Equity Issue in Pakistan: A Study on Higher Education

Higher Education in Pakistan - Problems and Prospects in Post 18th Amendment

This study investigates the relationship between higher education and economic growth in Pakistan by using the annual time series data from the period of 1980–2011. The ARDL bound testing cointegration approach confirms the valid positive relationship between higher education development and economic growth in long run as well as in short run. Results of Granger causality test, Toda and Yamamoto Modified Wald causality test and variance decomposition test confirm the bidirectional causal relationship between higher education and economic growth in Pakistan. Results of rolling window estimations suggest that the contribution of higher education in economic growth is significantly increased after the formation of higher education commission of Pakistan in 2002. It is clear from our findings that higher education commission plays an important role in the development of higher education in Pakistan which leads to enhance economic growth. It is recommended that policy makers should make policies to strengthen the higher education commission to ensure continuous and rapid economic growth in Pakistan.

The paramount aim of the underlying study is to explore the efficacy of the Higher Education Commission (HEC) through evaluating the effectiveness of the key initiatives which have been taken by the HEC to flourish the higher education and research environment in Pakistan. Using exploratory analysis, the study unleashes that the higher education and research culture has improved since 2002 owing to the HEC’s effective initiatives. These include, but are not limited to, increasing the capacity of in-service teaching faculty, induction of PhD faculty in public and private sector universities, award of indigenous and foreign scholarships, and provision of research grants, all of which had a positive influence on higher education through capacity building. A commendable increase in the number of universities along with the induction of highly qualified faculty has been witnessed, specifically the induction of indigenously produced PhDs. Apart from these, the HEC has played an instrumental role in helping to improve the gender parity by 45% in education sector. Moreover, in order to trace out what problems the HEC has been facing to implement its reforms, we conducted KIIs to the HEC officials who have been remained the part of policy implementation. The KIIs discloses that the deteriorating budgetary allocation, less cooperation from public sector universities, and questioning the HEC’s autonomy are the major challenges among others to the HEC in promoting an effective and inclusive higher education in Pakistan. The KIIs suggest that the autonomy of the HEC should not be compromised, and the liaison between universities and the HEC should be increased.

The main purpose of the study is to assess and compare the fitness in terms of maximum aerobic capacity ( VO 2 max ) by cooper 12 min run among the urban female students and rural female students of West Bengal. Thirty young female students from each of the urban as well as rural sectors (age range, 16 – 21 years) of West Bengal were recruited by simple random sampling. Indirect estimation of VO 2 max was done with help of 12 min running (Cooper test) of each group of subjects. This study also try to find whether there is any correlation and coefficient between VO 2 max and age, weight, stature of the female students of urban sector and rural sector. The rural female young students do have a statistical significantly higher value of predicted maximum aerobic capacity (VO 2 max ) than the urban female young students with a probability of P <0.001. BMI is mainly known as the best predictor of VO 2 max. BMI of the both group of subjects has positive correlation [Urban (r = 0.10); rural (r = 0.39)] with predicted VO 2 max. This study conclude that the rural female students has a higher cardio respiratory fitness due to significantly high VO 2 max value in 12 min run Cooper test. The regression coefficient between VO 2 max and 12 min run distance in the present study was 1.00 incase of both urban and rural female students.

Information and communication technologies (ICTs) are drastically changing the norm in today's society, economy and culture. The acceptance and successful adoption of new technologies is as important as their introduction. This matter is particularly relevant to the current health crisis, especially for the aspect of education. The implementation of ICTs is changing the practice of learning institutions. Thus, this study aims to review academic publications on the use of technology in the education sector in Saudi Arabia. From the review of the literature, we determine six main factors influencing the successful adoption of ICTs. Using these factors, we develop a conceptual framework on the basis of the analysis and knowledge obtained from relevant literature. The proposed conceptual model helps identify the main factors that affect the successful adoption of innovative technologies in the education sector. We also provide potential research directions concerning the use of technology in the education sector in Saudi Arabia.

This chapter provides an overview of some of the core issues in English as a medium of instruction (EMI) in higher education (HE) in Pakistan. After contextualising EMI within the larger medium of instruction debate in the country, the chapter critically reviews some of the relevant findings from three major studies on attitudes towards languages in Pakistan. The chapter then evaluates the impact of EMI on academic performance by looking at current research on students’ language backgrounds, students’ English language proficiency, and research publications by Pakistani academics. The findings of this assessment suggest that the current EMI policies in HE do not enable all students in HE and might actually perpetuate the socio-class variations in the society. Next, the chapter discusses the role of language within EMI and considers what type of ‘English’ is appropriate within a HE context. Finally, the chapter looks at one project that successfully supported students’ English language and literacy skills as an example of how some of the issues discussed in this paper may be redressed. In summary, this paper critically analyses the status and use of EMI in HE in Pakistan and suggests some ways to move forward.

There is a controversy on the use of network technologies in education especially at the undergraduate university level and below. This controversy stems from the conception of NLT’s implications in the social process: on the one hand, NLTs could be used as a cool to satisfy real social needs in culture, pedagogy and education, and to advance the social process; on the other hand, use of NLTs could be socially "blind" serving nothing but "technolove", producing generations with reduced or even bad social consciousness. This paper discusses these above issues using the schema thesis-antithesis introduced by ancient Greek philosophers, aiming to raise some sensitivity against the unconditional use of technology in Education.

This study aims to identify the positive relationship between the use of technology in higher education, university empowerment, and quality care to achieve sustainability of education and thus sustainable development. Education is constantly evolving and technology has a tremendous impact on the educational process as a whole, becoming a means to achieve the goal and goal of advancing the processes of education and learning. Thus, university education today of all kinds and levels should adapt to new realities within the framework of the importance of its use of advanced technology, and participate in all efforts made by university education of all kinds and levels. In the institutions of society in human development and giving them educational practices and skills, the educational system can achieve sustainable self-education utilizing sources of learning and modern information technology by looking forward to everything new. The University is then a factor that establishes sustainability through a comprehensive philosophy and clear principles, techniques, and advanced methods to achieve balanced coherent, and integrated goals to accelerate the overall quality efforts of higher education services. This service can qualify the student and provide him with knowledge, skills, and experience during the high years of study, and prepare him in the form of a distinguished university graduate capable of achieving his goals and the goals of the labor market and the goals of the development community. These positive results of the relationship between the use of technology in education and achieving quality are closely linked to empowerment in universities. The recent trend in the development of administrative thought after the shift of attention from the model of oversight organizations and orders to the so-called organizations now. Also, the ensuing imperative of shifting from traditional hierarchical administrative construction to construction and the co-democratic style and the most open and flexible. Therefore, empowerment at the university has dimensions consistent with the quality and development of education: independence and acceptance of risk at work, participation and communication, learning and training, teamwork, and motivation. Furthermore, university empowerment ensures effective performance as well as the effectiveness of the best exploitation of human resources if combined with development and quality in higher education, to achieve sustainability requirements.

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers’ beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers’ use of technology in education. Teachers’ technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers’ use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning.

Higher education plays an important part in the betterment of educational institutes as it paves ways to enhance the skills and competencies of the staff and students. The following study aims to highlight the major hurdles in the way of financing higher education and to explore the strategies to combat such challenges. As a whole, the study focuses on better ways and strategies to enhance financing in higher education to assist economic growth and increase the literacy and employment rate along with the development of the country. The objective of the study was to carefully read all educational policies according to economic and financing challenges in higher education in Pakistan, for which a historical method of research was adopted. Findings: As a whole, by limiting the high budget priorities, the quality of education and better opportunities in the field of education can be obtained. Consequently, the study of these factors should be done efficiently and critically for the betterment and enhancement of financing in Pakistan's higher education system.

У статті з’ясовано, що позитивні зміни в освітній політиці, котрі спрямовані на підвищення рівня ефективності навчання економічним дисциплінам, пов’язані з активним використанням як традиційних, так і інноваційних педагогічних технологій. Однак, як засвідчило опитування керівників закладів освіти та відділів освіти різного рівня, сьогодні більшість установ освіти (86,7 % із 76 опитаних керівників) проявляє інтерес до сучасних педагогічних технологій, але в той же час наголошує на відсутності наукової бази, невідпрацьованості механізмів запровадження педагогічних технологій. Усе це суттєво знижує ефективність їх застосування, сприяє гальмуванню розвитку освітніх систем. Отже, проблема підготовки викладачів економічних дисциплін до використання сучасних педагогічних технологій є актуальною і своєчасною. Аналіз науково-педагогічних джерел та проведена експериментальна робота дозволяють стверджувати, що провідними умовами, які сприяють якісній підготовці викладачів економічних дисциплін до використання сучасних педагогічних технологій можна вважати: забезпечення професійно-педагогічної спрямованості викладацької діяльності (ціннісне ставлення до професійно-педагогічної діяльності, професійний інтерес, мотивація досягнення успіху) та стійкої потреби в професійному самовдосконаленні; поглиблення професійної компетентності викладачів щодо застосування педагогічних технологій на основі вивчення передового педагогічного досвіду і впровадження в навчально-виховний процес освітніх інновацій з урахуванням сучасних вимог до економічної освіти. Експериментальне дослідження підтверджує доцільність використання запропонованих умов до підготовки викладачів економічних дисциплін. Зокрема, в експериментальній групі кількість викладачів, які володіють високим рівнем готовності до використання педагогічних технологій, збільшилася на 12,8 %, у контрольній групі – на 1,3 %. Середній рівень сформованості зазначеної готовності у викладачів експериментальної групи підвищився на 3,8 %, контрольної групи – на 0,6 %. Таким чином, запропоновані педагогічні умови підготовки викладачів економічних дисциплін до використання сучасних педагогічних технологій пройшли експериментальну перевірку, яка підтвердила доцільність їх активного впровадження в практику сучасних ЗВО різного профілю.

There is relatively little research on the use of technology in contemporary teaching in our schools, therefore it is very important to explore this topic and to produce realistic results that reflect the use of technology in teaching in elementary schools in Kosovo. The topic of this research is going to be studied in terms of theory as well as in terms of practice. Regarding the theoretical aspect, various literature related to this issue will be analyzed and explored, respectively with the elementary school planning, the use of technology in teaching, curricula, laws, administrative instructions and regulations in force, whereas regarding the practical aspect, a special attention will be paid to the use of technology in contemporary teaching in Kosovo elementary schools, by analyzing the findings of the research that will be presented statistically in this study. Particular focus will be given to the use of technology in the curricular area society and environment. The research will be carried out through method, respectively qualitative methods. The teacher interviews will contain 5 questions. This research is expected to define the level of the use of technology in the curricular area society and environment in elementary schools of Kosova.

Students are the end users of the Information Systems that educators use to enhance students’ learning experiences. The use of technologies in education has altered the ways in which lecturers and students can interact and has expanded the volume of information that students can access. This study was undertaken to obtain students perspectives on the uses of technologies in higher education to assist educators in improving the pedagogical design of e-learning platforms, known as learning management systems. This chapter provides students’ perspectives on the academic use of technologies in two higher education institutions in Ireland. Analysis of the responses received from three hundred and twenty students indicates that students are of the opinion that the use of technologies in higher education can beneficially transform learning; however, technologies will never replace lecturers.

Abstract. Introduction. EMI (English as a medium of instruction) is increasing far and wide due to spread of English around the world. Internationalisation and globalisation have compelled various counties to adopt EMI. However, the adoption of EMI in the higher education in Pakistan was more a colonial legacy than a thoughtful choice. In fact, EMI has remained the medium of instruction in the higher education in Pakistan for over seventy years.Aim. The aim of the article was to examine the factors that have contributed to implementation and continuation of EMI in the higher education in Pakistan.Methodology and research methods. The work is based on the retrospective analysis of the available literature on English-medium instruction in the higher education in Pakistan using the ROAD-MAPPING framework. Qualitative text analysis method (concept-driven) was utilised to deductively analyse the data. Thematic analysis of data was conducted employing inductive approach (data-driven).Results. The analysis revealed that English played (and still plays) the roles of official language and MOI (medium of instruction) at the university level in Pakistan. It was also established that these roles remained controversial yet unbeatable due to unclear policies regarding local languages and the tacit, unflinching support EMI received from the corridors of power. In addition, it was also observed that over the years, EMI had received considerable favour from teachers, parents and students in the higher education. Conversely, the research evidence indicated that EMI posed pedagogical challenges to students and teachers which were evident in students’ struggle with academic acculturation. Moreover, it was found out that tensions between international demands and local needs have not only created a socio-economic gap but have also discouraged the development of local languages.Scientific novelty. The scientific novelty of this work presents a bigger picture of independent yet interconnected dimensions that have influenced EMI in higher education in Pakistan.Practical significance. The study draws interesting conclusions based on the analysis and discusses practical recommendations for key stakeholders. Thus, the work will be worthy of consideration by educators who are interested in studying this concept in the context of Pakistan where the literature desperately lacks any theoretically-backed substantial work in this research area.

Higher education has been witnessing major transformations and facing enormous challenges worldwide in recent years. The role of higher education in today’s world is immense, complex, and vital. A wide range of challenges and possibilities are emerging, with political, economic and social implications. This study aims to explore the perception of students and teachers regarding future perspectives of higher education in Pakistan. Questionnaire was used as research tool. Three public sector universities were included as population. The questionnaire was administered to 298 students and 94 teachers from Bahauddin Zakariya University, Multan, The Islamia University, Bahawalpur and The University of Punjab, Lahore. Mean score was calculated for overall level of agreement / disagreement for each statement. For mean score norm was 3.00.However level of agreement was different for each statement. Mcomb is also calculated of students and teachers. Genderwise, Institution-wise and faculty-wise analyses of students and teachers were also made for the comparison of level of agreement by using ChiSquare. The findings for each statement were made. On the basis of findings, the conclusions were drawn. It was found that (i)The respondents viewed that there might be emphasis on research in higher education in future and for this purpose more qualified faculty might be needed.(ii)There might be more access to higher education in Pakistan.(iii)Inter-university linkage might be essential to enrich the academic environment of universities.(iv)Quality of higher education might be brought it to international standard. On the basis of findings of study, following recommendations are made for future of higher education in Pakistan.(1)There should be more emphasis on research in higher education in future. For this purpose, special incentives for research work should be offered for the students and teachers of higher education level. (2) There should be facilities to have more access to higher education.(3)Inter university linkage and university industry linkage should be developed for better academic environment of university. Industry linkage should be developed for better academic environment of universities and better utility of higher education.(4)Higher education institutions should review the courses annually keeping in view the strengths and weaknesses in the courses