The role of education is well defined. Education is seen as leading to knowledge production, hence the terms ‘knowledge economy,’ ‘innovation strategy,’ ‘workforce development,’ where an educated population is considered to contribute towards social integration, democracy, and economic development. In this scenario teaching and research of various disciplines, as well as innovations, depends on varied national needs.
An agenda for future higher education that is being shaped currently is social integration that envisages the role of education in changing social contexts especially with the interconnectedness of education institutions due to globalisation that demands that education can enhance understanding of contemporary societies. Despite government influences, institutional autonomy and academic freedom have meant in practice that universities are expected to serve the knowledge system and the public good from a macro perspective view. Higher education is thus expected to be both externally and internally a strategic player. Thus, there is the need for universities to develop ‘vision’ and ‘mission’ statements; to study their potentials, opportunities, and constraints; put forward implementation strategies, and get themselves evaluated regularly.
There is also an assumption that there is a close link between education and democracy. Research has also focused on whether education will lead to higher participation in a whole range of social politics, including politics. Educated people are thus able to acquire new information, to understand, and to learn.
The value of post-secondary or graduate education is well acknowledged in terms of gainful employment. Despite rising costs of university education, there is a rapid demand for higher education institutions nationally, and globally. Research in the UK and other developed countries show that demand for higher education correlates with higher employment, and thus, students want to invest in higher education for upward mobility and employment.
Currently, youth (15-30 years) comprises 60 percent of population of Pakistan, thus providing a window of opportunity for economic growth. This can only be achieved if there is effective planning at state, institutional and individual levels so that the positive energy produced by young generation of motivated and educated citizens can be channelised productively through strategic planning and effective implementation.
The crisis in education especially in primary and secondary schooling is evident in that Pakistan is at 136th position in Human Development Report for having only 49.9 percent literacy. UNESCO reports primary completion reports in the sixth largest nation of the world as 47.2 percent in males and 38.8 percent in females. Poverty is on the rise and currently half our population is suffering enormously due to rising prices. Consequently, many of our children are forced to engage in child labour.
The poor quality of education in public schools has created parallel systems of education in Pakistan, the public sector and private sector creating two types of young citizens in Pakistan. The westernised elite youth study in private English medium schools and access white-collared jobs; whereas, the conservative masses study in public Urdu medium schools with poor resources and infrastructure, leading to not only low-learning outcomes but also low self- esteem. The outcome of public sector schooling results in a large number of dropouts and illiterates. These uneducated, untrained, frustrated become vulnerable to polarisation and later extremism.
Various problems of our youth identified by experts include: low priority given to education as seen by low investments in education sector (1.5 to 2two percent of the GDP) by various governments; education policies as mere rhetoric, outdated courses and untrained teachers; lack of employment opportunities; poor governance and ill spending of limited funding; corruption; poor health facilities; lack of law and order; rapid population growth and increase in poverty; rise of violence and terrorism; dual systems and inequality and injustice; energy related issues; gender discrimination; lack of opportunities; non conducive environment for development of youth.
The issue of access and equity at various levels of schooling is a major issue of concern. The net enrollment in primary education (five-nine years) at the national level during 2010-11 slightly decreased to 56 percent from 57 percent in 2008-09 (Economic Survey of Pakistan 2011-12). Poor educational standard at the primary/elementary level remains unresolved to date. A plethora of factors is responsible for this condition, and unsatisfactory performance at elementary level. Foremost amongst these are untrained, unmotivated and inept teachers. Besides this, vague curricular objectives, faulty textbooks, insufficient use of teaching aids and outdated mode of teaching add to the problems. Other factors that reflect the poor state of education can be attributed to the existing woes are lack of basic infrastructure and amenities. The buildings are not purpose built, and there are no tables and chairs for students to sit and work on. Facilities like electricity, drinking water and toilets remain unavailable. There are none or poorly equipped playgrounds and sports opportunities.
Secondary and higher secondary level is most significant conjunctional level between elementary and higher education level. A progressive curriculum and ICT based teaching and learning should be appreciated at this level, especially in the area of science and education. Also, technical training and skill oriented education can meet the challenges of this level so as to prepare learners for vocational education to maximise employment opportunities. For effective implementation, faculty professional development programme in-service and pre-service should be mandatory for all teachers.
(To be continued)
She is the Vice Chancellor of Lahore
College for Women University