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Professor Hoodbhoy's Critique of Higher Education Reform in Pakistan
Professor Pervez Hoodbhoy is a vocal critic of Pakistan's Higher Education Reform initiated by Dr. Ata ur Rahman, adviser to President Musharraf, in 2002. This reform resulted in a fivefold increase in public funding for universities, with a special emphasis on science, technology and engineering. The reform supported initiatives such as a free national digital library and high-speed Internet access for universities as well as new scholarships enabling more than 2,000 students to study abroad for PhDs — with incentives to return to Pakistan afterward. The years of reform have coincided with increases in the number of Pakistani authors publishing in research journals, especially in mathematics and engineering, as well as boosting the impact of their research outside Pakistan.
Reacting to the recent publication of a report on reform by Dr. Athar Osama, Prof. Adil Najam, Dr. Shams Kassim-Lakha and Dr. Christopher King published in Nature Magazine, Dr. Hoodbhoy has written the following letter to the editors of the magazine:
"Pakistan's Reform Experiment" (Nature, V461, page 38, 3 September 2009) gives the impression of providing a factual balance sheet of Pakistan's higher education under General Pervez Musharraf's former government. Unfortunately, several critical omissions indicate a partisan bias.
Mention of the billions wasted on mindless prestige mega-projects is noticeably absent. Example: nine new universities were hastily conceived and partially constructed, but abandoned and finally scrapped after it became obvious that it was impossible to provide them with the most crucial ingredient - trained faculty. Similarly, fantastically expensive scientific equipment, imported with funds from the Higher Education Commission, remain hopelessly under-utilized many years later. They litter the country's length and breadth. For instance, my university has been forced to house a "souped-up" Van de Graaf accelerator facility, purchased in 2005 with HEC funds. A research purpose is still being sought in 2009.
The authors conveniently choose not to mention that the 400% claimed increase in the number of publications was largely a consequence of giving huge payments to professors for publishing in international journals, irrespective of actual substance and quality. Not surprisingly these cash-per-paper injections had the effect of producing a plagiarism pandemic, one that is still out of control. In a country where academic ethics are poor and about a third of all students cheat in examinations, penalties for plagiarism by teachers and researchers are virtually non-existent.
Citing Thomson Scientific, the authors claim a large rise in the "relative impact" in some disciplines, based upon citation levels of papers published between 2003 and 2007. But did the authors try to eliminate self-citations (a deliberate ploy) from this count? If they had - as I did using an available option in the Thomson Scientific package - they might actually have found the opposite result.
While the authors laud the increase in the salaries of university professors by the HEC, they pay no attention to the disparities thus created. The salary of a full professor (after the raises) can be 20-30 times that of an average Pakistani school teacher. Money raining down from the skies has created a new dynamic as well. Naked greed is now destroying the moral fibre of Pakistan's academia. Professors across the country are clamoring to lift even minimal requirements that could assure quality education.
This is happening in three critical ways. First, given the large prospective salary raises, professors are bent upon removing all barriers for their promotions by pressuring their university's administration as well as the HEC. Second, they want to be able to take on more PhD students, whether these students have the requisite academic capacity or not. Having more students translates into proportionately more money in each professor's pocket. Third, a majority wants the elimination of all international testing - such as the Graduate Record Examination administered from Princeton. These had been used as a metric for gauging student performance within the Pakistani system.
Pakistan's failed experiment provides a counter example to the conventional wisdom that money is the most important element.Instead, an enormous cash infusion, used badly, has served to amplify problems rather than improve teaching and research quality. There is much that other developing countries can learn from our experience - and it is opposite to what the authors want us to conclude.
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Author affiliation: Dr. Pervez Hoodbhoy is professor of nuclear and high-energy physics at Quaid-e-Azam University's department of physics, of which he is also the chairman.
Riaz Haq's Note: For the first time in the nation's history, President Musharraf's education adviser Dr. Ata ur Rahman succeeded in getting tremendous focus and major funding increases for higher education in Pakistan. According to Sciencewatch, which tracks trends and performance in basic research, citations of Pakistani publications are rising sharply in multiple fields, including computer science, engineering, mathematics, material science and plant and animal sciences. Over two dozen Pakistani scientists are actively working on the Large Hadron Collider; the grandest experiment in the history of Physics. Pakistan now ranks among the top outsourcing destinations, based on its growing talent pool of college graduates. As evident from the overall results, there has been a significant increase in the numbers of universities and highly-educated faculty and university graduates in Pakistan. There have also been some instances of abuse of incentives, opportunities and resources provided to the academics in good faith. The quality of some of the institutions of higher learning can also be enhanced significantly, with some revisions in the incentive systems.
Admission meritocracy, faculty competence and inspirational leadership in education are important, but there is no real substitute for higher spending on higher education to achieve better results. In fact, it should be seen as an investment in the future of the people rather than just another expense.
Of the top ten universities in the world published by Times of London, six are in the United States. The US continues to lead the world in scientific and technological research and development. Looking at the industries of the future such as nanotechnology, biotechnology, green technologies, the US continues to enjoy a huge lead over Europe and Asia. The reason for US supremacy in higher education is partly explained by how much it spends on it. A 2006 report from the London-based Center for European Reform, "The Future of European Universities" points out that the United States invests 2.6 percent of its GDP in higher education, compared with 1.2 percent in Europe and 1.1 percent in Japan.
Related Links:
Poor Quality of Education in India and Pakistan
Global Shortage of Quality Labor
Nature Magazine Editorial on Pakistan's Higher Education Reform
McKinsey Global Institute Report
Pakistan Ranks Among Top Outsourcing Destinations
Pakistan Software Houses Association
World's Top Universities Rankings
Improving Higher Education in Pakistan
Globalization of Engineering Services 2006
Center for European Reform
Reforming Higher Education in Pakistan
Views: 444
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Comment by Riaz Haq on December 7, 2021 at 6:27pm
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Quality higher education
By Atta-ur-Rahman December 08, 2021
https://www.thenews.com.pk/print/915013-quality-higher-education
The landscape of higher education changed dramatically between 2002 and 2008 so much so that Pakistan not only caught up with India but also overtook it in the year 2018. This is no small achievement as India had been investing in higher education since its very birth – this includes the visionary policies of Nehru who established the IITs and other good quality higher education institutions in the 1950s and 60s.
The single most important element that determines the quality of higher education is the quality of faculty. For this reason, when the HEC was set up in 2002 under my chairmanship, the highest priority was given to the training and recruitment of high-quality faculty in our universities.
After a rigorous screening process, some 11,000 students were sent to the world’s leading universities, and to attract them back on completion of their doctorate degrees, several important initiatives were introduced. First, a new contractual salary structure was introduced with the salaries of professors several times higher than that of federal ministers in the government. Second, students completing their PhD degrees could apply for research grants of up to $100,000 – one year before completion of their work.
Third, graduates would have jobs on arrival with the HEC paying the salary. Fourth, an excellent digital library was set up that provided free access to 65,000 journals and 25,000 textbooks through the Pakistan Educational Research Network (PERN) that connected all universities with high-speed internet. Fifth, free access to sophisticated instruments was provided. Sixth, grants were made available through a liberal research grants scheme – National Research Projects for Universities (NRPU) – to help young academics to win sizeable research funding. These and other such measures led to a 97.5 percent return rate of scholars.
To control plagiarism, specialised software was introduced, which controlled this problem to a great extent. However, this issue persists – to a small extent – both in India and Pakistan and other countries. According to an article published in 2019 in ‘Nature India’, 980 papers published by top Indian institutions, including those from the IITs, between 2000 and 2017, were fraudulent or plagiarised and had to be retracted. Between 2005 and 2021, 254 publications were also retracted from Pakistan. This is an average of 15 papers per year (about 0.1 percent to 0.3 percent retractions annually).
To promote blended education, a mirror website of the MIT Open Courseware was set up in 2005 when I was the HEC chairman, and many undergraduate computer science courses were downloaded, copied on CDs, and distributed to all universities. An exciting scheme for live distance education was also introduced by us with top professors delivering daily lectures which were listened to live and interactively across Pakistan. A major programme was initiated to attract our highly qualified Pakistan diaspora back to the country.
Some 600 eminent academicians returned and played a valuable role in uplifting the quality of higher education in the country. Split PhD programmes were introduced so that PhD students in Pakistan could do a split PhD with a part of their time being spent in good foreign universities under the supervision of eminent foreign scholars. Pakistan was soon recognised internationally for these efforts, and glowing tributes were paid in numerous articles written by the world’s leading educational authorities as well as by neutral experts of the British Council, World Bank, USAID, and UN. I was conferred the highest prize for institution-building by the World Academy of Sciences (Italy) and by the Austrian and Chinese governments.
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By Atta-ur-Rahman December 08, 2021
https://www.thenews.com.pk/print/915013-quality-higher-education
Unfortunately, there was a sharp decline in the quality of higher education due to the actions of the former chairman HEC in the last three years which were condemned by 178 out of the 180 vice chancellors of different public and private universities, who participated in a recent event organised in Bhurban.
Prime Minister Imran Khan is interested in the development of science and higher education in Pakistan. This is reflected in several actions of his government to support the efforts of the PM Task Force of Knowledge Economy: First, after years of stagnation, the present government has announced a sizeable increase in the operational budget of universities by a grant of an additional Rs15 billion on top of the Rs66 billion previously allocated – this is an increase of about 23 percent.
Second, after a decade of neglect, the salary structures of the tenure track faculty have been increased by 35 percent for all and by 100 percent for the best faculty members. Third, the Pakistan-Austrian University of Applied Science and Engineering has been established which is the only university in the country (and possibly in the Subcontinent) with 100 percent PhD-level faculty. This university has been developed in collaboration with three Austrian and five Chinese universities – its academic session has already started. Two other such universities are now being set up in Sialkot and Islamabad.
Fourth, a huge scholarship programme of Rs13 billion has again been launched. Fifth, the research grants NRPU initiative that had been dropped by the previous chairman has been given a new life and some 1,200 research grants will be given to young faculty members across Pakistan this year. Sixth, centres of excellence in new and emerging technologies such as artificial intelligence, nanotechnology, materials engineering etc are being set up across Pakistan, and 26 projects worth over Rs67 billion have already been approved.
Seventh, the development budget of the Ministry of Science and Technology has now been increased by about 600 percent by the Knowledge Economy Task Force projects after years of stagnation. Eight, IT education is being prioritised. The visionary new policies proposed by the IT/Telecom task force of which I happen to be co-chairman have resulted in a 50 percent growth of IT exports from $1.3 billion to $2.1 billion during the last one year, and a huge revival of the IT industry is underway.
A silent revolution is now finally underway in Pakistan. The credit for this goes to Prime Minister Imran Khan and his whole-hearted support to three important task forces – the Science and Technology Task Force, the IT/Telecom Task Force and the Knowledge Economy Task Force – that are being steered by us.
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Infosys founder NR Narayana Murthy says IITs have become victims to rote learning due to coaching classes
https://www.timesnownews.com/business-economy/companies/infosys-fou...
As more and more students leave India for higher studies, Infosys founder Narayana Murthy proposed that governments and corporates should “incentivise” researchers with grants and provide facilities to work here. “The 10,000 crore per year grants for universities under the New Education Policy will help institutions become competitive", he said.
https://youtu.be/2vzSwExIoNg
Infosys founder NR Narayana Murthy on Tuesday expressed concern over India’s education system saying that even the IITs are becoming a victim of learning by rote due to the “tyranny of coaching classes.” Murthy suggested that our education system needs a reorientation directed towards Socratic questioning.
The Infosys founder, who himself is an IIT alumnus, batted for Socratic questioning in the classroom in order to arrive at solutions to real-world issues. “Many experts feel that (in) our country, (there is an) inability to use research to solve our immediate pressing problems around us… (this) is due to lack of inculcating curiosity at an early age, disconnect between pure or applied research," he said.
As to what could be done to solve this, the 76-year-old suggested that the first component is to reorient teaching in schools and colleges towards Socratic questioning in the classroom to solve real-world problems rather than passing the examinations by rote learning. Socrates was a fifth century (BCE) Greek philosopher credited as the founder of Western philosophy.
Speaking at the 14th edition of the Infosys Prize event in Bengaluru, Murthy said that the nation’s progress on the economic and social front depends on the quality of scientific and technological research. Research thrives in an environment of honour and respect for intellectuals, meritocracy and the support and approbation of such intellectuals from society, he noted.
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