Assignment no.
1
Code 828
Q. No. 1 Evaluate the contribution of higher education in socio-
economic development. Support your answer with the help of
relevant data?
Ans- Higher education is one of the key drivers of growth performance, prosperity,
and competitiveness in national and global economies.
Universities and other institutions not only deliver tertiary education and ongoing
skills training, but also provide a bustling research environment that produces
innovations with valuable commercial applications.
In this blog, we explore 7 ways in which the higher education sector impacts
society, workforces and graduates.
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, and 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 careers.
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.
Q. No. 2 Explain different functions of a universities? Explain
importance of each function. How, in your opinion, universities in
Pakistan are performing these functions?
Ans-
Functions of the University
The creation, development, transmission and criticism of science, technology and
culture.
The dissemination, evaluation and transfer of knowledge at the service of culture,
quality of life, and economic and social development.
What are the three functions of higher education?
– Teaching, research and extension are essential and concurrent elements in the
process educational of the level top.
What is the activity of a university?
In other words, the University It is currently considered an educational institution,
whose main function or task is to graduate "professionals"2 who hold an academic
degree or professional title that allows them to achieve economic security and
status within society.
What are the substantive functions of the university?
Our substantive functions of the university: teaching, research and university
extension are the starting point, and the essence, in the gestation of an Educational
Innovation Center (CIE) focused on promoting teaching talent in a model based on
strengths.
What are the principles, ends and functions of the university?
La University has the following Finnish: 6.1 Preserve, increase and permanently
transmit the scientific, technological, cultural and artistic heritage of humanity. 6.2
To train high-quality professionals in an integral manner and with a full sense of
social responsibility according to the needs of the country.
What is the function of the IES?
Institutions of Higher Education (IES) play a fundamental role in the development
of nations, they are the ones who train future professionals in the different
disciplines that society demands.
What are the substantive functions of higher education?
Universities award three substantive functions en Higher education: Teaching,
Research and Linkage with Society.
What are the university extension activities?
Article 2o- They are university extension activities those activities academic ones
that aim to promote cultural development and dissemination; scientific and
technological transfer and dissemination; and all activity tending to consolidate the
supportive relationship between the University and Society.
What is the structure of the university?
Brianda University, she can find differentiated sectors in their structure: an
operational Nucleus, the base of the organization made up of professors and
researchers, in charge of teaching, research and extension functions; a summit or
strategic apex, which has overall responsibility...
What are the substantive functions?
The function noun it is fulfilled by those words that designate or name ideas,
objects or beings. We can say is the use we give to words when we want to name
or designate something. * The Noun can function as the subject of the sentence. ...
What are the substantive functions of intercultural universities?
The main findings which presented are closely related to the three substantive
functions or primordial of the IU's: Teaching, research and community outreach.
What is a substantive role in education?
LOES, paragraph 3, the substantive functions They are: teaching, research and
links with society. Both in the ends and in the functions declared as relating to the
management of centers of Education Superior it is foreseen that these have as an
end (Art.
Q. No. 3 Discuss the role of various organizations in development
and growth of higher education in Pakistan.
Ans- 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 centers.
These centers 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.
Q. No. 4 Analyze the programs and provisions of Higher Education
as envisaged in recent education policies of Pakistan
Ans- It is mandated in the Constitution of Pakistan to provide free and compulsory
education to all children between the ages of 5-16 years and enhance adult
literacy.
With the 18th constitutional amendment the concurrent list which comprised of 47
subjects was abolished and these subjects, including education, were transferred to
federating units as a move towards provincial autonomy.
The year 2015 is important in the context that it marks the deadline for the
participants of Dakar declaration (Education for All [EFA] commitment) including
Pakistan. Education related statistics coupled with Pakistan’s progress regarding
education targets set in Vision 2030 and Pakistan’s lagging behind in achieving
EFA targets and its Millennium Development Goals(MDGs) for education call for
an analysis of the education system of Pakistan and to look into the issues and
problems it is facing so that workable solutions could be recommended.
What is Education System?
The system of education includes all institutions that are involved in delivering
formal education (public and private, for-profit and nonprofit, onsite or virtual
instruction) and their faculties, students, physical infrastructure, resources and
rules. In a broader definition the system also includes the institutions that are
directly involved in financing, managing, operating or regulating such institutions
(like government ministries and regulatory bodies, central testing organizations,
textbook boards and accreditation boards). The rules and regulations that guide the
individual and institutional interactions within the set up are also part of the
education system.
Education system of Pakistan:
The education system of Pakistan is comprised of 260,903 institutions and is
facilitating 41,018,384 students with the help of 1,535,461 teachers. The system
includes 180,846 public institutions and 80,057 private institutions. Hence 31%
educational institutes are run by private sector while 69% are public institutes.
Analysis of education system in Pakistan
Pakistan has expressed its commitment to promote education and literacy in the
country by education policies at domestic level and getting involved into
international commitments on education. In this regard national education policies
are the visions which suggest strategies to increase literacy rate, capacity building,
and enhance facilities in the schools and educational institutes. MDGs and EFA
programs are global commitments of Pakistan for the promotion of literacy.
A review of the education system of Pakistan suggests that there has been little
change in Pakistan’s schools since 2010, when the 18th Amendment enshrined
education as a fundamental human right in the constitution. Problems of access,
quality, infrastructure and inequality of opportunity, remain endemic.
Issues
A) MDGs and Pakistan
Due to the problems in education system of Pakistan, the country is lagging behind
in achieving its MDGs of education. The MDGs have laid down two goals for
education sector:
Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE)
and by 2015, children everywhere, boys and girls alike, will be able to complete a
full course of primary schooling. By the year 2014 the enrolment statistics show an
increase in the enrolment of students of the age of 3-16 year while dropout rate
decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment
rate with 62% enrolment. The enrolment rate in Sindh province is 52%, in Khyber
Pakhtunkhawa (KPK) 54% and primary enrolment rate in Baluchistan is 45%.
Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women
Empowerment. It is aimed at eliminating gender disparity in primary and
secondary education by 2005 and in all levels of education not later than 2015.
There is a stark disparity between male and female literacy rates. The national
literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces
reported the same gender disparity. Punjab literacy rate in male was 71% and for
females it was 54%. In Sindh literacy rate in male was 72% and female 47%, in
KPK male 70% and females 35%, while in Baluchistan male 62% and female 23%.
B) Education for All (EFA) Commitment
The EFA goals focus on early childhood care and education including pre-
schooling, universal primary education and secondary education to youth, adult
literacy with gender parity and quality of education as crosscutting thematic and
programed priorities.
EFA Review Report October 2014 outlines that despite repeated policy
commitments, primary education in Pakistan is lagging behind in achieving its
target of universal primary education. Currently the primary gross enrolment rate
stands at 85.9% while
Pakistan requires increasing it up to 100% by 2015-16 to fulfill EFA goals. Of the
estimated total primary school going 21.4 million children of ages 5-9 years,
68.5% are enrolled in schools, of which 8.2 million or 56% are boys and 6.5
million or 44% are girls. Economic Survey of Pakistan confirms that during the
year 2013-14 literacy remained much higher in urban areas than in rural areas and
higher among males.
C) Vision 2030
Vision 2030 of Planning Commission of Pakistan looks for an academic
environment which promotes the thinking mind. The goal under Vision 2030 is one
curriculum and one national examination system under state responsibility. The
strategies charted out to achieve the goal included:
(i) Increasing public expenditure on education and skills generation from 2.7% of
GDP to 5% by 2010 and 7% by 2015.
(ii) Re-introduce the technical and vocational stream in the last two years of
secondary schools.
(iii) Gradually increase vocational and technical education numbers to 25-30% of
all secondary enrolment by 2015 and 50 per cent by 2030.
(iv) Enhance the scale and quality of education in general and the scale and quality
of scientific/technical education in Pakistan in particular.
Q. No. 5 Compare and contrast the objectives and strategies of
higher education of USA and UK.
Ans-
UK vs. USA Education System
According to the world university rankings compiled by the Times Higher
Education, more than half of the world’s top 200 universities are located in either
the US or the UK. Both countries share a rich tradition of quality higher education,
excellent research facilities, and a culture that promotes intellectualism as well as
academic freedom. However, while both certainly provide an excellent
environment for learning, there are many differences between the two countries
regarding the structure of the university as well as student life. In this article, we
will explore the primary differences between the American and British systems of
education.
Length of Time
Perhaps the most important difference between the education system in the US,
and the UK, is the amount of time it takes to finish your degree (except in
Scotland, where a bachelor’s degree also lasts four years). In general, degree
programs in the US take about one year longer than programs in the UK, although
this varies depending upon whether you receive a Master’s degree prior to a PhD.
In both systems, you can go directly to a PhD program out of your undergraduate
program, but in the UK it is more common to complete a Master’s degree program
before moving on to a PhD.
Courses of study are shorter in the UK because the course programs are generally
much more focused than in the US.
Academic Term
Most universities in the US begin their terms in mid to late August, although
smaller liberal arts colleges may start later. Most take a rather lengthy break
beginning in mid- December and begin the second semester in early to mid-
January. However, universities that are on different calendars, such as a trimester
or quarter-based system, may begin their winter break at the Thanksgiving holiday,
which falls at the end of November. The academic term in the UK is a bit more
varied. While most also use the semester system, the trimester and quarter systems
are used in some universities. Many schools start in September or October and end
in May or June, making for a slightly longer academic year. However, the
academic term is less standardized throughout the
United Kingdom; if you choose to study there, your university might use a much
different calendar.
University Organization
Many universities in the UK are made up of “colleges” which are dedicated to a
specific subject matter. While the colleges are still governed by the university,
each college has quite a lot of autonomy from each other as well as the university
itself.
You live with others in your college, eat with others from your college, and
generally stay within your college for the duration of your studies. Rather than
applying to the central university admissions department, like you do in the US,
you either apply directly to the college of the subject you want to study, or in the
case of undergraduate programs, you apply through a centralized system which
allows you to apply to several colleges at once. This system is called the
Universities and Colleges Admissions Service, or UCAS. This means that you
have to know what you want to study before you even apply.
By contrast, in the US, you apply to the larger university and for the first year or
more; you take courses from a variety of fields and only declare a major at the end
of the first year or perhaps even during the second year. American universities
have different “schools,” or departments, such as the School of Arts and Sciences,
which houses a number of related majors. However, even after you declare a major
at an American university, you are still expected to take classes outside of that
field, known as “electives.” For this reason, we can say that the general emphasis
of higher education in the US is breadth, or getting a range of knowledge from a
variety of different subjects. In the UK, the emphasis is more on depth; getting a
very thorough understanding of your chosen subject.
Homework and Grades
Because the US system emphasizes breadth, courses require weekly or even bi
weekly readings as well as other assignments such as small writing projects, major
research papers, and oral presentations throughout the course. In the UK, most
schools are much more lecture-based, with only occasional assignments throughout
the semester.
In some cases, there may be no actual required assignments and instead your entire
grade may be based on one final exam. In the US, your grade will be based on your
performance on the variety of assignments, with a final exam making up only a
percentage of your total grade.
Cost
The cost of education in both countries is far from cheap, but the cost of an
education in the United States is generally higher. According to a law passed in
2012, universities in England may charge up to £9000 (approximately $14,300) per
year. Of course, this applies only to citizens of the UK and the EU, not
international students.
Fees for international students can be significantly higher. The government sets the
limits for tuition fees, and each individual school sets its own fee up to that limit.
By contrast, the government has very little control over what universities charge in
the United States. The US differentiates between in-state tuition fees and out-of-
state tuition fees, as well as between private and public universities. These
distinctions determine the tuition fee. The average tuition fee for public two-year
institutions is around $3000 per year, while the average fee for private four-year
institutions is around $29,000 per year. Finally, some private four-year institutions
can cost up to $50,000 per year. In order to help students cover the cost of tuition
in both countries, loans are available through the government with favorable terms
and interest rates. Visit our Financial Aid Center for more information about
financing your education in the US, and our Financial Aid for the UK section to
learn more about funding an education in the UK.
Accommodation
Both countries provide students with residence halls in which to live. They are
roughly equivalent, although in the UK it is more normal to have a bedroom by
yourself, whereas in the US, you may very well share a bedroom with at least one
other person.
However, after the first year, students in the US may have additional housing
options available to them, such as private housing or off-campus housing. It is also
more common for dormitories to be self-catered in the UK, while the US normally
provides a range of full dining options for its students. One potentially significant
difference is that maid service is common in the residence halls in the UK,
although students pay a nominal fee for this service.
