Name Fida Ullah ROLL NBR CC623909: Course: Higher Education (828) Semester: Spring, 2021

NAME FIDA ULLAH ROLL NBR CC623909
ADR;BURHAN BOOK CENTER SARAI NAURANG

Course: Higher Education (828)
Semester: Spring, 2021
Assignment No.1
Q.1 Critically examine the significant aspects of perspective plannning of higher
educaiton in Pakistan with specific reference to important developments
proposed to take place during 1997-2010.
The twentieth century witnessed a major growth in the provision of educational
opportunity 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 educated
There are many reasons to believe that increased educational opportunity and
achievement lead to social progress. The aim of this chapter is to examine how
can educatıon 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 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
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poorer parts of the word, through the Sustainable Developed Goals fostered by
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 are subject to controversies,
which we try to take into account, while emphasis 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
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standards, a demand for fertility limitation could be identified and satisfied by
appropriately designed services (Phillips et al. 2006). Fertility was reduced by
15 per cent in the programme 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 programmes can
work in Africa. What is needed now is for African leaders to understand this
and also to believe that effective fertility control programmes 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 analysed 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 analyse
specific elements such as standards, the intervention of the private sector,
social mobility and efforts to improve the employability of English youths.
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New Labour’s Education Policies from 1997 to 2010
Everyone will remember the famous New Labour slogan “Education, education,
education.” When he became Prime Minister, Gordon Brown carried this
commitment further, by splitting the education department. The remit of the
Department for Children, Schools and Families was broadened beyond its
traditional role but such institutional reform attained its limits in June 2009,
when the Department for Innovation, Universities and Skills was merged into a
bigger department under Lord Mandelson who became Secretary of State for
Business, Innovation and Skills.
From 2007 on, education policies were characterised by continuity with New
Labour tenets, particularly on issues like parental choice in an education
market. This also implied diversification in education providers with the
creation of new schools (e.g. specialist schools, Academies) and the growing
intervention of the private sector. Also central in Labour education policies,
from 1997 to 2010, were interventionism in the name of excellence and
focusing on the rights and responsibilities of education protagonists such as
teachers, parents and graduates. Testing was one of the cornerstones of
reforms implemented since the 1980s but one significant change occurred in
2008. After Educational Testing Service Europe in charge of test marking
caused a “fiasco”, Children’s Secretary Ed Balls announced the end of testing at
14. The Guardian described such a decision as “historic”1,but its impact must
not be overstated as the government rejected calls for a global assessment of
testing in education and the very idea of dropping tests altogether.
Education Funding
Before dealing with some New Labour policies in greater detail, we wish to turn
to their sinews, that is funding. Although the 1997 manifesto promised to
“increase the share of national income spent on education,” prudence was
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rather the norm in the early years as spending remained within the limits set by
the Conservatives in the last years before 19972. From 2001 on however,
education budgets rose markedly with their proportion of GDP going from 4.9%
in 1997/98 to 5.5% in 2003/043 and 5.9% in 2006, slightly below the OECD
average4.
Because of the current recession, such a trend could not go on unchecked. In
September 2009, Gordon Brown pledged education spending would not be cut
until 2011, but Children’s Secretary Ed Balls announced that efficiency savings
worth £2 billion should be defined by then5.
Standards
One of the key policies was the constant focus on standards with test and exam
results as expressed in league tables. Ofsted is also part and parcel of such a
policy with its assessment of teaching standards. The Standards Task Force
and Standards and Effectiveness Unit were set up in 1997 and a website wholly
dedicated to standards shows how central this issue has remained6. This has
meant an avalanche of targets and some more were in fact added to the Public
Service Agreements (PSAs) released in October 2007, for example
“narrow[ing] the gap in educational achievement between children from
disadvantaged backgrounds and their peers” by 20117.
Private Sector Intervention
At first, New Labour was rhetorically cautious regarding the intervention of the
private sector in education, but in June 2001 Education Secretary Estelle Morris
asserted there were “‘no ideological bars’ to any solutions that could help
schools.” Such a stance was reiterated by Gordon Brown in December 2007:
“The role of the private sector in this area is expanding and [...] will be a lot
bigger in the next few years than it is now. In September 2008, Children’s
Secretary Ed Balls urged community groups to create co-operative schools. We
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will however deal only with private companies in education as the voluntary
sector is not yet a key player in this field. Private firms manage Local
Authorities and schools which were considered to be failing. Their investment
into schools created under New Labour governments has also given them some
say in managing academies, specialist and trust schools, as they are free from
Local Authority control. Special offers were advertised to attract private
sponsors, like in September 2009, when it was decided they would no longer
have to pay £2 million in advance, but rather establish their will and capacity to
manage an Academy. Private companies have also been in charge of
educational services like marking Standard Assessment Tests (SATs) and
exams. Some have been given the right to award higher education degrees like
BPP College in September 2007, or to offer work experience which could be
part of A-levels or vocational diplomas12. Private firms have also been active
in the development of vocational diplomas. Finally, the Private Finance Initiative
(PFI) which was inaugurated in the early 1990s experienced dramatic growth
with New Labour which based its school-building programme (Building Schools
for the Future) largely on PFI.
Q.2 What is meant by philosophy of higher educaiton. Explain the philosophy of
higher education with reference tto Pakistan.
Education is the soul of an individual and a nation; it is the beacon which allows
the nations to find the way to the future. Philosophy of education deals with the
problems of our education system through a multi disciplinary approach
concerned with its concepts, aims, methods and results.
Our Education System is a legacy of our colonial masters. We have failed to
update it with respect to the changing times. What education we are giving to
our own children today, is an antithesis of the Plato’s Education Philosophy
of Idealism described in his vision of an ideal Republic; which advocates about
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an individual who is subservient to a just society. Should the child be raised by
the state as advocated by Plato(away from parents)? This question has been
answered differently by Utopian scholars, ideologies and civilizations.
Irrespective of the way the child is brought up in various civilizations, the aim
of education is to create the social change; produce citizens for the civil society
and provide opportunity to all social classes for the growth of individuals and
communities. Pakistan is a Republic but the aim of education is not clear.
Ironically, developing a national aim of education is not the agenda of our law
makers; not even the reform oriented political parties have declared any
concrete policy on education. The surveys of schools conducted in rural Sind
and Punjab in 1990s revealed that 60 percent of our schools in our rural areas
are not functioning. The people who can write their names are only 52 percent
in Pakistan, the unofficial literacy level is much lower. If we have a national
debate on the question does nature or nurture is responsible for our
underdevelopment? the majority will favor the concept
of Fatalism(a philosophical doctrine emphasizing the subjugation of all events
or actions to fate). Under these circumstances we cannot discuss the
Philosophy of Kant or Hegel in Pakistan. It is no surprise that Pakistan became
the breeding ground of fanatic religious ideologies supported by brotherly
countries since 1979.
Islam is one of the majestic religions of the world which emphasized on her
followers to get educated; Islam declared knowledge as light and its absence as
darkness. The Holy Book Al-Quran is a living miracle of our beloved Prophet
Rehmat-ul-Alameen Muhammad(Peace be Upon him). Quran is a treasure of
knowledge and guidance for the people till the day of judgment. It completed
the religion of Allah initially delivered piecemeal by the Prophets in different
times and places. Our Holy Prophet (PBUH) created a welfare state/civil
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society in Madina for 12 years. Sociologists believe that women’s rights are the
key to the civilization of change and progress. He(PBUH) gave the rights of
emancipation (the right to marry, get education, adopt a career, get inheritance
and choose divorce at will) to women in the 7 th century, which were given to
European women after 1850s. The international scholars acclaim him as the
greatest leader of mankind who brought an unimaginable social change in the
world’s most uneducated and uncivilized society of the world-Arabia in the
7th century. The Muslims emerged as a world power from the 7 th to the
17th Century A.D. However, the Islamic Republic of Pakistan is ranked just
above the Least Developed Countries(LDCs) in the Human Development Index
of the world. It is ironic that Islam provided all the recipes of national
development, nevertheless we are moving on the way of darkness; we are
infected with all the social evils for which different communities were punished
by Allah for disobedience as narrated the Quran. I have yet to see any
demonstration by religious parties in Pakistan on our illiteracy or lack of
intellectualism. Our Holy Prophet(PBUH), his Ahl-e-Bait and his sincere
companions gave us the gift of knowledge to change, why are we following the
path of darkness? If utilitarianism can be achieved by other civilizations of the
world, than why not the people of Pakistan get a scholastic solution to their
problems.
I listened to different TV anchors who in their talk-shows emphasize the
formation of National Policies on Economics, Defense, Foreign Policy etc. No
doubt they are important but education is the key for development. According
to UNDP, investment on education provides a long term profit @16 per cent.
Low literacy rates are one of the reasons of poor economic growth in India
despite having democracy for 65 years. Contrary, huge investment on human
development and technical education by autocratic China produced one of the
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strongest sustainable growth in human history. The economic growth of brother
Islamic Republics/countries of Iran, Turkey, Egypt, Malaysia and Indonesia is
correlated with their accomplishments in education. Why are we afraid of
knowledge and development of our people? Literate and educated Pakistan has
a higher probability to defeat the non democratic forces than the existing web
of poverty, deprivation and darkness. John Dewey(1859-1952) believed in the
strong relationship of education with democracy. Dewey was an important early
developer of the philosophy of Pragmatism(philosophical tradition centered on
the linking of practice and theory) and one of the founders of Functional
Psychology(general psychological philosophy that considers mental life and
behavior in terms of active adaptation to the person’s environment). He was a
major representative of progressive education and liberalism.
From the perceptive of parents, education should augment their family income
and social standing in the society. The structure of our education provides 14
years of education to a child with no guarantee of employment. As Pakistan is
passing through its worst economic growth under a democratic government, our
education should focus on technical education and entrepreneurship trainings to
our students. The lack of economic independence of our male graduates
reduces matrimony, sustainable marriages and other social evils in our society.
Informal education with NGO’s support is possible.
Weak relationship of Primary/Secondary education with the Higher education
reduces its linkage with national economic growth as experienced in Sri Lanka.
Higher education got a fillip in Pakistan from 2000 to 2007, under a military
rule. Higher Education Commission created by Mr Atta-ur-Rehamn and his
team gave us hope that Pakistan has a futuristic vision; the weaknesses in the
national economic and human development had a ray of hope that the young
generation is moving in the right direction. The students were selected on merit
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for foreign scholarships in the technologies of future. The local universities
were expanding and improving to accommodate the young scholars returning
back from their studies. But the discontinuation of these great initiatives by the
People’s Government in the last 5 years has increased the fears of failures of
state. It has amplified despair in the society.
Q.3 Justify the role of various organizations in development of Higher Education
in Pakistan.
To answer these questions we should now discuss the principles of curriculum
development.
(a) Suitability to the age and mental level of the children
1. What is to be given to the children in the form of learning experiences at a
particular age and grade level should suit their age and mental
development
2. The capacity for understanding, how children grow with age. The content
of the study in any subject should be formed to suit their mental ability.
(b) According to the specific interests of students
1. Children will be able to learn better in fields where they have special
tastes and inclination of the mind.
2. It is also found that at different stages of age groups, children have
different interest patterns.
3. Interests of children also change according to circumstances and
situations.
4. Therefore learning experiences should be designed to suit the interests
and tastes of the age group of students.
(c) The curriculum should be environmentally centered
1. The content of the learning experiences for children should be linked with
the needs of the environment in which they live.
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2. For example, children from rural areas can understand and grasp easily
the information which is directly concerned with their experiences in their
own rural environment.
3. The same thing applies to children in the various environment like urban
areas, hilly areas etc.
(d) The principle of the comprehensive curriculum
1. The curriculum must have necessary details. List of topics to be covered
does not solve the purpose.
2. Both teachers and students should know clearly what is expected of them,
what is the beginning and what is the end of the topic for the particular
class.
3. Material, aids, activities, life situations etc. should be listed in the
curriculum.
(e) Principle of co-relation
1. The curriculum should be such that all the subjects are correlated with
each other.
2. While designing the curriculum, it must be kept in mind that the subject
matter of various subjects has some relation to each other so that they
help the child eventually.
(f) The principle of practical work
1. Children are very active by nature.
2. They like new things and can learn more by doing or by activity method.
3. Therefore curriculum should be designed in such a way that it provides
maximum opportunity to the child for practical work with the help of
concrete things.
(g) Principle of flexibility
1. Instead of being rigid curriculum should show the sign of flexibility.
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2. The organization of the curriculum should be on the basis of individual
differences as every child is different from the other.
3. Apart from this conditions of society go on changing, therefore, the
curriculum must be flexible enough to address the needs as aspirations of
the society.
(h) Principle of forward-looking
 This principle asks for the inclusion of those topics, content and learning
experiences that may prove helpful to the students in leading their future
life in a proper way.
(i) The principle of consultation with teachers
1. Teachers play a key role in the implementation of the school curriculum of
any grade or stage.
2. It is therefore quite essential to seek the proper involvement of the
teachers in the construction and development of school curriculum.
(j) The principle of joint venture
1. It is necessarily a joint venture where various experts are involved like
educational psychologists, educational technologists, curriculum
specialists, evaluation specialists, teachers, subject matter experts etc.
(k) The principle of availability of time and other resources
Curriculum is the means to realize the outcomes of the educational objectives
of the school. Implementation of curriculum is equally important as curriculum
construction. While developing curriculum experts should also keep its
implementation in mind. They should be aware of the conditions of the schools
and possible availability of time and resources available.
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
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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 Examination system. Integration of
primary and middle level education in to elementary education (I-VIII).
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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
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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
PhD programs shall be launched in collaboration with reputed foreign
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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
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(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
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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. The total
expenditure of the government on education will be raised from its present
level of 2.2% to 4% of GNP by the year 2002-03 (p.132).
Analysis
If you will go through the Education policy of Pakistan from 1998 to 2010 you
would have to know that the policy is just consist on 15 points. And whole
theme of policy move around these 15 points. So in the very first Aim and
objective point we may find there that “Education and Training should enable
the citizens of Pakistan to lead their lives according to the teaching of Islam as
laid down in the quran and sunnah and to Educate, to train them as a true
plasticizing Muslims .These lines are not a new lines lined by the policy
makers, we continuously keep on reading all these stuff for previous 60 years
from the Mouth of government and policy makers. And again the policy proved
that it has been unsuccessful what are the reasons? And what is the logic
behind it? We don’t have an enough time and space to discuss here the answer
may be asked to educators.
As clearly the clash between the deeni madersah students and modern school
and institutions students is going on and fight is being on in fata, and tribal
Agencies, and again the battle among the Mr. and Mullah is being fought due to
un-unified, non-logic, non centralized policy. gap and gulf between these both
educational systems is clear to every body.
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Now we turn our selves to the 2nd point where our policy makers shown there
dream to achieve the 70% literacy rate from 39% till 70%.and it clearly seems
us impossible ,even though the project such as in province Punjab like “parha
likha” Punjab didn’t reach to the zenith .Basically they need
sincerity,professionalism,and hard working .in the statement of policy makers
where they displayed their concern over education through the policy that till
2010 disparities in basic education that will be reduce to half by year 2010.
Policy makers in their 3rd stage relate it to the elementary education, and here
they explained that they till the 2002-3. 90% of the age of 5-9 will be enrolled
in elementary education .they will also revise the curriculum and stress will be
given to teachers training, and improvement in the management and supervision
system will be made, and same formula will be apply to the existing
examination and Examination system.
Secondary stage:
After the elementary stage we have now the secondary education, the unique
stuff in the secondary stage is that, it insisted that there shall be one model
school that will be setup in the district level and the participation level rate will
be increased from 31 % to 48% by 2002-03.one sharp feature of this stage is
about the Technical Education that will will be made to the part of secondary
education and curricula will be updated for particular task. Multiple text books
will be introduced at secondary school level. One of the novel things in the
policy is about training of secondary teachers through workshops and
refreshment cources.Both the formal and non means shall be used to provide
increased opportunities of in-service training to the working teachers. The
commission also gave importance to the technical and vocational education in
country for producing trained manpower. But we see that the Government has
been unsuccessful while chasing target. Reasons are several and they cant be
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throughly explained. Basic the commission failed to recognized that where
world is going on? and on what lines the Asian tigers working? ,as usual ,few
discipline in science and technologies were given importance.
Telecommunication progress mean the advancement in service sector of
telecom . No technology related to matter has been transferred to Pakistan and
no assistance to universities provided as compare to china, India and
Malaysia ,where not only micro processors and hardwares are being assembled
but also technologies has been also provided to these particular countries. Even
though the most progressive technical industry of Pakistan that is Automobiles
have not been provided fully assistance and technology to local market. The
main CEO is pertaining to manufacturing country. No collaboration to any
technical and engineering university has been made. Increasing fuel prices and
high rise car price stresses the manufacture to manufacture the nano car for
common man as have been done in India by Tata group. Where local
universities and foreign collaboration made it happen. I think our policy makers
are not technical they just makes policy for groups and classes and for their
own sake.
Q.4 Compare the current status of higher education in Pakistan and Japan. What
are the mimplications of Japanese System of Higher Education for Pakistan?
Like other developed countries, the basic requirement to be eligible to enter
higher education in Japan is 12 years of education. Students from countries that
do not yet have a 12-year education system can attend one of the accredited
languages schools which offer pre-college courses. Broadly speaking, there are
three types of higher education institutions in Japan.
1. Senmon-gakko (specialist schools)
2. Short-term universities
3. Universities
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Senmon-Gakko
Senmon-gakko are specialist schools that offer 2-year courses. The courses
are typically vocational (hairdressing, fashion, caring, etc.); although there are
schools that offer more generalist courses such as “business”. Senmon-gakko
are much easier to enter than universities, and many accept students on the
basis of submission materials alone (no interviews or entrance examinations).
Some are also willing to consider students who have no graduated from high-
school and so would not be eligible to enter universities, which are far more
strict when it comes to entry requirements. There are over 3,000 schools in
Japan (around 350 in Tokyo) and over 90% of these are private institutions.
Tuition fees vary depending on course, but they the cheapest of all the higher
education options in Japan at around ¥3 million ($28,430) on average. This is
largely because they are 2-year courses versus 4-years for university, but
also the nature of the courses and the lack of facilities that you might find in
the larger campuses of universities helps keep costs down.
Short-term Universities
Short-term universities are similar to specialist schools (2-year courses) but
less vocationally focused (like universities, students will be required to study
other subjects outside of their chosen one). There are around 400 short-term
universities in Japan and in terms of cost they are slightly more expensive
(around 20%) than senmon-gakko.
Universities
Most students entering higher education will opt to go to university. As you
might expect, for entry to the major corporations and international companies a
degree from a respected institution is a must. There are around 800
universities in Japan, and they can be further broken down into three types:
21
National
National universities as their name suggests—are supported by the state and
ultimately paid for by the tax payer. They tend to be bigger institutions with a
large budget. There are around 90 national universities in Japan—the University
of Tokyo and the University of Kyoto being the two most famous. Being state-
funded they are the cheapest in terms of tuition fees which total approximately
¥5 million ($47,384) over the course of the 4 year study period.
Public
Public universities are run by the prefecture in which the university resides and
funded by taxes from the citizens in that prefecture (in Japan taxes are paid to
cities and governments like council tax in the U.K. or state tax in the U.S.).
They tend to be smaller institutions compared to national universities, but the
key difference is that students who live in that prefecture pay less school fees
than those that don’t. There are about 100 public universities in Japan. Tuition
fees levels are similar to national universities.
Private
Private universities do not receive state funding and are therefore
more expensive than both national universities and public universities. They
tend to have better facilities and each have their unique characteristics. There
are around 600 private universities in Japan and they account for over 75% of
student numbers. Keio University, Waseda University, and Sophia University
are three of the most famous. Private universities are the most expensive of
the three costing on average ¥7 million ($66,337) for humanities and ¥8 million
($75,814) for science courses..
There is a need for implementation of national education policy and vision 2030
education goals. An analysis of education policy suggests that at the policy
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level there are several admirable ideas, but practically there are some
shortcomings also.
It may not be possible for the government at the moment to implement uniform
education system in the country, but a uniform curriculum can be introduced in
educational institutes of the country. This will provide equal opportunity to the
students of rural areas to compete with students of urban areas in the job
market.
Since majority of Pakistani population resides in rural areas and the access to
education is a major problem for them, it seems feasible that a balanced
approach for formal and informal education be adopted. Government as well as
non-government sector should work together to promote education in rural
areas.
The government should take measures to get school buildings vacated which
are occupied by feudal lords of Sindh, Balochistan and Punjab. Efforts should be
made to ensure that proper education is provided in those schools.
The federal government is paying attention to the vocational and technical
training, but it is important to make the already existing vocational and
technical training centres more efficient so that skilled youth could be
produced.
Since education is a provincial subject, the provincial education secretariats
need to be strengthened. Special policy planning units should be established in
provinces’ education departments for implementation of educational policies and
formulation of new policies whenever needed. The provincial education
departments need to work out financial resources required for realising the
compliance of Article 25-A.
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Federal Government should play a supportive role vis-à-vis the provinces for
the early compliance of the constitutional obligation laid down in Article 25-A.
Special grants can be provided to the provinces where the literacy rate is low.
Pakistan is not the only country which is facing challenges regarding promotion
of literacy and meeting EFA and MDGs commitments. Education remains a
subject which is paid least attention in the whole South Asian region. UNDP
report 2014 suggests that there has been an improvement in other elements of
human development such as life expectancy, per capita income and human
development index value (in past 3 years); but there has been no progress in
the number of schooling years. The expected average for years of schooling in
2010 was 10.6 years but the actual average of schooling remained 4.7 for all
South Asian countries. In the year 2013 the expected average of number of
years increased to 11.2 but the actual average of years of schooling of South
Asian countries remained 4.7. Regional cooperation mechanism can also be
developed to promote literacy in South Asian region. Sharing success stories,
making country-specific modifications and their implementation can generate
positive results.
Q.5 Identify the important functions of university. Give examples related to
each function from your own context.
In my career as an educator, social scientist and university president, I have
worked primarily as an organizational designer and architect. And in doing so, I
have been fortunate to have the opportunity to study how universities and
other organizations are structured, how decisions related to their design can
shape their visions and accomplishments, and how organizations can work
together as partners to achieve more than they could alone. It is my belief that,
as the pace and complexity of our global society increases exponentially, there
is an urgent need to realign the design and infrastructure of education with the
24
needs of the people our educational systems are intended to serve. While
universities have long been vital and powerful drivers of global innovation and
economic development, they must now be willing to break free from outmoded
paradigms if they hope to continue achieving meaningful progress.
With this motivation in mind, Arizona State University (ASU) has spent more
than a decade evolving a new model for 21st century higher education. Known
as the New American University, it is dedicated to the simultaneous
achievement of excellence and access, an endeavor long thought impossible by
academic leaders. Based upon that design and my experience over the past
eleven years, I offer the following observations and examples as a means of
facilitating discussion about the role of universities in our global development
community as well as the imperative to foster innovation in all of our global
institutions:
1. Universities are unique kinds of global institutions. Universities are
institutions intended to be durable and enduring. When wisely designed,
governed and financed, they are unique entities in our American democracy and
in our global society. Universities are neutral conveners, assemblers of talent,
and unmatched idea factories where the passion, creativity, and idealism of
great minds, young and old alike, can be applied to problem-solving and
advancing our societal and economic well-being.
2. Universities must adapt and innovate. Contemporary universities have a
responsibility to transcend traditional disciplinary limitations in pursuit of
intellectual fusion, and develop a culture of academic enterprise and knowledge
entrepreneurship. They must also be prepared to begin delivering higher
education at scale – in a manner that bestows status upon universities based
upon the outcomes they achieve and their breadth of impact rather than the
exclusivity and quality of their incoming freshman class.
25
3. Universities must embrace their cultural, socioeconomic and physical
setting. It is imperative that universities be socially embedded, thereby
fostering development through direct engagement. Universities must work
creatively and be willing to take risks to become even greater forces of
societal transformation.
4. Universities must focus on the individual. Universities need to foster
student success by becoming student-centric – rather than faculty-
centric. Successful universities will be those capable of being nimble,
anticipatory, imaginative and reactive. They must provide unique environments
that prepare students to be “master thinkers” able to grasp a wide array of
skills and comprise the most adaptable workforce the world has ever known.
5. Universities must become effective partners for global development. Only
through the proliferation of networks between like-minded alliances can
transformation occur at the scale that is immediately needed in order to
advance our present global knowledge economy. Our communities must open
their eyes to this imminent future and transform their thinking to see
universities, not as self-indulgent “people factories,” but as valuable idea
generators with vast influence and the potential to manifest technologies and
concepts that can change lives the world over. Change is not easy. Modification
and growth in large, complex institutions that are part of an increasingly global
system of commerce, trade and interchange can be particularly challenging. But
innovation and adaptation are needed now more than ever before in our
international higher education infrastructure and in our global development
institutions. We must work together to build what we need, not simply replicate
what has existed before, and I welcome your ideas and feedback on the role of
universities in advancing global development.
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Name Fida Ullah ROLL NBR CC623909: Course: Higher Education (828) Semester: Spring, 2021

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Name Fida Ullah ROLL NBR CC623909: Course: Higher Education (828) Semester: Spring, 2021

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