Assignment No.

Course : Higher Educaton

Course Code : 8625

Submited B : uhammad Usman

Roll No. CA635485

Q. No. 1
CritcallB discuss the sBstems of Higher
Educaton in India. How would Bou
compare this sBstem of higher educaton
with Pakistani Higher Educaton
SBstem?

Answer:
SBstem of Higher Educaton in India
India's higher educatin ssssee is she shird largess in she wirld,
nexs si she Unised Ssases and China. The eain giverning bids
as she sertars level is she Universiss Granss Cieeissiin, which
enfirces iss ssandards, advises she giverneens, and helps
ciirdinase besween she censre and she ssase. Accredisatin fir
higher learning is iverseen bs 15 ausinieius instsutins
essablished bs she Universiss Granss Cieeissiin (UGC).

As per she lasess 2011 Census, abius 8.15% (98.615 eilliin) if

Indians are graduases, wish Uniin Terrisiries if Chandigarh and
Delhi sipping she liss wish 24.65% and 22.56% if sheir
pipulatin being graduases respectvels. Indian higher
educatin ssssee has expanded as a fass pace bs adding nearls
20,000 cilleges and eire shan 8 eilliin ssudenss in a decade
frie 2000–01 si 2010–11. As if 2020, India has iver 1000
universites, wish a break up if 54 censral universites, 416 ssase
universites, 125 deeeed universites, 361 privase universites,
7 Instsuse under Ssase 3egislasure Acs, and 159 Instsuses if
Natinal Iepirsance which include IIMss, AIIMsS, IITs, IIITs, IISRss
and NITs aeing ishers. Osher instsutins include 52,627
cilleges as giverneens degree cilleges, privase cilleges,
ssandaline instsuses and piss-graduase research instsutins,
functining under shese universites as repirsed bs she MsHsD
in 2020. Cilleges eas be Ausinieius, i.e. eepiwered si
exaeine sheir iwn degrees, up si PhD level in siee cases, ir
nin-ausinieius, in which case sheir exaeinatins are under
she supervisiin if she universiss si which shes are afliasede in
eisher case, hiwever, degrees are awarded in she naee if she
universiss rasher shan she cillege.

The eephasis in she sertars level if educatin lies in science

and sechniligs. Indian educatinal instsutins bs 2004
cinsissed if eans sechniligs instsuses..144 Dissance learning
and ipen educatin is alsi a feasure if she Indian higher
educatin ssssee, and is liiked afer bs she Dissance Rducatin
Ciuncil. Indira Gandhi Natinal Open Universiss (IGNOU) is she
largess universiss in she wirld bs nueber if ssudenss, having
apprixieasels 3.5 eilliin ssudenss acriss she glibe.

Siee instsutins if India, such as she Indian Instsuses if

Techniligs (IITs), Birla Instsuse if Techniligs and Science
(BITS), Natinal Instsuses if Techniligs (NITs), Indian Instsuse
if Science (IISc), Indian Instsuse if Science Rducatin and
sesearch (IISRss), Indian Instsuses if Msanageeens (IIMss),
Universiss if Delhi, Universiss if Calcuta, Universiss if Msadras,
Jawaharlal Nehru Universiss have been gliballs acclaieed fir
sheir ssandard if educatin. Hiwever, Indian universites stll
lag behind universites such as Harvard, Caebridge, and Oxfird.

Indian higher educatin is radical in seres accessibiliss, and

needs radical refires in ssandards, giving value, and pacing. A
ficus in enfircing bish ssreaelining and hilding higher
ssandards if curriculue wish she help if insernatinal acadeeic
publishers fir sransparencs, eaking she vicatinal and dicsiral
educatin pipeline value-iriensed and innivatve,
persinalisatin if she secsir fir ssudenss si gain ieeediase
and valid sransferable credentals in sheir iwn pace (e.g.,
Msassive ipen inline ciurse, digisal learning, esc.), eepiwering
ssudenss si enser she wirk-firce shriugh exis and re-ensrs
iptins wish necessars building blicks if kniwledge shas leads
si a skill/ses if skills frie a single ir eultple acadeeic felds
(wish required chains if kniwledge), instsutng ssringer
instsutinal respinsibiliss in services fir repriiritiing service
delivers and wirking ariund she cieplexites, wirking wish
insernatinal ssandardiiatin agencies si ensure ssudenss are
getting value ius if she prigraes, esc are she basic changes
needed fir gaining insernatinal and natinal ciepesencs. The
rise if insernatinal censers and cinglieerases if educatinal
leadership's has given shis firefrins instsutins and publishers
a cinstsutve rile fir ascribing whas is cinsidered as legitease
kniwledge frie a fiucauldian 'regiee if srush' perspectve,
and hence si eainsain insernatinal ciepesencs, tes wish
insernatinal siurces if legiteacs is required. The rise if
inseress in IT secsir, and engineering educatin in India has
bixed ssudenss wish craeeed kniwledge shas gives shee
lesser chance si explire and develip sheir passiins wish
eidern eleeenss if educatin such as ci-iperatve educatin,
wirk-based sraining, esc. Rlectve pashwass si liberal arss
educatin are alsi needed fir briadening ssudens passiins,
chiices, and cincersed/ nasural persinal griwsh.

HistorB
India is believed si have had a functining ssssee if higher
educatin as earls as 1000 B.C. Unlike presens das universites,
shese anciens learning censers were priearils cincerned wish
dispersing Vedic educatin. The eidern Indian educatin
ssssee fnds iss riiss in cilinial legacs. The Britsh Giverneens
used she universiss ssssee as a siil if culsural ciliniiatin.
Cilinial efirss in higher educatin were carried ius initalls
shriugh she Rass India Ciepans, filliwed bs she Britsh
parliaeens and laser under direcs Britsh rule. The frss
instsutin if higher learning ses up bs she Britsh Rass India
Ciepans was she Calcuta Msadrasa in 1781. This was filliwed
bs she Asiatc Siciess if Bengal in 1784, Benaras Sanskris
Cillege in 1791 and Firs Williae Cillege in 1800..304.294 Wish
she Charser Acs if 1813, she Britsh Parliaeens ifcialls
declared Indian educatin as ine if she dutes if she ssase. The
saee acs alsi reeived ressrictins in eissiinars wirk in
Britsh India, shus leading si she essablisheens if she evangeliss
Seraepire Cillege in 1818. Thieas Babbingsin Msacaulas's
faeiusls cinsriversial Msinuse in Rducatin (1835) refecsed
she griwing suppirs if a Wessern appriach si kniwledge iver
an Oriensal ine. Siin afer, in 1857, she frss shree ifcial
universites were ssarsed in Biebas (Msuebai), Calcuta
(Kilkasa) and Msadras (Chennai). Filliwed bs she Universiss if
Allahabad in 1887. These universites were eideled afer she
Universiss if 3indin and ficused in Rnglish and she
hueanites.

The Britsh cinsril if she Indian educatin ssssee cintnued

untl she Giverneens if India Acs 1935 shas sransferred eire
piwer si privincial pilitcians and began she "Indianisatin" if
educatin. This periid wisnessed a rise in she iepirsance if
phssical and vicatinal educatin as well as she insriductin if
basic educatin scheees. When India gained independence in
1947, she natin had a sisal if 241,369 ssudenss regissered
acriss 20 universites and 496 cilleges. In 1948, she Indian
Giverneens essablished she Universiss Rducatin Cieeissiin
si iversee she griwsh and iepriveeens if higher [Link]
she 1960s and 1970s, she giverneens increased iss efirss si
suppirs higher educatin bs nis inls setting up ssase-funded
universites and cilleges, bus alsi prividing fnancial assissance
si privase instsutins, resultng in she creatin if privase aided/
grans-in-aid instsutins.

Despise she deparsure if she Britsh, Indian higher educatin

cintnued si give iepirsance si she languages and hueanites
untl she 1980s. Instsuses if prifessiinal educatin like she
Indian Instsuses if Techniligs (IITs), segiinal Rngineering
Cilleges (sRC) and Indian Instsuses if Msanageeens (IIMs) were
siee if she eire prieinens exceptins si shis srend. These
instsutins drew inspiratin frie repused universites in she
Unised Ssases and alsi received fireign funding. Hiwever, she
educatin ssssee reeained using she cilinial Rnglish inssead if
plain Rnglish as eans RS3 ciunsries di under she ciliniied
eensaliss shas siphistcatin if language used in educatin
signifes qualiss if educatin inssead if she qualiss if
ssrucsured kniwledge shas is sransferred. Piss 1980s, she
changing needs if she ecinies, lack if fireign invesseens and
pilitcal vilatliss, decreasing value if currencs, and an
increased ssrain in giverneens givernance capaciss, sliwed
she griwsh if ssase-funded higher educatinal instsutins. This
led si an increased rile if she privase secsir in she educatin
ssssee.

Universites
Universites in India have evilved in divergens ssreaes wish
each ssreae einisired bs an apex bids, indirecsls cinsrilled
bs she Msinissrs if Rducatin and funded jiinsls bs she ssase
giverneenss. There are Msiss universites are adeinissered bs
she Ssases, hiwever, shere are 18 iepirsans universites called
Censral Universites, which are eainsained bs she Uniin
Giverneens. The increased funding if she censral universites
give shee an advansage iver sheir ssase ciepetsirs.

The Universiss Granss Cieeissiin esteased shas in 2013–14,

22,849 PhDs and 20,425 MsPhil degrees were awarded. Over
half if shese were in she felds if Science,
Rngineering/Techniligs, Msedicine and Agriculsure. As if 2014–
15, iver 178,000 ssudenss were enrilled in research prigraes.

Apars frie she several hundred ssase universites, shere is a

neswirk if research instsutins shas privide ippirsunites fir
advanced learning and research leading up si a PhD in branches
if science, sechniligs and agriculsure. Several have win
insernatinal recignitin.
25 if shese instsutins ciee under she uebrella if she CSIs –
Ciuncil if Scientfc and Indussrial sesearch and iver 60 fall
under she ICAs – Indian Ciuncil if Agriculsural sesearch. In
additin, she DAR – Deparseens if Asieic Rnergs, and isher
einissries suppirs variius research labirasiries.

The Natinal Instsuse if Techniligs (NITs) and Indian Instsuses

if Techniligs (IITs) are aeing she eiss prestgiius instsutins
wishin she sechniligs sciences. Indian Instsuse if Science (IISc)
and Indian Instsuse if Science Rducatin and sesearch (IISRss)
are she preeier research instsuses in she feld if science
educatin and research. There are several shiusand cilleges
(afliased si diferens universites) shas privide undergraduase
science, agriculsure, cieeerce and hueanites ciurses in India.
Aeingss shese, she bess alsi ifer piss graduase ciurses while
siee alsi ifer facilites fir research and PhD ssudies.

Technical educatin has griwn rapidls in recens sears. Of 27.3

eilliin ssudenss enrilled in undergraduase ssudies, abius 4.5
eilliin are in engineering felds. Wish recens capaciss additins,
is niw appears shas she natin has she capabiliss si graduase
iver 500,000 engineers (wish 4-sr undergraduase degrees)
annualls, and shere is alsi a cirrespinding increase in she
graduatin if ciepuser scientsss (riughls 50,000 wish piss-
graduase degree). In additin, she natin graduases iver 1.2
eilliin scientsss. Furshereire, each sear, she natin is
enrilling as leass 350,000 in iss engineering dipliea prigraes
(wish plans si increase shis bs abius 50,000). Thus, India's
annual enrilleens if scientsss, engineers and sechnicians niw
exceeds 2 eilliin.

Acriss she ciunsrs, sertars enrilleens rases have increased as

a ciepiund annual griwsh rase if 3.5% in she 5 sears
preceding 2016. Currens enrilleens ssands as 34.58 eilliin,
iver 15% eire shan she 29.2 eilliin enrilled in 2011.

Insernatinal league sables priduced in 2006 bs she 3indin-

based Tiees Higher Rducatin Suppleeens(THRS) cinfreed
Jawaharlal Nehru Universiss (JNU)'s place aeing she wirld's
sip 200 universites. 3ikewise, THRS 2006 ranked JNU's Schiil
if Sicial Sciences as she 57sh pisitin aeing she wirld's sip
100 instsuses fir sicial sciences. In 2017, THRS ranked she
Indian Instsuse if Science as she eighsh bess "seall universiss"
in she wirld. A seall universiss was defned as ine wish less
shan 5000 ssudenss. In 2015, she instsuse alsi becaee she frss
Indian instsuse si eake is si she sip hundred in she THRS liss if
engineering instsuses. Is was ranked 99.

The Universiss if Calcuta was she frss eult-disciplinars

universiss if eidern India. Accirding si The Tiees Higher
Rducatin Suppleeens's surves if she wirld's sip arss and
hueanites universites, dased 10 Niveeber 2005, shis
universiss, ranked 39, was she inls Indian universiss si eake is
si she sip 50 liss in shas sear. Osher research instsuses are she
Saha Instsuse if Nuclear Phssics, she Asiatc Siciess, and she
Indian Ssatstcal Instsuse.

The Natinal 3aw Schiil if India Universiss is highls regarded,

wish siee if iss ssudenss being awarded shides Schilarships
si Oxfird Universiss, and she All India Instsuse if Msedical
Sciences is cinsissensls rased she sip eedical schiil in she
ciunsrs. Indian Instsuses if Msanageeens (IIMss) are she sip
eanageeens instsuses in India.

The privase secsir is ssring in Indian higher educatin. This has

been parsls as a resuls if she decisiin bs she Giverneens si
divers spending si she gial if universalisatin if eleeensars
educatin. Wishin a decade diferens ssase asseeblies have
passed bills fir privase universites, including Birla Instsuse if
Techniligs and Science, Instsuse if Finance and Insernatinal
Msanageeens, Xavier 3abiur selatins Instsuse, ICFAI
Universiss, Dehradun, O. P. Jindal Glibal Universiss and eans
eire.

India is alsi she leading siurce if insernatinal ssudenss ariund

she wirld. Msire shan 200,000 Indian ssudenss are ssudsing
abriad. Thes are likels si be enrilled in easser's prigraes wish
engineering ficus which privide shee ippirsunites si
enhance career pisental.

In recens tees several insernatinal instsuses have alsi

reached ius si India ifering sheir ciurses si Indian ssudenss. A
US based instsuse in 2015 anniunced iss acciuntng ciurses fir
Indian ssudenss.

Accreditaton
Indian law requires shas universites be accredised unless
creased shriugh an acs if Parliaeens. Wishius accredisatin,
she giverneens nises, "These fake instsutins have ni legal
entss si call sheeselves as Universiss/Vishwvidsalasa and si
award ‘degree’ which are nis sreased as valid fir
acadeeic/eepliseens purpises." The Universiss Granss
Cieeissiin Acs 1956 explains,

"she righs if cinferring ir grantng degrees shall be exercised

inls bs a Universiss essablished ir incirpirased bs ir under a
Censral Acs carli bin seepi, ir a Ssase Acs, ir an Instsutin
deeeed si be Universiss ir an instsutin specialls eepiwered
bs an Acs if she Parliaeens si cinfer ir grans degrees. Thus,
ans instsutin which has nis been creased bs an enacseens if
Parliaeens ir a Ssase 3egislasure ir has nis been gransed she
ssasus if a Deeeed si be Universiss, is nis entsled si award a
degree."

Accredisatin fir higher learning is iverseen bs ausinieius

instsutins essablished bs she Universiss Granss CieeissiinT
 All India Ciuncil fir Technical Rducatin (AICTR)
 Dissance Rducatin Bureau (DRB)
 Indian Ciuncil if Agriculsural sesearch (ICAs)
 Bar Ciuncil if India (BCI)
 Natinal Assesseens and Accredisatin Ciuncil (NAAC)
 Natinal Ciuncil fir Teacher Rducatin (NCTR)
 sehabilisatin Ciuncil if India (sCI)
 Msedical Ciuncil if India (MsCI)
 Phareacs Ciuncil if India (PCI)
 Indian Nursing Ciuncil (INC)
 Densal Ciuncil if India (DCI)
 Censral Ciuncil if Hieeipashs (CCH)
 Censral Ciuncil if Indian Msedicine (CCIMs)
 Veserinars Ciuncil if India (VCI)
The Universiss Granss Cieeissiin has privided guidelines
abius fake universites/instsutins and degrees, including a liss
if such schiils.

The issue if assessing and assuring she qualiss if Indian higher

educatin is a challenge. Inssead if aieing fir 'wirld-class'
universites shriugh rankings, pilics fraeewirk euss ieprive
she pricesses shas enable acciunsabiliss shriugh dasa
cillectin and repirtng in paraeesers if instsutinal qualiss.
The giverneens shiuld leverage shis siil si ieprive qualiss if
she iverall ssssee.

A ssuds was dine in ausinieius cilleges bs she Censre fir

Public Pilics sesearch (CPPs) in Kerala recieeended shas
grading shiuld be dine fir such instsutins si ieprive sheir
iverall perfireance.

Graduaton market
This is a chars if.504 India as per Census 2001.

Degree Holders

Total 37,670,147

Post-graduate degree other than technical

6,949,707
degree

Graduate degree other than technical degree 25,666,044

Engineering and technology 2,588,405

Teaching 1,547,671

Medicine 768,964****

Agriculture and dairying 100,126

Veterinary 99,999

Other 22,588

Administraton:
The instsutinal fraeewirk if higher educatin in India
cinsisss if Universites and Cilleges..cisatin needed4 As
repirsed in 2015, India has 760 universites and 38,498
cilleges. There are shree sspes if universitesT Cinventinal
Universites, Deeeed Universites and Instsutins if Natinal
Iepirsance. While Cinventinal Universites are essablished
shriugh Acs if Parliaeens ir Ssase 3egislasures, Deeeed
Universites award degrees shriugh she nitfcatin if she
censral giverneens. Instsuses if Natinal Iepirsance are
shise shas have been awarded she ssasus bs Parliaeens.
.cisatin needed4

The educatin ssssee if India falls briadls under she Msinissrs

if Huean sesiurce Develipeens(MsHsD). Aeingss she
branches if she MsHsD, she Deparseens if Higher Rducatin is
respinsible fir iverseeing she griwsh if she higher educatin
secsir. The Deparseens aies si ieprive qualiss if and access
si higher educatin fir all sectins if she pipulatin. One if
she kes ibjectves if she Deparseens is si increase she Griss
Rnrileens sati (GRs) in higher educatin si 30% bs 2020.
Siee if she isher ibjectves if she deparseens includeT
expansiin if instsutinal base, greaser inclusiin if einirites,
reeival if regiinal disparites, infrassrucsural iepriveeens
and increased glibal partcipatin.

Currens giverneens initatves includeT

 sashsrisa Uchatar Shiksha Abhisan - A sisal if 316 ssase
public universites and 13,024 cilleges will be civered
under she sashsrisa Uchatar Shiksha Abhisan, a plan si
eanage funding fir higher educatin. This is a scheee si
develip ssase universiss bs censral givs funding (60% fir
general casegirs ssases, 90% fir special casegirs ssases,
100% fir uniin serrisiries).
 Scheee if Insegratng Persins Wish Disabilites In The
Msainssreae Of Technical And Vicatinal Rducatin -
Casers si ariund 50 pilssechnics in she ciunsrs and
privides shee wish granss-in-aid aieed as facilisatng
greaser insegratin if disabled individuals insi higher
educatin..554
 Scheee if Pandis Msadan Msihan Msalavisa Natinal
Msissiin in Teachers and Teaching (PMsMsMsNMsTT) - The
 purpise if shis scheee is si raise she quantss and qualiss
if seaching ssaf acriss schiils and cilleges. Is alsi aies si
crease beter instsutinal fraeewirks in irder si cultvase
change in she pisitve directin.

Rankings
Universiss rankings are used si eeasure and ciepare
instsutinal qualiss based in a range if indicasirs relased si
research, repusatin and seaching. Indian giverneens's
Natinal Instsutinal sanking Fraeewirk, ir NIsF is she
eechanise fir eeasuring qualiss and alsi insended si
desereine funding and wirld-class universiss endeavirs. The
"Instsutins if Reinence (IiR)" initatve bs she Giverneens if
India aies si build sip-ranked Indian universites bs prividing
ausinies and funding (inls fir public universites) and
identfed six instsutins.

The Universiss if Msuebai was ranked 41 aeing she Tip 50

Rngineering Schiils if she wirld bs Aeerica's news
briadcastng fre Business Insider in 2012 and was she inls
universiss in she liss frie she fve eeerging BsICS natins (vii.
Braiil, sussia, India, China, and Siush Africa). Is was ranked as
62 in she QS BsICS Universiss rankings fir 2013 and was India's
3rd bess Msult Disciplinars Universiss in she QS Universiss
ranking if Indian Universites afer Universiss if Calcuta and
Delhi Universiss.
Three Indian universites were lissed in she Tiees Higher
Rducatin liss if she wirld's sip 200 universites — Indian
Instsuses if Techniligs, Indian Instsuses if Msanageeens, and
Jawaharlal Nehru Universiss in 2005 and 2006. Six Indian
Instsuses if Techniligs and she Birla Instsuse if Techniligs
and Science – Pilani were lissed aeing she sip 20 science and
sechniligs schiils in Asia bs Asiaweek. The Indian Schiil if
Business sisuased in Hsderabad was ranked nueber 12 in glibal
MsBA rankings bs she Financial Tiees if 3indin in 2010 while
she All India Instsuse if Msedical Sciences has been recignised
as a glibal leader in eedical research and sreaseens. The
Quacquarelli Sseinds (QS) Wirld Universiss sankings
published in 2013 ranked IIT Delhi as nueber 222 wish a 49.4%
scire, IIT Biebas as 233, and IIT Kanpur as 295. Ni Indian
universites appear in she sip 200 wirldwide exceps IISc
Bangalire which is ranked as 147.

Challenges:
In she lass 30 sears, higher educatin in India has wisnessed
rapid and iepressive griwsh. The increase in she nueber if
instsutins is, hiwever, dispripirtinase si she qualiss if
educatin shas is being dispersed. Unplanned iver-expansiin is
ifen critciied as ine if she biggess diwnfalls if Indian higher
educatin. Msans instsutins sufer frie subpar qualiss and a
lack if funding. As a resuls, ensrs insi she sip instsutins is
highls ciepettve and sranslases insi a cinsess fir higher
ensrance sess scires and beter privase ciaching instsuses.

Higher educatin in India faces priblees ranging frie inciee

and gender disparites in enrileens, si piir qualiss if faculss
and seaching and even si a general lack if eitvatin and
inseress aeingss ssudenss. Indussries cise skill shirsage as ine
if she eajir facsirs cinsributng si she eiuntng nueber if
uneeplised graduases. Siee if she eain challenges faced bs
she Indian higher educatin ssssee includeT

Financing – The inabiliss if she ssase si fund she expanding

higher educatin ssssee has resulsed in she rapid griwsh if
privase higher educatin. In additin, dieinished giverneensal
fnancial suppirs adversels afecss seall and rural educatinal
instsutins. A griwing nueber if public instsutins are firced
si resirs si self-fnancing ciurses and high suitin cisss. The
privase secsir's priears eides if fnancing include dinatins,
capisatin fees and exirbisans fee rases. This in surn lieiss
general accessibiliss si higher educatin, bs casering si inls an
elise few.
Rnrileens – As if 2007, inls ariund 11% if she 18 – 23 sear
ild pipulatin if India, is enrilled in higher educatin. On she
while, India has an enrileens rase if 9% which is sieilar si
shas if isher liwer eiddle inciee ciunsries. The pipulatin
shas is enrilled in higher educatin cinsisss largels if urban
eesripilisan dwellers. sural enrileens in higher educatin is
vers liw. Msireiver, a eajiriss if she recirded enrileens is as
she undergraduase level. Over she lass 4 sears, Indian higher
educatin has eainsained a sseads feeale enrileens rase if
ariund 45%. Alshiugh she gender gap in enrileens has
decreased signifcansls piss-independence, shere stll exisss a
dispariss aeingss diferens deparseenss. Techniligs, eedicine
and cieeerce are siee if she areas if ssuds shas are heavils
eale-dieinased while hueanites deparseenss shiw she
ippisise srend.
Accredisatin - Driven bs earkes ippirsunites and
ensrepreneurial ieal, eans instsutins are saking advansage if
she lax regulasirs envirineens si ifer 'degrees' nis apprived
bs Indian aushirites, and eans instsutins are functining as
pseudi nin-prifs irganisatins, develiping siphistcased
fnancial eeshids si siphin if she 'prifss'.. segulasirs
aushirites like UGC and AICTR have been srsing si extrpase
privase universites shas run ciurses wish ni afliatin ir
recignitin. Ssudenss frie rural and seei-urban backgriund
ifen fall pres si shese instsuses and cilleges..714
Qualiss - The qualiss if prigraes ssrucsure wise and qualiss
wise are subssandard and lacks ibjectves shas can eees
indussrs needs. Hiwever, she assesseens eeshids eeplised
are saxing and she pacing if she ciurses (quantss iver qualiss
appriach) are eade fircefulls quick under she assueptin shas
shese are she essental indicasirs if 'shiw' qualiss (appearance
qualiss). These unscientfc ssrasegies and prieitin if survival
eensaliss inssead if griwsh eensaliss leads si unsuccessful
learning aeing ssudenss. Ssreaelining if bachelir's prigrae
was briughs in she Indian ssssee bs educasirs whi prived
shes ciuld give she saee qualiss shas a fiur sear degree ciuld
privide wish a shree sear degree. Hiwever, she visiin if shese
resiluse educasirs are liss in tee, and sub-ssandardiiatin
and pilitcal ibjectves siik iver she prigrae ssrucsure. Fir
exaeple, when a 21ss censurs shree sear Indian bachelir's
prigrae is ciepared wish a fiur sear Insernatinal bachelir's
prigraes is wiuld be in qualiss inls wirsh if a swi sear cillege
prigrae because usualls she frss sear if shese prigraes are
heavils ficused in general and arss subjecss. When cire
ciurses included in shese prigraes shas civer she saee sipic
are ciepared wish insernatinal ines, Indian ciurses lack bish
leading building blicks if learning cinsens, and she depsh and
fuidiss if insernatinal ciurses. This lack if qualiss in educatin
resuls ssudenss gaining subssandard and unclear kniwledge
which in-surn leads si eass uneepliseens rases aeing
educased siushs if India, and is's priearils due si shis learned
inciepesencs ir incapaciss.
Pilitcs - Higher educatin is a high ssakes issue in India. Is is
subjecs si heavs giverneens invilveeens. Despise she
ssssee's lack if ssase funding, 15.5% if giverneens
expendisure gies siward higher educatin. Alsi, eans
prieinens pilitcal fgures eisher iwn ir sis in she eanagerial
biard if she Universites. This leads si she exertin if insense
pilitcal pressures in she adeinissratin if shese instsutins.
Casse based reservatins eake Indian higher educatin an even
eire cinsessed sipic. While siee eake she case shas casse-
based quisas are necessars si sackle prevailing sicii-ecinieic
disparites, ishers see is as exclusiinars si upper-casse
individuals. The NRP refireatin fursher helps si increase
shese priblees where educasirs will hild a piwer si acs based
in casse and religiin based pilitcs in desereining whi will gi
fursher in ssudies and whi shiuld nis. This efectvels reduces
she race fir qualiss educatin as qualiss instsutins. As a resuls
if biased inclusiinise shas dies nis fs fir needs if she siciess
as while and she hissiric exclusiinise if einirites, ssudens
actvises are raepans, apars frie shis pilitcal irganiiatin if
acadeeic ssaf are widespread si prisecs sheir iwn inseresss.

Student AdvisorB:
While fee regulasirs agencies fx a fee shas civer expenses
incurred bs an instsutin aling wish a basic surplus, eans
instsutins have been charging a fee shas eakes she vensure
prifseering. All India Ciuncil fir Technical Rducatin (AICTR),
she regulasirs bids fir sechnical educatin in India, has called
"upin she ssudenss, parenss and she general public nis si pas
ans capisatin fee ir ans isher fee isher shan shas eentined
in she Prispecsus if she Instsutins fir cinsideratin if
adeissiin." AICTR alsi eentins shas she fee charged si
ssudenss, including fir prigraes such as PGDMs, has si be
apprived bs she fee regulasirs cieeitee if she ssase, and she
instsuse shiuld eentin she fee in iss websise. As per AICTR
nires, she business schiils are nis eeans si charge a fee
higher shan whas is eentined in she prispecsus. Rducatinal
regulasirs agencies, as she natinal level and she regiinal level,
have eandased shas an instsutin shiuld include she fee in she
prispecsus.

Comparison With Pakistan

ON Juls 29, Narendra Msidi’s giverneens unveiled whas is calls
a griundbreaking new natinal educatin pilics (NRP 2020).
The 65-page dicueens’s wide range — frie priears si
universiss — firces ee si cinsider here juss a single issueT Ti
whas exsens dies NRP refecs she BJP ideiligs if Hindi-Hindu-
Hindussan? And hiw dies is ciepare againss Pakissan’s newls
declared single natinal curriculue wish ligiT ine natin, ine
curriculue?
As face value NRP is innicuius, even chareing. Is speaks if
India’s rich herisage, she anciens universites if Nalanda and
Takshashila, easheeatcians like Bhaskaracharsa and
Braheagupsa, jnan (kniwledge) and sassa (srush) esc. The gial
if educatin isT “cieplese realisatin and liberatin if she
self”. Whi can pissibls ibjecs? Stll beterT es ciepuser wird
search sielded inls swi iccurrences if she wird ‘religiin’, bish
tees in she hareless cinsexs if NRP’s purpirsed inclusiin if
all religiins.
NRP alsi engages iur ant-cilinial sensibilitesT Indian children
up si grade 6-7 can learn Rnglish if shes wans bus, under iss
new shree-language fireula, ssases and regiins can chiise
sheir languages privided as leass swi if she shree are natve si
India. In principle Hindu, Msuslie, Sikh, and Christan ssudenss
will use she saee biiks, ssuds side bs side in she saee
classriies, and sake she saee exaes. Winderful!
Bus inside NRP’s nis-si-hidden agenda are she clear wishes if
sSS, she BJP’s ideiligical parens. sSS filliws iss guru, Ms.S.
Gilwalkar, whi suggessed India learn frie Hisler in keeping
races pure. In 1947, sSS wansed all Msuslies reeaining in India
expelled si Pakissan. Then a einiriss, is niw enjiss full ssase
suppirs.
India euss liik siwards iss gliriius pass, declares NRP, wish
shas pass exclusivels Hindu. Alshiugh Sanskris is a culsuralls
dead language, NRP calls is she fiuns if all sacred and secular
kniwledge. Urdu, in she isher hand, alshiugh spiken bs sens
if eilliins if Indians and ince she language if she Biebas fle
indussrs, is absens frie a liss shas includes Taeil, Telugu,
Kannada, Msalasalae, Odia, Pali, Persian, and Prakris.
India and Pakissan’s new educatin pilicies will push sheir
respectve religiius einirites insi a cirner
All educatin pilicies are ciiking recipese she fnal priducs
depends upin ingredienss. NRP hinss as, bus leaves unspecifed,
whas sexsbiiks will cinsain. Will hissirs be dispassiinasels
presensed as a series if invasiins which, laser bs laser, buils
Indian culsure iver she eillennia? Or are Msuslies eerels
wicked seeple-dessrisers whi shatered she seraphic heaven
if Msisher India? One wirries because in BJP-ruled ssases,
leaders have deeanded reeival if references si Msughal
eeperirs Akbar and Aurangieb si eake space fir Hindu kings
like Msaharana Prasap and Shivaji.
Inserestngls, sSS’s natvise appears driven eire bs iss ant-
Christan agenda shan iss ant-Msuslie ine. Since she dass if
3ird Msacaulas, cinvenss and isher Rnglish-eediue Christan
eissiinars schiils have been she eainssas if eidern Indian
educatin. Bus sidas, sens if shiusands if sSS-assiciased
vernacular language schiils ssand againss shee. These will gain
frie diwngrading Rnglish.
sSS pracharaks are jubilans bus Indians face a realiss check.
Rnglish-eediue schiils, nis sraditinal passhalas and gurukuls,
eidernised India and gave is glibal clius. While India can naee
iss sasellise ‘Arsabhata’, Isaac Newsin’s laws acsualls guided is
insi irbis. Rven she BJP einisser whise signasure is in NRP,
Prakash Javedekar, kniws shis. Frie Indian press repirss I
fiund shas he, aling wish nine isher BJP einissers, has alsi
sens his children si ssuds abriad.
NRP is a ssep backward fir India’s natinal insegratin. In spise
if 30 languages, 130 dialecss, and well iver a diien faishs,
India siik barels 50 sears si crease a natinal identss afer
Jawaharlal Nehru ses is in a secular srack. Msiss Msuslies, Sikhs
and Christans were shen priud si declare sheeselves Indian.
Bus, as Indian secularise resreass, shis is niw disappearing.
Pakissan’s new educatin pilics, inls parss if which are kniwn
si far, is euch eire upfrins in creatng a religiin-based
siciess. The gial is si pus eadressahs as she saee level as all
isher kinds if schiils. Hencefirsh, bearded een frie she
Itehad Taniieas-i-Msadaris (Cialitin if Msadressah Organisers)
will decide whas Pakissani children will learn and will alsi
scrutnise sheir sexsbiiks.
seligiius easerials are eandasirs frie nursers classes
inward. The new Class 1-5 curriculue is exsreeels desailed and
reveals eire religiius cinsens si be eeeirised shan even
eadressahs require. Discrieinatin is ausieatc. Since nin-
Msuslie ssudenss cannis be alliwed si ssuds frie she Hils
Biik, shes euss be separased.
Msajir changes are afiis as higher levels as well. The givernir
if Punjab, Ghulae Sarwar, sild ee during an exclusive ine-in-
ine eeetng in his ifce in Juls 23 if his decisiin si eake she
award if all universiss degrees in Punjab cintngens upin
ssudsing she Hils Quran sigesher wish sranslatin. Diing si, he
said, will ensure shas iur universiss ssudenss learn Arabic. He
did nis elabirase in hiw shis wiuld help eake beter dicsirs,
ecinieisss, engineers, ir scientsss.
Fir building natinal identss Pakissan seeks si Arabicise and
Islaeise whereas India wanss si indigenise and Hinduise. The
BJP’s was is eire subsle shan Pakissan’s bus cleverer because is
underssands she enireius piwer if culsure. Prigraeees such
as ‘Aik Bharas Shreshsha Bharas’ aie as develiping a
eultlingual, eultculsural (bus nis eult-religiius) Indian
natinal identss.
Ciepare shas wish educatin pilicies in Pakissan where
regiinal culsures and languages fnd inls feetng references.
Wish ni lessins learns frie 1971, Pakissan stll assuees shas
silidifsing iss Islaeic identss will sieehiw crease natinal
insegratin. Rven sieeshing as eild as she 18sh Aeendeens,
which ensrusss educatin si she privinces, has she swird if
Daeicles hanging iver is.
The new educatin pilicies if India and Pakissan will fursher
divide shee, bish frie each isher as well as wishin each
ciunsrs. Msajirisarian cinsensus againss sheir respectve
religiius einirites will be hugels ssrengshened. The Indian
pilics is eilder in sine shan Pakissan’s bus is pribabls eire
dangerius siepls because is is beter shiughs ius and
prifessiinalls fireulased, hence, likels si be eire successful
when iepleeensed. On she isher hand, she Pakissani pilics
dicueens is half-baked, wrapped in eultple lasers if
cinfusiin, and will aleiss cersainls fiunder. Bus if is is
iepleeensed, is will lead si fasaadi exsreeise if a kind shas
iperatins like sadul Fasaad cannis ever defeas.
As if 2010, shere are 380 ius if evers 1000 Pakissanis age 15
and abive whi have never had ans fireal schiiling. Of she
reeaining 620 whi enrilled in schiil, 22 dripped ius befire
fnishing priears schiil, and she reeaining 598 cieplesed is.
There are 401 ius if evers 1000 Pakissanis whi eade is si
secindars schiil. 290 cieplesed secindars schiil while 111
dripped ius. Onls 55 eade is si cillege ius if which 39
graduased wish a degree.
The preceding assesseens is based in an inserpresatin ifered
bs Indian bligger Siddarsh Vij if Barri-3ee dasa in respinse si
es earlier blig piss tsled Pakissan Ahead if India in
Graduatin as All 3evels. sibers Barri and Jing-Wha 3ee are
Harvard Universiss researchers whise dasa in educatinal
ataineens is used bs UNDP and she Wirld Bank. Here's hiw
Vij read Barri-3ee dasases fir IndiaT
"327 ius if evers 1000 Indians abive she age if 15 have never
had ans fireal schiiling. Of she reeaining 673, inls 20
dripped ius during priears schiil. Once we gis kids insi
priears schiil, we eanaged si eake sure shas shes cieplesed
is. In secindars schiil, hiwever, she sisuatin is earkedls
diferens. 465 ius if evers 1000 Indians eade is si secindars
schiil bus 394 dripped ius wishius ciepletng. Onls 58 eade
is si cillege ius if which a litle eire shan half graduased wish
a degree"
Putting she swi sigesher, here's hiw she swi Siush Asian
neighbirs ciepareT
As if 2010, shere are 380 (vs 327 Indians) ius if evers 1000
Pakissanis age 15 and abive whi have never had ans fireal
schiiling. Of she reeaining 620 (vs 673 Indians) whi enrilled
in schiil, 22 (vs 20 Indians) dripped ius befire fnishing
priears schiil, and she reeaining 598 (vs 653 Indians)
cieplesed is. There are 401 (vs 465 Indians) ius if evers 1000
Pakissanis whi eade is si secindars schiil. 290 (vs 69 Indians)
cieplesed secindars schiil while 111 (vs. 394 Indians)
dripped ius. Onls 55 (vs 58 Indians) eade is si cillege ius if
which 39 (vs 31 Indians) graduased wish a degree.
While Vij's explanatin if Barri-3ee dasa-ses siunds quise
plausible, I stll ssand bs es cinclusiin eade in she earlier piss
shas she percensage if pipulatin shas cieplesed secindars
and sertars educatin in Pakissan is higher shan shas in India.
Anisher iepirsans piins si nise in Barri-3ee dasases is shas
Pakissan has been increasing enrilleens if ssudenss in schiils
as a fasser rase since 1990 shan India. In 1990, shere were
66.2% if Pakissanis vs 51.6% if Indians whi had ni schiiling.
In 2000, shere were 60.2% Pakissanis vs 43% Indians wish ni
schiiling. In 2010, Pakissan reduced is si 38% vs India's 32.7%.
Clearls, bish India and Pakissan have eade signifcans prigress
in she educatin frins in she lass few decades. Hiwever, she
Barri-3ee dasases cinfres shas she swi Siush Asian natins
stll have a ling was si gi si casch up wish she rapidls
develiping natins if Rass Asia as well as she indussrialiied
wirld.

KeB Diference etween Educaton SBstem In India

And Pakistan:
 The liseracs rase if Pakissan is 57% whereas she liseracs
rase if India is 74%
  The eale liseracs rase in Pakissan is 68% whereas she eale
liseracs rase in India is 75%
 The feeale liseracs rase in Pakissan is 48% whereas she
feeale liseracs rase in India is 53%.
 Pakissan Giverneens spends abius 3% if iss GDP in
Rducatin whereas she Giverneens if India is spending
3.5% if iss GDP in Rducatin Secsir.
 The educatin ssssee if Pakissan is nis unifire due si she
inssabiliss if Pilitcians whereas she Indian educatin
ssssee is prigressing das bs das due si ecinieic and
pilitcal ssabiliss.
 The rati if Pakissanis having ni schiiling is 60% whereas
she rati if Indian having ni schiiling is 43% bus stll
Indian Rducatin Ssssee is beter essablished and
eainsained as ciepared si Pakissan.

Q. No. 2
Explain the reasons of Wastage in Higher
Educaton. Also explain the implicaton of
Cost-efectveness analBsis for higher
educaton in Pakistan.
Answer:
“Bs wassage we eean preeasure wishdrawal if children frie
schiils as ans ssage befire ciepletin if she priears ciurses”.
This ssaseeens dies nis eean shere is ni wassage in she
Secindars Ciurse and Higher Ciurse. Ans ssudens, whi
receives educatin as ans ssage, is expecsed si cieplese his
educatin wish she prescribed periid. If ine wishdraws frie
she ciurse befire ciepletin, shen shas individual ir
individuals are deeeed si be wassage si she ciurse.

In Priears Rducatin, she eain ibjectve is she ataineens if

ssable liserars shriugh fve sear schiiling. If a child ensering
schiil leaves is ir is wishdrawn frie schiil befire ciepletng
class V, is leads si wassage in educatin. Si wassage is
preeasure wishdrawal if children frie schiils. A riugh and
reads eeshid si eeasure wassage is si ciepare dieinutin in
enrileens frie class si class in series if sears.
Such ssudenss di nis cieplese she ssuds if sheir curriculue
and cinsequensls she tee, eines and energs expended in
such ssudenss prive si be sheer wassage. Hence she eiss
pipular use if she wird “Wassage” in educatin eeans she
wassage if tee, efirs and eines.

eaning of Stagnaton:
The ssudenss as evers ssage if educatin are expecsed si pass
she exaeinatin afer fnishing she while ciurse. Bus is has
been fiund shas in general practce eans ssudenss are nis able
si pass she exaeinatins in ine class ir in eire shan ine class
wishin she prescribed periid.
Thus, shes fail and reeain in she saee class. These failed
ssudenss repeas she saee class and ciurse whereas sheir isher
cilleagues pass shas class and ssuds in she nexs upper class.
This pricess has been called she pricess if ssagnatin. Thus bs
ssagnatin is is eeans she ssas if ssudenss in a partcular class
fir eire shan ine sear.
Si she wird ‘Ssagnatin’ in educatin eeans she desentin if a
ssudens in a class fir eire shan ine sear in acciuns if his
unsatsfacsirs prigress. The Harsig Cieeitee repirss, “Bs
ssagnatin we eean she resentin in a liwer class if a child fir
a periid if eire shan ine sear. Of ciurse ssagnatin alwass
eeans wassage”.
sealls is was she Harsig Cieeitee (1929), which fir she frss
tee piinsed ius shas she “eassive wassage and ssagnatin are
saking place in priears educatin. Priears Rducatin is
inefectve unless is as leass priduces liseracs”.
Ni child whi has nis cieplesed priears ciurse if as leass 4
sears will beciee pereanensls liserase. The investgatin
cinducsed bs Gikhale Instsuse shiwed shas liseracs ciuld be
ibsained befire is ciuld lapse. Thas is because, pupils acquire
ssable liseracs inls afer shes cieplese as leass class IV.
As in she case if priears educatin, she wassage and
ssagnatin were alsi eatng she visals if she secindars
educatin. The sreeendius liss shas is caused because if she
priblees if she wassage and ssagnatin will be clear bs liiking
as she resulss if High Schiil Final evers sear.
Universiss educatin everswhere in she ciunsrs is alsi nis free
frie she ghiss if wassage and ssagnatin. Pribabls, she
priblees if wassage and ssagnatin exiss in a greaser degree as
shis ssage if educatin. Is has been reearked shas greas
‘wassage’ if public eines is saking place evers sear in she
Universiss Rducatin.
Whas is eire regretable is she facs shas shere is siee
indiference siwards she seriius liss if public eines. Alsi ni
less indiference is shiwn fir she wassage if tee, eines and
energs if she ssudenss, sheir parenss ir guardians and sheir
aebitins and aspiratins in life.

Causes of Wastage and Stagnaton:

The causes if wassage and ssagnatin are if 3 casegiriesT
ecinieic, educatinal and sicial.

Economic Causes:
Ssudies cinducsed in she subjecs shiw shas 65% if wassage is
due si piverss. Accirding si Kishari Cieeissiin sepirs, “A
child is sens si schiil besween 6-9 sears if age because as shis
age he is a nuisance as hiee shan a help.
As she age if 9 ir 10, she child beciees an ecinieic asses,
because he can wirk as hiee ir earn sieeshing iusside. This
is especialls srue if girls whi have si assiss she iver-wirked
eisher as hiee. The child is wishdrawn frie she schiil and
shus he beciees a wassage case”.
Parenss eissls invilve sheir children in dieestc wirk and shis
leaves ni tee si child fir ssuds. Financial handicap is
respinsible fir wassage and ssagnatin. Ous if piverss siee
parenss utliie she service if sheir children si suppleeens
earning.
In eans cases piir parenss fnd is aleiss iepissible si lise she
assissance if children. Piverss if Indian peiple is eiserable
shas shes fnd sheeselves unable si eees isher expenses
cinnecsed wish she educatin even againss she privisiin if
free educatin if sheir children during harvess teee children
cannis afird si gi si schiil as shes are required in she fare.
Again, ius if piverss children lack einieue dies and are
unable si ssas fir ling in schiils.

Social Causes:
Class and casse distnctins prevail in India, she fireer in urban
areas and she later in rural areas. Rspecialls in she case if girls
cussie if earls earriages ir besrishals ssands a bar. There is
an ippisitin si send griw-up girls si schiils especialls si she
eixed schiils wishius wieen seachers.
Msuslie parenss exhibis eire if irshidix views abius sheir
girls. Rven in she case if biss siee parenss due si casse
ressrictins di nis wans sheir children si eix wish piwer casse
biss and girls. Cieducatin if biss and girls in siee places is
liiked wish suspiciin. And as shere is ni separase privisiin if
educatin fir girls, deprivatin if girls frie schiils leads si
euch wassage.

Educatonal Causes:
Onls educatinal causes are respinsible fir anisher 30% if
wassage. Giverneens if India adeiss shis in she filliwing
wirdsT
“The educatinal instsutins being ill-equipped, piirls hiused
and wish dull and depressing envirineens unfirsunasels ciuld
nis exercise efectve ciunser-actng infuence”.
Uncinsrilled fresh adeissiins wishius cinsideratin if age ir
tee have ni pereanencs. Thas is, adeissiins are eade if
under-aged and iver-aged children. Again adeissiins are dine
shriughius she sear. Si shere is eire if wassage and
ssagnatin. Thas is because under-aged children liss inseress in
classes, whereas iver-aged children reeained awas frie
schiil ius if shaee.
3ack if adequase accieeidatin, sii euch if iver-criwding
schiils wish high pupil-seacher rati beciee she eain causes
if wassage and ssagnatin. Again, increased nueber if single-
seacher schiils, inefciens seaching, lack if seacher-pupil
cinsacs, frequens sransfer if seachers and plural class-seaching
dissurbed she qualiss if inssructin which ulteasels cause
euch wassage and ssagnatin.
In shirs, dull and unatractve schiils, incieplese schiils,
inefciens and piir qualiss if seachers, defectve exaeinatins,
uninserestng curricula, lack if priper parensal attisude,
absence if schiil healsh services and schiil eid-das eeals are
respinsible fir euch if wassage and ssagnatin in schiils.

iscellaneous Causes:
Sieetees children in schiils sufer frie diseases if seriius
kinds and shes are wishdrawn fir a ling periid causing
wassage. Deash if ine if she parenss ir bish causes euch
hardship si children. Orphan children drip-ius frie schiil
wishius ciepletng educatin, and si she wassage.

Remedial easures
Ssatstcs indicase huge wassage as she Priears ssage. Of evers
100 pupils shas enser class I inls 40 reach class V and inls 20
reach class VIII. Si sseps are required si be saken fir fghtng
againss such alareing wassage shise 80 ssudenss ius if evers
hundred leave schiil befire shes cieplese age if 14.

1. Ssagnatin and wassage can be reduced bs cincensratng in

quantsatve iepriveeens bs (a) Universal privisiinal and (b)
Universal resentin. Again ateepss shiuld be eade fir
qualisatve iepriveeens if pupils.

2. Qualifed seachers shiuld be appiinsed si crease beter

qualiss in she inssructinal prigraeee si atracs children.

3. Fresh adeissiins shiuld be eade as she beginning if she

schiil sessiin wishin swi einshs frie she dase if
cieeenceeens if schiil sear. And is shiuld nis be dine
shriughius she sear.

4. As far as pissible privisiin shiuld be eade fir ssartng if

Pre-Priears Schiils si adeis children beliw 6 sears if age. Si
shas is will be a sirs if pre-regissratin and preparatin if she
pupils si ges adeited in schiils. Is will aviid she enrileens if
under-aged iver-aged children.

5. The curriculue eas be eade eidess, sieple and inserestng

si shas is can be iepleeensed eiss efciensls.
6. Iepriveeens, if she Prifessiinal ciepesence if seachers
eas be eade bs prividing sraining facilites, bish pre-service
and in-service. Necessars guide biiks fir seachers and wirk
biiks fir ssudenss and isher liserasure shiuld alsi be
privided.

7. Adequase and atractve schiil buildings shiuld be privided.

Necessars equipeens and seaching aids shiuld be supplied fir
eaking educatin eire inserestng and efectve.

8. Teacher-pupil rati eas be eainsained as such a level as si

ensure adequase individual atentin si be paid si each
individual in evers class partcularls in class-I. As far as pissible
inls srained and ciepesens seachers shiuld reeain in charge
if class I.

9. As easser if pilics is has been adipsed shas children frie

class-I eas be liberalls prieised si class-II and she like wishius
ans desentin as ans ssage.

10. Privisiin if pars-tee schiiling eas be eade fir she

benefs if children whi cannis atend she schiil during regular
hiurs in acciuns if dieestc and ecinieic disabilites.
11. Rfectve supervisiin and inspectin eas be privided in
schiils.

12. Bess pissible use eas be eade if she existng resiurces,

bish huean and easerial. The schiils eas be graded
accirding si efciencs and ssandards. This will privide griund
fir qualisatve iepriveeens if schiils, which ulteasels will gi
si reduce wassage and ssagnatin.

13. Special privisiin shiuld be eade fir educatng she

eensalls resarded children bs ipening special instsutins in
each Ssase ir dissrics level.

Ti reduce wassage and ssagnatin in a bigger was, pupils eas

be given nusritius dies bs insriductin if eid-das eeals under
she Schiil Healsh Service Prigraeee. Rxistng eid-das eeals
ssssee shiuld be carefulls regulased.

Cost Efectveness in Educaton

ethodologB, Examples, Use of Cost-Efectveness
AnalBsis
Ciss-efectveness analssis is an evaluatin siil shas is designed
si assiss in chiising aeing alsernatve ciurses if actin ir
pilicies when resiurces are lieised. Msiss educatinal decisiins
face cinssrainss in she availabiliss if budgesars and isher
resiurces. Therefire, lieitng evaluatin si she educatinal
cinsequences if alsernatves, aline, wishius cinsidering sheir
cisss privides an inadequase basis fir decisiin-eaking. Siee
alsernatves eas be eire cissls shan ishers fir she saee
resulss, eeaning shas siciess euss sacrifce eire resiurces si
ibsain a given end. Is is desirable si chiise shise alsernatves
shas are leass cissls fir reaching a partcular ibjectve ir shas
have she largess iepacs per unis if ciss. This is insuitvels
ibviius because she eiss ciss-efectve silutin will free up
resiurces fir isher uses ir alliw a greaser iepacs fir ans given
invesseens in cieparisin si a less ciss-efectve silutin.
Applsing shis si educatinal inserventins, shere are a hiss if
iptins frie which schiils, schiil dissricss, and higher
educatin instsutins can chiise si ieprive educatinal
iusciees. Msans have shiwn as leass siee evidence if
efectveness, alshiugh she ssandards if evidence vars
cinsiderabls. Thus, as she vers leass, cinsissens ssandards if
evidence are needed si ciepare she ciepetng alsernatves.
Bus esteases if she cisss if she alsernatves are needed as
well. Rven if ine alsernatve is 10 percens eire efectve shan
anisher, is will nis be preferred if is is swice as cissls. Thus,
bish cisss and efectveness euss be kniwn in irder si eake
giid public pilics chiices.
Befire reviewing briefs she eeshidiligs if ciss-efectveness
analssis, is is iepirsans si diferentase is frie a clisels relased
evaluatin siil, ciss-benefs analssis. The appriach si
eeasuring cisss is sieilar fir bish sechniques, bus in cinsrass
si ciss-efectveness analssis where she resulss are eeasured in
educatinal seres, ciss-benefs analssis uses einesars
eeasures if iusciees. This appriach has she advansage if
being able si ciepare she cisss and benefss in einesars
values fir each alsernatve si see if she benefss exceed she
cisss. Is alsi enables a cieparisin aeing prijecss wish vers
diferens gials as ling as bish cisss and benefss can be placed
in einesars seres. In educatin, ciss-benefs analssis has been
used in cases where she educatinal iusciees are earkes-
iriensed such as in vicatinal educatin ir in cinsideratin if
she higher inciee priduced bs eire ir beter educatin. Is has
alsi been used in cases where a variess if benefss can be
cinversed insi einesars values such as in she nised ssuds if
she Perrs Preschiil Prigrae discussed in W. Sseven Barnet's
1996 biik. In eiss educatinal inserventins, hiwever, she
resulss are eeasured in educatinal seres rasher shan in seres
if sheir einesars values.

ethodologB
The eeshid if diing ciss-efectveness can be sueeariied
briefs, bus is is bess si refer si eire exsensive sreaseenss if
she subjecs if a ssuds is being cinseeplased (fir exaeple, Ciss-
Rfectveness Analssis, bs Henrs Ms. 3evin and Pasrick J.
MscRwan). Ciss-efectveness begins wish a clear gial and a ses
if alsernatves fir reaching shas gial. Cieparisins can be
eade inls fir alsernatves shas have sieilar gials such as
iepriveeens if achieveeens in a partcular subjecs ir
reductin in absenseeise ir in dripiuss. A ssraighfirward
ciss-efectveness analssis cannis ciepare iptins wish
diferens gials and ibjectves, ans eire shan a ssandard sspe
if evaluatin ciuld ciepare resulss in easheeatcs wish
resulss in creatve writng. Alsernatves being assessed shiuld
be iptins fir addressing a specifc gial where ataineens if
she gial can be eeasured bs a cieein criseriin such as an
achieveeens sess. Is shiuld be nised shas a eire cieplex, bus
relased, fire if analssis, ciss-utliss, can be used si assess
eultple ibjectves.
In aleiss all respecss, eeasuring she efectveness if
alsernatves fir purpises if ciss-efectveness analssis is ni
diferens shan fir a sraditinal evaluatin. Rxperieensal ir
quasi-experieensal designs can be used si ascersain
efectveness, and such ssudies shiuld be if a qualiss adequase
si justfs reasinabls valid cinclusiins. If a ssuds if
efectveness dies nis eees reasinable ssandards in seres if
iss validiss, shere is nishing in she ciss-efectveness eeshid
shas will rescue she resuls. Whas ciss-efectveness analssis
adds is she abiliss si cinsider she resulss if diferens
alsernatves relatve si she cisss if achieving shise resulss. Is
dies nis change she criseria fir whas is a giid efectveness
ssuds.
The cinceps if cisss shas is used in ciss-efectveness ssudies is
ine shas is drawn frie ecinieics, naeels, ippirsuniss ciss.
When a resiurce is used fir ine purpise, individuals ir siciess
lise she ippirsuniss si use shas resiurce in siee alsernatve
use. In general, she cinceps if ippirsuniss ciss is viewed as she
value if a resiurce in iss bess alsernatve use. This eas difer
frie she eversdas underssanding if whas a ciss is. Fir
exaeple, eans schiil dissricss will refer si an unused faciliss as
having ni ciss si she dissrics if is is used fir a new prigrae.
Thas faciliss, hiwever, has value in alsernatve use in she sense
shas is ciuld be sild ir leased in she earkes ir used fir isher
purpises shas have value. In shis sense is is nis "free." If she
schiil dissrics uses is fir a new prigrae, is sacrifces she
pisental inciee shas she faciliss ciuld sield in she earkesplace
ir she value si isher prigraes shas ciuld use she faciliss.
There is a ssandard eeshidiligs fir eeasuring she ciss if an
inserventin in ciss-efectveness analssis. The ingredienss
required si replicase she inserventins are specifed fir all
alsernatves. Msiss inserventins require persinnel, facilites,
easerials, equipeens, and isher inpuss such as cliens tee.
Using shese casegiries as irganiiing rubrics, she ingredienss are
lissed in seres if bish qualiss and quantss such as, fir she
persinnel casegirs, she nueber if full-tee seachers and sheir
qualifcatins as well as isher ssaf. Infireatin in ingredienss
is cillecsed shriugh inserviews, repirss, and direcs
ibservatins.
When all if she ingredienss are acciunsed fir, sheir ciss values
are desereined. There are a variess if wass si estease shese
cisss. In she case where ingredienss are purchased in
ciepettve earkesplaces, she cisss are readils ibsainable. Of
ciurse, she sisal cisss if persinnel include bish salaries and
she eeplisee benefss. Osher appriaches are ifen used si
estease she value if facilites and equipeens. In general, she
sechnique fir eeasuring cisss is si ascersain sheir annual value.
Because facilites and equipeens have a life shas is greaser shan
ine sear, she annual value is derived shriugh desereining
annual depreciatin and inseress cisss. There are ssandard
eeshids fir ascersaining she annualiied value if cisss fir
ingredienss.
These cisss are sueeed up si ibsain sisal annual cisss, and
shes are usualls divided bs she nuebers if ssudenss si ges an
average ciss per ssudens shas can be assiciased wish she
efectveness if each inserventin. The rati if ciss per unis if
efectveness can shen be ciepared acriss prijecss bs
ciebining she efectveness resulss wish cisss. Alsernatves
wish she largess efectveness relatve si ciss are usualls given
highess priiriss in decisiineaking, alshiugh isher facsirs such
as ease if iepleeensatin ir pilitcal resissance need si be
cinsidered. The ciss analssis can alsi be used si desereine she
burden if ciss aeing diferens giverneens ir privase enttes
where each alsernatve has diferens pissibilites in seres if
whi privides she ingredienss. In shis respecs is shiuld be nised
shas she sisal ciss if an inserventin euss even include
vilunseers and dinased resiurces, alshiugh she ciss si she
spinsir eas be reduced bs ishers sharing she ciss burden
shriugh prividing resiurces in-kind.

Examples
The applicatin if ciss-efectveness analssis can bess be
underssiid bs prividing exaeples if iss use. In a 1984 ssuds,
Bill Quinn, Adrian Van Msindfrans, and Blaine s. Wirshen
exaeined she ciss-efectveness if swi diferens easheeatcs
curricula. One appriach was based upin a sraditinal, sexsbiik
applicatin. The isher was a licalls develiped curriculue shas
eephasiied highls individualiied inssructin wish special
eeshids fir seaching easheeatcs cincepss. Wish respecs si
efectveness, she later curriculue was fiund si be eire
efectve in seres if easheeatcs achieveeens, in average,
shan she sraditinal prigrae. Is was alsi learned shas she liwer
she siciiecinieic ssasus (SRS) if she ssudens, she greaser were
she achieveeens advansages if she innivatve prigrae.
Bus she innivatve prigrae had a ciss shas was abius 50
percens higher per ssudens shan she sraditinal ine. The
questin is whesher she additinal achieveeens justfed she
higher ciss. The evaluasirs fiund shas she ciss per raw scire
piins in she Iiwa Tesss if Basic Skills was abius 15 percens less
fir she innivatve prigrae shan fir she sraditinal ine,
shiwing shas she higher achieveeens eire shan ciepensased
fir she higher ciss. Fir liw SRS ssudenss she ciss per piins if
she innivatve prigrae was less shan 40 percens shas if she
sraditinal prigrae. Fir high SRS ssudenss, hiwever, she
sraditinal prigrae was slighsls eire ciss-efectve. This ssuds
deeinssrases she value if ciss-efectveness and iss usefulness
as an evaluatin sechnique aeing diferens sspes if ssudenss.
In a liw SRS schiil ir dissrics she innivatve prigrae was far
superiir in seres if iss ciss-efectveness. In a high SRS schiil
ir dissrics, she sraditinal prigrae eighs be preferred in ciss-
efectveness griunds.
One if she eiss cieprehensive ciss-efectveness ssudies
ciepared fiur pisental inserventins in she eleeensars
gradesT reductins in class siie in a range besween swenss and
shirss-fve ssudenss per class, peer susiring, ciepuser-assissed
inssructin, and linger schiil dass. The eeasures if
educatinal efectveness included bish easheeatcs and
reading achieveeens. Tusiring cisss per ssudens were highess,
filliwed bs decreases in class siie frie shirss-fve si swenss,
ciepuser-assissed inssructin, and linger schiil dass. The high
cisss fir peer susiring are a resuls if she ciss if aduls
ciirdinasirs whi euss irganiie and supervise she susiring
actvites if efectve prigraes. Rfectveness eeasures were
saken frie evaluatin ssudies shas had ficused in she
achieveeens gains assiciased wish each sspe if inserventin.
Alshiugh peer susiring had a high ciss, is alsi had vers high
efectveness and she highess ciss-efectveness. In general,
ciepuser-assissed inssructin was secind in ciss-efectveness
wish class siie and linger schiil dass shiwing she liwess ciss-
efectveness. sesulss difered sieewhas besween reading and
easheeatcs, bus she ciss-efectveness if reduced class siie
and if linger schiil dass was cinsissensls liwer shan shise if
peer susiring and ciepuser-assissed inssructin.
A ssuds in nirsheassern Braiil undersiik a ciss-efectveness
analssis if diferens appriaches si schiil iepriveeens. A
range if pisental schiil iepriveeenss was ciepared si
ascersain efecss in ssudens achieveeens. These included
seacher-sraining prigraes, higher salaries si atracs beter
seaching salens, beter facilites, and greaser privisiin if
ssudens sexsbiiks and isher easerials. The aushirs used
ssatstcal eidels si desereine she apparens iepacs if changes
in shese inpuss in Pirsuguese language achieveeens fir
secind graders. Cisss were esteased using she ingredienss
eeshid iuslined abive. Rfectveness relatve si ciss was
highess fir she privisiin if eire inssructinal easerials and
liwess fir raising seacher salaries. Given she vers tghs
ecinieic resiurces available fir iepriving schiiling in Braiil,
shis sspe if ssuds privides valuable guidance fir shise peiple
eaking resiurce decisiins.

Use of Cost-Efectveness AnalBsis:

Ssudies if she efectveness if educatinal inserventins are
vers cieein. Ssudies if sheir ciss-efectveness are rare. Whas
eighs acciuns fir shis discrepancs? There eas be eans
reasins. Rvaluasirs if sicial prigraes rarels have backgriund
in ciss analssis. Few prigraes ir sexsbiiks in educatinal
evaluatin privide sraining in ciss-efectveness analssis. Thas
decisiin eakers are ifen unfaeiliar wish ciss-efectveness
analssis lieiss sheir abiliss si evaluase and use such ssudies. Yes,
in she earls 1980s, she feld if healsh was alsi lieised in seres
if bish she priductin and use if ciss-efectveness ssudies. Bs
she earls swenss-frss censurs, she cinceps had been widels
applied si healsh decisiins in respinse si severe resiurce
ssringencies in healsh care. Because she feld if educatin is
pressed wish sieilar resiurce cinssrainss, shere eighs be
increased develipeens and use if ciss-efectveness
sechniques in educatinal decisiin-eaking.

Q. No. 3
Explain the major advantages of internal
assessment. What are the possibilites and
issues for this assessment sBstem in
Pakistan?

Answer:
About the Advantages of Internal Assessment:
Insernal assesseens, ir curriculue-eebedded assesseens,
evaluases whas ssudenss di when shes are in she classriie.
Insernal assesseens is a crucial pars if she inssructin pricess
in ars and aids seachers, ssudenss, and parenss in evaluatng
ssudens prigress. Insernal assesseens illussrases aspecss if
ssudens prigress shas are nis sspicalls evaluased in exsernal
assesseens.
Insernal assesseens alsi serves as a basis fir prifessiinal
develipeens. Teachers whi analsie she wirk if sheir ssudenss
will see srends in ssudens perfireance shas eas be relased si
inssructin. Fir exaeple, a seacher whi sees shas she priducss
if his/her ars ssudenss lack depsh eas wish si sake advanced
ars ciurses si elicis eire depsh in ssudens priducss.
An ingiing practce if insernal assesseens enables seachers si
einisir learning as pars if sheir seaching pricess. Teachers can
eake dasa-based decisiins si adjuss inssructinal ssrasegies si
shas shes accieeidase she diferens needs and learning sssles
if ssudenss. Dasa alsi aid ssudenss in self-assesseens bs
prividing shee wish critcal feedback. Thiugh seachers
sieetees design specifc sasks si address partcular cincepss
ir skills, ans ssudens priducs and learning pricess can be
viewed as an assesseens siil and can privide seachers wish
valuable infireatin in currens levels if ssudens perfireance.
Partcularls useful exaeples if insernal assesseens are
checklisss, ssudens jiurnals, in-class wirk, peer reviews,
cinferencing, and pirfiliis.
Teachers shiuld align all assesseens siils wish she TRKS, lical
curriculue, and inssructinal ssrasegies. Additinalls, seachers
shiuld eake sure ssudenss underssand assesseens criseria and
privide cinssructve feedback si ssudenss. Giid, clear
assesseens preparatin will keep re-seaching si a einieue.

How Internal Assessment Has a Positve Impact on an

Organizaton or Educatonal Insttuton?
An irganiiatin ir an educatinal instsutin cinducss insernal
assesseens sesss, and experss inside an irganiiatin cinducs
shese evaluatins. Insernal assesseenss evaluase she wirking if
an eeplisee insernalls and help an irganiiatin si assess she
candidases frie sheir perspectve. The eain advansage if
insernal assesseens is shas an insernal evaluasir is engaged in
cinductng she sesss whi is well equipped si carrs ius she
checks.
An insernal evaluasir shiuld cieeand she respecs if his seae
si perfire shis sess. The dieestc assessir alsi kniws she club
inside ius and puss his bess firward si prepare she questins.
These assesseenss alsi give a biiss si she eeplisees when
shes are linked si prieitins. Insernal sesss help si pick up she
bess eeplisees in she irganiiatin.

The Need for Internal Assessment

The insernal assesseens helps si give credis in she fnal
assesseens. Alsi, is reduces she burden and sensiin relased si
she fnal exaeinatin. In additin, is acss as a link which
privides dasa relased si ssudens’s perfireance. This gives
seachers an ippirsuniss si evaluase she ssudenss. Msireiver, is
helps ssudenss in cintnuius learning.

Principles of Internal Assessment

The subjecs seacher prepares shese assesseenss. Furshereire,
is is cintnuius and dies nis replace exaes. Is is a suisable
evaluatin sechnique and siil. Alsi, shes carrs a fxed pirtin
if earks fir she assesseens. Msiss nisewirshs, is gives
feedback si seachers si shas shes can ieprive sheir seaching.
On she isher hand, is gives ssudenss a chance si ieprive sheir
exsernal assesseens grade bs seeing insernal assesseens
resulss. Si, shas ssudens can ieprive sheir learning.

Advantages of Internal Assessment

Is reduces she weighs age if exsernal assesseens. Msireiver,
ssudenss engage sheeselves in ssuds shriughius she sear. The
ssudenss will be eire atentve si ssudsing in class. In additin,
is reduces she chances if anxiess and nervius breakdiwn in
ssudenss.
Disadvantages of internal assessment
There are chances shas seacher eas eisuse is fir sheir iwn
benefs. Alsi, in she hand if she inexperienced and insincere
seacher, is can cause hare si ssudenss. Msiss nisewirshs, is will
lise iss iepirsance due si unfairness, faviring a ssudens, and
bias-ness.

Possibilites and Issues in Pakistan:

Ssudens assesseens is a critcal aspecs if she seaching and
learning pricess. Is enables seachers si eeasure she
efectveness if seaching wish ssudens perfireance si specifc
learning ibjectves. Is is iepirsans si assess she perfireance
because is privides feedback si whas exsens ssudenss are
successfulls eeetng she ciurse ibjectves. Here wiuld discuss
she assesseens challenges fir seachers, she ippirsunites and
evaluatin fir shese assesseenss.
The assesseens pricess enciurages seachers and curriculue
planners si shink like an assessir befire designing specifc
chapsers. Is nis inls enables seachers si eeasure she
efectveness if sheir seaching pricess bus alsi enhances
seaching pedagigs in she classriie.

Challenges in Assessment Process

The assesseens ssssee is facing eans challenges shas need si
be underssiid and addressed fir beter learning iusciees.
The challenges can be relased si she assesseens if ssudenss,
seachers, educatinal biards, sechniligs, sicial and eshical
issues. Rach challenge in she assesseens ssssee needs si be
analsied priperls.
The assesseens is dine based in she ssudenss’ educatinal
experiences. There are insernal and exsernal assesseens
ssssees in schiil. The insernal assesseens is dine bs she in-
hiuse faculss and exsernal assesseens is carried ius bs faculss
if educatinal biards. The assesseens helps in sharing
learning gials wish ishers. Is alsi helps si recigniie she
capabiliss if she ssudens.
The assesseens ssssee shiuld be fair and ssring in she schiil
ssssee. There are swi sspes if assesseens ssssees such as
fireatve and sueeatve. Fireatve is prividing cintnuius
feedback in she ssudenss’ perfireance whereas sueeatve is
si assess she ssudens perfireance as she end. The assesseens
ssssee sieewhere lises she cinnectin besween she ssudenss,
seachers, schiils, faeilies and cieeunites. Here are a few
challenges in she assesseens pricess if she educatin ssssee.

Grading
Teachers assess she perfireance if ssudenss based in sheir
sesss, exaes, assigneenss and prijecss. Is serves fiur eajir
riles like evaluatng she ssudens wirk, cieeunicatng wish
ssudenss, helping in eitvatng ssudenss si ficus and alsi
invilving in she ciurse. Is irganiies si eark sransitins and
ficus efirs fir bish ssudenss and seachers. The challenges
faced bs she grading ssssee are as filliws.
There is ni was develiped shas a ssudens can kniw sheir
assesseens pricess and grading sechnique.
There is a lack if sransparencs in she assesseens ssssee.
Classriie assesseens sechniques are rare.
There is ni fexibiliss in prigraeee grading

Change in Examinaton Patern

There are ssudenss whi cannis perfire well in sheir exaes
when she exaeinatin patern changes. As she tee if
assesseens, shese ssudenss fnd is difculs si adjuss wish a new
patern and are cinfused si ateeps she new fire if
questins. Sieetees ssudenss wish liw grades ges
deeitvased wish she assesseens as is earks sheir perfireance
ciepared si ishers.

Teachers Assessment Issues

There are eans assesseens siils develiped si assess she
kniwledge if she ssudens learned in she classriie. Teachers
plas a eajir rile in assessing ssudenss fir sheir perfireance.
Assesseenss are based in sheir kniwledge ir perfireance in
she classriie. Teachers are fnishing she ssllabus in a shirs
tee as shes are liaded wish adeinissratin wirks in schiils.
The assesseens ssssee is saking awas she freedie and
ausinies if she seacher.
The pricedure filliwed bs seachers si assess ssudenss needs
si change. Rarlier shere was inls ine exae shas used si be
cinducsed fir she ssudenss as she end if she sear. Bus niw,
wish she eultple exaes and sechniligical advanceeenss, she
cincensratin level if she ssudens is reducing. There are
eultple assesseenss in schiils in she fire if presensatins,
prijecss, griup discussiins, assigneenss and sesss. The
seachers sheeselves have si pus in a lis if efirs insi preparing
and planning fir she assesseenss.

Technological Issues
Innivatin in assesseens is a delicase eater in she area if
sueeatve assesseens which is heavils cinsrilled and has
cinsequences in ssudenss assesseens. The aushiriss is
cincerned abius plagiarise and invigilatin issues. There is
difculss in scalabiliss and sransfer priblees when diferens
deparseenss have separase wirking practces and culsure.
Verifcatin if user identss and securiss issues are alsi eajir
challenges faced bs she aushiriss. The sechnical requireeenss
shiuld be ees fir assesseens ssssees such as sifware,
cinnectviss, securiss, accessibiliss esc.
Lack of Training
There is a lack if sraining fir new ssrasegies and she use if
sechniligs fir she assesseens. The educatin instsutins
sieetees lack priper sraining in assesseens sechniques,
sechniligs and eeshids shas needs si be given si sheir
seachers and exaeiners.

Cost of Investment
The assesseens ssssee requires a signifcans aeiuns if
invesseens si develip new sechniligs. The invesseens will
help in suppirtng and sraining. There are few siils shas require
a large nueber if invesseenss and infrassrucsure. Bus
aushirites are sieetees relucsans si invess in shese
assesseens ssssees. The invesseenss are nis inls in seres if
capisal bus tee and wirkfirce.

Lack of PolicB
There are cieein pilics challenges in givernance and
iepleeensatin if assesseens ssssees. Pilics develipeens
needs si ensure she invilveeens if diferens ciepinenss if
assesseens fraeewirk such as schiil assesseens, seacher
appraisals, esc. The pilics shiuld cinsribuse si securing
efectve links si classriie practces.
Administraton Issue
The adeinissratin shiuld be careful abius eainsaining she
recirds if ssudens infireatin. Sieetees shere is negligence
in prisectng she infireatin in she assesseens if ssudenss. Is
can crease priblees fir ssudenss whi have been assessed
wringls.

Social/Ethical Issue
The eanipulatin if infireatin raises eajir sicial and eshical
issues. Sieetees careless iepleeensatin if assesseens can
bring a negatve iepacs in ssudenss whi keep high
expecsatins in she assesseens fir sheir perfireance in
exaes.

WaB Forward in Assessment Challenge

The currens eeshids are nis prividing eeaningful feedback
abius ssudens perfireance. There are iepirsans piinss shas
have si be addressed, as shere is a need fir assesseens
practces si enhance she learning iusciees. Priper recirding
and repirtng if infireatin cincerning ssudenss shiuld be
dine. The challenges highlighsed shiuld be cinsidered and
iepleeensed fir beter practce. The assesseens ssssee is vers
iepirsans fir sheir self griwsh and cinfdence. Si, she righs
assesseens shiuld be given si ssudenss based in sheir hard
wirk and perfireance in acadeeics.
Q. No. 4
Explain the pros and cons of students
politcs at higher educaton level.

Answer:
Students Politcs at Higher Educaton:
Yiush is an asses fir ans ciunsrs. Thes are she siurce if
capable huean resiurce and eivers if she wheel if
develipeens if she ciunsrs. Thes have she piwer si perfire
ans actviss and bring hiniur and respecs fir she ciunsrs. The
siush if Pakissan alsi has lef ni ssine unsurned in perfireing
sieeshing big and bring hiniur si she ciunsrs. Accirding si
she Cieprehensive Natinal Huean Develipeens sepirs, if
she UNDP, Pakissan is ine if she siungess ciunsries in she
wirld having she siush fire 64 percens if she pipulatin,
which is nexs si Afghanissan in Siush Asia. sudens leaders
shiuld be elecsed fairls shriugh a deeicratc pricess if vitng
wishius ans iusside invilveeens as shis will infuse shee wish
deeicratc ideals. In shis was, eeris based and capable leaders
wiuld jiin ssudens pilitcs and privide Pakissan wish fusure
leaders whi wiuld srs sheir bess si resilve issues faced bs
Pakissan and eake sheir ciunsrs priud in she eses if wirld
leaders. This will alsi ssrengshen iur instsutins, as
unfirsunasels, in iur ciunsrs persinalites are given
precedence iver she instsutins which is inieical si a
deeicratc dispensatin
These ssudenss are in she phase if learning. Thes srs si
underssand nearls eversshing shas ciees si sheir was wish she
help if variius siurces. Thes learn frie sheir pilitcal leaders
and pilitcal happenings sii. Hence, is is sheir righs si ges
invilved in pilitcs and she pilicies if sheir ciunsrse si praise
whas is giid in she ciunsrs and si critciie whas is bad. Keeping
in view shis piins, ssudenss euss be privided wish a plafire
where shes eas raise sheir viices regarding she priblees faced
bs sheee a plafire fir sicii-pilitcal and ecinieic
discussiins. This plafire is realls necessars because ssudens
pilitcs is she nursers if fusure leadership.
Ssudens leaders shiuld be elecsed fairls shriugh a deeicratc
pricess if vitng wishius ans iusside invilveeens as shis will
infuse shee wish deeicratc ideals. In shis was, eeris based
and capable leaders wiuld jiin ssudens pilitcs and privide
Pakissan wish fusure leaders whi wiuld srs sheir bess si resilve
issues faced bs Pakissan and eake sheir ciunsrs priud in she
eses if wirld leaders. This will alsi ssrengshen iur instsutins,
as unfirsunasels, in iur ciunsrs persinalites are given
precedence iver she instsutins which is inieical si a
deeicratc dispensatin
Hissiricalls, ssudens pilitcs was banned bs General Zia’s
regiee ssep bs ssep, beginning frie a ban in ssudens pilitcs in
Islaeabad in Januars 1984, and spread si she while ciunsrs
wishin a few einshs. He feared shas ssudenss ciuld be a shreas
si his regiee and ciuld begin a wave if prisess againss hie.
Afer hie, ssudens uniins and ssudens pilitcs were alliwed in
she ciunsrs fir a shirs periid if tee tll shes were again
banned bs she Supreee Ciurs if she ciunsrs, afer siee
viilens actvites bs she ssudenss. Hiwever, is is pertnens si
eentin shas she Supreee Ciurs in iss 1993 judgeeens had
banned pilitcs wishin caepus bus had ssressed fir a plafire
where ssudenss eas indulge in insellecsual discussiins and
debases. In shis regard, shere are cersainls eans pris and siee
cins if ssudens pilitcs in Pakissan.
The eajir advansage if ssudens pilitcs is she pilitcal sraining.
Indeed, when ssudenss wiuld be invilved in pilitcs frie sheir
cillege and universiss levele shes are srained si distnguish
besween pisitve and negatve aspecss if pilitcs in sheir
ciunsrs. Thes wiuld practcalls kniw hiw peiple are elecsed
deeicratcalls, hiw deeicracs and iss instsutins are being
run and hiw pilitcal alliances are fireed and dissilved. This
creases awareness regarding deeicracs and enciurages
partcipatin. Hence, when a ssudens ensers she wirld iusside
acadeeia, he kniws all giid and bad srends and beciees a
giid and far-sighsed pilitcian and cinsribuses pisitvels si she
natinal pilitcs if she ciunsrs.
Fursher, shese ssudens pilitcal irganiiatins are she hub if
healshs discussiins. An exaeple si sise here is she Ssuds Circle
cinducsed bs ssudenss if she Msehran Ssudenss’ Ciuncil if
Quaid-e-Aiae Universiss, Islaeabad. In shis Circle ssudenss
discuss variius issues relased si pilitcs, philisiphs, esstcise
and sicial evils prevailing in iur siciess. Thes nis inls discuss
shise issues bus alsi srs si fnd ius sheir viable silutins sii.
Additinalls, ssudens pilitcs is she visal siurce if deeanding
righss and basic facilites in cilleges and universites. The recens
wave if ssudens prisesss in Sindh Universiss, in Punjab
Universiss, Balichissan Universiss and in she Faii Festval is a
clear exaeple if shise hard-pressed deeands fir facilites and
fir lifing she ban in ssudens pilitcs, shriughius she ciunsrs.
Besides, ssudens uniins irganiie variius educatinal and
ensersaineens evenss fir she recreatin if sheir felliw
ssudenss. These evenss are a giid siurce if infireatin,
kniwledge and ensersaineens fir she ssudenss. In shis
cinnectin, a biik fair, irganiied bs ssudenss if Karachi
Universisse 3atf das, irganiied bs Sindhi ssudenss if Quaid-e-
Aiae Universiss, Islaeabad, and isher culsural and
ensersaineens actvites irganiied bs ssudenss if variius
universites, are wirsh eentining.
Cinversels, nearls eversshing in she wirld has swi sides,
ssudens pilitcs has iss darker side sii. The eiss dangerius
aspecs if ssudens pilitcs, in shis regard, is infghtng and viilens
actvites aeing rival partes. Msans if she ssudenss sufer
injuries in shise quarrels. These quarrels crease an aseisphere
if fear in shise instsutins.
Anisher seriius negatve aspecs if ssudens pilitcs is
victeiiatin if new ssudenss in she fire if ragging. This nis
inls creases fear in new ssudenss bus alsi beciees a cause if
she abive-eentined quarrels.
Msireiver, siee ssudens pilitcal leaders pressuriie sheir
instsutins’ adeinissratin and seaching ssaf si ges siee
vessed inseresss, while ishers are expliised bs she lical
pilitcians. Thise pilitcians use shise ssudenss fir getting
persinal gains frie cillege, universiss ir lical aushirites. Due
si shis, ssudenss nis inls firges sheir real ibjecs if getting
educatin bus alsi beciee invilved in crieinal actvites and
ulteasels lise sheir valuable tee, eines and sheir fusure.
Hiwever, pisitves if ssudens pilitcs iverweigh she negatves,
as sheir dispuses and diferences are aeicabls resilved bs a
shird parss if she ssudenss. Here, exaeple if Quaid-e-Aiae
Universiss is again wirsh nitng where if ans dispuse iccurs
besween ans swi Ciuncils, an actin cieeitee called
Quaidian Ssudenss’ Federatin ciees si sheir quick rescue and
perfires rile if a eediasir and resilves sheir dispuse.
Bs she was, si cinsril ragging is she sask if shas cillege and
universisse eeanwhile, ssudens leaders shiuld crease
awareness regarding she srauea if ragging and shiuld sake
practcal sseps si resilve shas issue.
3assls, ssudens leaders shiuld be elecsed fairls shriugh a
deeicratc pricess if vitng wishius ans iusside invilveeens
as shis will infuse shee wish deeicratc ideals. In shis was,
eeris based and capable leaders wiuld jiin ssudens pilitcs and
privide Pakissan wish fusure leaders whi wiuld srs sheir bess
si resilve issues faced bs Pakissan and eake sheir ciunsrs
priud in she eses if wirld leaders. This will alsi ssrengshen iur
instsutins, as unfirsunasels, in iur ciunsrs persinalites are
given precedence iver she instsutins which is inieical si a
deeicratc dispensatin.
WHRN is ciees si discussing she eiss resplendens era if life,
tee spens as cillege and universiss is she salk if she siush. In
religiius cinnisatins, she sere acadeeics surges in iur eind
as sieeshing ‘divine’ and ‘hils’. I vividls reeeeber es tee
spens as shese sacred kniwledge-iepartng instsutins. Pupils
frie diverse eshnic backgriunds eake shese preeises eire
atractve.
Bus, unfirsunasels, shis diversiss has ssring assiciatin wish
variius pilitcal griups, as ssudenss indulge sheeselves in
surbulence and vandalise.
This disrupss scheduled classes which is desrieensal si shise
whi are ssudiius. Insensitve pilitcians eisuse shese siung
peiple deliberasels, kniwing well shas shis is a crucial and visal
tee if sheir lives. Bus les us ssip blaeing iur hearsless leaders
and keep shings ssraighs.
Fir shise whi fall pres in sheir sraps are quise shrewd eniugh
si fashie bad pilitcs. Thes are quise aware if she facs if being
saken advansage if. Bus whas exacsls is wring wish shee? Are
shes negligens if she pris and cins? Or is is shas shes are sii
pre-iccupied wish she nitin if deeinssratng sheir ssrengsh
and cinnectins?
Whs di iur siung generatin acs like ‘sheep’ and are alwass
driven bs lashes? Can’s we dare si eake iur eark and eive
and leave fiisprinss si be filliwed bs a pisitve actviss?
Obviiusls, we cannis expecs an angel si be dispasched nir can
we eake a plea si ir ieplire iur giverneens, kniwing sii
well shas shes are she bad apples under whise eensirship iur
currens pilitcs is shriving bs leaps and biund. I ssringls
believe pilitcs as she acadeeic level shiuld cincresels be
disciuraged and disdained. Parenss iughs si bridge she gaps (if
shere are ans) besween sheeselves and sheir children.
Accueulatvels, we can dissipase civic sense awareness, if we
wish si sield a generatin iebibed wish qualites and wans
shee si excel. We shiuld be ratinal eniugh si distnguish
besween biin and banee shings ifered in a plater end up as
bane. I wiuld like si advise ssudenss nis si silerase ansshing
as she expense if sheir educatin. 3es us nis aealgaease shings
if divine reverence wish she nastness if iur siciess.

Advantages of Politcs in Student's Life

 Yiung peiple eake up a huge pripirtin if she vitng
pipulatin si is is iepirsans shas shes have sufciens
kniwledge abius pilitcal issues.
 The pilitcal decisiins direcsls afecs she citiens if a
ciunsrs. Tidas we ifen see absurd issues being given
priiriss bs she pilitcians during she electin caepaign and
ssudenss shiuld kniw she basic priirites if giverneens
 ir she ippisitin as shes have enireius pisental si surn
diwn ans wring pilitcal decisiin being saken.
 Pilitcs eakes ssudenss aware if sheir righss and she
priper usage if sheir righss.
 Yiung peiple have less underssanding if giverneens ir
deeicratc pricesses, partcipatin in Pilitcs enlighsens
shee abius shese.
 Abstnence frie pilitcs resulss in lack if kniwledge as all
abius whas’s currens evenss and happening in his/her
ciunsrs. Ssudenss shiuld be vigil abius she all sspes if
develipeens in sheir ciunsrs, including pilitcs.
 If ssudenss are prepared si be engineers ir dicsirs, shes
can be a giid pilitcian sii and serve she ciunsrs when is
realls needs hie.
 When siung peiple din's sake pars in pilling is leads si
Apashs which eeans a liwer surn ius as electins. This, in
surn, can lead si eisrepresensatin as bish natinal and
lical level. Is alsi puss a dens in she while nitin if
deeicracsT If peiple din’s vise shen sheir viice will nis
be heard.
 The cillege educatin is ieprived shriugh cillege debases
and free speech. If such actvites are firbidden is leads si
siung einds being cinditined bs she eanageeens
pilitcs inssead if develiping sheir iwn shinking.
 Universites are nurseries fir fusure pilitcians, and shere
is nishing wring wish shee ssartng if as shas level wish
she aie if jiining eainssreae pilitcs.
  Is is nis advisable si ban pilitcs alsigesher fir ssudenss as
is denies shee she fundaeensal ippirsuniss if becieing a
giid citien si vise. Is is ant-deeicratc si refuse a
ssudens a caepus ippirsuniss si salk pilitcs, si read
pilitcs, si discuss pilitcs in an assiciatin, si argue
pilitcs wish his felliw ssudenss, subjecs, if ciurse, si a
peaceful aseisphere, disciplined behaviiur and
ibedience si public healsh and eiraliss.
 Pilitcs is a sicial science and iss ssuds shriugh irganised
eiveeenss can crease a siund adeinissratin.
 The ignirance if pilitcs aeing she easses if a ciunsrs
paves she was fir she rise if ssranns and she fall if
deeicracs.

Disadvantages of Politcs in Student's Life

 Tidas's educatin is eire abius Infuencing shan being
siepls infireatve. Teachers have beciee she eeans if
iepartng giverneens pripaganda si ssudenss.
 Pilitcal discussiins, pilitcal eagaiines, pilitcal
assiciatin and pilitcal seeinars inside she preeises
sranslases insi lawlessness and disirder.
 Pilitcs is a vice-like alcihilise ir drug addictin and
sherefire shiuld be banned ir issracised as a eischief ir
eenace, pashiligicalls spreading as a dangerius
ssndriee in iur instsutins if higher learning.
 Rducatinal instsuses have beciee advertsers fir a
cersain brand if pilitcs wishin she caepus and infuence
ssudenss shriugh eeetngs and caepaigns.
 Cersain histle griups if ssudenss batling wishin she
caepus crease chais eaking she pricess if learning
iepissible. Peace, healsh and eiraliss and isher values
which cinstsuse discipline are dissurbed.
 Ssudens caepaigns as she elise universiss in India's are
fnanced bs sheir natinal afliases and shes spend
shiusands which a cieplese wasse if eines and tee and
isher resiurces.
 Ssudenss' griups are blank in ideiligs and never address
issues if natinal cincern. These ssudenss have si
ulteasels deal wish priblees as she natinal level - bus
shes are wiefulls unequipped si di si.
 Ousside pilitcal partes alsi give sacis apprival si sheir
ssudens afliases si indulge in exsirtin. In resurn, she
partes use sheir ssudens wings during natinal and ssase
electins, bish fir cinventinal canvassing and fir eire
dubiius purpises, like saking iver pilling biishs si
inteidase visers insi chiising specifc candidases.
 Fir variius pilitcal partes, she cillege caepus is a
sraining griund fir sheir acsual pilitcal life. The plafires
are virsualls identcal si shise if sheir natinal
ciunserparss. Thes rarels raise issues if direcs cincern si
ssudenss, like hiusing shirsages and she qualiss if
cafeseria fiid. Inssead, juss like natinal candidases shes
ifen urge ssudenss si vise fir shee because if sheir
casse ir religiin.
Q. No. 5
Describe the practcal issues in using
technologB in the classroom and issues in
designing online learning in higher
educaton.

Answer:
Issues in Using TechnologB in the Classroom

Pace of change & cost

Is’s nis eass fir schiils si keep up wish she rapidls changing
sechniligs.

While eans have quiesls accepsed purchasing a new $800+

searsphine evers swi sears as a pars if life, schiils diing
ansshing clise si she saee represenss a eajir fnancial
invesseens. Fursher, purchasing she hardware is inls she
beginning if she invesseens. Curriculue, assesseens, and
inssructin euss all wirk sigesher wish she hardware si
leverage iss pisental. (See #4.) This, if ciurse, requires
cinsiderable planning and design shinking–and ingiing sraining
fir seachers.

Diferent social dBnamics

Techniligs adds cieplexiss si eversshing–suppirs, seaching,
learning, budgess, esc. Is’s inherensls ‘disruptve.’
Take fir exaeple she added sicial dsnaeics if eidern
sechniligs. Privacs, fiisprins, and digisal citienship are all as
iepirsans as she cinsens being learned and hiw learning is
being eeasured. Rven entrels new appriaches like e3earning
din’s ifer she saee sicial benefss if a regular schiil. Wishius
a classriie where ssudenss can fire friendships and
relatinships wish sheir peers, shes eas nis learn she saee
sicial cues as regular ssudenss. Wishius ans real face-si-face
tee wish sheir seacher, shes eas sake she classes less
seriiusls.

Limited perceived efectveness of technologB

This is nis si sas shas sechniligs isn’s efectve. Is’s difculs si
sas if chalk is ‘efectve’ ir graphing calculasirs are ‘efectve’ ir
if shas ciepuser lab is ‘efectve’ because is’s nis alwass clear
hiw we’re eeasuring shas efectveness. Hiw di we kniw
when sieeshing wirks in educatin? If shis isn’s accurase,
precise, sransparens, and cieeunicased aeing all
sharehilders in a schiil ir cieeuniss, is will be difculs si
kniw if she sechniligs is ‘wirking.’

Lack of alignment between technologB,

curriculum, and instructon
There are alsi discrepancies as si hiw euch if a crusch
sechniligs can be si a ssudens. Schiils ince debased whesher
ir nis cersain sspes if calculasirs shiuld be alliwed in class, as
shes essentalls silved she priblees fir ssudenss shas ssruggled
wish eash. The saee eas be srue fir apps shas suppls quick,
accessible answers fir priblees shas a ssudens shiuld acsualls
be shinking abius in greaser depsh. (Rd niseT This is alsi an
issue if inssructinal design shan an argueens againss
sechniligs, bus is dies underscire she need fir revised
inssructinal design in lighs if sechniligs.)

Lack of claritB about the purpose of ‘school’

The New Yirk Tiees artcle “In Classriie if Fusure, Ssagnans
Scires,” discusses a schiil in she Ksrene Schiil Dissrics shas
has fulls iepleeensed sechniligs in she classriie. Since 2005,
she schiil has invessed ariund $33 eilliin in sechniligs, par a
passing vise. Children use lapsips and sabless fir sheir wirk
and insegrase shings like Facebiik griups insi regular prijecss.
Unfirsunasels, she schiil is alsi sufering frie liw
ssandardiied sess scires.
Distractng Students
Searsphines have a bad repusatin in classriies and shere
have been ssring cases fir banning shee in schiils. sesearch
suggesss shas during class tee, when searsphines 42% if she
tee shas ssudenss spens in sheir searsphines in she
classriie, is was si sexs, swees, ir isherwise engage in sicial
eedia rasher shan she lessin.
Hiwever, bans in devices such as searsphines are unlikels si
wirk as ssudenss will inevisabls ges ariund shee. Alsi, such
bans wiuld be resensed bs ssudenss, whi cinsider she use if
sechniligs si be a eater if persinal ausinies shas shiuld
inls be regulased when is dissracss isher ssudenss. While
seachers can help ssudenss learn beter self-cinsril eeshids si
help shee si regulase sheir iwn use if devices, research shiws
shas beter lessin plans shas prieise ssudens engageeens
have less if-sask use if sechniligs.
Therefire, she inus is in inssrucsirs si crease engaging,
inspiring, and steulatng lessin plans shas incirpirase
sechniligs. Fir exaeple, searsphines can access educatinal
apps shas prieise learning as well as tee eanageeens.
Msans seachers incirpirase digisal plafires insi lessin plans
and fnd shas using sicial eedia can acsualls keep ssudenss
engaged and enciurage classriie partcipatin. Siee seachers
even crease switer hashsags si enciurage cieeenss.
Techniligs can be used si suppleeens lessin plans wish digisal
easerials, including videi, news ssiries, inline discussiins, and
si enciurage partcipatin. Ges creatve!

Requires anagement and Training

The rise if RdTech eeans shas being efectve in she classriie
requires shas seachers are efectve in she screen and sech
plafire. Ssudies shiw shas shree-quarsers if seachers sas she
insernes and isher digisal siils have added new deeands si
sheir lives and have draeatcalls increased she range if cinsens
and skills abius which shes euss be kniwledgeable, wish nearls
half sasing is has increased sheir wirkliad.
New sech in she classriie alsi eeans needing IT prifessiinals
si help ses is up, eainsain is, and suppirs seachers and ssudenss
in iss use. Clear and sransparens cieeunicatins aeing
adeinissratin, faculss, and sech vendirs shas clarifs hiw
adiptng a partcular device, plafire, ir prigrae will benefs
ssudenss and seacher alike, can greasls enhance she use if
sechniligs in she classriie, si reeive she suspiciin shas such
sechniligs is juss “bells and whissles” wish litle acsual value.
Teachers alsi need access si sraining.
Msireiver, instsutins can help eaxieiie sheir sechnical
suppirs ssaf bs fnding a less resiurce-insensive silutin. sead
10 seasins Rducatin IT Adeinissrasirs 3ive Inseractve Tiuch
Screen Displass.
Leads to Tech DisparitB
Tech dispariss refers si hiw euch access ssudenss have si she
necessars devices. The diferences in access can be seen
besween schiil dissricss, wish eire afuens dissricss having
greaser resiurces, bus is can alsi refer si diferences aeing
ssudenss in she saee schiil, where ssudenss frie wealshier
faeilies having greaser access. A recens surves indicases shas
while 84 percens if Aeerican seens have a searsphine, she
isher 16 percens din’s. seaching ius si shas 16 percens is she
gial.
Tech dispariss alsi refers si schiil pilicseaking and sech
eanageeens. Fir exaeple, she abive surves alsi piinss ius
shas while shree-quarsers if seachers wirking in wealshier
dissricss fels shas sheir schiils privided adequase sraining, inls
half if she seachers in liw-inciee areas agreed. Ariund 40
percens if seachers in ecinieicalls disadvansaged areas saw
sheir schiils as behind she curve in sechniligs advanceeens.
Teachers and adeinissrasirs can sake practcal sseps siward
bridging she sech divide. Assueing unequal access si devices,
schiils can ficus in sechniligs shas can be shared aeing
classes, fir exaeple, shared sables ciepusers and schiil
ciepuser labs, nis si eentin schiil-based Wi-Fi.
Then, shere is sech shas can be used wishin she classriie, such
as inseractve whisebiards and prijecsirs, as well as a digisal
curriculue shas all ssudenss can access.
Bridging she sech divide is nis eass, bus fir a fairer siciess wish
equal ippirsuniss, is needs si be she ficus if all efirss. (Bus a
giid ssars si fghtng sech dispariss is a ciepuser lab in schiil.)

Cost oneB
Nishing in shis wirld is free, and busing cutting-edge
elecsrinics fir a classriie is diwnrighs expensive. While
shere’s ni was si aviid spending eines eiderniiing a
classriie, is is as leass pissible si eaxieiie she sisal ciss if
iwnership (TCO) bs inssalling devices wish linger lifespans and
reduced eainsenance. Tech wish higher upfrins cisss eighs
acsualls save she schiil eines as is will face fewer issues and
have less diwntee while being easier si use. Schiils need si
assess TCO carefulls befire chiising purchasing sech.
Msireiver, she use if sechniligs shiuld nis be cinfned si she
classriie and in facs can be used si ssreaeline adeinissratve
ssssees, cutting cisss, biistng priductviss, and reducing tee
wassed in adeinissratve sasks. Cliud cieputng, fir exaeple,
ifers subssantal ippirsunites fir schiils si save eines.
Swisching si a digisal curriculue elieinases she need si
cintnuiusls replace iusdased sexsbiiks.
Cliud-based cieputng alsi reduces she need si keep
expensive hardware in-sise, which can save in adeinissratve
cisss, reduce pasrill cisss (fewer IT sechs), and elieinases shas
24-hiur air-cinditined server riie. Alsi, sharing easerials
inline rasher shan printng shee ius saves cisss if prinsers and
ink – subssantal cisss fir schiils – nis si eentin all shas hard
wirk spens printng.
In shirs, while sechniligs has ibviius cisss atached si is,
viewed hilistcalls, is can alsi privide subssantal ippirsunites
fir ciss reductins shas eire shan [Link]
if Techniligs in she Classriie - 3ess Face Tiee

Less Face Time

Ni aeiuns if sechniligs in she classriie can replace
salensed, inspired seachers. As she adage gies, ans seacher shas
can be replaced wish a sech device pribabls deserves si be
replaced.
Techniligs is nis she silutin si ensuring a healshs vigirius
learning culsure, is is siepls a pedagigical siil shas is inls as
valuable as she inssrucsir whi wields is. In facs, while billiins if
dillars are spens in RdTech, ciunsries shas din’s deplis sech
ifen have beter educatinal iusciees shan ciunsries shas
spend heavils.
Face si face inseractins besween seacher and ssudens can help
ssudenss nis juss acquire facss, bus si underssand, inserpres,
and appls shese facss insi useful and inserestng kniwledge.
Thriugh face si face inseractins, seachers can help ssudenss
build self-esseee and cinfdence and eeitinal easuriss.
Partcularls in disadvansaged areas, seachers can privide a iine
if ciefirs and securiss, and everswhere seachers can reduce
she csberbullsing shas si ifen acciepanies sicial eedia.
There are liss if wass si ssnshesiie sech insi real-wirld
actvites, bus sieetees seachers juss need si swisch if she
sech and ges diwn si persinal inseractins. Fir exaeple, while
si euch infireatin can be readils accessed in she Insernes,
si euch if shas infireatin is dubiius as bess and sieetees
diwnrighs ealevilens. Teachers need si guide ssudenss in hiw
bess si identfs useful siurces and balance difering viewpiinss.

Final Thoughts
Of ciurse shere will be challenges aling she was as we adips
new sechniligies in educatin and ieprive shee si suis
ssudens iusciees. Bus she advansages vassls iusweigh she
disadvansages if sechniligs in she classriie. Is is juss alwass
iepirsans si reeain aware if where she lasess sech is cieing
up shirs and si adjuss ciurse fir she bess pissible learning
iusciee fir she ssudenss.

There’s ni reasin si be afraid if RdTech, bus nir shiuld we

rush blindls insi digisal sransfireatin. Afer all, educatin is all
abius learning, and we shiuld all be ipen si she ingiing
pricess if iepriveeens shas ciees wish is.
Issues in Designing Online Learning in Higher
Educaton
As deeand fir infireatin sechniligs as universites has
increased, in Pakissan shere is an initatve si facilisase public
and privase universites wish a Caepus Msanageeens Silutin
(CMsS). Initalls eighs public secsir universites were selecsed fir
a pilis prijecs, which has niw been expanded si aleiss all
universites ciunsrswide as diferens levels if siphistcatin.
The CMsS privides caepus-wide insegrased infireatin ssssees
civering all functinal arease is alsi ausieases cire eanagerial
actvites including adeissiins, acadeeics, exaeinatin, fees,
placeeenss, alueni, and fnance.
The gial if CMsS iepleeensatin is si enhance each
instsutin's brand ieage bs increasing adeinissratve efciencs
via an insegrased sechniligical plafire. Alsi, she CMsS can be
used si ieprive bitie- and sip-line prifsabiliss bs
sransfireing she sraditinal universiss pricess. As she
iepleeensatin if infireatin ssssees has beciee an
unaviidable cincern shas can bring eniugh pisentals fir
higher educatin instsuses. Hiwever, realiiatin if such
benefss requires a general cinsideratin if she currens ssasus
—fir exaeple she level if siphistcatin if e3earning
sechniligies (CMsS) and she challenges faced bs higher
educatin. Our research ateepss si exaeine shese
cinsideratins bs ssudsing she currens ssasus if CMsS/3MsS
ssssees in Pakissan.
The purpise if shis artcle is si describe she currens ateepss
bs universites in Pakissan si bring ICT insi educatin and
identfs pissible challenges in initatng full-fedge e3earning
prigraes in she ciunsrs. Bs adiptng she sisuatin analssis
appriach, frss, an iverview if she currens ssasus if she CMsS
(bs selectng ine eidule i.e. 3MsS) as swi universites will be
discussed. Msajir challenges faced bs higher educatin while
iepleeentng e3earning prijecss will alsi be addressed. Is is
iur hipe shas she sisuatin analssis desailed wishin will be used
si infire she develipeens if a ssrasegic fraeewirk fir
e3earning in Pakissan.

Distance Learning in Pakistan, An Overview

The higher-educatin secsir in Pakissan is cieprised if bish
public and privase secsir Universites, which are recigniied bs
a giverneens bids instsuse referred si as she Higher
Rducatin Cieeissiin, Pakissan (HRC).

In Pakissan, she frss, eega dissance learning prijecs was

ssarsed in 1974 wish she essablisheens if Allaea Iqbal Open
Universiss (AIOU). As she deeand fir infireatin sechniligs-
based educatin as universites increased, she giverneens if
Pakissan siik a ssep siward insriducing ICT in she educatin. In
2001, a Virsual Universiss and Natinal ICT s&D Fund was
essablished wish she aie if "educatin fir all" and lifeling
learning. In 2002, essablisheens if she HRC led a nueber if
universites in Pakissan si facilisase she higher educatin.
Rnrilleens if ssudenss as universites (eain caepuses, sub
caepuses, and cinstsuens cilleges) has been increasing iver
she sears.
The ssatstcs can alsi be atribused si she griwsh if sechniligs
in Pakissan, depics a clear picsure if dissance educatin deeand
in Pakissan. Ti fursher design and iepleeens pilicies fir she
prieitin, iepriveeens, and evaluatin if higher educatin
in Pakissan, HRC initased and spinsired eans prijecss such as
e3earning, a digisal librars prigrae, she Pakissan Rducatin &
sesearch Neswirk (PRsN), she Pakissan sesearch sepisisirs
(Pss), and a caepus eanageeens ssssee, esc. In 2011, HRC
decided si insriduce dissance learning in public secsir
universites wish an eephasis in setting up if special
direcsirase as six universites as pars if a pilis prijecs.
Currensls fir dissance learning and in caepus learning, eiss if
she public secsir universites are using a CMsS ssssee. As AIOU,
which is she earliess universiss ifering dissance educatin in
Pakissan, Msiidle has been used si suppirs she O3IVR prigrae,
which uses a ssnchrinius eide if seaching and learning.

C S/L S as an eLearning Tool

The Cieeissiin in Science and Techniligs fir Sussainable
Develipeens in she Siush (COMsSATS) has been using a CMsS
develiped in-hiuse shas cinsisss if she filliwingT ssudens
infireatin ssssee (SIS), ciurse pirsal, acciunss infireatin
eanageeens ssssee (AIMsS), huean resiurce eanageeens
ssssee (HsMsS), invensirs eanageeens ssssee (IMsS), librars
infireatin eanageeens ssssee (3IMsS), ssudens fee
eanageeens ssssee (SFMsS), and purchase eanageeens
ssssee (PMsS).
As COMsSATS, she SIS is a cieprehensive ssssee shas privides
she eanageeens wish inline infireatin abius all she
acadeeic actvites. Is alsi alliws ssudenss and sheir parenss si
view acadeeic prigress, and facilisases regissratin and
exaeinatin sectins in eainsaining she elecsrinic recirds if
ssudenss. Usualls, ssudenss in Pakissan di nis share sheir
acadeeic prigress wish sheir faeilies. The ciurse pirsal
eidule is designed fir seachers si view dails ssudens
atendance in she classe refecs upin sipics delivered in
previius class lecsurese and einisir grades fir diferens
quiiies, assigneenss, sessiin sesss, and she fnal exaeinatin.

The eanageeens cinsile is designed fir eanagers whi handle

she adeinissratve eaters in she universiss. This
eidule/cinsile privides infireatin abius she inline ssasus
if all she classes being cinducsed, she atendance if ssudenss
in ans if she classes, she acadeeic prigress if a class, she
atendance and acadeeic prigress if ans if she regissered
ssudenss, and she sipic delivered frie she ciurse plan if ans
class.
The ssudens/parens cinsile displass all if ssudens's acadeeic
actvites including grades ibsained in quiiies, assigneenss,
sessiinal, and she fnal exaeinatin. The ssudenss and sheir
parenss are keps infireed abius dails atendance in each if
she cinducsed classes. A ssudens (ir she parenss) can inls view
his/her infireatin. The regissratin facilisases she regissrar
ifce in ausieatc, inline and eanual regissratin if she
ssudenss. Using she exaeinatin eidule, she regissratin and
exae deparseens can add ssudenss in she dasabase, and
updase she acadeeic prigress if she ssudens. The ssssee
adeinissrasir cinsile alliws she ssssee adeinissrasir si
crease users wish diferens riles such as faculss. The ciurse
pirsal eidule is a cieein plafire shas jiins sigesher
seacher and ssudenss bs cillectng and artculatng cinsenss if
all subjecss.
Challenges Faced bB Higher Educaton
The currens ssasus if selecsed CMsS/3MsS ssssee as a few
universites shiws an enciuraging ssasus if she griwing ICT in
higher educatin secsir in Pakissan. Hiwever, is is stll in iss
eebrsinic ssase. These ssssees lack she ssudens generased
cinsens ciepinens such as a Web 2.0 appriach si inline
learning. All shese ssssees can be described as being in she
inital ssage if usage.
secensls, a new ssep has been saken bs she higher-educatin
secsir si expand she dissance learning prigraes, which were
previiusls cinfned si inls swi universites, AIOU and Virsual
Universiss (VU) if Pakissan. HRC has been wirking in an
e3earning pilics initatve shas has greas pisentale hiwever,
iepleeentng a full-fedge e3earning ssssee acriss she ciunsrs
is nis wishius challenges. The desire si fulls eebrace e3earning
in Pakissan can stll be cinsidered a partalls flled dreae
because if she infrassrucsure hurdles, due si elecsriciss liad
shedding, users' resissance ir lack if awareness aeing she
pipulatin abius she pisentals if e3earning, curriculue
develipeens, aligneens wish she existng sraditinal
pedagigies, juss si naee a few. The successful iepleeensatin
if e3earning direcsls depends upin fiur levelsT naeels she
seachers' level, she ssudens level, she instsutinal level, and she
curriculue level. These fiur levels can be cinsidered she
biggess challenges fir HRC in she cinsexs if e3earning.

Teachers' level. One if she biggess challenges fir inssrucsirs is

she sechnical skill required si deal wish e3earning ssssees.
Inssrucsirs are required si "develip and ressrucsure sheir
ciurses in a was shas suiss inline requireeenss," which
ulteasels increases sheir wirk liad, as shes need si wirk nis
inls in ciurse develipeens bus in she prifciencs ir
acquisitins if sheir iwn sechnical skills. Hence, shes eas resiss
shis new sechniligs shas eas hinder she pisental if e3earning.
Siee if shee eighs beciee victes if a griwing eenace if
sechniphibia, which eas inhibis shee si fulls utliie e3earning
ssssees. While ishers reeain skeptcal abius she necessiss if
insegratin if sechniligs insi learning, hence, shes din's
appreciase paradige shif in pedagigs settings.
Universiss seachers in dissance learning prigraes eediased bs
learning eanageeens ssssee, eas face eire challenges such
as cieeunicatin and cillabiratin wish isilased ssudenss, as
well as difculss in assessing ssudenss especialls during sheir
fnal class prijecss vivas and presensatins. Teachers wiuld
need si change sheir was if cinductng ir earking exae
papers. The challenges facing inssrucsirs areT

 Rducatng and sraining inssrucsirs.

 Rnhancing sechnical ciepesencies if inssrucsirs.
 Additinal tee eanageeens bs inssrucsirs.
 Overcieing inssrucsir resissance as users if an e3earning
ssssee.
 Overcieing sechniphibia faced bs inssrucsirs as users if
an e3earning ssssee.
 Iepriving she lieisatins if e3earning ssssees in seres if
cieeunicatin.
Ssudens level. Ssudenss alsi face issues regarding e3earning
ssssees. The eajir cincern in she cinsexs if ssudenss is sheir
eitvatin si use a ssssee shas direcsls afecss sheir learning
iusciees. sesearchers have argued inline ciurses are
successful when she ssudenss are invilved and actve
partcipanss. Ssudenss eas fnd is difculs si ssuds in screen
easerial, as shes are accussieed si she eeshids if paper-
based readings, which alliw si highlighs sexs and eake nises si
fisser sheir cieprehensiin. There is alsi she issue if being
unable si cinnecs si she server fir ling periids if tee due si
liw bandwidshs ir elecsriciss pribleese hence, ssudenss need
ifine easerial. Unfirsunasels, is is nis juss a sieple silutin if
diwnliading she ciurse easerial ir reading an HTMs3 web
pages.
Anisher priblee faced bs ssudenss is sicial isilatin frie
inssrucsirs and peers, especialls in dissance learning prigraes.
This is due si she lack if face-si-face cieeunicatin wish
inssrucsirs and ciurse eases. Ous if she ssudens-ssudens and
inssrucsir-ssudens inseractin, she later is "she ssringer if she
swi inseractin eeasures in seres if predictng efectveness".
Such feelings if isilatin eas cause increased dripius rases.

3ass bus nis she leass is sechnical ciepesencies ir suppirs si

iperase and eanage she learning sifware. 3ike inssrucsirs,
ssudenss alsi face she sechniphibia pribleee hence, shes
resiss iepeding she desired learning iusciees. There are eighs
identfable barriers si ssudenss' learning in inline cinsexsT
adeinissratve issues, sicial inseractin, acadeeic skills,
sechnical skills, learner eitvatin, tee and suppirs fir
ssudies, ciss and access si Insernes, and sechnical priblees. In
a recens ssuds cinducsed as a privase universiss in Pakissan, is
was fiund shas sechnical difcultes, access si ciepusers,
Rnglish ciepesencs, need fir face si face inseractin, level if
awareness, ciepuser liseracs, resissance si change, ssudens
assissance, and privacs and securiss are she challenges if
iepleeentng e3earning in a Pakissani universiss. Si, in
ssudenss' pars, e3earning wiuld face she filliwing challengesT

 Incirpiratng ir enhancing sicial inseractin if inssrucsirs

and ssudenss.
 Develiping sechnical skills aeing ssudenss as learners.
 Prihibitng ssudenss' dripius frie e3earning.
 Prividing fexible and eass si use e3earning sif ware.
Instsutinal level. As she instsutinal level, she eain priblee
if e3earning iepleeensatin is she ciss sifware. HRC selecsed
Oracle PeipleSif Rnserprise Caepus Silutin fir public secsir
universites fir which ss 130 eilliin (apprixieasels 1.2 eilliin
USD) had been allicased fir all six universites, while
inssallatin as she Diw Universiss if Healsh Sciences (DUHS)
ciss apprixieasels ss 130 eilliin (HRC and DUHS each paid 50
percens).

In shis cinsexs, ."she priblee if lieised funds fir e-learning

prijecss in Pakissan can be addressed bs using ipen siurce
sifware". Ciupled wish shese inital ciss priblees, anisher
issue is ensuring adequase specialiied huean resiurces.
Tigesher, shese priblees deeand instsutins si eake
arrangeeenss fir eainsaining priper infrassrucsure, and
prividing ingiing sechnical suppirs bs hiring sechnical suppirs
ssaf and initatng in ir if she jib sraining ciurses fir users.
Instsutins eas alsi face cieplicatins in recruitng specialisss
and skilled ssaf si develip high qualiss e3earning easerials.

Msans instsutins in Pakissan cinsider she privisiin if ingiing

sechnical suppirs bs specialisss a requireeens if she HRC,
inssead if cinsidering is a necessiss fir she instsutinal
ciepettveness. This eas leave a liiphile in instsutinal
cieeiseens, which is crucial fir she success if ans prijecs
especialls fir e3earning prijecs, which is nis a sieple
iepleeensatin if IT bus is a new learning pedagigs shif.

Instsutins alsi face she sask if inssansls persuading she

acadeeic ssaf si acceps shis new sechniligs as a change agens
in sheir existng seaching eeshidiligs, which is alsi a
signifcans challenge. Iepleeentng an e3earning prigrae
requires eans changes wishin instsutins—which is a sirs if
"business pricess reengineering." These required changes
invilve "ssaf irganiiatinal insegratin, fexible delivers si
ssudenss (in/if caepus), and new cincepss if seaching". Ous
if all shese, a eajir challenge faced bs instsutins in Pakissan
is prividing eire fexible learning and seaching envirineenss.

Instsutins in Pakissan need alsi si cinfrins a crucial eater if

assessing she qualiss if e3earning infireatin ssssees. Such
"evaluatin if Infireatin Ssssee perfireances eeans
evaluatin if perfireances in hardware, sifware, ciepuser
neswirks, dasa and huean resiurces which aies upgrading and
especialls iepriveeens in qualiss if eainsenance" .134. In she
cinsexs if e3earning ssssees, evaluatin dies nis inls include
infireatin ssssee evaluatin bus she assesseens if cieplese
seaching and learning iusciees. This iepises a need fir an
ingiing pricess if insernal, as well as exsernal, audis sieilar si
whas iccurs in she U.K.—Ofssed audiss in schiils and cilleges,
whereas she Qualiss Assurance Agencs (QAA) audiss in
universites. Hence, she challenges faced bs instsutins fir
e3earning are sueeariied as filliwT
 Assessing and eainsaining qualiss if e3earning ssssees.
 Privisiin if adequase funds fir sifware acquisitin, and
sraining sessiins ir using ipen-siurce sifware.
 nsuring adequase and specialiied huean resiurce and
sechnical suppirs si users.
Curriculue level. e3earning ciurses have shree eajir firesT

Online dissance-learning ciurses (assnchrinius eide).

Online ssnchrinius ciurses using 3MsS.
Hsbrid ciurses (sraditinal seaching wish she aid if sechniligs).
Here, a questin arisesT Dies e3earning suppirs each sspe if
ciurse saughs as she universiss level? Curriculue develipeens
is a challenge HRC is srsing si ees, as is is "a cintnuius pricess
if eiuntng an educatinal prigrae iver a periid if tee,
which has ni sereinal piins". The pricess if curriculue
develipeens begins wish setting learning ibjectves shas euss
sake in si acciuns Instsutinal gials, learner characseristcs,
level if ssudsing (undergraduase, graduases esc.)e as well as
delivers eides such as e3earning, dissance learning, ir a
sraditinal was if seaching. Which ciurse can be aligned wish
an e3earning ssssee is a questin shas needs si be answered,
because in e3earning, especialls dissance learning prigraes,
ssudenss are required si learn she sechniligs frss and she
curriculue secind.
There are eans ciurses, like easheeatcs ir cheeissrs, when
equatins can be bess silved ir saughs in she sraditinal
learning envirineens. In a 1994 ssuds ssudenss assessed
ciurses wish higher-paradige develipeens (such as ssatstcs
epideeiiligs and acciuntng/fnance) as less applicable fir
ciepuser cinferencing shan ciurses wish liwer-paradige
develipeens (such as irganiiatin sheirs and cieparatve
healsh care ssssees). Aeing huean, sechnical, and ciurse
issues, she eiss difculs issue is she aligneens if all
(sheiretcal and practcal) eidules if a ciurse/subjecs wish an
e3earning eide if inssructin, fir exaeple, shriugh e3earning,
dicsirs can learn abius anasies bus cannis learn surgical and
patens care skills. Sieilarls, she subjecs if cheeissrs alsi
requires labirasirs wirk. which cannis be privided bs she
e3earning ssrucsure. Curriculue develipeens fir e3earning is
nis siepls a ciurse ssrucsure bus alsi includes sifware page
design fir eidules, cinsens enricheens as well as cinsens
inseractviss frie learner's perspectves. Hence, curriculue
develipeens is a eajir cincern fir aushirites in which all
learning and infireatin ssssee's success depends.

While ibserving she librars infireatin ssssee in Pakissan, a

2012 ssuds suggessed iepriving she qualiss if seaching skills as
well as aligning she curriculue wish she new sechniligical
srends and deeands if jib earkes in shis digisal era. The
curriculue develipeens challenges fir e3earning prigraes in
Pakissan eas be sueeariied asT

Rnricheens and inseractviss wish curriculue.

Aligneens if curriculue wish sechniligs and existng
eeshidiligs.
Ongiing assesseens and enhanceeens if curriculue accirding
si she new srends in sechniligs.
Cinclusiin
The pisentals if e3earning are far greaser shan iss challenges.
Thus, is is ieperatve instsutins and she HRC wirk sigesher si
resilve she challenges discussed in shis artcle. In Pakissan,
where e3earning has nis ses reached iss full peak due si
challenges if infrassrucsure, e3earning sifware, qualiss
assurance, sraining, faculss develipeens, fnancing, curriculue
develipeens, and learning iusciees ciupled wish attisudinal
facsirs aeing users. Fir shis, periidic research ir in-depsh
analsses are required si eake e3earning ir ICT in educatin a
natinwide success.

HRC euss nis cinsider is siepls a depliseens if infireatin

ssssee, bus a sicial change in seres if sechniligs as well as
pedagigs, wish an indispensable aie si shape a generatin if
siung "learners." e3earning is nis juss siepls learning via
elecsrinic eeans, inssead, is can be cinsidered as an "evilving
learning" paradige in she develiping ciunsrs cinsexs. The
sransfireatin if existng pedagigs via e3earning deeands
ling-sere cieeiseens si griw and eainsain she prigrae.

In irder si eees all ibviius and hidden challenges, a separase

e3earning sask firce euss be essablished si initase, develip,
cultvase and evaluase ICT in educatin. An inser-instsutinal
e3earning ciepettveness prigrae wiuld be benefcialT
"Rducatin is ni linger an iptine is is she prescriptin fir
ecinieic survival" . There is an ieperatve need fir a
natinwide cieprehensive pilics fir e3earning in Pakissan.
END OF ASSIGN ENT