Student Name: Sabiha Gull

Father Name: Bahawal Sher

Roll No: 0000057854

Code No: 8625

Course Title: Higher Education

Assignment No: 01

Assignment No.1

QUESTION NO.1:

Socio-economic development of e country depends upon

higher education. Comment on the statement and provide
relevant examples to support your views.

Answer

1) Create a Quality Workforce

The modern workplace is in a constant state of evolution. Even within the last decade, job
roles and the skills required to succeed in them have changed enormously, with technological
advancements being a key factor. Personnel need to regularly evaluate their work-related skills
and take opportunities for continued learning, which should be supported by their employers.
The higher education sector is pivotal in delivering training to people at all stages of their
careers, from students and recent graduates to senior managers. Accreditation at every level
gives assurance to employers and allows employees to have concrete evidence of their career
development. This, in turn, reduces staff turnover and improves job satisfaction leading to higher
morale in the workplace. Plus, skills training have an immensely positive impact on the wider
economy. A well-trained, highly-skilled workforce is better prepared for the challenges and
opportunities of the modern workplace.
Staff with the right expertise work more efficiently and confidently than those struggling to keep
up with the changing demands of their roles.Ultimately, a skilled workforce increases
productivity, boosts output, and propels growth in the wider economy. This outcome depends on
high-quality and accessible continued training for the workplace. It’s an exciting new market for
the higher education sector to move into, and one that has limitless potential for growth.
Universities and other institutions already promote lifelong learning; driving excellence in

professional education is just a natural progression.

2) Drive Innovation

A key role of higher education institutions is to drive innovation, with the aim of finding
solutions to global challenges in areas that matter to society, such as healthcare, environmental
protection, resource security, international development, and population trends. Many of the
greatest advances of recent years, including augmented reality, self-driving cars, combination
therapies for HIV and cloud computing, were all born from research that took place at
universities. Innovations certainly have high economic value, but they also enrich our health,
work and impact us socially.
The wider economy benefits from university research and innovation as it drives investment
both locally and globally, promote exports, and make the economy more balanced. An
environment that promotes research also allows students to learn transferable skills that will help
them succeed in the workplace, further strengthening the knowledge-based economy. Research
also directly impacts the wealth of an economy.
For example, British universities contribute £95 billion to the country’s economy, Australian
universities generate $25 billion, and Canadian universities create $55 billion. In the United
States, technological advancements developed in universities and colleges have contributed $591
billion to the national GDP between 1996 and 2015 alone.

3) Increase Employability:

Applicants are faced with a highly-competitive job market, in which their qualifications
might not be enough to secure the kind of work they desire. As the economy moves further
toward competency-based recruitment, with its focus on skills and experience over pure
academics, graduates and established professionals must be armed with the tools they need to
find and succeed at work.

Higher education institutions are critically important here. Universities should be proactive in
arranging opportunities for current students to develop industrial expertise through work
experience and internships. In addition, technological and workplace skills training should be
taught adjacent to an academic curriculum.
Further, it can be beneficial to offer mentoring opportunities to help prepare expectant graduates
for a competitive job market. Knowledge really is power, but it’s not just about formal academic
qualifications. Broad employability skills help
graduates give employers precisely what they need: technologically-minded workers who are
flexible, organized, and resourceful. In addition, universities are ideally-placed to offer
employability training to people looking to change careers or apply for new roles, who need an
update to their existing skills. Advanced courses for experienced professionals also represent an
exciting intersection for higher education and industry.

4) Up skill Existing Workforces

As digitization changes the landscape for working professionals, higher education can provide
them with the opportunity to enhance their existing knowledge and learn new skills. For
employers, this has a positive impact on productivity, output, and staff morale. It also helps
companies to drive efficiency and thus profitability.
Offering professional development opportunities to employees also allows companies to
identify potential leaders for the future. Staff who are receptive to continuing education and
express an interest in courses that fit into their long-term career plan are the ones to watch. For
businesses, this can provide assurance that future leaders are well-trained and fully-equipped to
drive continued success.

5) Boost Graduate Earning Power:

Graduates with the right knowledge and skills have the ability to demand higher salaries, as they
are equipped to make significant contributions to the revenue and growth of the companies they
work for. Higher education institutions are crucial here. As mentioned above, universities have a
responsibility not only to provide academic instruction, but also to offer opportunities to learn
skills for the workplace, gain industry experience, and benefit from mentoring. All graduates will
be rightly proud of their academic achievements, but those who have used their time at university
to prepare for life in the workplace will have a better chance of success in the highly-competitive
job market and be in a stronger position to command higher pay or jump into their careers at a
higher pay bracket.

Don’t forget that as part of the application process, prospective students and their parents look at
metrics such as university league tables and future employment prospects when making
decisions. Offering employability skills training helps universities attract diligent, forward-
thinking students. In turn, these institutions will produce graduates that are ready to embark upon
successful career . This feeds back into the rankings and employment prospects
lists, strengthening the reputation of universities as both centers of innovation and places where
the future of the economy is made.

6) Collaborate Between Education and Business

In the last decade, there has been substantial growth in the number of research deals
between companies and universities. Businesses, which have been reducing their spending on
early-stage research for more than 30 years, have increasingly turned to universities to perform
that role, as they provide access to the best scientific and engineering minds in specialized areas.
Meanwhile, reduced government support of academic research has made universities more
receptive to private investment and industrial collaboration.

There are also substantial benefits for wider society, thanks to advances in life sciences,
communications, engineering, and more. In short, this kind of partnership has the potential to
benefit all sides enormously. Universities and companies both favor long-term collaboration
over one-off contracts. A transactional model, whereby a lengthy period of negotiation prefaces
each research project, is not desirable for either side. Instead, continuous connections are
preferred, allowing ongoing early-stage research which can rapidly be transformed into
commercially-viable products that contribute to economic growth. It’s helpful for universities
and their collaborative partners in industry to be geographically close in order to create research
hubs that attract the best academics and continued industrial investment.

A crowning example of this concept is the relationship between Stanford University and Silicon
Valley. Several of the most high-profile tech companies have their headquarters in the area,
including Apple, Alphabet (the parent company of Google), Facebook, Twitter, Cisco, AMD,
and Intel. This collaborative space has produced many of the most exciting technological
innovations of recent times and provides an excellent precedent for alliances elsewhere.

7) Feed into a Knowledge-Based Economy:

A knowledge-based economy is characterized by dependence on a highly-skilled, well-educated,

and technically-minded workforce. It makes use of advancements in technology alongside
intellectual capital to move away from material consumption and aim toward an economy built
on knowledge and data. The higher education sector is a natural partner to the knowledge-based
economy. As the source of advanced learning and new information from research, universities
help train the workforce of tomorrow while supporting the innovations of today. Knowledge
creation has been identified by economists as a key driver of economic growth. This is largely
due to greater efficiency in various forms. Highly-skilled staff requires less supervision, are
more productive, and add greater value.

Automation, one of the key features of the knowledge-based economy, removes the burden of
some repetitive tasks, allowing staff to focus on the aspects of their work that requires their
specialist skills the most. Automated processes also make manual tasks less labor-intensive,
allowing businesses to expand their capacity without substantially larger staff costs. The higher
education sector can support all aspects of continuing education and take advantage of existing
relationships, such as research agreements, to bring universities and businesses closer together.

QUESTION NO.2:

Compare different modes applicable to the

universities? Which mode do you think is the most
appropriate in Pakistan and why?

Answer
Higher education institutions are classified according to whether they organise university or non-
university provision. Those providing non-university education are further subdivided into
centers which offer advanced vocational training cycles and specialised education institutions.

University education
University education is provided by universities, which may be public or private.

Public universities are created and private universities are recognized through one of these two
options:

 an Act passed by the Legislative Assembly of the Autonomous Community where

the institution will be located, or
 an Act approved by the Spanish Parliament, at the proposal of the Government, in
accordance with the Government Council of the relevant Autonomous
Community.
A prior report from the General Assembly for University Policy is required in this process. To
prepare this report, which will issue a favorable or unfavorable statement towards the creation or
recognition of universities, compliance with the following basic requirements, established
in Royal Decree 420/2015, of 29 May, is taken into account:

 Official degrees offered: at least a total of eight official Bachelor and Master’s
degrees. This provision must be coherent within each branch of knowledge and as a
whole. In order to prove that they meet this requirement, universities must submit a
development plan of the degrees they offer for each branch of knowledge
 an appropriate research plan: to prove this requirement, universities must submit a multi
annual programme of their research activity in the scientific areas that are related to the
official degrees they are to provide
 a sufficient number of suitably qualified teaching and research staff:

1. The total number of members of the teaching and research staff (on a full-time basis or the
equivalent on a part-time basis) cannot be less than the one that results from applying 1/25
in relation to the total number of students enrolled in official university studies. The ratio
can range from 1/50 to 1/100 in the case of distance education
2. the teaching and research staff must be composed of at least:
o a 50% of Doctors in the case of studies leading to the award of a Bachelor degree
o a 70% of Doctors in the case of studies leading to the award of a Master’s degree
o a 100% of Doctors in the case of studies leading to the award of a PhD
o at least 60% of the total number of teachers must perform their duties on a full-time
basis.

 adequate facilities, means and resources for the performance of their functions: teaching
and research spaces, Resource Centre for Learning and Research (CRAI) and computer
equipment
 an adequate organisation and structure: this must be reflected in the Statutes (in the
case of public universities) or in the Organisational and Operational Rules (in private
universities)
 ensure the provision of the service, as well as the continuation of their activities
  ensure that the Statutes, legal regime and Organisational and Operational Rules comply
with both the law and the legal order.

The initiation of the activities of universities must be authorised by the relevant body of the
Autonomous Community, after verification of compliance with the requirements for their
creation or recognition. In addition, universities must apply for the institutional accreditation of
their centers from the National Agency for Quality Assessment and Accreditation (ANECA)
or, where appropriate, the body for external evaluation of the Autonomous Community.

Public universities
They are integrated by University Schools, Faculties, Departments, and University Institutes for
Research, Doctoral Colleges and by other schools or structures necessary for the development of
their functions.

 University Schools and Faculties

They are the institutions responsible for the organisation of their studies and in charge of the
academic, administrative and management processes that lead to the conferment of the different
university degrees.

Their creation, modification and withdrawal, as well as the implementation and withdrawal of
studies leading to the award of an official university degree and which is valid nationwide is
agreed by the Autonomous Community to which the university belongs either through the
Autonomous Community's initiative with the agreement of the Government Council of the
university, or through the university's own initiative through a proposal of the Government
Council. In both cases a previous favorable report by the Social Council is required.

 Departments

They are teaching and research units in charge of:

 coordinating studies of one or more fields of knowledge in one or more university

centres, according to the teaching programme of the university
 supporting teaching and research activities and initiatives of the teaching staff
  performing all other duties determind by their statutes.

The establishment, modification and withdrawal of departments correspond to the university,

according to their statutes.

 University research institutes

Their activity focuses mainly on technical and scientific research and on artistic creation.
These centres are also entitled to offer and implement PhD studies and programmes and
postgraduate studies.

They can be created by one or more universities, or jointly with other public or private
organisations by means of collaboration agreements or other means of cooperation.

Furthermore, universities can create joint research institutes, in cooperation with other public
research bodies, with the National Health Service and with public or private non-profit research
centres.

 Integrated higher education areas

Their creation is promoted by universities and public authorities.

They develop new channels of collaboration between the production sector, universities,
vocational training institutions and other dependent bodies, so as to encourage business and
scientific innovation.

They constitute the university campus which incorporates vocational training centres offering
higher vocational training, whose professional families are related to the areas of specialization
of the campus.

 Doctoral colleges

Their main objective is to organize PhD programmes into one or more interdisciplinary
knowledge branches. They may also include official science-oriented Master programmes, as
well as many other types of training activities in the area of research.
These colleges may be created by one or more universities, with the possible participation of
other bodies, centres, institutions or national and international entities which carry out R&D&i
activities.

 Public or private associated centres

They provide official studies.

The association is established by means of an agreement that has to be approved by the

Autonomous Community: if the association is to a public university, it is done at the proposal of
the Governing Council of the university, subject to a favourable report from its Social Council; if
the association is to a private university, it is done at the proposal of the university. They must be
established within the territorial scope of the relevant Autonomous Community or count with the
approval of the Autonomous Community where they are located. They must comply with the
rules of the State and the Autonomous Communities, the joining agreement and their own
organisational and operational rules.

Private universities and university institutions

They can be created by any individual or legal entity, provided that they respect the
constitutional principles and abide by the State regulations and those of the Autonomous
Communities. University private centres must be integrated into a private university as centres
belonging to such university or they must be ascribed to a public or private university.

Private universities elaborate and approve their own organisation and functioning regulations,
which must respect and guarantee, through a broad participation of the university community,
the academic freedom manifested in the academic, research and study freedom. In order to
guarantee the quality of universities and university centres, a series of requirements are
established, which both existing universities and newly created ones must comply with. Besides,
the Autonomous Communities establish their own specific requirements within their territory.
More information on Royal Decree 420/2015, of 29 May and on Organisation of private
education. Both public and private universities, together with university institutions, must be
registered in the Register of Universities, Centres and Qualifications, which is actually a
responsibility of the Ministry of Universities.
For the academic year 2019-20, data show that the Spanish university system comprises 83
universities:

 50 public universities: 47 offering on-site teaching and 1 distance teaching. In addition,

there are 2 public universities with a special status that only provide specialised
postgraduate programmes (Master’s and PhD)
 33 private universities: 28 on-site teaching and 5 distance teaching.

Source: Statistics from the Ministry of Education and Vocational Training, and the Ministry of
Universities on the number of universities with activity by type and modality of the university.

Advanced Artistic Education

The type of studies pursued determines the centres in which they are taught:

 music and dance higher studies are carried out in conservatories or higher schools of
music and dance
 drama studies, in performing arts higher schools
 conservation and restoration of cultural heritage studies, in higher schools of
conservation and restoration of cultural heritage
 art studies in the corresponding specialised higher education institutions
 design higher studies in design higher schools.

Each Autonomous Community may agree with the universities in its territorial area formulas of
collaboration for this type of studies.

In turn, the educational administrations may associate, by means of an agreement, centres of

Advanced Artistic Education to universities and establish procedures to favour autonomy and
facilitate the organisation and management of conservatories and higher schools. They must also
promote agreements with universities for the organisation of doctoral studies.

Advanced Artistic Education institutions should also promote research programmes in their own
disciplines.
Non university Education
Advanced vocational training

Higher level vocational training can be studied in:

 secondary education schools, which also provide compulsory secondary education

and Bachillerato
 national reference centres
 Integrated vocational training centres.

For the academic year 2019-2020, in the whole country there was 2,477 centres teaching on-site
advanced vocational training, of which 1,678 were public, 321 publicly-funded private and 478
private. As for distance Advanced vocational training, it was taught by 321 centres, of which 180
were public and 141 private. Some centers offer advanced vocational training both in on-site and
distance. Source: Statistics from the Ministry of Education and Vocational Training on the
number of centers that provide each education. More information on Number of Advanced
vocational training centres according to ownership and percentage by Autonomous
Community and on Organisation of the Education System and its Structure.

Regardless of public or private ownership, these institutions must comply with a series of
minimum requirements.

 those related to the spaces established in each degree regulation

 those related to the equipment set up by educational administrations to achieve
the learning outcomes of each vocational module.

More information on Organisation of private education.

Plastic Arts and Design Advanced Vocational Education

These studies can be pursued in:
  public schools: integrated vocational schools, art schools, art and design colleges
and secondary education institutes
 private institutions (both associated or not): specific vocational training, secondary
education, plastic arts and design and various specialised establishments.

Advanced Vocational Education in Sports

These studies can be pursued in:

 public schools: sports schools, integrated vocational schools, secondary schools and
vocational schools
 Private institutions (both associated or not): sports schools, specific vocational
training, integrated vocational training and various specialised establishments.

QUESTION NO.3:

Comparatively discuss the provision of Higher

Education in the National Policy 1998-2010 and
National Education Policy 2009?

Answer

According to the constitution of 1973

1. All citizens are equal before law and are entitled to equal protection of law.
2. There shall be no discrimination on the basis of sex alone.
3. Nothing in this constitution shall present the state from making any special provision for
the protection of women and children.

For the normal and non-lawyer persons there is no relation in this article and its sub-clause with
“EP” but for law fraternity it has impact that might be left on whole state policy. Especially
where according to law and constitution we donot discriminate among students and institution on
the basis of sex, gender, and cast. Justice “Muhammad Nassem chuhdry” in his famous
commentary of constitution of 1973stated that:
“Educational institution Allegation of discrimination in making of answer books by
specified papers to appear in court on fixed date of hearing along with answer book of all
other examinees marked by them .Validity leave to appeal was granted to examine
whether high court was right in summoning examines as well as the answer books to find
out if they had been corrected making.”
“Reasonable classification has always been considered permissible ,provided that such
classification is based on reasonable and rational categorization .such classification must not be
arbitrary or artificial, it must be evenly applicable to all persons or goods similarly situated or
placed” (justice m.naseem chuhdry 1973 const /p-89) And the other article of constitution that
cast shadow over educational policy is Article-31, with article 31, we have one other article that
is 227 that also stress on Islamic sharia applicability over the whole system of state. So in the
process of making E-policy ,publishing E-policy, propagating E-policy, while preparing for
curriculum ,
we drive not only light and guide ness from constitution generally and “objective
Especially” but also we take guide ness from Islamic sharia . According to the constitution “No
law will be made by legislature that is contradictory and against the Islamic ideologies” so this
article clearly makes link with educational policy of state.
Pakistan is a federal Islamic cum parliamentary state by the faith of country law and Regulation,
even though researcher such As “Dr.poly dada” said that Pakistan is not an Islamic state but it’s
a state of Muslims”. But majority believes that it’s an Islamic state.
This is the point that left lot of flaw and gap while making and implementing state
Educational policy. Pakistani educational system has converted and splitted in class education
such like.
Upper class school, upper middle school, lower middle school, lower private schools and
maddarsahs based system run by wafaq-ul madaris and tanzeem-ul-madarees.and government
yellow wall schools.

And higher education is also seems devided in same pattern, till yet 3 major educational policies,
reformation and, recommendation has been made that are coming below.

1. Policy presented by justice S.M.Shareef on the 26 August of 1959.

2. the Educational policy and reformation that was made by the Z.A.bhutto made commission
on the 15, March of 1972.
3. The educational policy made for the period of 1998 till 2010 .

Salient Features of National Education Policy 1998-2010

Aims and objectives of Education and Islamic Education

Education and training should enable the citizens of Pakistan to lead their lives according to the
teachings of Islam as laid down in the Qur'an and Sunnah and to educate and train them as a
true practicing Muslim. To evolve an integrated system of national education by bringing Deeni
Madaris and modern schools closer to each stream in curriculum and the contents of education.
Nazira Qur'an will be introduced as a compulsory component from grade I-VIII while at
secondary level translation of the selected verses from the Holy Qur'an will be offered.

Literacy and Non-Formal Education

Eradication of illiteracy through formal and informal means for expansion of basic education
through involvement of community. The current literacy rate of about 39% will be raised to 55%
during the first five years of the policy and 70% by the year 2010 Functional literacy and income
generation skills will be provided to rural women of 15 to 25 age group and basic educational
facilities will be provided to working children. Functional literacy will be imparted to
adolescents (10-14) who missed out the chance of primary education. The existing disparities in

basic education will be reduced to half by year 2010.

Elementary Education

About 90% of the children in the age group (5-9) will be enrolled in schools by year 2002-03.
Gross enrolment ratio at primary level will be increased to 105% by year 2010 and Compulsory
Primary Education Act will be promulgated and enforced in a phased manner. Full utilization of
existing capacity at the basic level has been ensured by providing for introduction of double shift
in existing school of basics education. Quality of primary education will be improved through
revising curricula, imparting in-service training to the teachers, raising entry qualifications for
teachers from matriculation to intermediate, revising teacher training curricula, improving
management and supervision system and reforming the existing examination and assessment
system. Integration of primary and middle level education in to elementary education (I-VIII).
Increasing participation rate from 46% to 65% by 2002-3 and 85% 2010 at middle level. At the
elementary level, a system of continuous evaluation will be adopted to ensure attainment of
minimum learning competencies for improving quality of education.

Secondary Education
One model secondary school will be set up at each district level. A definite vocation or a career
will be introduced at secondary level. It would be ensured that all the boys and girls, desirous of
entering secondary education, become enrolled in secondary schools. Curriculum for secondary
and higher secondary will be revised and multiple textbooks will be introduced. The participation
rate will be increased from 31% to 48% by 2002-03. The base for technical and vocational
education shall be broadened through introduction of a stream of matriculation (Technical) on
pilot basis and establishment of vocational high schools. Multiple textbooks shall be introduced
at secondary school level.

Teacher Education

To increase the effectiveness of the system by institutionalizing in-service training of teachers,

teacher trainers and educational administrators through school clustering and other techniques.
To upgrade the quality of pre-service teacher training programmes by introducing parallel
programmes of longer duration at post-secondary and post-degree levels i.e. introduction of
programs of FA/FSc education and BA/BSc education . The contents and methodology parts of
teacher education curricula will be revised. Both formal and non-formal means shall be used to
provide increased opportunities of in-service training to the working teachers, preferably at least
once in five years. A special package of incentives package shall be provided to rural females to
join the teaching profession. A new cadre of teacher educators shall be created.

Technical and Vocational Education

To develop opportunities for technical and vocational education in the country for producing
trained manpower, commensurate with the needs of industry and economic development goals.
To improve the quality of technical education so as to enhance the chances of employment of
Technical and vocational Education (TVE) graduates by moving from a static, supply-based
system to a demand-driven system. Revision and updating of curricula shall be made a
continuing activity to keep pace with changing needs of the job market and for accommodating
the new developments. Development of technical competence, communication skills, safety and
health measures and entrepreneurial skills etc. shall be reflected in the curricula. Institution-
industry linkages shall be strengthened to enhance the relevance of training to the requirements
of the job market. Emerging technologies e.g. telecommunication, computer, electronics,
automation, petroleum, garments, food preservation, printing and graphics, textile, mining, sugar
technology, etc. greatly in demand in the job market shall be introduced in selected polytechnics.
A National Council for Technical Education shall be established to regulate technical education.

Higher Education

Access to higher education shall be expanded to at least 5% of the age group 17-23 by the year
2010. Merit shall be the only criterion for entry into higher education. Access to higher
education, therefore, shall be based on entrance tests. Reputed degree colleges shall be given
autonomy and degree awarding status. Degree colleges shall have the option to affiliate with any
recognized Pakistani university or degree awarding institution for examination and award of
degrees. To attract highly talented qualified teachers, the university staff will be paid at higher
rates than usual grades. Local M.Phil. And Ph.D programs shall be launched and laboratory and
library facilities will be strengthened. Split PhD programs shall be launched in collaboration
with reputed foreign universities and at the minimum, 100 scholars shall be annually trained
under
this arrangement. All quota/reserve seats shall be eliminated. Students from backward areas, who
clear entry tests, would compete amongst themselves. In order to eliminate violence, all political
activities on the campus shall be banned.

Information Technology

Computers shall be introduced in secondary schools in a phased manner. School curricula shall
be revised to include recent developments in information technology, such as software
development, the Information Super Highway designing Web Pages, etc

Library and Documentation Services

School, college and university libraries shall be equipped with the latest reading
materials/services. Internet connection with computer shall be given to each library. Mobile
library services for semi-urban and remote rural areas shall be introduced.

Private Sector in Education

Encouraging private investment in education. There shall be regulatory bodies at the national and
provincial levels to regulate activities and smooth functioning of privately-managed schools and
institutions of higher education through proper rules and regulations. A reasonable tax rebate
shall be granted on the expenditure incurred on the setting-up of educational facilities by the
private sector. Matching grants shall be provided for establishing educational institutions by the
private sector in the rural areas or poor urban areas through Education Foundations. Existing
institutions of higher learning shall be allowed to negotiate for financial assistance with donor
agencies in collaboration with the Ministry of Education. Educational institutions to be set up in
the private sector shall be provided (a) plots in residential schemes on reserve prices, and (b)
rebate on income tax, like industry. Schools running on non-profit basis shall be exempted from
all taxes. Curricula of private institutions must conform to the principles laid down in the Federal
Supervision of curricula, Textbooks and Maintenance of Standards of Education Act, 1976. The
fee structure of the privately managed educational institutions shall be developed in consultation
with the government.

Innovative Programes
The National Education Testing Service will be established to design and administer
standardized tests for admission to professional institutions. Qualifying these tests will become a
compulsory requirement for entry to professional education. This mechanism is expected to
check the incidence of malpractice in examinations. Likewise, standardized tests shall be
introduced for admission to general education in universities.

Implementation Monitoring and Evaluation

A comprehensive monitoring and evaluation system has been envisaged from grass-roots to the
highest level. The District Education Authority will be established in each district to ensure
public participation in monitoring and implementation. The education Ministers at the Federal
and Provincial levels will oversee monitoring committees, responsible for implementation at
their levels. The Prime Minister and Provincial Chief Ministers will be the Chief of National and
Provincial Education Councils respectively which will ensure achievements of targets. Existing
EMIS at Federal and Provincial levels shall be strengthened to make them responsive to the
need of Monitoring and Evaluation System (MES).The Academy of Educational Planning and
Management (AEPAM) shall be strengthened and tuned up to meet the emerging demands of
MES and its obligations at national and provincial levels. Data collected through Provincial
EMISs and collated by AEPAM through National Education Management Information System
(NEMIS) shall be recognized as one source for planning, management, monitoring, and
evaluation purposes to avoid disparities and confusion. Databases of critical indicators on
qualitative aspects of educational growth shall be developed and maintained by AEPAM for
developing sustainable indicators of progress, based on more reliable and valid data to facilitate
planning, implementation and follow-up. A School Census Day shall be fixed for collecting data
from all over the country.

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. 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 assessment 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 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.

Higher education stage:

Three major successful and last stages are implementation of policy about the HE and HEC, and
also they stressed the need to develop the information technology structure or the library and
documentation structure to safe Your heritage and archives. They are claimed to be competively
successful phases for the policy makers and government all because of “Dr Ata-ul-rehamn” self
interest. HEC a successor of university grant commission in his guidance lead this phase in right
direction. And throughout they enhanced the standard of Higher education .That worked for
producing quality scholars; PhD’s and they also worked to ban plagiarism. This stage insist that
“access to the 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 to the higher Education .

Degree colleges shall have to affiliate with any recognized Pakistani university or degree
awarding institution for Examinination and award for degrees” The Novelty in this programme is
that the split-PhD programme has been created through this programme 100 researcher and
desirous student will be sent to international university and institutions. And annually we will
have a trained upgraded researchers, scholars to assist our Higher education system and standard
will be only merit.

I have confirmed this many of The persons from HEC about it, and they accepted that HEC is
the most reputable professional institute in this country, but few complained have been received
that few eligible low status student were not selected, this is a sad thing and only God know that
How much it keeps Reality. In information Technology stage HEC tried to make PCs common,
to common people. And used PCs were imported in country at very low price. Few year of the
policy announcement no tax was imposed on computer hardwares.networking, bandwith low
rate, intranet culture was developed here to make information easy and accessible .that’s why in
elementary and secondary level computer classes were conducted, IT course was included in the
curriculum . Policy makers in policy making stressed and took initiative that the setting up of
private institution in country will be encourage .and powers for education will flow fro central to
district level.
 QUESTION NO.4:

What are different function of universities?

Elaborate the nature and need of important
function of university with the help of examples
in Pakistan context?

Answer
It is commonly perceived that education is the most powerful weapon in alleviating poverty, elevating
economic growth, producing skilled human resource, creating a healthy and enlightened social
environment and making self-sufficient nations. Poverty and education are paradoxically related to
each other: if one is improved, the other is decreased. In a socially, economically, religiously and
culturally diverse state like Pakistan, higher education institutions and universities, imparting education
and conducting cutting edge research, are the central mechanisms that can raise the declining social
and economic infrastructure of the country.
Since the 2000s, there has been rapid growth in these institutions and universities across Pakistan as is
evident from the sharp rise in their numbers from just 32 in 2001 to 160 at present. Pakistan, despite
rapid growth in the education sector during the past decade, suffers from severe challenges in its
educational development. These challenges include lack of access to higher education for the majority
of its youth, results oriented standards of pedagogical techniques, brain drain of qualified human
resource and lack of adaptability to changing paradigms of academic research.
Out of a population of 190 million, only five percent of them have access to university level
education. It is worth mentioning that, by the end of 2022, Pakistan needs 36 million new jobs if the
economy grows up to six percent annually. Therefore, it is the premier duty of all national universities
to produce graduates who fulfill the criteria of the national, social and economic needs of the country.
In this regard, the role of career counseling and placement offices at the university level becomes
very important.
In the 21st century, the paradigm of universities has shifted from traditional aspects of teaching and
learning towards building communities, economies and patterns of leadership. Education, either basic
or higher, plays a key role in the development of human capital that subsequently brings about the
establishment of sound economies and harmonious communities.
There is an immediate need to initiate radical educational reforms so that these challenges can be
addressed proactively. The following is an exercise in this regard. To begin with, the ministry of
education, ministry of finance, planning commission, standing committees on basic and technical
education and the higher education commission of Pakistan should assist these universities, both
public and private, in establishing on-campus university-community partnership centres. These
centres should work on the pattern of think tanks and should devise mechanisms to address dominant
social problems, prepare modules and schemes for the outreach of educational facilities and bridging
linkages with communities for sharing of knowledge. Secondly, since Pakistan is a traditional society
with different demographical characteristics, whereby more than 30 percent of the population lives
below the poverty line, and more
than 600,000 young graduates are adding to unemployment every year, these higher learning
institutions and universities should develop terms of reference (ToRs) to provide financial assistance to
talented individuals who otherwise cannot afford university education. Thirdly, to streamline and
ensure effective utilisation of public funds allocated for development of higher education in Pakistan
by the concerned commissions and universities, the concerned ministries and planning commissions
should primarily focus on building grass-root level education in primary schools, especially in
Balochistan and Khyber Pakhtunkhwa.

Fourth, universities should focus on creating an entrepreneurial culture among their graduates. They
should produce job creators rather than producing job seekers.
This can be attained through the establishment of effective business incubation centres, encouraging
partnerships between industry and academia and placing career counselling offices that should work
on intellectual and professional development of the graduates during the course of their studies in
order to prepare them today for the challenges of tomorrow.
Fifth, education never means to earn; it means to spend. The best way to spend is spending on
education and research that later on addresses the social, political, environmental and economic
problems of Pakistan. Universities can play a vital role in this regard through fostering reciprocal
partnerships with other educational organisations and community development centres to identify real
life problems.
Community development participation should be made mandatory for teachers and students at the
university level. If the prestigious Australian Endeavour Award can assign 35 percent of its total
evaluation marks towards the contribution of individual applicants towards community services than
why can students at our universities in Pakistan not be prepared on similar lines? Moreover, since
Pakistan has always been a victim of natural calamities such as floods and earthquakes, it will be
beneficial if various emergency training programmes and courses related to disaster management are
incorporated in the curriculum. Last but not least, the role of university managers and leaders is very
crucial in steering our universities in the right direction. The Higher Education Commission of
Pakistan (HECP) can, for example, initiate university leadership and administration programmes for
capacity building of university administrators in collaboration with top ranking educational schools
around the world. Popenici rightly said that “an institution is not a sum of disciplined ‘soldiers’
working on the assembly line designed to deliver skills for a set of jobs (that may be gone when
students graduate).
A university is responsible to develop the whole thinking person, to expand horizons and instill the
love for learning in individuals and build democratic citizenship with engaged and informed citizens
who have the power to make democracy work. A university is also asked to cultivate imagination
and creativity, defend civilisation and create
new knowledge, act as a forum where free and responsible minds can ‘question the unquestionable’
for the benefit of our societies. Universities have the power to provide innovative solutions, but
when tools of a successful army are used in this institution, results are equal to those imagined if we
promote debate groups for soldiers when they are in the line of fire.” In summary, it can safely be
concluded that the development of societies and economies is interlinked with the growth of
education.

It is the order of the day that quality of education at every stage be improved to help lay a solid
foundation for the advancement of studies in basic sciences, engineering disciplines, agriculture
extension, medical and some other important areas that are needed for the economic growth and
reconstruction of Pakistan. As the report published by Credit Suisse in February 2013 indicates, “The
rising trend of youth unemployment around the world threatens not just current economic growth but
also political stability and the potential demographic dividend.”

As a result, universities now have to re-think and re-design their policies for the uplift of the socio-
economic situation in Pakistan. Without quality education that critically prepares a young mind to face
and provide solutions to varied types of problems, Pakistan or any other developing state will only
suffer socio-economically, politically and strategically.
Universiities provide many services and opportunities to students. But in my opinion a university has
two finctions, one universal and one slightly more specialized. The first function is education, training
in careers, training in morality, training in culture and socialization. Only the first of these objectives
will be without doubt stated in the college catalog but all are there to a greater or lesser degree. The
mission of the university is to fit the student for a place in society on both a professional and personal
basis.
This is generally what is expected of a school by society, parents and students. The second function
of a university is to provide networking. This ranges from allowing chances to make friends to
connecting the student to those in his or her social class and professional field that will be an aid to
success in life. The availability of this service often depends on social and class factors. Usually, this
means the wealthier the individual or the family is the more important this function is to him or her
and the more availabile it is to them. Monied individuals tend to go to more prestigious educational
institutions as will many others of the same or higher social class.
The connections made can be very important in future career success and availability of social
opportunities. Those students with less money and social class have fewer opportunities but those
opportunities are still there. They just require more effort and awareness on the part of the student. I
call this second function more specialized because it is seldom bluntly stated by the university. The
catalog and other sources of information may talk about the opportunity to make lasting friendships
but I have never heard of a school baldly stating
that they offer the student the chance to meet those who can do a lot to make them rich and
successful. Those from the upper strata will have already learned this from family and friends and is
often the reason they seek entry into those prestigious institutions. The rest of us have to figure this
out more or less on our own and do a lot of hustling. It is certainly not impossible to make such
connections at any university but you would have to look for them and work harder for them. Should
these be the functions of a university? I believe the first function is required.

That is what most of us go to school for. The second function is going to happen whether the
university desires it to be so or not. Humans are social animals and most of us are ambitious. The
student is put in a situation where he or she can meet and interact with all types of people. Some of
them will have connections most of us can only dream about. Whether the student takes advantage of
those opportunities will be the student’s decision. When and if the student attempts to do so his or
her education will almost certainly be furthered.

QUESTION NO.5:

Discuss higher education system in United Kingdom.

How this system of education is different from system
of higher education in Japan?

Answer

The UK’s academic reputation is world-renowned. Built on a heritage that is now centuries
old, our approach to education applies the very latest learning theory through universities that
routinely top international tables. Our innovative teaching methods produce successful,
versatile graduates who are sought-after by employers around the world.
World-ranked universities:

UK universities have featured strongly in world rankings ever since they began. In 2021
the Times Higher Education World Rankings honoured us with two of the world’s top ten
universities, including the world's top university – the University of Oxford . This high quality
can be found right across the country, with seven of the top 50, and 26 of the top 200
universities found here in the UK.

Quality that’s government-guaranteed:

The UK’s 162 higher education institutions are all held to strict standards by the government, so
you know you are getting the best teaching, support and resources available. A full list of
'recognised bodies' - universities and colleges that can award degrees – is published every year, to
make it easy for students to see the comparative quality on offer up and down the country – and
ensure they’re qualification will have credibility overseas. The Register of Regulated
Qualifications contains details of Recognised Awarding Organisations and Regulated
Qualifications in England (Ofqual), Wales (Welsh Government) and Northern Ireland (Ofqual for
vocational qualifications and CCEA Accreditation for all other qualifications). For Scottish
qualifications, please visit the Scottish Credit and Qualifications Framework website.

Innovative teaching methods

Our universities combine traditional lectures with a variety of innovative teaching techniques,
designed to encourage independent thinking, problem-solving skills and self-motivation. You
will be working in small groups solving real-life problems from your future career, whether in
the classroom, the lab or on field trips. You will have access to leading technology, from state-
of-the- art laboratories to interactive screens and online-learning. You will have an opportunity
to learn from the very best in your field: many teachers in UK universities are industry leaders in
their field, and you will have one-to-one access to them where you will be able to learn from
their vast experience. Our institutions also cultivate industry relationships, allowing you to get
practical experience in your field within world-leading organisations, and make connections to
give your career an edge.

World-leading research
The consistently high quality of education in the UK has made us a firm favourite with
international students all over the world, and helped to keep us at the forefront of global
research. We’re ranked second in the world for science and research and 54 per cent of our
output is world- leading. Our field-weighted citation impact is higher than the US, Canada,
Germany, Japan and Brazil, so when you study here you can be sure you’ll be working
alongside some of the best minds – and using some of the best technology- in the world. The
Japanese higher education system is a very powerful tool for their national politics and culture.
The Academic accomplishments of the students studying in Japan are higher and befitted the
international criteria and standards. The general policy, management and administration are
under the authority of the Ministry of Education. The Japanese Government has the authority to
sanction the formation of all new higher education institutions, both private and public. The
finances of Universities, Junior Colleges, Specialised Colleges, Graduate Schools and College of
Technology come under the jurisdiction of the Ministry of Education or Monbusho. It also lays
down the minimum standards for universities with regard to curriculum, facilities, qualification
and number of teachers. Many institutions can exercise autonomy in many issues, but the
Ministry of Education (Monbusho) keeps hold of the main influence over the growth and
development of higher education in Japan. The higher education in Japan begins after the
completion of 12 years of education comprising, 6 years of elementary education and 6 years of
secondary education (lower and upper secondary schooling). The students graduating from High
school are eligible to go for higher education in Japan. Around 45% students from high school
opt for higher education.

Japan Higher Education: Timeline

The Japanese transformed their higher education system by adapting and acquiring useful and
valuable information and technology from different education systems. The educational culture
of Japan is established on the Shinto, Buddhism and Confucianism philosophy. During the 19th-
20th century, three major reforms were introduced in the field of education in Japan, which
contributed to individual work of students, as well as originality, individuality and
internationalization of education. Equality in education is one of the modern educational norms
of Japan
Higher Educational Facts and Figures

Japan’s educational system is in a top position in terms of quality and performance. The
average student scored 540 in reading literacy, maths and science in the OECD’s Programme
for International Student Assessment (PISA), which is higher than the OECD average of 497,
making Japan one of the top OECD country in students’ ability and skills. Approximately
70% of students who graduate from high school go for higher education studies, thereby
making Japan one of the most educated nation in the globe.