students passing out
of Australian universities are highly sought after due to the high reputation
of the education system. With more than 1,100 institutions and over 22,000
courses, this country offers a diverse range of study options for international
students.
The educational
institutions may be relatively young as compared to some of the universities of
other countries, but they are at par with them in terms of quality and demand.
Six of the Australian universities rank in the top 100 universities in the
Times Higher Education World Universities Ranking 2020 list.
Universities
If you study in
Australia, you have plenty of choices when it comes to universities. The
country has 43 universities and around 37 are public universities which are
usually funded by the Commonwealth Government. Seven of Australia’s
universities feature in the top 100 ranked universities in the world in the
latest QS ranking (2020). Some of top universities are the Australian National
University, University of Melbourne, University of Sydney, University of New
South Wales, University of Queensland and many more.
An
under-graduation course in a university starts typically around March (can vary
as per course and institution). It is a 3-year course without honours. It takes
4 years to complete under-graduate course along with an honours degree. Whereas
a post-graduation program’s duration is 1-2 years and starts around March too.
Universities and higher education institutions offer various degrees such as
Associate Degree, Bachelor Degree, Bachelor Degree with Honours, Graduate
Certificate, Graduate Diploma, Masters Degree and Doctoral Degree across
various subjects and fields.
In this
country, it is quite common for students to enrol in a double or combined
Bachelor Degree program which leads to securing two Bachelor Degrees. This is
most common in the fields of arts, commerce, law and science.
Vocational
Education & Training
Vocational
Education and Training (VET) is based on partnership between governments and
industry. VET qualifications are provided by government institutions, called
Technical and Further Education (TAFE) institutions, as well as private
institutions. VET qualification can provide a pathway to entering the workforce
or university. There are many vocational training courses in areas such as
information technology, business administration, art & media, tourism &
hospitality, transport & logistics and construction, to name a few.
Higher
Education Quality Assurance program
The country has
a national regulatory and quality agency for higher education – the Tertiary
Education Quality and Standards Agency (TEQSA). It was established by the
Australian Government to monitor quality and regulate university and
non-university higher education providers against a set of standards developed
by the independent Higher Education Standards Panel. Along with this, there are
student rights that are protected by law under the Education Services for
Overseas Students (ESOS) – the well-being of international students, the
quality of students’ education experience and the provision of up-to-date and
accurate information.
Academic
culture
Those who study
in Australia are expected to proactively take initiatives and remain focused on
independent learning. Students are encouraged to attend classes but at the same
time it is not mandatory for them to be a part of all lectures. However, lecturers
will expect you to be mature enough to understand the importance of attending
the sessions. In lab-based and practical units attendance requirement is much
more stringent. Teaching staff and faculty members of the Australian
universities are extremely punctual and prefer to stick to all deadlines.
Students are usually penalized if submission deadlines are missed.
Every student
is encouraged to speak in class, ask questions and offer opinions. Active
engagement is always welcomed by lecturers and valued by everyone rather than
just being a silent and passive listener. Hence, students planning to opt for
Australia as study abroad destination should start preparing to converse more,
actively participate in discussions and discard the fear of sharing opinion in
public. Implementing these habits will help you learn faster during your degree
course. Your critical thinking skill can prove to be more rewarding rather than
just memorizing lecture notes for examinations. Another very important aspect
that you should keep in mind is plagiarism is considered to be a serious
offence by Australian educational institutions.