DRAFT

Analyses of higher education of Pakistan

Introduction

I compare and contrast higher education in the United States and Pakistan. To
conduct this comparative analysis, I took the following factors into consideration to
capture an overall perspective, as well as a narrow but detailed view in two areas to
exemplify the similarities and differences. I present key elements a student would
experience following a degree program in the Bachelor of Arts through the
Doctorate for both the US and Pakistan.

Finance
The finance of higher education Government provide the fund for the higher
education but the provinces have spend only 10% to 13% of the education budget
public financing of education in Pakistan Education sector.

 It is clear that there has been discontent with the quality of higher
education and an immediate need for change in all policies, strategies, and
reform efforts.
 Therefore, funds available for higher education were also insufficient and a
significant obstacle in the way of mitigating higher education related
Problems.
 Subsequently, the inability to extend the Bachelor's degree programs led
graduates to enter two types of master programs, namely the one
year program and the two-year programmed.
 Regarding the quality of education that has been given priority in several
projects, it has sadly deteriorated rather than enhanced, as funds have
supported the quantitative expansion of the higher education sector
rather than concentrating on performance, thereby failing to meet the need for
professionally trained human resources.
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Analyses of higher education of Pakistan

 Funds were not the only handicap for national development in developing
Higher education, but the lack of government funding.
Institutions ' nationalization was illplanned because the government was
unable to take on the financial burden which led to an increase in non
development spending that became a source to university political unrest.
 Fostering private institutions has resulted in two systems being created,
One for the common man and one for the elite that has not benefited the
Countries Social cohesion.
 The formulation of education policies was not based on any plan for
implementation, which resulted in the failure of policies to achieve their
Higher education objective?
 Rising government rejected the previous government's policies which
resulted in higher education being involved in politics that did not serve
nation development and social change
 Politicization of higher learning institutions resulted in the destruction of
their reputation the Public being i9nsenstive to training. All in all, it can be
said that policies were fine, but lack of the funds hindered their execution
so that the desired results could not be achieved.

1.To order to improve higher education, college and university faculty will develop a
plan to detail fair and equitable processes and open accountability structures.
2.Making process guidelines, the HEC should have an external advisory board and en
sure that these decisions are transparent.
3.The external HEC board should find out what plans and procedures have been put
in place and how successful they have been.
4.After authorization by their Board of Governors, universities receiving funds from
HEC must use them and submit a report on their use to HEC. When HEC's in
put is acceptable, these funds.
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Analyses of higher education of Pakistan

5.National accreditation bodies must strive for institutional assessment in

compliance with international standards and more rigorously evaluate institutions
Administration 1.Decision guidelines should be established. 2. Research should be
strategic for the nation as a whole.
3. Education costs should be carefully calculated for each student so that funds can
be arranged accordingly.
Following the 18th amendment in the Constitution, which does away with the
concurrent list, it is likely that resources and power will be further devolved to the
provinces. The national finance commission award should also allow some of the
smaller and less developed provinces to have greater funds for development.
Clearly, at this stage of planning, far greater emphasis will have to be given to how
provinces deal with these new powers and how implementation takes place. For
this reason, coordination and sharing between provinces also needs to be
strengthened in all social sector delivery programs.
One of the causes for children not attending school is lack of quality in education,
particularly at the primary level and lack of competent teaching staff. In many places,
parental attitudes towards girls are very conservative, as they set lower priority for
female education and hence sending them to schools is not appreciated. Moreover,
girls schooling requires extra effort to be made and schools need to be located closer to
their residences compared to schools for boys. The cost of education is also very high
in Pakistan and increases as inflation increases. Due to poor delivery by government
schools, the private schools has emerged as an important partner in education,
but cost of private schooling has been increasing and is greater than that of
government schools, making it impossible for even lower middle class families to
utilize this options for their children.

Management
1.Decision guidelines should be established. 2. Research should be strategic for the
nation as a whole. 3. Education costs should be carefully calculated for each student
so that funds can be arranged accordingly.1. HEC funds for universities should be
based according to degree programs and faculty ranks. 2. Private sector university
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Analyses of higher education of Pakistan

students should also be eligible for stipends and scholarships. 3. The corporate
sector should be encouraged to give grants for education.

Faculty of Education
1. Remuneration for the faculty should be increased.
2. There should be more training and development programs in the faculty.
3. The faculties should be encouraged to use critical thinking and problem-
based learning philosophies to upgrade teaching methodology and curricula.
Institutions ' performance
1. It should be state-of - the-art tools.
2. Technically enough, physical infrastructure should be sufficient.
Partnership between the public and private sectors:
1.Institutions in the private sector will share their professional expertise with
Universities in the Public sector.
2. Private sector universities should provide education through need-
based scholarships to students from less fortunate strata.
1 Political unstable circumstances were the main reasons due to that plans
and educational policies failed.
2. There were serious financial crisis in the country.
3. There is a need to change whole system to get maximum benefits.
4. Since independence educational policies and plans were made they were
not fully implemented.
5. Govt. announced free education, which did not match the economy of the
country.
6. Syllabus of elementary education did not fulfill the demands of Islam and
modern world.
7. Time period of educational policies and plans was totally different.
8. Funds allocated in budget were not sufficient to meet the requirements of the
plans. The condition of higher education in universities and colleges are not
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Analyses of higher education of Pakistan

Satisfactory in the eyes of students. Lack of physical and educational facilities is

bringing much hindrance in the way of development. Teachers are less motivated to
do certain research work. Most teachers are not competent, and they are teaching
in higher education institutions. They have limited knowledge about subject matter
they taught and many of them have no clear idea about the subject. Even in
Pakistani universities, the teacher at M.phil and Ph.D. level, are not competent, to
the extent that they find research work difficult due to lack of knowledge about
research methodologies.
9. After the allocation of expenditure it was not fully paid so that the five year
Plan and educational policies were not fully implemented.
10. It was promised to provide facilities in the education sector but it was merely
a dream.
11. Political pressure on education sector his created a serious problem.
12. It has been observed that character building was not stressed in educational
policies and five year plans.
13. Facilities (buildings, furniture, dispensary, equipment’s of sports and other
teaching, learning material. Curriculum activities. A.V. aids etc.) For
elementary education were not equally distributed in our country.
14. Although women education was stressed but proper arrangements were not
made for it.
15. Proper attention was not made seriously to raise literacy rate.
The problems plaguing the educational system of Pakistan are multidimensional.
They include the population explosion, lack of resources, scarcity of qualified man
power, inconsistency in the policies of various regimes, political instability,
inefficient educational management system, wastage of resources, poor quality of
intake, managerial inefficiency, overcrowded classrooms, inadequate student
services, inadequate material resources, non-accountability of institutions,
inefficiency in teaching, poor research and lack of research opportunities and poor
implementation of policies and programs. The institutions have not only been
multiplied, the student enrolments at colleges and universities have registered an
exceptionally high rate of growth. The demands of higher education have thus
increased by leaps and bounds. In spite of quality control and consolidation, these
problems will continue to grow constantly for a long time to come.
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Analyses of higher education of Pakistan

 Pakistan are facing a critical period in their history, and on that account,
everybody concerned with education has a responsibility for knowing what he
is trying to do in bring up the next generation and why he is trying to do it.
Higher education is faced with very severe challenges in the shape of various
economic, social, political, and moral changes, and its future depends on the
response made by its people to these challenges.
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Analyses of higher education of US

FINANCIAL

The Morrill Land Grant Act of 1862 saw the beginning of a formalized financial
connection, where new institutions would see funding first at first from the state
and then later from the federal government. Because of the second Morrill Act in
1890, annual federal funding initiated the most dynamic era of growth for American
universities.
Education is at the root of the country’s broader economic challenges, and
improvements to the education system offer the solution. Employers need talented
workers who have the skills, disposition, and knowledge to operate effectively in the
new economy. A progressive education agenda can ensure that all Americans are
afforded the education needed to meet these challenges.
The tax policy changes creating large national deficits and states facing persistent
budget shortfalls, finding ways to pay for new policies is always difficult. Below is a
list of some creative ways to fund the ideas listed in the previous sections. This is by
no means an exclusive list, as there are many resources available with suggestions
for how to raise revenue, including how to do so in line with progressive values and
without increasing taxes.
 Passing a legislative solution for Dreamers
 Reducing the prison population and corrections spending
 Leveraging taxes from marijuana sales.
 Selling advertising on government documents or locations.
The first thing educators from the rest of the world notice are the sheer number and
variety of our institutions of higher education. We have nearly 4200 colleges and
universities, far more than any other nation; 58 percent of them are four-year, 41
percent of them public. As befits a good capitalist Country, 789 (or 19 percent) of
them, mostly two-year or junior colleges, actually hope to make a profit for their
stockholders or proprietors. These 4000-plus institutions range from the likes of
Harvard, Chicago, and Stanford—some of the worlds very best research universities
at the top, to mailbox diploma mills—some of the world’s
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Analyses of higher education of US

Worst frauds at the bottom. Yet all trade on the insatiable American hunger for self-
improvement, enlightenment, and credentials. Nearly 15 million students are
currently enrolled, either full- or part-time. They are taught by more than one
million faculty members and administered and cared for by other million and a half
— more workers than the auto, steel, and textile industries combined.
Nor are those 15 million students confined to the lucky young. America is famously
the land of the second and third chance, unlike many countries where rigorous state
exams determine the educational and vocational fate of their citizens at an early
age. Even the so-called “Big Test,” the SAT, is a small obstacle to those who want a
college degree. While nearly half of America’s high school graduates aged 18 to 24
attend college—an astounding and perhaps excessive number in itself—more than a
third of today’s collegians are 25 years or older. Increasingly, going to college is an
option for those who never went in the past, who want to retool for new or
changing careers, and who want to enrich their retirement or old age.
It is also a growing option for people of all backgrounds and means. Of today’s
students, 56 percent are women, 28 percent are minorities, and nearly 40 percent
receive some form of federal assistance to attend. To judge from the headlines, cost
would seem to be a serious obstacle to attending college. It still is for many in the
lowest income groups. Only 9 percent of today’s students come from families that
make less than $20,000 a year; 65 percent have behind them parental incomes of at
least $50,000, and the graduation rates are even more skewed. Yet, on the whole,
American higher education is amazingly affordable, especially considering the
million-dollar difference in lifetime earnings between graduates with only a high
school diploma and those with a college degree.
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Analyses of higher education of US

One area of agreement is that rankings are far too important in setting direction for
America’s colleges and universities. To draw attention to this fact (and, cravenly, to
draw rankings-obsessed readers)
Some drawbacks higher education begins with the downside of trying to educate
such a large number of students, in particular nearly half of those fresh from
America’s high schools. Mass education is an oxymoron, and too-large institutions
and classes can only process, not educates, their students. I don’t know what the
maximum size of a university ought to be, but we all sense when we belong to a
community of learning and when we temporarily inhabit an anonymous city,
however rich in resources and opportunities it may be. Some of that urban anomie
can be reduced by low student-faculty ratios and small classes, but our large public
universities, for economic reasons, seldom enjoy those pedagogical advantages.

There are two fundamental problems with this strain of argument. The first is that
while there’s only one climate (which is changing), there are thousands of for-profit
colleges, some of which remain “predatory,” (the pejorative du jour), and some
producing a higher return-on-investment for students than many traditional
colleges. The second is that this piece re-fights yesterday’s war.

ATHLETICS.

The commercialization and competitive marketing of higher education takes its

most blatant and unfortunate form in big-time athletics. The annual list of headline
scandals in the NCAA’s Division I schools gets longer every year, despite periodic
calls for reform from faculty critics (including the Drake Group) and the blue-ribbon
Knight Foundation Commission. Most of these universities have—or should have—
given up any pretense of fostering amateur athletics as a credible part of the whole
education of young men and women. The larger the university,
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Analyses of higher education of US

the smaller the percentage of students who enjoy oxymoronic “athletic

scholarships,” training tables, special dorms, academic tutors and advisors, study
halls, free clothing, and travel—under 5 percent in the public Division IA schools, for
example. Yet the costs of mounting 20 or 30 intercollegiate teams is enormous, and
only a small handful of marquee schools come close to covering them with gate
receipts, television shares, and booster donations. Most of the balance comes from
student athletic fees, which are often substantial but artfully hidden in a general
collection of “student fees.”

We should worry that many athletic programs are in the entertainment rather than
the education business, that they monopolize funds some of which could go for
academics, intramural sports, and recreation for all students, and that they maintain
alumni-funded empires outside the control or even oversight of the faculty and
administration. As a faculty member, I do worry about these things, as well as about
the recruiting violations, gambling, and game-fixing that infects college sports on a
recurring basis.

But as a former intercollegiate and international athlete who believes strongly in

the educational and personal value of sports in balance and moderation, I resent
even more athletic programs that exploit academically marginal or unqualified
participants, fail to treat both genders equitably, and undermine academic purposes
and standards. The slow but steady enforcement of Title IX is achieving overdue
gender balance, despite grousing from some of the men’s locker rooms, and the
efflorescence of women’s sports is the delightful result. What is not being fixed is
the often suspect admission, preferential treatment, and disgraceful graduate rates
of Division I and even Division II male (less so female) athletes. There are more, of
course. With the exception of grade inflation (which few students protest), none of
the problems on my list were created by the action or inaction of the faculty. But
this, according to the most vocal, largely non-academic and conservative critics of
higher education in the past several years, is a gross
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Analyses of higher education of US

Oversight, because they have drawn up a list of academic travesties and foibles that
are almost exclusively attributable to the professoriate. On the critics’ scale,
America’s faculties have been weighed and found woefully wanting on four scores:
politics, curriculum, tenure, and research. I would like to examine each of these
charges briefly and assess their seriousness.

Politics
Fortunately, the myth of political correctness has been exposed and unraveled by
several scholars and rendered moot by the passage of time, as its newsworthiness
declined from stale repetition and campus behavior failed to produce enough fuel to
feed the flames. But it certainly had its day. Today, in academe itself, PC is virtually a
dead issue, although, as a “rhetorical virus,” it seems to have resilience in the public
vocabulary of cartoons, clichés, and slogans. Unfortunately, the PC mythologizing
coincided with growing public uneasiness over higher education, particularly its
costs, which helped conservative legislators on both state and federal levels slash
funding for higher education.

Curriculum:
Many of the most publicized changes in higher education in the past three decades
have been curricular. Critics inside and outside academe have wrung their hands
over a variety of course appearances, adjustments, and alleged “disappearing” (the
dirty work of “leftist” faculty hit squads) We can take comfort from two other home
truths about curricula. One is that innovations in scholarship, controversial or not,
do not necessarily or speedily make their way into the curriculum. In the
humanities, introductory courses, lower-level surveys, and general education
courses all tend to resist scholarly fashion and especially “theory.” The second truth
is that a curriculum is in many ways whatever students make of it. Despite the best-
laid plans of parents and
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Analyses of higher education of US

Faculty, students manipulate the formal curriculum to suit themselves, or they skirt
it by creating an extra curriculum that speaks more directly to their needs, values,
and goals.

Faculty and Their Appointments (Tenure)

Virtually no critics believe that college faculties can do their proper jobs without
academic freedom from threats and pressures both inside and outside academe.
But many do resist drawing a necessary connection between academic freedom and
tenure. Instead, they denounce tenure as a major source of academic ills—
everything from harboring intellectual “deadwood” and shameless shirkers to
wreaking unspeakable psychic damage upon junior faculty during probation.
Tenure’s putative guarantee of lifetime employment is seen by many critics not only
as “the ultimate protection from accountability” but as providing “security unheard
of in any other profession.” When administrators and legislators are also seeking
ways to trim costs by reducing faculties or abolishing whole programs and
departments, the hue and cry against tenure requires academics to explain and
defend the practice with special clarity and care.

Tenured faculty can be terminated for such things as incompetence or dishonesty in

teaching or research, egregious neglect of duty, and gross moral or legal turpitude,
but being “deadwood” is not on the list. No critic has ever marshaled any data—
much less a precise definition—to support his allegation of insupportable amounts
of faculty “deadwood” protected from pruning by tenure, because no such data
exist. College faculties have no more lazy and incompetent members than do the
equally self-policing legal, medical, or clerical professions.

But even without a draconian threat of dismissal, tenure does not offer professors
anything like “the ultimate protection from accountability” bemoaned by critics.
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Analyses of higher education of US

Faculty members are constantly and heavily accountable, less to outside authorities
than to the high standards of their own profession. As soon as academics begin their
scholarly careers, they experience “perpetual exposure to criticism” in the form of
dissertation directors, degree committees, book and journal editors, manuscript and
book reviewers, conference organizers, commentators, and audiences, and
opinionated readers of all sorts. In their college homes, annual merit evaluations by
chairpersons, departmental personnel committees, and deans determine salaries
and promotions; students evaluate teaching at the end of each course; and
increasingly, faculty are evaluated every five or six years in post-tenure reviews. In
some universities, mine included, even endowed chair holders are thoroughly
reviewed every five years to ensure against titular torpor.

First, the future promise of tenure increases the supply of faculty recruits, thereby
lowering the institutional (and social) cost of hiring them. Second, the relative
economic security of tenure also lowers academic salaries from the competitively
higher salaries of comparably educated professionals in government and industry.
The private/academic differential is a whopping 38 percent and growing, as
academic salaries struggle to keep up with even modest inflation. If colleges and
universities dropped the tenure system for short-term contracts and necessarily
competitive salaries, the American price tag for higher education would skyrocket.
As it is now, professors pay for tenure out of their own pockets, and not with
loose change. A third benefit of tenure is that it allows professors to undertake risky,
long-term projects in both teaching and research. A measure of economic security
not only encourages teachers to focus more of their time and attention on the
classroom, but it allows scholars to forgo quickly produced, “safe” publications,
designed to enhance their marketability, in favor of longer, more adventurous books
that reflect more brightly on their home sponsors.
 Higher Education Policy of Pakistan
Introduction
Education policy is the principles, and the government political within the academic
sphere, yet because the assortment of laws and rules that govern the operation of
education systems. Education happens in several forms functions through many
establishments. Examples embrace infancy education, preschool through to twelfth
grade, 2 and 4 year faculties or universities, graduate and skilled education, course
of study and job coaching. Therefore, education policy will directly have an effect on
the education folks interact in the slightest degree ages of areas subject to
discussion in education policy, specifically from the sector of colleges, embrace
college size, class size, college selection, college privatization, tracking, teacher
education certification, teacher pay, teaching strategies, info content, graduation
necessities, college infrastructure investment, and also the values that colleges are
expected to uphold and model. Problems in education policy conjointly address
issues at intervals pedagogy. The Pell Institute analyzes the barriers old by the
lecturers, and students at intervals community faculties and universities. These
problems involve unsupported students, sex education, and federal grant aides.
Education policy analysis is the learned study of education policy. It seeks to answer
questions on the aim of education, the objectives (societal and personal) that it's
designed to realize, the strategies for attaining them and also tools for
menstruations their success or failure. Analysis supposed to tell to education policy
is applied in a very large choice of establishments, and in several tutorial disciplines.
Necessary researchers are attached with department of science, economics,
sociology, and human development, additionally to varsities and departments of
education or public policy. Samples of education policy analysis are also found in
such tutorial journals as Education Policy Analysis Archives, and in university policy
centers like the National. Pedagogy could be a powerful and essential tool for
building a contemporary, knowledgeable, genteel, and peaceful society which may
lead the country towards a bright future. It's conjointly thought of one of the
foremost necessaries and strongest tools for the event of any country. Primary
education is important for making a base, whereas pedagogy provides the leading
edge. Pedagogy contributes to the expansion of a nation by
providing specialized information and experienced personnel. Pedagogy is
recognized these days as a capital investment and is of predominant importance for
economic and social development of the country. Establishments of upper
education have the first responsibility for arming people with advanced information
and skills needed for positions of responsibility in government, business, and
different professions Quality pedagogy could be a supply of nice potential for
the socio-economic and cultural development of the country. The state may be
reworked into a developed nation at intervals the lifetime of one generation.
Factors like the distinctive nature of upper education establishments, international
quality of scholars, and teacher’s accessibility of laptop primarily based learning
pursuit of analysis and scholarship, economic process of economy, and rising
challenges of the twenty-first century have an immediate impact on the longer term
development of upper education. The aim of upper education isn't merely to impart
information in bound branches of knowledge; it's deeper which means and
objectives. The aim is also three-d and should be termed as personal, social,
economic, and cultural. Education and significantly pedagogy can't be unmarried
from its surroundings and social context. Religious, moral, historical, and cultural
attribute permeates through the material of the tutorial system of a rustic. Within
the time of the fast international, political, and economic changes, the colleges in
South Asia and in developing countries are being reworked. Public expectations
concerning access to pedagogy direct concern concerning role that universities will
play in innovation and economic development. The applications of principles of
market economies to the university systems of all countries have created a
replacement context for pedagogy
Courses and Curricula
The courses and curricula are designed in accordance with the standard of higher
education of the present day. There is continuity of some of the important courses:
there is also relationship between the related courses of common or similar
knowledge. So many important and modern courses required for higher education
are taught at all. The curricula are written in detail and are left to the professor’s
personal likes, dislikes, interests or experience.
The basic science courses are designed well to fit the need of the students, and they
are well organized, or correctly supervised by the department. Generally speaking,
there are enough well equipped faculty and administration offices, classrooms, or
engineering, science, and other laboratories for the growing student body and
faculty member’s .The workshops at the higher level are suitable for training,
because necessary materials, equipment, space, and techniques are up to the mark
according to the required standard. Equipment is should be new and fit for some of
the more specialize laboratory experiments.

Quality

Society growth depends not only on the quantity of manufactured goods and
services, but also on their efficiency. "This again adds to people's quality of life and
society's wellbeing in general. It is right to say that the philosophical basis of quality
is a human being's inherent characteristics to achieve a higher level and the need for
perfection to achieve a higher stage of development.

 Remove the Acute shortage of qualified faculty

 Remove the Low quality of education with poor quality teaching and learning

Social and cultural factors

Social and cultural factors, which are often ignored, are as significant as any of the
purely technical factors in the formulation and implementation of administration
policy. “The linkages between the policy and these factors are neither casual nor
limited to the contemporary period so the university administration clearly
demonstrates that the success or failure of university administrative reforms hinges
on the presence and absence of certain variables given below.”

 1. Strong commitment and determined leadership

 2. Appropriate political environment
 3. Supportive social environment
 4. Types of reform agents
 5. Nature of reforms
 6. Favorable bureaucratic attitude towards change

Faculty
The current size of present faculty is very small according to the general
international standard. The teacher/student ratio is very small even according to
many third world countries standards. The quality of university education at the
college has decreased because of the exiting faculty. Many present faculty members
are teaching courses which are not their own specialization. Many faculty members
in most of universities are just master degree holders with little or no practical
knowledge and higher education experiences. Teacher should be PHD holders and in
higher Education every teacher should be M.phil or PHD. The salary, financial
rewards and benefits for the faculty is very low according to the rising cost of living
in Pakistan. The higher education commission is making an effort to provide facilities
to their teachers and hiring foreign faculty for the uplift of educational standards in
Pakistan. Studies include: an examination of the present supply and future prospects
for attracting competent faculty members in sufficient number to meet
requirements in various areas; appropriate action should be taken to provide an
attractive and competitive faculty salary; reasonable teaching and research
assignments; and fringe benefits to attract top ranking educators.

Academic Freedom
The right of academic freedom must be recognized in order to enable the faculty
members, researchers, and students to carry on their roles. The freedom of
universities in making professional appointments, tenure research, salary scales, and
all academic decision. These two functions are the essence of the progress and
development of the higher education and administrative endeavors. The basic
function of a college or university is to preserve, augment, criticize, and transmit
knowledge and to foster creative capacities. These functions are performed by a
community of scholars who must be free to exercise independent judgment in the
planning and execution of their educational responsibilities.

Budgeting and Financing

Central to all the foregoing is a new concept of budgeting and financing at the
higher level. Observed the conventional system of an annual budget is probably the
most confusing and least understood. The budget of course, performs a number of
essential functions which even the most frustrated will acknowledge. The concern
here is with the budget as an instrument of academic planning which may promote
the special aims of each college and constitute a practical means by which all
university purpose may be realized ideally it must not only insure financial solvency
of the university, but should also place responsibility and commensurate authority
where it may be exercised most. Concerning other elements of the budget and the
allocations made by officers or governing boards among competing demands, the
faculty should be informed of important developments in administrative planning
including proposed capital expenditures, and the faculty should also be consulted on
major issues of policy involved in such development says Obviously any viable plan
must be designed as to capitalize as fully as may be consistent with academic
standards upon all of these, and hopefully to forestall periodic crises.

Skill and Higher Education

We should highly and equitable access and participation
Highly quality and relevance of teaching and research condition.
Strong leakage with industry.
Adequate sector governance and management.

Uniform Education system

We should be introduce uniform education system all the level from ECE to PHD
And we provided education for all students who are handclap, orphan and blind,
deaf and dam they all us join hand to develop our country.
Suggestions

1. Stress is laid on the need for improving the quality of education at every
stage so that a proper foundation can be laid for advanced study in science,
engineering, agriculture, and those other areas which are most closely allied
to the national economic development and reconstruction of the nation as a
whole.
2. To begin from the top without reforming the lower stages is against the law
of nature it is against the law of evolutionary progress. Before any
restrictions are imposed on the higher education, the earlier stages should be
improved so as to produce better students for the higher stage.
3. A critical point to be considered by educational planner is the adaptation of a
multidimensional, flexible, and dynamic education system, which serves
people according to their ability and aptitude and is responsive to their
economic, social political and cultural needs.
4. The new system of higher education should be flexible enough to offer a
variety of courses, formal and non formal, full time and part time,
correspondence and media based to fit every individual as well as the
economic needs of the country
5. Economic conditions of the people cannot be ignored in all matters in which
the question of equal opportunities to all is involved. In an atmosphere of
economic depression as it is today in Pakistan how could one expect from our
youth to be able to develop their potential qualities in desired way.
6. The test of qualities must be made reliable upon examination and more
effective; the teaching method must be made more rational and natural and
last of all, the teachers must be kept fully satisfied. It is well known, that a
foreign medium of instruction and examination is seriously hampering the
progress of education. Pakistan will have to determine its policy with regards
to this question also.
7. There is great question of availability of qualified university teachers, suitably
equipped libraries, and fully developed plants and laboratories. It is a matter
of common knowledge that our resources in all these areas are very merger.
Any unnecessary addition to the number of the universities at present would
therefore mean nothing, but more ill-fed and ill-equipped institutions with no
specially or individuality of purpose.