Comment by Riaz Haq on June 19, 2015 at 10:32pm

Excerpts of Pakistan Education Statistics 2013-14 on tertiary education:

College enrollment at 1,086 degree college stage i.e. grades 13 and 14, is 1.336 million.

University enrollment at 161 universities i.e. grade 15 and 16 is 1.595 million.

All post-secondary enrollment from grade 13 to grade 16 is 2.931 million.

http://www.aepam.edu.pk/Files/EducationStatistics/PakistanEducation...

Comment by Riaz Haq on June 20, 2015 at 10:16pm

Pakistan Population 196,174,380 (July 2014 est.)


Age structure 0-14 years: 33.3% (male 33,595,949/female 31,797,766) 
15-24 years: 21.5% (male 21,803,617/female 20,463,184) 
25-54 years: 35.7% (male 36,390,119/female 33,632,395) 
55-64 years: 5.1% (male 5,008,681/female 5,041,434) 
65 years and over: 4.3% (male 3,951,190/female 4,490,045) (2014 est.)


http://www.indexmundi.com/pakistan/demographics_profile.html 

Comment by Riaz Haq on June 21, 2015 at 8:03am

India College and University Education Stats:

Key Results of the AISHE 2011‐12 (Provisional)
 Survey covers entire Higher Education Institutions in the country. Institutions
are categorised in 3 broad Categories; University, College and Stand‐Alone
Institutions. Lists of 642 Universities, 34908 colleges and 11356 Stand Alone
Institutions have been prepared during the survey.
 In addition to the actual response received during AISHE 2011‐12, data has
been pooled from the AISHE 2010‐11 for the Institutions whose name existed
in 2011‐12 but has not submitted data so far. Thus the results are based on 601
Universities, 21158 Colleges and 6702 Stand Alone Institutions. Out of 601
universities, 238 are affiliating.
 Whole survey was conducted through online mode for which a dedicated
portal (http://aishe.gov.in) has been developed. The e‐version of DCF expands
according to the structure/size of the Institution. No investigator is sent to the
Institution to collect the data. One unique feature is that the filled in DCFs are
always available on the portal, which can be seen by the Institutions and
higher level authorities.
 There are 83 Technical, 33 Agriculture, 24 Medical, 17 law and 10 Veterinary
Universities.
 The top 6 States in terms of highest number of colleges in India are Uttar
Pradesh, Andhra Pradesh, Maharashtra, Karnataka, Rajasthan and Tamil
Nadu.
 Bangalore district tops in terms of number of colleges with 924 colleges
followed by Jaipur with 544 colleges. Top 50 districts have about 36% of
colleges.
 College density, i.e. the number of colleges per lakh eligible population
(population in the age‐group 18‐23 years) varies from 6 in Bihar to 64 in
Puducherry as compared to All India average of 25.  
 73% Colleges are privately managed; 58% Private‐unaided and 15% Private‐
aided. Andhra Pradesh and Tamil Nadu, both have more than 85% Private‐
unaided colleges, whereas, Bihar has only 6% and Assam 10% Private‐
unaided colleges.
 Total enrolment in higher education has been estimated to be 28.56 million
with 15.87 million boys and 12.69 million girls. Girls constitute 44.4% of the
total enrolment. 

http://mhrd.gov.in/sites/upload_files/mhrd/files/statistics/AISHE20...

Comment by Riaz Haq on July 17, 2015 at 5:25pm

From Higher Education Commission of Pakistan:


Total graduates at universities (including affiliated and Private/External students) were 380,773, 360,807,448,988 and 493,993 during the years 2005-06, 2006-07, 2007-08 and 2008-09.

http://www.hec.gov.pk/insidehec/divisions/qali/others/pages/graduat...

Comment by Riaz Haq on July 18, 2015 at 8:48am

At the time of its independence in 1947, the nascent nation of Pakistan had only one university, the University of Punjab. By 1997, the number of universities had risen to 35, of which 3 were federally administered and 22 were under the provincial governments, with a combined enrollment of 71,819 students. There were also 10 private universities. The universities are responsible for graduate (postgraduate) education leading to master's and doctoral degrees in a variety of fields. Most universities have their own faculty in the various departments but many use senior faculty from the colleges to participate in the teaching program at the master's level as well as for supervising students at the doctoral level. The trend is, however, to concentrate all postgraduate work in the university departments in order to maximize the benefits of teacher-student interaction on a daily basis. This has tended to limit the college faculty exclusively to undergraduate education, which serves as a disincentive for them to conduct higher-level research or writing.

Read more: Pakistan - Higher Education - Universities, Colleges, Students, and University - StateUniversity.com http://education.stateuniversity.com/pages/1146/Pakistan-HIGHER-EDU...

Comment by Riaz Haq on July 23, 2015 at 9:25am

The latest presently available enrollment statistics are for 2004-2005. They amount to 534,000 or 2.5% of the eligible age group. If affiliated colleges are included, the number of students the higher education sectors increases to
807,000 which is about 3.8% of the eligible age group.


http://eacpe.org/content/uploads/2014/02/Essay-On-Pakistan-Higher-E... 

Comment by Riaz Haq on July 23, 2015 at 9:26am

Pakistan is facing a shortage of manpower in technical and vocational education as only 255,636 students are enrolled in 3,125 different vocational education and training institutes’ set-up across the country. According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO) report, Pakistan presently had 64 technicians per one million population, while the same figure for the technically advanced countries was in the range of 1,500 to 2,500.

http://www.hedfpk.com/blog/posts/vocational-education-and-training-... 

Comment by Riaz Haq on October 14, 2015 at 4:19pm

US envoy inaugurates new building at Education University

LAHORE (Staff Report) – Erik Martini, acting US Consul General in Lahore, inaugurated a new Faculty of Education building at the University of Education on Tuesday, highlighting long-term commitment to education in Pakistan.

The building has been funded by the United States Agency for International Development. Education University Vice Chancellor Dr Rauf-i-Azam, Punjab Higher Education Commission Chairman Dr Nizamuddin and Provincial Minister for Education Rana Mashood joined him at the university.

“The United States government is investing in quality education because we recognise that progress and quality of life are directly linked to education. This Faculty of Education will serve to advance not only the quality of teacher training, but also the progress and prosperity of Punjab and Pakistan,” stated Mr Martini, addressing a large gathering of university students, faculty and members of the community.

The USAID-funded faculty building is an environmentally-conscious and earthquake-resistant facility that includes 18,500 square feet of covered area, 6 classrooms, a multi-purpose hall, a learning resource center, laboratories, a seminar room, new office space for faculty and a faculty lounge.

The University of Education in Lahore is one of 17 universities in Pakistan where USAID has funded Faculty of Education buildings.

http://en.dailypakistan.com.pk/pakistan/us-envoy-inaugurates-new-bu...

Comment by Riaz Haq on January 15, 2016 at 9:57am

In #Pakistan, cultivating young #entrepreneurs by specialized vocational training | Pakistan | UNICEF https://shar.es/16POwy via @sharethis

A vocational training programme supported by Barclays and UNICEF gives a young motorcycle mechanic in Pakistan just the start he needed.

OKARA, Punjab Province, Pakistan, January 2015 – “I have my own motorcycle repair shop and am earning enough for my family to have a decent life,” says Mohammad Tanvir, 19. “Circumstances forced me to give up education after middle school. I started working in a motorcycle repair shop just to learn some skills. I did not get paid for my work since I was a novice and the owner of the shop was teaching me.”

Poverty, along with limited access to both quality education and employment opportunities, is often a major factor hindering young men and women from fulfilling their potential. Through learning demand-driven skills and getting guidance on employment or entrepreneurship opportunities, young people can have the opportunity to brighten their futures. This is precisely the objective of Building Young Futures, a project implemented by UNICEF Pakistan, with funds from Barclays UK.

While working in the shop, Mohammad heard about a course on motorbike mechanics for young people, offered at the Vocational Training Institute (VTI) in Okara. “I thought, Why not do it the proper way and be a certified motorbike mechanic from a reputable organization? I joined the course and am enjoying the benefits now.”

After completing a 14-month training course at the VTI Okara in 2013, Mohammad had enough confidence as a mechanic to start his own business, rather than work for someone else. On the basis of his certificate from the Institute and pledging the land of his modest family home, he secured a bank loan of PKR 80,000 (about US$760).

Hard work and confidence

With capital in hand, Mohammad rented a shop in one of the bazars in Okara and bought all the tools he needed. His hard work and confidence paid dividends, and in a little over 18 months, he managed to establish his shop as a reliable and professional repair point for all types of motorbikes.

“I earn between 20,000 and 25,000 rupees [$190 to $240] per month from my shop,” Mohammad says. “Sometimes I buy a motorcycle that needs major repairs and sell it at a good price after overhauling it. This helps me make additional money, which I invest in purchasing another bike or covering an unexpected family expense.” 

In 2012 in selected districts of Punjab province, UNICEF initiated the second phase of the Building Young Futures project. Its goal is to improve income-generating opportunities for socially excluded and vulnerable adolescents by enabling them to access training in life skills, financial literacy and enterprise management. To support the implementation of the project, UNICEF partnered with the Punjab Vocational Training Council (PVTC) and the Department of Youth Affairs, Sports, Archaeology and Tourism.

At the VTI Okara, Mohammad was trained by Zahid Iqbal. For many years, Zahid worked at the Atlas Honda Motorcycle factory in Lahore, but with a passion for teaching, he switched jobs and joined VTI Okara.

“I always wanted to teach and transfer my knowledge about motorbikes to the younger generation,” Zahid says. “It gives me a great deal of satisfaction to help young people progress in life. Some of them become entrepreneurs; some move abroad. But whenever they return, they come to see me and pay a lot of respect. It is a wonderful feeling to see my students do well in life.”

Prosperity and encouragement

Around 850 students are enrolled in the VTI Okara at one time, receiving vocational training in two shifts. Nearly 40 per cent are girls and young women, who often take up embroidery, cutting and stitching, dress-making or beautician courses.

Comment by Riaz Haq on November 29, 2016 at 10:36am

A number of programs have explored using vouchers or other government subsidies to enable more children to attend private schools.

There is good evidence that these interventions are effective. For instance, a recent randomized trial in India found that children provided with vouchers made greater progress in literacy and math than other children. A similar evaluation of a randomized voucher program in Sindh, Pakistan, found that enrolment rates in villages targeted by the program increased by 30%, along with increases in learning, gender equity, and school facilities.

More importantly, vouchers can be taken to scale. With 1.4 million children, the Punjab Education Foundation already funds the education of more children than the world’s 30 smallest countries combined (and more children than Austria, Bulgaria, Denmark, Estonia, Hungary, Mongolia and New Zealand). As is the case with most low-cost private schools, it does so at a lower cost per student than the government system. In Chile, vouchers fund more than 50% of children in school. Hong Kong, one of the world’s best performing (and most equitable) school systems, effectively uses a voucher style model to fund around 90% of children to attend privately owned schools (like the Punjab Education Foundation, parents in generally cannot top-up the value of the voucher). Voucher models have also been taken to scale in India, the Philippines and Uganda.

Vouchers therefore appear to be an intervention which:

Raises learning levels
Reduces the cost of schooling
Is scalable to reach large numbers of children
Despite that, vouchers have some serious limitations, which, at a minimum, mean that they need to be implemented carefully to have impact.

First, while learning levels in low-cost private schools are generally higher than those in government schools, they are not that much higher. Many voucher systems in the developing world (and low-cost private schools more broadly) still leave large numbers of children not learning. With good training, assessment and other interventions, this learning challenge can be addressed. This means that a voucher system has to be one part of a broader reform agenda, not a substitute for it.

Second, there is a risk of duplication of resources. In many cases, the government ends up funding competing schools, or continuing to fund empty government schools while at the same time paying for a private school next door. Proponents argue that this is a better situation than children being in government schools and not learning. Nonetheless, it raises serious questions about resources in otherwise resource constrained systems. The best voucher systems attempt to target the most vulnerable or underserved areas, but this is difficult to affect in practice.

Third, vouchers, and market-based schooling models in general, have a tendency towards inequality. In Chile, vouchers have benefited students from better-off families more than those from less-well-off families. Good design of the vouchers can ensure that they benefit those who need them most, but this is not guaranteed from the outset.

Fourth, as long as public schools are the dominant provider, a voucher program may prove a distraction from the main task of improving the public school system. Many opponents of vouchers argue that political and financial capital would be better deployed improving the public school system. The best reforms combine both approaches, though were financial and political capital are limited, this can be difficult.

Finally, as voucher systems scale, they begin to become subject to the same political economy challenges which are often the source of problems in the public school system. Good governance structures can mitigate this, but ultimately, as voucher programs scale, they will become further enmeshed in the political and bureaucratic structures which dominate the school system.


http://www.acasus.com/vouchers-and-low-cost-private-schools/

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