The purpose of the study was to investigate the problems and prospects of higher education in Pakistan. Higher education plays the role of leadership in the society. The functions of the university are to develop the people physically, mentally and spiritually. It improves and promotes the economic, social, political and cultural life of the nation. All over the world universities are guiding and co-operating with the industrial and agricultural development organizations and they are developing their economics rapidly and meaningfully. In Pakistan, after more than five decades, the developmental indicators are not showing positive results. The participation rate at higher education is about three percent of age group (17-23) and this is 16.2 percent as world average of this age group. The advanced countries are achieving more than 40 percent participation rate in higher education. There are problems of quality of staff, students, library and laboratory. Relevance with society needs, research facilities, financial crisis, arts students more than science students, weaknesses of examination, ineffective governance and academic results are not at par with international standards. Considering the gigantic problems of higher education in Pakistan, the researcher selected this topic for research. The main objectives of the study were: (1) determining the present profile of higher education in Pakistan; (2) examining the past efforts done for the improvement of higher education; (4) highlighting the budget provisions for higher education; and (5) exploring problems of higher education in Pakistan. Experts dealing with education in the Ministry of Education, Ministry of Science and Technology, Higher Education Commission, Provincial Departments of Education, university teachers, university administrators, planners, examination experts, university students and community leaders constituted the population of the study. Eight universities were selected randomly for the sample. Twenty university teachers and forty students from each university were included in the sample. Thirty community leaders and fifty experts were also included in the sample. Four questionnaires were developed after pilot testing for the collection of data. The data were collected by the researcher personally. He made many efforts for collection of data from the experts, leaders, teachers and students. Data were tabulated and analyzed using the Likert's five-point scale and chi-square. After drawing the conclusions, some workable recommendations were made for the improvement of relevance, quality, finances, effectiveness and access of higher education in Pakistan. Following conclusions were drawn from responses. (i) access was very limited in universities. (ii) quality was very low in the fields of academic, administration, research and equipment. (iii) faculty and staff need development in knowledge and skills. (iv) funds were provided inadequate and misappropriation was common. (v) character building of the students was ignored. (vi) there was no linkage between university and industry. (vii) examination system was faulty. (viii) good governance was non-existent. (ix) private sector was expanding without merit. Following recommendations were made on the basis of conclusions: (i) Enrolment in universities should be increased by providing adequate all types of educational facilities. (ii) Quality of faculty, staff, students, library, laboratory, research and equipment should be enhanced. (iii) Development of faculty and staff should be ensured through meaningful continuous in-service training. (iv) Funds for higher education should be increased reasonably. (v) Character building of students should be focused. (vi) Linkage between university and industry should be established. (vii) Good governance should be ensured. (ix) More open universities should be established. (x) New disciplines should be started to meet the need of the market. (xi) Night classes should be started with transport facilities. (xii) Summer vacations should be banned. (xiii) Political activities should not be allowed. (xiv) Rules and regulations should be enforced forcefully.
"This model was more appropriate for the context. Students in Pakistan are mostly familiar with the lecture method with discussion method and group activity being very rare (Iqbal, 2004). Therefore, the researcher used Grounds Competency- Argument Pattern (GC-AP) in the present research to determine the quality of argumentation. "
[Show abstract][Hide abstract] ABSTRACT: While argumentation as a teaching method has gained extensive popularity in the West during last few
decades, it has not gained the required attention in Pakistan. The present research is an attempt to
introduce this method in Pakistan and to experiment with its effectiveness in a course with ethic related
topics. An undergraduate class of bioscience at a large public sector university was taken as the control
group. The students were guided to identify elements of an argument, take a position on an issue, justify
claim with evidence and present counter arguments. The written argumentation reports of the students
were analyzed using Ground Competency-Argument Pattern. The paper will highlight the strategies
undertaken by the researcher for conducting argumentation. The progression of argumentation skill by
students was also monitored with time. The effectiveness of the intervention was measured through
comparison with a control group analyzed via ‘t’ test. The views of the students about argumentation were
also collected through a questionnaire. The students expressed their liking for argumentation method which
helped in making informed decisions, ensured active involvement during lesson and greater conceptual
"Batool and Qureshi (2007) narrated a number of problems which have a great impacts on quality. Main reasons of poor quality in educational institutions are substandard quality at primary and secondary level education, students have no command on their communication skills, no efforts seen for establishing constructive socio-economic climate of the higher education and problematic through the competitor groups of students and teachers etc. Aadil (2010) and Iqbal (2004) expose those challenges which are: (i) Non-flexible admission criteria, (ii) Lack of qualified faculty, (iii) Supervisors lack local field experience, (iv) Lack of collaboration with both local and international researchers and job market, (v) Lack of seriousness and (vi) Lack of brand. "
[Show abstract][Hide abstract] ABSTRACT: The study was conducted to assess the quality of English language teachers at secondary level in Punjab, Pakistan through survey of 545 prospective-teachers, and 31 English teacher-educators. English language teachers' Quality Assessment Questionnaire based on input (physical facilities, policies and clarity in objectives), process (learning environment, attitude of stake holders and access to existing facilities) and output (quality of assessment and status of learners) was the instrument of survey for this research. Analysis of data proved that quality of English teachers was satisfactory to some extent. The study has implications for higher education commission of Pakistan, National Accreditation council for teacher-Education, and provincial department of education Punjab.
"A questionnaire was developed through literature review of curriculum assessments conducted in countries of similar contexts [11,12]. The questionnaire was developed in English language, which is the instructional language in the university . "
[Show abstract][Hide abstract] ABSTRACT: Medical education in Iraq is poorly assessed and there is a general lack of documented knowledge about the challenges facing this field and the needs for its development. This study aimed to assess the existing teaching methods in the Hawler College of Medicine, Iraq from teaching staff perspectives and assess the knowledge of the teaching staff about student-centred learning.
A qualitative study based on a self-administered questionnaire survey of a purposive sample of 83 teaching staff in Hawler Medical University was conducted. The questionnaire addressed the participants' view on the positive aspects and problems of the current teaching methods and priorities to change it. The qualitative data analysis comprised thematic analysis.
The study revealed significant problems facing the existing teaching methods including having large number of students in the lecture hall (45.0 %), having focus on teacher-centred teaching (45.0 %) and lack of infrastructures and facilities suitable for proper teaching (26.7 %). The priorities for improving the quality of teaching methods included adoption of small group teaching strategy in all study years (34.6 %), improving the infrastructure and facilities for teaching in the college (34.6 %) and provision of continuous academic development programs for the teaching staff (24.3 %).
The existing medical education system face significant problems and it needs important and comprehensive improvements in different areas. There is a need for further research in this field to explore the identified problems in a more in-depth manner in order to better understand of the problems and needs of this important area of education.
BMC Medical Education 07/2012; 12(1):59. DOI:10.1186/1472-6920-12-59 · 1.22 Impact Factor
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