Fazla Bibi

Tutor: Ahmad Armughan khan

B.ed 1.5 Year

Higher Education
Course Code: 8625
ID: 0000488582
Assignment No.1

Allama Iqbal Open University

Question No.1

Evaluate the provisions of higher education in Pakistan. How

these provisions are linked with the current socioeconomic status

of our country?

Provisions of Higher Education in Pakistan:

1. Universities and Higher Education Institutions:

Pakistan has a range of universities and higher education institutions,

both public and private. Public universities are usually funded by the

government, while private universities are established and run by

private entities.

2. Degrees and Programs:

Higher education institutions in Pakistan offer a variety of degree

programs, including undergraduate and postgraduate degrees.

Programs cover a wide range of disciplines, including sciences,

humanities, social sciences, engineering, and business.

3. Government Initiatives:

The Higher Education Commission (HEC) of Pakistan plays a crucial

role in overseeing and regulating higher education. It works on the

development of academic programs, quality assurance, and the

enhancement of research activities.

4. Access to Higher Education:

Efforts have been made to increase access to higher education,

including scholarship programs and financial aid to support students

from lower socioeconomic backgrounds.

Linkage with Socio Economic Status:

1. Access and Inclusivity:

The socioeconomic status of individuals often influences their access

to higher education. Those from affluent backgrounds may have more

resources to pursue quality education, while individuals from lower

income families may face financial barriers. Government initiatives and

scholarships aim to address this disparity.

2. Quality of Education:

The quality of higher education can impact the socioeconomic status

of the country. Well educated individuals contribute more effectively to

the workforce and economic development. Therefore, efforts to

enhance the quality of education can have positive effects on the

overall socioeconomic landscape.

3. Research and Innovation:

Higher education institutions play a vital role in research and

innovation. Countries with strong research and innovation ecosystems

are better positioned to address societal challenges and compete in

the global economy. Investments in research can contribute to

economic growth and social development.

4. Workforce Development:

Higher education is instrumental in shaping a skilled and

knowledgeable workforce. Aligning educational programs with the

needs of the job market can boost economic productivity and improve

employment opportunities for graduates.

5. Global Competitiveness:

The global competitiveness of a country is often linked to the quality of

its higher education system. Well educated and skilled individuals are

more likely to contribute to technological advancements and participate

in the global economy, positively impacting the country's

socioeconomic status.

Conclusion:

The provisions of higher education in Pakistan are crucial in shaping

the socioeconomic landscape. Efforts to improve access, enhance

quality, promote research and innovation, and align education with the

needs of the job market can contribute significantly to the country's

development. It's important for policymakers to continue addressing

challenges and adapting strategies to meet the evolving needs of

society.
Question No.2

Compare Liberal Arts philosophy with Vocational Philosophy in

higher education. Which philosophy do you think is better and

why?

The Liberal Arts philosophy emphasizes a well-rounded education that

includes a broad range of subjects such as humanities, arts, sciences,

and social sciences. It aims to develop critical thinking, communication

skills, and a deeper understanding of the world. This approach

encourages students to explore diverse fields, fostering intellectual

curiosity and adaptability.

On the other hand, Vocational Philosophy focuses on providing

specific skills and training directly related to a particular profession or

industry. Its primary goal is to prepare students for immediate entry

into the workforce by offering practical, job specific knowledge.

Deciding which philosophy is "better" depends on various factors

and individual perspectives:

  Goals and Interests: If a student is certain about a particular

career path and desires specialized skills, a vocational approach

might be more appealing. However, if a student prefers a broader
understanding of various subjects and aims for intellectual growth,
the liberal arts approach might be more suitable.

 Job Market Dynamics: In some fields, specific vocational

training might be highly valued and provide immediate job
opportunities. In contrast, certain professions or industries might
prioritize candidates with diverse skill sets and critical thinking
abilities, which the liberal arts education can foster.

 Adaptability and Long-term Perspective: Liberal arts education

often equips students with adaptable skills, enabling them to

navigate a rapidly changing job market. While vocational training
might offer immediate job readiness, it might lack the flexibility
needed for long term career shifts or advancements.

Ultimately, neither philosophy is inherently superior; both have their

strengths and cater to different educational objectives. A balanced

approach that integrates elements of both could be ideal, allowing

students to gain specialized skills while also fostering critical thinking,

creativity, and a broader understanding of the world. It's essential to

consider individual aspirations, career goals, and the demands of the

ever evolving job market when choosing an educational philosophy.

Question No.3

Analyze the programs and provisions of Higher Education as

envisaged in National Education Policy of 2009.

The National Education Policy (NEP) of 2009 in Pakistan outlined a

comprehensive framework for higher education, aiming to transform

the sector into a dynamic and globally competitive entity. The policy

envisioned a higher education system that would:

Expand Access and Equity:

Ensure equitable access to higher education for all, regardless of

socioeconomic background, gender, or location. This involved

increasing enrollment quotas, establishing new institutions in

underserved areas, and providing financial aid programs.

Enhance Quality and Relevance:

Improve the quality of teaching and learning by strengthening faculty

training, updating curricula, and adopting modern pedagogical

approaches. The policy also emphasized the need for higher education

to be relevant to the needs of the economy and society.

Promote Research and Innovation:

Foster a culture of research and innovation in higher education

institutions by providing funding, establishing research centers, and

encouraging collaboration between academia and industry.

Strengthen Governance and Management:

Enhance the governance and management of higher education

institutions by promoting autonomy, accountability, and transparency.

Promote Information and Communication Technology (ICT): Integrate

ICT into teaching, learning, and research to enhance efficiency and

effectiveness.

Promote Internationalization:

Encourage international linkages and collaborations to foster cross

cultural understanding and enhance the global competitiveness of

Pakistani higher education.

Specific Provisions of the NEP 2009

To achieve the aforementioned goals, the NEP 2009 proposed a range

of specific provisions, including:

Establishment of a National Higher Education Commission

(NHEC):

The NHEC would serve as the apex body for regulating and
coordinating higher education in Pakistan.

Increased Public Funding:

The government would increase funding for higher education to

support expansion, infrastructure development, and faculty

development.

Establishment of New Universities:

New universities would be established in underserved areas to

increase access to higher education.

Teacher Training and Development:

A comprehensive teacher training and development program would be

implemented to enhance the quality of teaching and learning.

Curriculum Revision and Modernization:

Curricula would be revised and modernized to reflect the latest

advancements in various fields of study.

Promotion of Research and Innovation:

Funding would be provided for research projects and the establishment

of research centers.

Establishment of Distance Learning Programs:

Distance learning programs would be established to provide access to

higher education for those in remote areas.

Strengthening of UniversityIndustry Linkages:

Collaborative programs between universities and industry would be

encouraged to promote innovation and technology transfer.

Promotion of International Linkages and Collaborations: Pakistani

universities would be encouraged to establish international

partnerships and participate in international exchange programs.

Use of ICT in Higher Education:

ICT would be integrated into teaching, learning, and research to

enhance efficiency and effectiveness.

Evaluation of NEP 2009 Implementation

The implementation of the NEP 2009 has been met with mixed reviews.

Some progress has been made in terms of increasing enrollment,

establishing new institutions, and providing financial aid. However,

challenges remain in terms of improving the quality of teaching and

learning, enhancing research output, and strengthening governance

and management.

Overall, the NEP 2009 represents a significant step towards

transforming higher education in Pakistan. However, more needs to be

done to fully realize the policy's vision of a high quality, equitable, and

globally competitive higher education system.

Question No.4

Write a note on the role of Higher Education Commission (HEC) in

development of Higher Education in Pakistan. What areas of

Higher education should be focused more by HEC?

The Higher Education Commission (HEC) in Pakistan plays a crucial

role in the development and enhancement of higher education in the

country. Established in 2002, the HEC is responsible for formulating

policies, regulating and accrediting institutions, and promoting quality

education at the tertiary level. Its overarching goal is to elevate the

standard of higher education and research in Pakistan to international

levels.

Key Roles of HEC:

1. Policy Formulation and Implementation:

HEC is responsible for formulating policies that guide the development

of higher education in Pakistan. These policies cover areas such as

curriculum development, research priorities, and quality assurance.

The commission also ensures the effective implementation of these

policies across institutions.

2. Quality Assurance and Accreditation:

HEC is tasked with evaluating and accrediting higher education

institutions to maintain and improve academic standards. Accreditation

ensures that institutions meet specific criteria in terms of faculty

qualifications, infrastructure, and academic programs, thereby fostering

quality education.

3. Research and Development:

HEC promotes a culture of research and innovation in higher education

institutions. It provides funding for research projects, encourages

collaboration between academia and industry, and supports the

dissemination of research findings. This emphasis on research

contributes to the overall knowledge economy of the country.

4. Faculty Development:

The commission focuses on the professional development of faculty

members by providing opportunities for higher education, training, and

exposure to international best practices. This, in turn, enhances the

quality of teaching and research in Pakistani universities.

5. Access to Higher Education:

HEC strives to increase access to higher education by promoting

inclusive policies, scholarships, and financial assistance programs.

This is particularly important to ensure that talented individuals,

regardless of their socioeconomic background, have the opportunity to

pursue higher education.

Areas of Focus for HEC:

While HEC has made significant strides in various areas, certain

aspects of higher education in Pakistan require special attention:

1. STEM Education:

Prioritizing science, technology, engineering, and mathematics (STEM)

education is crucial for economic development. HEC should continue

to invest in these disciplines, fostering innovation and research that

can contribute to technological advancements and economic growth.

2. Industry Academia Collaboration:

Strengthening the collaboration between academia and industry is

essential to align educational programs with the needs of the job

market. This ensures that graduates are wellequipped with the skills
required by employers, reducing unemployment and fostering

economic development.

3. Global Linkages:

HEC should actively pursue international collaborations and

partnerships with renowned universities and research institutions.

Exchange programs, joint research initiatives, and faculty/student

exchange can enhance the global standing of Pakistani higher

education.

4. Quality of Teaching and Learning:

Continuous efforts should be made to improve the quality of teaching

and learning. This includes revising and updating curricula, adopting

modern teaching methodologies, and incorporating technology into the

educational process.

5. Infrastructure and Facilities:

Adequate infrastructure and facilities are essential for a conducive

learning environment. HEC should focus on ensuring that higher

education institutions have the necessary physical and technological

resources to provide a high quality education.

In conclusion, the Higher Education Commission in Pakistan plays a

pivotal role in steering the country's higher education system towards

excellence. By addressing the aforementioned areas of focus, HEC

can contribute significantly to the development of a knowledge-based

economy, technological advancement, and overall national progress.

Question No.5

Explain the system of higher education in Germany. How this

system is different from the systems of education in other

developed countries?

Germany has a unique and well-regarded higher education system that

differs in some key aspects from the systems in other developed

countries. Here are some features of the German higher education

system and how it compares to systems in other developed nations:

Structure of Higher Education:

1. Universities (Universitates):

 German universities offer a wide range of academic disciplines.

 They focus on researchoriented programs.

 Offer bachelor's, master's, and doctoral degrees.

2. Universities of Applied Sciences (Fachhochschulen):

 These institutions are more practiceoriented.

 Strong emphasis on applied sciences and engineering.

 Provide bachelor's and master's degrees.

3. Dual Universities (Duale Hochschulen):

 Combine academic education with practical training in a specific

industry.

 Students alternate between classroom learning and work in a

company.

Admission and Tuition:

1. Admission:

 Admission to German universities is often based on academic

performance.

 Some programs may require specific entrance exams or

interviews.

2. Tuition Fees:

 Many public universities in Germany do not charge tuition fees,

even for international students.

 Tuition fees may be applicable for certain master's programs or

for students beyond a standard study period.
Duration of Programs:

1. Bachelor's Degree:

Typically takes three years.

2. Master's Degree:

Usually requires two years of study.

3. Doctorate (Ph.D.):

Completion time can vary, but it often takes around three to four years.

Internationalization:

1. Language of Instruction:

Many undergraduate programs are offered in German, while numerous

master's programs are available in English.

2. International Students:

Germany attracts a significant number of international students due to

its high quality education and the availability of programs in English.

Research Focus:

1. Research Oriented Approach:

German universities have a strong emphasis on research and

academic inquiry.

2. Collaboration with Industry:

Close collaboration between universities and industry, especially in

engineering and technology.

Differences with Other Developed Countries:

1. Tuition Fees:

Germany's approach to low or no tuition fees is in contrast to some

other developed countries, especially the United States, where tuition

fees can be high.

2. Program Duration:

The shorter duration of bachelor's programs compared to some

countries, where a bachelor's degree often takes four years.

3. Dual Education System:

The integration of theoretical knowledge with practical training through

the dual education system is a distinctive feature not commonly found

in other developed countries.

4. Ph.D. Structure:

The structured Ph.D. programs in Germany differ from the more

flexible and varied approaches in some other countries.

Conclusion:

Germany's higher education system is characterized by its strong

emphasis on research, diverse program offerings, and the integration

of practical experience into certain educational paths. The emphasis

on accessible education, with low or no tuition fees, sets it apart from

some other developed nations.